The Importance of Learning History and Philosophy of Computing

Computers have invaded our offices, our homes, cars and coffee-pots; they have become ubiquitous. However, the advance of computing technologies is associated with an increasing lack of “visibility” of the underlying software and hardware technologies. While we use and accept the computer, we neither know its history nor functionality. In this paper, we argue that this is not a healthy situation. Also, recruitment onto UK Computing degree courses is steadily falling; these courses are appearing less attractive to school-leavers. This may be associated with the increasing ubiquity. In this paper we reflect on an MSc. module of instruction, Concepts and Philosophy of Computing, and a BSc. module Computer Games Development developed at the University of Worcester which address these issues. We propose that the elements of these modules form a necessary part of the education of all citizens, and we suggest how this may be realized. We also suggest how to re-enthuse our youth about computing as a discipline and halt the drop in recruitment.

The Importance of Learning History and Philosophy of Computing

Computers have invaded our offices, our homes, cars and coffee-pots; they have become ubiquitous. However, the advance of computing technologies is associated with an increasing lack of “visibility” of the underlying software and hardware technologies. While we use and accept the computer, we neither know its history nor functionality. In this paper, we argue that this is not a healthy situation. Also, recruitment onto UK Computing degree courses is steadily falling; these courses are appearing less attractive to school-leavers. This may be associated with the increasing ubiquity. In this paper we reflect on an MSc. module of instruction, Concepts and Philosophy of Computing, and a BSc. module Computer Games Development developed at the University of Worcester which address these issues. We propose that the elements of these modules form a necessary part of the education of all citizens, and we suggest how this may be realized. We also suggest how to re-enthuse our youth about computing as a discipline and halt the drop in recruitment.

In Protection of Whose “Wellbeing”? Considerations of “Clauses and A/Effects” in Athlete Contracts

Contractual agreements have become an accepted part of participation processes for athletes in a variety of sport contexts. Closer readings of these contracts,however, pose several questions regarding organizational intentions and motivations,the conceptualization of athletes as “workers,” and representation parity. In this article, we draw on four types of athlete contractual documents from both select international “amateur” and “professional” sport settings. Our key considerations include athletes’ ownership over their image and identities; medical and health disclosures; lifestyle, behavioral and body choices, and restrictions beyond sport; adherence to organizational philosophy and commitments; and social media and publicity constraints. Our exegesis here encourages sport researchers to deliberate whose “wellbeing” matters most when signing that seductive dotted line.

The Metaethics of Nursing Codes of Ethics and Conduct

Nursing codes of ethics and conduct are features of professional practice across the world, and in the UK, the regulator has recently consulted on and published a new code. Initially part of a professionalising agenda, nursing codes have recently come to represent a managerialist and disciplinary agenda and nursing can no longer be regarded as a self-regulating profession.This paper argues that codes of ethics and codes of conduct are significantly different in form and function similar to the difference between ethics and law in everyday life. Some codes successfully integrate these two functions within the same document, while others, principally the UK Code, conflate them resulting in an ambiguous document unable to fulfil its functions effectively. The paper analyses the differences between ethical- codes and conduct-codes by discussing titles, authorship, level, scope for disagreement, consequences of transgression, language and finally and possibly most importantly agent-centeredness. It is argued that conduct codes cannot require nurses to be compassionate because compassion involves an emotional response. The concept of kindness provides a plausible alternative for conduct-codes as it is possible to understand it solely in terms of acts. But if kindness is required in conduct-codes, investigation and possible censure follows from its absence. Using examples it is argued that there are at last five possible accounts of the absence of kindness. As well as being potentially problematic for disciplinary panels, difficulty in understanding the features of blameworthy absence of kindness may challenge UK nurses who, following a recently introduced revalidation procedure, are required to reflect on their practice in relation to The Code. It is concluded that closer attention to metaethical concerns by code writers will better support the functions of their issuing organisations.