ࡱ>  bjbjr r 0`_`_Z|'*,*,*,*,*,>,>,>,8v,".>,JZ.Z3(333]4Z44=J?J?J?J?J?J?J$MOcJ*,4]4]444cJ*,*,33xJ9994*,3*,3=J94=J99rKBTB 8q5B)JJ0JBlPw6HlPBBlP*,D@44944444cJcJ7H444J4444lP444444444X *: ƵChicago  SEQ CHAPTER \h \r 1Program in Global and International Studies GIST 301-01: Capstone Technological Change and Society Professor: Chris Hasselmann Class: MWF, 10:25 11:15 AM Dumbach Hall 125 Office Hours: Coffey Hall, Room 402 MWF, noon-1:00 PM and by appointment Email:  HYPERLINK "mailto:hasselmannc@net.elmhurst.edu" chasselmann@luc.edu This course serves as a Capstone experience for majors in Global and International Studies. All students must be 1) GIST majors, and 2) either juniors or seniors. This semesters Capstone explores how changes in technology affect society in four broad areas. First, we will examine how technological innovations have changed how we communicate, both historically and more recently. We will give particular attention to the rise of social media and on-line censorship. The European Union's new "right to be forgotten" law will be explored as a potential model for the protection of on-line privacy. Second, we will explore how technology is changing the workplace, including whether the ongoing advances in AI/machine learning will or should lead to the provision of a universal basic income (UBI) guarantee. The arguments for and against such free money will be considered in part through a case study of the UBI program under development in India. This section of the course will also assess the ethics and legal issues surrounding autonomous vehicles as well as drone strikes and the military applications of AI including cyber warfare. Third, we will consider some of the regulatory issues surrounding technology firms themselves, including the debate as whether they are best regulated as a utility, a media company, or other type of firm. Finally, we will step back and examine the larger issue of how technology may change humanity itself by considering some of the implications of recent advances in genomics and genetic engineering. Policy on Technology in the Classroom There is a growing  HYPERLINK "https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html?" consensus that the use of laptops, tablets, and cellphones in the classroom by students is counterproductive. First, they distract others around you by forcing them to observe your screen rather than just the lecture and class going on around them. Second, too many screen users are watching soccer matches, checking in with Snapchat, and playing the occasional game of Solitaire. Third, the use of such tech turns users into transcription zombies rather than thinkers; you are better off rephrasing the concepts in your own words than trying to create a running, verbatim transcript. These findings have all been empirical demonstrated. One of the earliest studies, the Laptop and the Lecture, took place at Cornell University in 2003. It allowed half the class unfettered access to laptops and the internet while the other half was required to keep their laptops closed and use a good old fashioned pen or pencil. The pen and pencil set did better on the post-lecture quiz. Since pop-up quizzes are not the best outcome measure, follow-up  HYPERLINK "https://journals.sagepub.com/doi/10.1177/0956797614524581" studies at Princeton and Berkeley used the same random assignment but provided the quiz a week later to give students time to review their notes. While the typists took more detailed and precise notes, they also preformed worse on the quiz. In short, the pen is mightier than the keyboard for nearly everyone. That said, some students do benefit from typing, and some students with disabilities or injuries may need to use such tech in the classroom even if only on a temporary basis. Therefore, the following rules will apply in this course; additional rules will be discussed and considered as a group on the first day of class. Rule 1: No cell phones are allowed out in class unless you are making an audio recording of the lecture, in which case you will need to place your phone up front on the desk. Besides removing temptation, you will get better audio quality from 5 feet than you will from 20. For what it is worth, I don't recommend this approach; you are better off taking hand written notes at the time rather than spending another 75 or 50 minutes listening to the whole class again later. It is a highly inefficient use of your time. Rule 2: As this class includes small group