ICT Developments and Ethical Issues-Free-Samples for Students

Questions: 1.Consider the speech as an example of effective persuasion. How does the speaker attempt to win the language game? 2.Look at the various linguistic devices that he uses and discuss how these help advance the argument he is making, and the emotions. 3.Describe the term Procrastination by using your procrastination experiences as examples. Answers: 1.ACS Codes of professional practice are principles for setting guidelines for acceptable methods of practice within information technology industry. In the ICT all software development has to be carried out following established codes of conduct. Given that the company paid for the usability testing and that employees are bound by the terms of the contract signed, they are free to leave the usability test. According to the codes of practice enhancement of quality of life, development of ICT has some negative impacts that an ethical approach to the work can help mitigate these effects. In accordance with these values, the entity needs to protect and promote the health of those affected by their work. If in the course of the usability test the health and safety of those involved are put at risk they are free to leave it. The entity is required to understand and give due regard to those who are affected by their work by increasing the feeling of personal satisfaction and controlling those affected. In a case where these values arent taken into consideration, the team members can leave the usability test (Bowern Weckert, 2006). Moreover, the interest of the public should come before those of the business hence any conflict should be resolved in favor of the public interest. The business is required to enhance the quality of lives of those affected by their operations. The internal team doing the system testing needs to be made aware of any conflict of interest that the business may be faced with and advised accordingly. (Barry and Sachdeva, 2004) 2.The linguistic devices that the prime minister uses in his speech are as discussed in the following paragraphs. First, repetition. Repetition consists of phrases, words that have been repeated to add emphasis or power to the subject matter. A carefully planned and executed repetition increases the effectiveness of a message. The use of repeated phrases in a speech creates a greater familiarity with the message resulting in gradual agreement. The speaker uses frequent repetition of emotionally charged phrases such as we are sorry to the affected persons and when urging the Australians to focus on the future. This allows him to reinstate his contention to remind the audience of the urgent issues to which he is attending to (Miller, 2006). Parallel sentence structure refer to those sentences are similar in structure. This similarity makes it easier for listeners to concentrate on the message being passed across. The speaker uses this device for instructions when he asks Australians to embrace a future where all are equal partners with equal opportunities (Bamberg, 2007). Anaphora is another device that was used by the prime minister in his speech. It is a technique of emphasizing words by repeating them at the beginning of adjacent clauses. The speaker used "we are sorry" which was repeated at the end of each sentence. He also used anaphora when concluding his speech. He repeats the phrase "future (Hinrichs, 2006) Lastly, emotive language has been used which may make the listeners have an impression that he is aware of the sufferings of the stolen generation. This is manifested when he apologizes for the pain and sufferings of the stolen generation. This language may convince the audience of his intentions to make up for the mistakes done by the past government. (Drew Holt, 2008) 3.Procrastination refers to putting aside something to be done at a later date. Examples include postponing reading for an examination for movies then study the night before the exam. This a real life example that happened to me whereby I had to wait to forgo my studies for entertainment, later to realize that I had utilized time that I could have used for revision. Report on Leadership Description Week 1-3 Learning Describe Some are born leaders, but others are made leaders. In my three weeks of learning, I was appointed the leader of my group to tackle an assignment. I knew I had to lead by example and so I made sure that communication was done early enough.I encouraged my members to do their research on time and eventually we did a comprehensive report that enabled us to score highly in the assignment Explore All leaders require some skills for them to interact with their members. Leaders need to be able to communicate with members on what they want to achieve and give them direction. In addition, confidence is another skill that enables leaders to maintain the morale of the members when faced with setbacks. For members to work hard and produce quality content .leaders need to be committed showing that hard work is required at all levels. Positive attitude is important for the success of any group hence leaders should possess as it keeps the energy levels of members up (Mumford Fleishman, 2010) Evaluate Succeeding in leadership requires cooperation among the members. Their contributions need to be taken into account. Higher levels of performance are often achieved by enabling members to feel they have a say in how things are to be done. Leaders need to be mindful of other leaders, mentors because they can learn from them (Crebert Cragnolini, 2014). Plan From what I have learned, leaders need to be trained on the leadership skills to perform their work effectively leader should be geared towards not only the development of the team but individuals constructs as well. True leadership is about pushing people to do what they wouldn't do on their own. References Bamberg, M. G. (2007). Positioning between structure and performance. Journal of narrative and life history, 7(1-4), 335-342. Barry, L., Blair, P. G., Cosgrove, E. M., Cruess, R. L., Cruess, S. R., Eastman, A. B., ... Sachdeva, A. K. (2004). One year, and counting, after publication of our ACS Code of Professional Conduct. Journal of the American College of Surgeons, 199(5), 736-740. Bowern, M., Burmeister, O., Gotterbarn, D., Weckert, J. (2006). ICT Integrity: Bringing the ACS Code of Ethics up to date. Australasian Journal of Information Systems, 13(2). Crebert, G., Bates, M., Bell, B., Patrick, C. J., Cragnolini, V. (2004). Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research Development, 23(2), 147-165. Drew, P., Holt, E. (2008). Figures of speech: Figurative expressions and the management of topic transition in conversation. Language in society, 27(4), 495-522. Hinrichs, E. (2006). Temporal anaphora in discourses of English. Linguistics and philosophy, 9(1), 63-82. Miller, J. H. (2006). Ariadne's Thread: Repetition and the Narrative Line. Critical Inquiry, 3(1), 57-77 Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., Fleishman, E. A. (2010). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterl Bamberg, M. G. (2007). Positioning between structure and performance. Journal of narrativeAnd life history, 7(1-4), 335-342. Barry, L., Blair, P. G., Cosgrove, E. M., Cruess, R. L., Cruess, S. R., Eastman, A. B., ... Sachdeva, A. K. (2004). One year, and counting, after the publication of our ACS "Code of Professional Conduct." Journal of the American College of Surgeons, 199(5), 736-740. Bowern, M., Burmeister, O., Gotterbarn, D., Weckert, J. (2006). ICT Integrity: Bringing the ACS Code of Ethics up to date. Australasian Journal of Information Systems, 13(2). Crebert, G., Bates, M., Bell, B., Patrick, C. J., Cragnolini, V. (2004). Developing generic skills At university, during work placement, and in employment: graduates' perceptions. Higher Education Research Development, 23(2), 147-165. Drew, P., Holt, E. (2008). Figures of speech: Figurative expressions and the management of Topic transition in conversation. Language in Society, 27(4), 495-522. Hinrichs, E. (2006). Temporal anaphora in discourses of English. Linguistics and philosophy9(1), 63-82. Miller, J. H. (2006). Ariadne's Thread: Repetition and the Narrative Line. Critical Inquiry, 3(1),57-77 Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., Fleishman, E. A. (2010). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly