Part 1: Reflections on Time Management and Study Strategy
Reflecting on the Time Management Tips, some of the topics were very relatable. For example, I relate to a library being an ideal study location. I have two go-to libraries. One is 30 minutes away, and has a great view to enjoy when I need to stand up, stretch, and take a break. The other is a few minutes away and is where I go when I don’t feel like studying at home and don’t want to drive too far.
One of the tips that stuck with me about writing up a schedule sheet is that it is best to be more specific/detailed in the beginning and that it is ok to loosen up the timeline as needed. This makes sense to me and I think it will help me settle into a new normal. I am going to give it a try.
Part 2: Lessons from Module 3
This week’s CollabU lesson gave me a chance to think about how I interact in a group setting, about people that I have worked with, about groups that I have worked in, and about the dynamic that I would like to promote. A dynamic where people can make their best contribution.
The ethics lessons gave me a new perspective on how to categorize ethical arguments/beliefs using the frameworks that they lay out. In particular, I found myself thinking a lot about cultural relativism. With the advent of the internet and mobile phones, societies are more connected than ever, but we’re still very different. Even similar societies like the U.S. and England diverge along different lines. Take for example, their different views on wealth and monarchs. In the U.S., the wealthy have historically been viewed with admiration and respect, under the assumption that they worked hard and made many sacrifices to gain such wealth. Conversely, in the U.S. monarchy is seen as affront to the ideal of liberty. Americans want no part in it. Traditionally, in England, they frown upon the new rich flaunting their wealth. Only wealth tied to a strong pedigree would garner respect. The monarchy and old, wealthy, prominent families were held in high regard. Is it vulgar for someone, who worked their way up from poverty to drive expensive cars and live in a gilded house? It’s all relative.
For my essay on the use of AI on the battlefield, I plan to focus on arguments based on ethical egoism, care ethics, and virtue ethics. Would a virtuous fighting force deploy weapon systems that could harm many innocent people and thus violate the principle of moderation? Is it a demonstration of ethical egoism and care ethics to deploy this system for the sake of preserving the lives of your soldiers and compatriots?
Part 3: Reflecting on What CS Majors Should Know
This reading lines up with a question that has crossed my mind since I first started looking for an online program to apply to. If I do find a program that fits my schedule as a working professional, will it offer the right courses for a good foundation in computer science? Reading this article confirms my belief that designing a program that covers every base is difficult. The program also has to be designed so that it can reasonably be completed in 4 years. Looking at the list of classes called out in the article, that is quite the challenge. However, every program should at least teach students enough so that they have a fundamental understanding of key subjects and can comfortably expand their knowledge using what they learned in school as a springboard. That means even if there isn’t a course dedicated to a topic, then that topic can at least be touched on as part of another course. For example, the article says that even if a dedicated compilers course isn’t offered, the program can still have students implement an interpreter in one of the other courses. This is a good list of subjects and I will keep it in mind as I work through this program.
Part 4: Reflecting on Code of Integrity
The code of integrity is something that we have all been asked to comply with in some form or another before. It is a way for the school to enforce fairness such that a student does not get an unfair advantage over their peers by using code that is not their own. Disallowing the use of other people’s code allows instructors to better assess each student's grasp of the material and possibly be able to point out areas of improvement. For me, as a student, cheating constitutes a moral injury. I would feel guilty even if I wasn’t caught and made to feel guilty. It also means that I will not learn the material and the necessary behavior for success. I’ve never been a fantastic student, but I have been honest. I take pride in that. If I am unwaveringly committed to the code of integrity and not taking shortcuts, then it’s also cemented in my mind that I have to buckle down and do the work. I’m much more likely to push hard.
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