and paired discussion breakouts, I will occasionally insist on a complete screens down/off approach. You are meant to engage with each other during these times, not to take notes, check your email, or surf the web. Assignments There are six assignments in this class. First, each student must submit an abstract and preliminary bibliography for his or her final paper by February 5th. An abstract is a 250 word or less statement outlining the research question and the proposed thesis that answers this central question. It should also briefly describe how this argument will be supported in terms of methodology (i.e., a case-study, large-N statistical model, ); both your methodology and data sources should be clearly conveyed. Students are strongly advised to review any journal, such as the American Political Science Review, that contains an abstract for each article. Such journals are available on-line at  HYPERLINK "http://www.jstor.org" www.jstor.org from any on-campus computer (or off-campus via library proxy); students need only read the abstract at the beginning of each article. After reading several, it will be obvious how to compose one yourself as they all follow the same basic pattern. The preliminary bibliography does not need to be annotated. This assignment will be used to approve your final paper topic. Second, an in-class midterm will be held on February 10th. The exam will consist of four sections: fill-in the blank, multiple choice, true/false, and matching. Students will have a degree of choice within each section. Third, a final paper is due on April 15th. The paper is expected to be ~15 pages, and can be on any topic broadly related to the relationship between technology and societies that is appropriate for Global and International Studies (i.e., papers dealing solely with either the U.S. or an event prior to 1800 are not acceptable). Students are advised to pick something they are personally interested in learning more about. The abstract due in September will be used to approve your choice of topic and to provide initial guidance on refining the basic question posed in the paper. Individual papers will be discussed in more detail in one-on-one meetings to be held during class time on February 12th, 14th, and 17th . These meetings will be held in my office, Coffey Hall room 402, rather than the classroom itself. Individual meeting times will be announced before hand via email. Regular class will not meet on those days. Fourth, all students will give an oral presentation of their final paper at the end of the term (April 17th, 20th, and 22nd). Each presentation must be accompanied by a PowerPoint or other visual presentation, and should be no longer than 15 minutes. Fifth, a final exam will be held during exam week on Monday, April 27th from 9-11 AM or as rescheduled by the Registrar; the Registrar has the final say as to when the exam will be held. The entire  HYPERLINK "http://www.luc.edu/adaemics/schedules" academic calendar is available on-line, as is the  HYPERLINK "http://www.luc.edu/academics/schedules/spring/exam_schedule.shtml" exam schedule. The final is not cumulative, and will follow the same format was the midterm. Sixth, active participation in class discussions and debates is expected. This class was deliberately kept small so as to provide an opportunity for students to be actively involved in a way not possible with 40 other students present. Please note that attendance and participation are not the same things. Finally, all students in this course are required to submit material to facilitate the annual assessment of the GIST program. To that end, each student must submit a portfolio by the end of the term that includes the following: - Two previously written papers (6 pages minimum), each from a different GIST course - A personal statement describing: 1) What you feel you have learned as a Loyola student 2) Experiences you have found most helpful (courses; internships ) 3) An assessment of the strengths and weaknesses of the GIST program itself. Please combine all aspects into a single file (Word preferred, PDF acceptable) and email it to me no later than April 27th. You may use the paper from this class as one of your submissions. Assignment Weight Abstract & Bibliography 5% Midterm Exam 20% Paper 20% Oral Presentation 20% Final Exam 20% Participation 10% GIST Assessment 5% Grades The following grading system will be used, with plusses and minuses added: A Excellent work, papers (essays) are