What general approach should DHS and FEMA take for retaining ethical considerations in mind as they discover, select, and develop new technologies? Explain.

Congratulations! Given your education in homeland security, you have been newly hired to work within the DHS Science and Technology Directorate. Your first assignment, intended to leverage your exceptional research and writing skills, is to gather information about ethical considerations for the use of technology to meet selected homeland security objectives.
Although DHS has assigned this project to you with a specific focus on immigration, search and seizure applications, and the general approach to leveraging technological advancements, in crafting your “white paper,” as you provide both descriptions and analysis, you may also consider some of the following factors (in any order).
Assignment Guidelines
• Address the following in 10–12 pages:
o What general approach should DHS and FEMA take for retaining ethical considerations in mind as they discover, select, and develop new technologies? Explain.
 Consider if there are any types, categories, or forms of technology these agencies should avoid—explain what and why.
o What “environmental” factors should DHS and FEMA stay aware of as they select or employ technologies, e.g., political, economic, social, cultural, or legal? Explain.
 Identify some of the ways conflict may arise between some or all of these factors and ethical matters.
 Be prepared to advise your bosses on when and how any of these factors might and/or should trump ethical issues.
o How much transparency should DHS and FEMA provide in letting the public know about current or prospective technologies? Explain.
 Consider the ethics of using technology without public knowledge or consent.
o How might planning and exercises reduce the likelihood of leaders or managers compromising ethics when using technological tools or capabilities? Explain.
o What are the intentional and unintentional potentials for their actions to be models of states and localities? Explain.
 Is this consideration important? Why or why not?
o What slippery slopes lie ahead regarding homeland security? Consider the following in your response:
 Immigration issues
 Search and seizure issues
 Technological advancements
o Once ethics are breeched, are they easier to neglect in the future? Does this matter when executing the critical missions within homeland security? Explain.

Describe any assumptions or limitations for each relationship. For example, professors are able to teach more than one course or students can only be enrolled in one program.

A prestigious university has recently implemented a consolidation strategy that will require it to centralize their student records. In order to move forward, the local university will need to develop a data model that will retain student records and perform various data extract transform and load (ETL) processes. Imagine that you have been hired as a database consultant to assist in the development of a data design strategy for the student records.
You met with various university subject matter experts and have determined the following after performing various business analysis processes:

• Faculty groups are divided by core competencies that the university offers. For example, there are groups such as the Art Faculty, Computer Technology Faculty, Language Faculty, and Science Faculty. Each faculty member has an assigned Dean and is designated to teach at one particular campus and school. They are able to teach as many courses as required.
• Courses are categorized by course code and title. Certain courses have prerequisites and the university has asked for this to be cataloged as well.
• There are various schools within each campus. For example, the Los Angeles campus holds the following schools: School of Science, School of Law, and School of Computer Technology. Additionally, each school offers different professional study programs such as Forensic Computer Science, Marine Biology, Business Management, and Civil Engineering to name a few.
• The study path for students requires that they be enrolled in a specific professional study program. The professional study program requires the students to complete a specific set of core courses. The university also requires that an online grade book be available. The online grade book should show grades awarded to students for specific courses and the term they completed the course.
• The university identifies each student by his or her name, date of birth, social, and professional study program.
Using these findings, write a three to four (3-4) page paper in which you:
1. Analyze the university’s requirements and provide a proposal to organize all the required data elements. The proposal should include the following:
a. Provide an Entity Relationship Model (ERM) that will describe the data structure that will store all data elements. Note: The graphically depicted solution is not included in the required page length.
b. Describe any assumptions or limitations for each relationship. For example, professors are able to teach more than one course or students can only be enrolled in one program.
2. Create the primary key and foreign keys using a UML Class diagram for each table.
3. Suggest at least four (4) types of business intelligence reports that could help the university in course management, student enrollment, or historical tracking. Support your answer by providing specific business functions that these reports could assist executives of the university.
4. As an alternative for development of the database, you are considering outsourcing the functions above. Research the Internet and other media sources for vendors who develop registrar and school management database systems.
a. Suggest three (3) vendors that developed and are employing efficient registrar and school management database systems and support your reasons to choose from one (1) of these three (3) vendors.
b. Compare and contrast the key aspects that each system offers. Examples of system aspects include but not limited to cloud based, pricing model, open source, etc.

Discuss why the Ancient Babylonians spent so much effort in tracking the movement of the stars and planets.

