CIS 0835 Cyberspace And Society Debate Fall 2015

Cis 0835 Cyberspace And Societydebate Fall 2015debate Assignmentthe

The CIS 0835 Cyberspace and Society Debate – Fall 2015 involves analyzing a societal or technological issue related to cyberspace, developing research-supported arguments for both sides, and presenting these arguments in a structured, persuasive debate format. Teams of 6 to 8 students will be assigned to argue either the pro or con side of specific topics, such as surveillance, privacy, or social media impacts. Each team is responsible for thorough research—finding at least 8 relevant articles or sources—and documenting their findings in a collaborative wiki. The wiki must include an 'Arguments' page with detailed research points, societal and ethical considerations, potential resolutions, and properly formatted APA citations, as well as a 'Citations' page listing all sources used. The debate itself will last approximately 20–22 minutes, following a format of introduction, rebuttals, and closing statements, with individual team members participating in presenting their arguments. Peer evaluation and instructor assessment will focus on research quality, organization, clarity, and use of evidence. The debate topics include surveillance cameras, license plate readers, social networking harms, and government data mining, scheduled for November 16–18. The project emphasizes teamwork, analytical reasoning, and effective communication, culminating in a well-supported, civil argument that demonstrates a comprehensive understanding of complex societal issues surrounding cyberspace. Students are encouraged to utilize all provided resources, adhere to deadlines (no late submissions), and ensure the professionalism of their wiki presentations. Questions should be directed to the instructor during the preparation process.

Paper For Above instruction

The rapid proliferation of digital technologies and the Internet has transformed societal functions, raising profound ethical, privacy, and security concerns that necessitate systematic debate and analysis. The CIS 0835 Cyberspace and Society debate project aims to equip students with critical thinking and research skills by exploring contentious issues such as surveillance, personal data privacy, and social media impacts. Through a structured team-based approach, students will cultivate their abilities to articulate persuasive arguments grounded in credible evidence and ethical considerations, fostering a richer understanding of the societal implications of technological advancements.

Central to this exercise is the development of a comprehensive research wiki, serving as a repository of evidence and analysis supporting each team's position. Each group is required to identify and incorporate at least eight scholarly or credible sources per team, highlighting societal, ethical, and technological issues related to their assigned topic. This collaborative process not only enhances research and citation skills but also emphasizes the importance of proper attribution using APA formatting. The presentation of arguments in the debate structure—introduction, rebuttal, and conclusion—fosters verbal reasoning skills, clarity, and civility in discourse. These debates simulate real-world policy discussions, preparing students for careers where persuasive communication and evidence-based analysis are vital.

For example, during the debate on surveillance cameras, teams will evaluate the balance between public safety and individual privacy, referencing research on the efficacy of surveillance, concerns over mass monitoring, and potential abuses of power. Similarly, in discussing license plate readers, teams must analyze privacy rights versus law enforcement needs, citing studies on data collection and misuse. The social networking debate encourages exploration of social benefits against mental health and privacy risks, fostering critical assessment of digital platforms' societal roles.

In preparing for these debates, students learn to differentiate between deductive and inductive reasoning, apply comparison and contrast analysis, and formulate compelling claims supported by diverse evidence. The process enhances analytical skills, logical reasoning, and ethical awareness—traits essential for responsible participation in digital society. Moreover, peer and instructor evaluations emphasize not only content depth but also presentation clarity, organization, and professionalism, reflecting real-world standards of evidence-based argumentation.

In conclusion, this debate project embodies an integrative approach to understanding cyber society issues by merging research, teamwork, and effective communication. Engaging with contentious topics encourages students to consider multiple perspectives, develop ethical reasoning, and articulate well-informed positions, skills that are indispensable in navigating the complexities of the digital age.

References

• Bamford, J. (2001). The Puzzle Palace: Inside the National Security Agency, America's Most Secret Intelligence Organization. Penguin Books.
• Greenwald, G. (2014). No Place to Hide: Edward Snowden, the NSA, and the U.S. Surveillance State. Metropolitan Books.
• Lyon, D. (2018). The Culture of Surveillance: Watching as a Way of Life. Polity Press.
• McDonald, A. (2008). Privacy and Security in the Digital Age. Routledge.
• Solove, D. J. (2008). Understanding Privacy. Harvard University Press.
• Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. PublicAffairs.
• Marwick, A., & Boyer, D. (2014). The security, privacy, and life cycle of social media. Social Media+Society, 1(1), 1-10.
• Herring, S. C. (2004). Computer-mediated communication on the internet. In C. L. Wilkins & H. W. Weinstein (Eds.), The Handbooks of Communication Science (pp. 599-612). Routledge.
• Rubinstein, I. S. (2013). Big Data: The End of Privacy or a New Beginning? International Data Privacy Law, 3(2), 74–87.
• Nguyen, T. (2019). The societal implications of big data analytics. Journal of Information Privacy and Security, 15(4), 239-255.