well written and argued with a clear thesis that is well supported throughout. Written work is clear, concise, and devoid of errors (grammatical, lack of citation). While all papers can be revised endlessly, no immediate, obvious or quick changes would improve the caliber of the work. Participation in class discussions is consistent and thoughtful. B Good overall, although could stand minor improvement in places. Arguments typically require slightly greater elaboration or support. Written work can be unclear or vague in places, either due to a lack of conceptual clarity, or simply a writing style that is difficult to follow at times. If given a fairly short amount of time to improve the paper, the student is likely capable of making the needed improvements in the limited time allotted. In other words, a major revision is not called for, but several, relatitvely quick improvements could be made. Class participation is good, although not as consistent or forthcoming as from other students in the class. C The work is acceptable, however, suffers from numerous shortcomings that detract from the overall effort. Arguments are often ill supported and typically vaguely explained. Written work could stand substantial revision and improvement for clarity, basic grammar, citation/reference requirements, and overall presentation. Active participation in class discussion is often minimal, though occasionally present. D The minimum acceptable level to receive credit. Written work is weakly presented in terms of both clarity and accessibility, meaning that it is often difficult to follow or determine just what is being argued. Little to no supporting evidence is presented, and there are often large leaps of logic that raise questions as to the students understanding of the concepts under discussion. Papers often reflect serious difficulties with written English, raising concerns about the students ability to successfully graduate from college without significant improvement. Despite these weaknesses, however, the effort rises above the level needed to receive credit for the assignment. F Failure to meet the standards expected of students at ƵChicago. Final course grades reflect the weighted average of the assignments as listed above, and follow the universitys grade system as outlined in the course catalog. Extra-credit assignments are not offered on an individual basis. Barring a medical emergency or similar situation, no extensions will be granted on any assignment. Late assignments are docked half a letter grade (5 points) for each 24-hr period the assignment is late. No assignment will be accepted late after 10 days; a zero will be recorded instead. You can only receive credit toward the GIST Capstone requirement with a final course grade of C or better. All students are expected to adhere to the highest standards of academic integrity. All instances of cheating or plagiarism will result in at least a failed grade on the assignment, if not the entire course. All infractions are reported to the Dean for Student Academic Affairs for further disciplinary action, which may include expulsion from Loyola University. The universitys policies related to academic integrity are list in the  HYPERLINK "http://www.luc.edu/academics/catalog/undergrad/reg.shtml" catalog. All findings of academic misconduct are entered into a students university record and may be disclosed to graduate schools, state bar examiners, and others with a legitimate reason to inquire. The Abstract/Preliminary Bibliography, as well as the Final Paper, must be submitted (uploaded) to  HYPERLINK "https://sakai.luc.edu/" Sakai. A hard copy does not need to be turned in during class. A brief written grade report will be returned to each student through Sakai. A separate grade as well as comments on the oral presentation will be posted to Sakai prior to the final exam. The final paper should also be submitted (uploaded) to TURN-IT-IN, an on-line plagiarism testing service paid for by Loyola; this service is accessible through Sakai. Since you will receive a report from TURN-IT-IN, you are encouraged to leave sufficient time to edit or correct your paper as needed prior to submitting your final copy. You will be able to modify your submission as long as Sakai is still accepting submissions for that assignment; resubmissions received after the due date will be considered late. Instructions for uploading your papers will be discussed in class as the time approaches, but on-line