A) Using the Neugebauer readings, Lindberg, and examples from the Enuma Elish, and discuss briefly how Babylonian astronomy developed over its three periods.

B) Discuss why the Ancient Babylonians spent so much effort in tracking the movement of the stars and planets.  In other words, what place did astronomy have in Babylonian society?  Did is serve their religious, political, social needs?  What does this tell us about the nature of ‘science’ in their society?

C) Also, can we trust Negebauer completely? Or is his portrayal of the Ancients limited in how he assesses their science–think about what Rochberg said.

References
Otto Neugebauer, “ The Survival of Babylonian Methods in the Exact Sciences of Antiquity and Middle Ages,” Proceedings of the American Philosophical Society, Vol. 107, No. 6, Dec. 20, 1963, pp. 528-535;

Otto Neugebauer, “The History of Ancient Astronomy Problems and Methods,” Journal of Near Eastern Studies, Vol. 4, No. 1, Jan., 1945, pp. 1-38.

Which aspect of the French Revolution most disturbed these commentators?

Contemporaries instantly grasped the cataclysmic significance of the French Revolution and began to argue about its lessons for their own countries. A member of the British Parliament, Edmund Burke ignited a firestorm of controversy with his Reflections on the Revolution in France (Excerpt 1). He condemned the French revolutionaries for attempting to build a government on abstract reasoning rather than taking historical traditions and customs into account; his book provided a foundation for the doctrine known as conservatism, which argued for “conserving” the traditional foundations of society and avoiding the pitfalls of radical or revolutionary change. Burke’s views provoked a strong response from the English political agitator Thomas Paine. Paine’s pamphlet Common Sense (1776) had helped inspire the British North American colonies to demand independence from Great Britain. In The Rights of Man (Excerpt 2), written fifteen years later, Paine attacked the traditional order as fundamentally unjust and defended the idea of a revolution to uphold rights. Joseph de Maistre, an aristocratic opponent of both the Enlightenment and the French Revolution, put the conservative attack on the French Revolution into a deeply religious and absolutist framework (Excerpt 3). In contrast, Anne-Louise-Germaine de Staël, an opponent of Napoleon and one of the most influential intellectuals of the early nineteenth century, took the view that the violence of the Revolution had been the product of generations of superstition and arbitrary rule, that is, rule by an absolutist Catholic church and monarchical government (Excerpt 4).
1. Edmund Burke, Reflections on the Revolution in France (1790)
An Irish-born supporter of the American colonists in their opposition to the British Parliament, Edmund Burke (1729–1797) opposed the French Revolution. He argued the case for tradition, continuity, and gradual reform based on practical experience—what he called “a sure principle of conservation.”
Can I now congratulate the same nation [France] upon its freedom? Is it because liberty in the abstract may be classed amongst the blessings of mankind, that I am seriously to felicitate a madman, who has escaped from the protecting restraint and wholesome darkness of his cell, on his restoration to the enjoyment of light and liberty? Am I to congratulate an highwayman and murderer, who has broke prison, upon the recovery of his natural rights? . . .
Government is not made in virtue of natural rights, which may and do exist in total independence of it; and exist in much greater clearness, and in a much greater degree of abstract perfection: but their abstract perfection is their practical defect. By having a right to every thing they want every thing. . . . The science of constructing a commonwealth, or renovating it, or reforming it, is, like every other experimental science, not to be taught a priori [based on theory rather than on experience]. Nor is it a short experience that can instruct us in that practical science; because the real effects of moral causes are not always immediate; but that which in the first instance is prejudicial may be excellent in its remoter operation; and its excellence may arise even from the ill effects it produces in the beginning. . . .
In the groves of their academy, at the end of every visto [vista], you see nothing but the gallows. Nothing is left which engages the affections on the part of the commonwealth. . . . To make us love our country, our country ought to be lovely.
Source: Edmund Burke, Reflections on the Revolution in France: And on the Proceedings in Certain Societies in London Relative to That Event, 2nd. Ed. (London: J. Dodsley, 1790), 88, 90, 115-116.
2. Thomas Paine, The Rights of Man (1791)
In his reply to Burke, The Rights of Man, which sold 200,000 copies in two years, Thomas Paine (1737–1809) defended the idea of reform based on reason, advocated a concept of universal human rights, and attacked the excesses of privilege and tradition in Great Britain. Elected as a deputy to the French National Convention in 1793 in recognition of his writings in favor of the French Revolution, Paine narrowly escaped condemnation as an associate of the Girondins.