instructions are available HYPERLINK "http://www.luc.edu/itrs/teachingwithtechnology/sakai/sakai-student-tutorials.shtml"here. Traveling athletes, and those participating in other events as university representatives, are reminded to provide me with a copy of their travel schedules and any conflicting tournaments as soon as they become available. Only officially sanctioned university events will be considered. Texts There is one required textbook for this course, which is available in the campus bookstore. Electronic links to articles are accessible via an electronic version of this syllabus that will be posted on the course home page within  HYPERLINK "https://sakai.luc.edu/" Sakai. All readings marked (ERES) are available for download from as electronic reserves from within  HYPERLINK "https://sakai.luc.edu/" Sakai. Links to other webpages are embedded in this syllabus, which again, can be downloaded. All readings marked either (JSTOR) or (Academic Search Premier) must be accessed from a Ƶserver, either on-campus, or off-campus via a proxy. Please consult the  HYPERLINK "http://libraries.luc.edu/offcampus" library if you need help. You should never need to pay for access to an article; if you come across such a request, you should be able to access the article in question through the university library, which has already paid for your access. This may arise if you attempt to link from off-campus. Complete citations have been given below should you need to locate an article through the librarys servers. All material in this course is copyrighted by someone; students may not share course materials with anyone outside of the class without my written permission. On-line links to publicly available websites (i.e., no login required) may be shared with anyone. Required Text: Volti, Rudi. 2017. Society and Technological Change, 8th Edition. New York: Worth Publishers, Macmillan Learning. ISBN 13: 978-1-319-05825-8 I: Introduction Week 1 1/13/20 Class Introduction No reading assignments 1/15/20 Methods and Topics E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"McNabb, David. 2004. Selecting a Research Topic, in Research Methods in Public Administration and Nonprofit Management: quantitative and qualitative methods, 2nd Ed. Armonk: M.E. Sharpe, pp. 80-92. Recommended Readings (not required): for use on the final paper E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"McNabb, David. 2008. Eight Steps in The Research Process, in Research Methods in Public Administration and Nonprofit Management: quantitative and qualitative methods, 2nd Ed. Armonk: M.E. Sharpe, pp. 71-9. E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Johnson, Janet Buttolph and H.T. Reynolds. 2004. Conducting a Literature Review, in Political Science Research Methods, 5th Ed. Washington, D.C.: CQ Press, pp. 135-52. E-Link (ERES): HYPERLINK "https://sakai.luc.edu/"Van Evra, Stephen. 1997. Hypotheses, Laws, and Theories: a users guide, in Guide to Methods for Students of Political Science. Ithaca: Cornell University Press, pp. 7-48. 1/17/20 How to Make Informative Tables & Figures E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Johnson, Janet and H.T. Reynolds. 2012. Making Sense of Data: first steps, in Political Science Research Methods, 7th Ed. Los Angeles: Sage/CQ Press, pp. 354-95. E-Link (JSTOR):  HYPERLINK "http://links.jstor.org/sici?sici=1076-9986%28199721%2922%3A1%3C1%3AITDWNT%3E2.0.CO%3B2-L" Wainer, Howard. 1997. Improving Tabular Displays, with NAEP Tables as Examples and Inspirations. Journal of Educational and Behavioral Statistics, 22(1): 1-30. E-Link (IL State Univ.):  HYPERLINK "http://lilt.ilstu.edu/gmklass/pos138/datadisplay/sections/goodtables.htm" Klass, Gary. 2002. Constructing Good Tables. Illinois State University. On-line edition. E-Link (York Univ.): HYPERLINK "http://www.datavis.ca/gallery/index.php"Friendly, Michael. 2000. The Best and Worst of Statistical Graphics. York University. Skim the website and consider both the good (Laurels) and bad examples (Darts). II. Technology & Communication Week 2: The Media and Technology 1/20/20 No Class: University Holiday 1/22/20 Technological Change and Society: an historical overview Chapters 1 & 2 in Volti E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/1025427" Ogburn, William. 1947. How Technology Changes Society, The Annals of the American Academy of Political and Social Science, 249(January): 81-8. Recommended (not required): Chapters 3, 4, & 5 in Volti 1/24/20 Technology, the Media, and the Public Interest Chapter 12 & 13 in Volti E-Link (Atlantic):  HYPERLINK "https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/" Carr, Nicholas. 2008. Is Google Making Us Stupid?, The Atlantic, July/August 2008. Week 3: the Internet & Privacy 1/27/20 The Internet Chapter 14 in Volti E-Link (web):  HYPERLINK "https://www.economist.com/news/united-states/21739167-even-used-legitimately-it-powerful-intrusive-political-tool-facebook-scandal" Economist. 2018. The Facebook scandal could change politics as well as the internet. On-line edition, March 22, 2018; Print edition title: The antisocial network, March 24, 2018, 21-2. E-Link (BCC):  HYPERLINK "http://www.bbc.com/future/story/20180416-the-myth-of-the-online-echo-chamber" BBC. 2018 The myth of the online echo chamber. BBC: Future. April 17, 2018 Recommended (not required) E-Link (web):  HYPERLINK "http://futureoftheinternet.org/files/2013/06/ZittrainTheFutureoftheInternet.pdf" Zittrain, Jonathan L. 2008. The Future of the Internet And How to Stop It. New Haven, Yale University Press. 1/29/20 EUs right to be forgotten law E-Link (Wired):  HYPERLINK "https://www.wired.com/story/europes-new-privacy-law-will-change-the-web-and-more/" Tiku, Nitasha. 2018. Europes New Privacy Law Will Change the Web, and More, Wired , March 19, 2018, on-line edition.  E-Link (MIT):  HYPERLINK "http://groups.csail.mit.edu/mac/classes/6.805/articles/privacy/Privacy_brand_warr2.html" Warren, Samuel and Louis Brandeis. 1890. The Right to Privacy, Havard Law Review, 4(5): December 15, 1890.  Recommended (not required): E-Link (EUGDPR):  HYPERLINK "https://www.eugdpr.org/" The EU General Data Protection Regulation portal. E-Link (BBC):  HYPERLINK "http://www.bbc.com/news/topics/cp846mrw2w0t/general-data-protection-regulation" BBC. 2018. General Data Protection Regulation, BBC News, May 4, 2018 (updated frequently).  1/31/20 National Security vs Privacy In-Class Video (53 min):  HYPERLINK "https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/" \l "video-2" Frontline. 2018. United States of Secrets, part II, Public Broadcasting Service: Frontline. May 11, 2018. Recommended (not required): E-Link (PBS):  HYPERLINK "https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/" \l "video-1" Frontline. 2014. United States of Secrets, Part I. Public Broadcasting Service: Frontline. May 13, 2014 (1hr 54 min). E-Link (Harvard): HYPERLINK "https://gking.harvard.edu/files/gking/files/partnerships.pdf?m=1523272544"King, Gary and Nate Persily. 2018. A New Model for Industry-Academic Partnerships. Working Paper, April 29, 2018. Week 4: Protest, Censorship, and Monitoring 2/3/20 Social Media and the Arab Spring E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/43783818" McGarty, Craig et al. 2014. New Technologies, New Identities, and the Growth of Mass Opposition in the Arab Spring, Political Psychology, 35(6): 725-40. 2/5/20 The Great Fire Wall of China E-Link (JSTOR):  HYPERLINK "http://www.jstor.org/stable/43654017" King, Gary et al. 2013. How Censorship in China Allows Government Criticism but Silences Collective Expression, APSR, 107(2): 326-43. ABSTRACTS DUE 2/7/20 Chinas new Social Credit Score system E-Link (BBC):  HYPERLINK "http://www.bbc.com/news/business-43335813" Brown, Jessica. 2018. Would you choose a partner based on their citizen score? BBC News, Business, March 13, 2018. Week 5: Midterm // One-On-One Meetings 2/10/20 Midterm Exam 2/12/20 One-On-One Meetings to Discuss the Final Paper (3 @ 15 minutes) 2/14/20 One-On-One Meetings to Discuss the Final Paper II. Technology and the Workforce Week 6: One-On-One Meetings // AI and a Changing Workforce 2/17/20 One-On-One Meetings to Discuss the Final Paper 2/19/20 Technology & Development Chapter 9 in Volti E-Link (NY Times): HYPERLINK "https://www.nytimes.com/interactive/2018/10/26/opinion/halloween-spooky-costumes-machine-learning-generator.html"Shane, Janelle. 2018. Let Our Algorithm Choose Your Halloween Costume, NY Times, October 26, 218 Online edition. A Print version appeared as The Spooky Side of Machine Learning. October 28, 2018, Sunday Reivew, pg. 2.  2/21/20 Technology & Employment Chapters 10 & 11 in Volti E-Link (TED Talk):  HYPERLINK "https://www.ted.com/talks/david_autor_why_are_there_still_so_many_jobs" Autor, David. 2016. Will automation take away all our jobs? TED Talk: TEDxCambridge, September.  E-Link (Economist):  HYPERLINK "https://www.economist.com/books-and-arts/2020/01/23/robots-may-well-take-your-job-eventually" Economist. 