Before anything can be reasoned upon to a conclusion, certain facts, principles, or data, to reason from, must be established, admitted, or denied. Mr. Burke, with his usual outrage, abuses the Declaration of the Rights of Man, published by the National Assembly of France, as the basis on which the Constitution of France is built. This he calls “paltry and blurred sheets of paper about the rights of man.”
Does Mr. Burke mean to deny that man has any rights? If he does, then he must mean that there are no such things as rights any where, and that he has none himself; for who is there in the world but man? . . .
Hitherto we have spoken only (and that but in part) of the natural rights of man. We have now to consider the civil rights of man, and to show how the one originates from the other. Man did not enter into society to become worse than he was before, nor to have fewer rights than he had before, but to have those rights better secured. His natural rights are the foundation of all his civil rights. . . .
A constitution is not a thing in name only, but in fact. It has not an ideal, but a real existence; and wherever it cannot be produced in a visible form, there is none. A constitution is a thing antecedent to a government, and a government is only the creature of a constitution. The constitution of a country is not the act of its government, but of the people constituting a government. . . .
Can then Mr. Burke produce the English Constitution? If he cannot, we may fairly conclude, that though it has been so much talked about, no such thing as a constitution exists, or ever did exist, and consequently that the people have yet a constitution to form.
Source: Thomas Paine. The Political Writings of Thomas Paine: To Which Is Prefixed a Brief Sketch of the Author’s Life, 2 vols. (New York: G. H. Evans, 1835), II: 69-70, 72, 76.
3. Joseph De Maistre, Considerations on France (1797)
An aristocrat born in Savoy, Joseph de Maistre (1753–1821) believed in reform but he passionately opposed both the Enlightenment and the French Revolution as destructive to good order. He believed that Protestants, Jews, lawyers, journalists, and scientists all threatened the social order because they questioned the need for absolute obedience to authority in matters both religious and political. De Maistre set the foundations for reactionary conservatism, a conservatism that defended throne and altar.
This consideration especially makes me think that the French Revolution is a great epoch and that its consequences, in all kinds of ways, will be felt far beyond the time of its explosion and the limits of its birthplace. . . .
There is a satanic quality to the French Revolution that distinguishes it from everything we have ever seen or anything we are ever likely to see in the future. Recall the great assemblies, Robespierre’s speech against the priesthood, the solemn apostasy [renunciation of vows] of the clergy, the desecration of objects of worship, the installation of the goddess of reason, and that multitude of extraordinary actions by which the provinces sought to outdo Paris. All this goes beyond the ordinary circle of crime and seems to belong to another world.
Source: Joseph de Maistre, Considerations on France, trans. Richard A. Lebrun (Cambridge: Cambridge University Press, 1994), 21, 41.
4. Anne-Louise-Germaine de Staël, Considerations on the Main Events of the French Revolution (1818)
De Staël published her views long after the Revolution was over, but she had lived through the events herself. She was the daughter of Jacques Necker, Louis XVI’s Swiss Protestant finance minister. Necker’s dismissal in July 1789 had sparked the attack on the Bastille. De Staël published novels, literary tracts, and memoirs and became one of the best-known writers of the nineteenth century. In her writings she defended the Enlightenment; though she opposed the violence unleashed by the Revolution, she traced it back to the excesses of monarchical government. (See her portrait on page 000 xxx.)
Once the people were freed from their harness there is no doubt that they were in a position to commit any kind of crime. But how can we explain their depravity? The government we are now supposed to miss so sorely [the former monarchy] had had plenty of time to form this guilty nation. The priests whose teaching, example, and wealth were supposed to be so good for us had supervised the childhood of the generation that broke out against them. The class that revolted in 1789 must have been accustomed to the privileges of feudal nobility which, as we are also assured, are so peculiarly agreeable to those on whom they weigh [the peasants]. How does it happen, then, that the seed of so many vices was sown under the ancient institutions? . . . What can we conclude from this, then?—That no people had been as unhappy for the preceding century as the French. If the Negroes of Saint-Domingue have committed even greater atrocities, it is because they had been even more greatly oppressed.

Questions to Consider

  1. Which aspect of the French Revolution most disturbed these commentators?
  2. How would you align each of these writers on a spectrum running from extreme right to extreme left in politics?
  3. How would each of these writers judge the Enlightenment that preceded the French Revolution?