2020. The Future of work: If you can get it. Economist, January 25, 2020, pp. 73-4. Recommended (not required): E-Link (Atlantic):  HYPERLINK "https://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/" Thompson, Derek. 2015. A World Without Work, The Atlantic, July/August. Week 7: Tech As Industry Disrupter 2/24/20 Massive Open Online Courses (MOOCS) & the Future of Education E-Link (Economist):  HYPERLINK "https://www.economist.com/business/2013/07/20/the-attack-of-the-moocs" Economist. 2013. The attack of the MOOCs. July 20, 2013. E-Link (Economist): HYPERLINK "https://www.economist.com/special-report/2015/03/26/not-classy-enough"Economist. 2015. Not classy enough. March 26, 2015. E-Link (Economist):  HYPERLINK "https://www.economist.com/business/2018/07/19/universities-withstood-moocs-but-risk-being-outwitted-by-opms" Economist. 2018. Universities withstood MOOCs but risk being outwitted by OPMs. July 19, 2018. E-Link (Yahoo Finance):  HYPERLINK "https://finance.yahoo.com/news/u-s-schools-getting-rid-snow-days-googles-help-183318455.html" Swaminathan, Aarthi and Adriana Belmonte. 2018. U.S. Schools are Getting Rid of Snow Days with Googles Help. Yahoo Finance, December 16, 2018. On-line. 2/26/20 MOOCs Continued + the Magic of Money: its all in your head E-Link (NPR):  HYPERLINK "https://www.npr.org/sections/money/2010/10/04/130329523/how-fake-money-saved-brazil" Joffe-Walt, Chana. 2010. How Fake Money Saved Brail. Podcast (7 minutes), October 4, 2010. All Things Considered, National Public Radio.  (available to listen online). 2/28/20 BlockChains E-link (BBC):  HYPERLINK "http://www.bbc.com/capital/story/20181112-how-blockchain-could-save-musicians-billions" Gray, Richard. 2018. Why blockchain developers can earn $158,000. The Future of Work, BBC. November 14, 2018.  E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Economist. 2018. Show me the money: Bitcoin and other cryptocurrencies are nigh useless. For blockchains, the jury is still out. September1, 2018, pp.14. E-Link (ERES):  HYPERLINK "https://sakai.luc.edu/" Economist. 2018. Technology Quarterly: Cryprocurrencies and blockchains September 1, 2018, pp. 3-12. Week 8: Spring Break 3/2/20 No Class 3/4/20 No Class 3/6/20 No Class Week 9: Universal Basic Income 3/9/20 Automation & Universal Basic Income E-Link (web):  HYPERLINK "https://venturebeat.com/2017/11/12/ai-is-synonymous-with-job-automation-in-the-minds-of-american-workers/" Marsden, Paul. 2017. AI is synonymous with job automation in the minds of American workers. Venture Beat, November 12, 2017. E-Link (web):  HYPERLINK "https://venturebeat.com/2018/04/09/fear-is-the-main-impediment-to-the-ultimate-success-of-ai/" Dhunay, Nav. 2018. Fear is the main impediment to the ultimate success of AI. Venture Beat, April 9, 2018. 3/11/20 UBI in Developing Ctrys? E-Link (Carnegie India):  HYPERLINK "https://carnegieendowment.org/files/CEIP_Khosla_Report_FNL_w_covers.pdf" Khosla, Saksham. 2018. Indias Universal Basic Income: Bedeviled by the Details. Washington D.C.: Cargnegie Endownment for International Peace. - Note: you will download the whole report but are only responsible for Chapters 2 & 4. 3/13/20 In-Class Debate: Universal Basic Income No additional reading assignments Week 10: Safety & Security 3/16/20 Autonomous Vehicles: ethics and legality E-Link (The Atlantic):  HYPERLINK "https://www.theatlantic.com/technology/archive/2013/10/the-ethics-of-autonomous-cars/280360/" Lin, Patrick. 2013. The Ethics of Autonomous Cars. The Atlantic, October 8, 2013.  E-Link (web):  HYPERLINK "https://www.economist.com/news/science-and-technology/21739149-driverless-tragedy-pedestrian-has-been-killed-self-driving-car" Economist. 2018. A pedestrian has been killed by self-driving car: a driverless tragedy, March 22, 2018 On-line edition; Print edition, March 24, 2018, 73-4. E-Link (BBC):  HYPERLINK "https://www.bbc.com/future/article/20201007-can-driverless-cars-tackle-climate-change" Nunes, Ashley. 2020. Why driverless cars have an emissions problem. BBC Futures, October 7, 2020. 3/18/20 Drone Strikes & the Military Applications of AI Chapters 15 & 16 in Volti Recommended (not required): Chapter 17 in Volti 3/20/20 Cyber Warfare E-Link (Economist):  HYPERLINK "https://www.economist.com/international/2012/12/08/hype-and-fear" Economist. 2012. Cyber-warfare: hype and fear. December 8, 2012. E-Link (Economist):  HYPERLINK "https://www.economist.com/leaders/2014/11/27/attack-of-the-cybermen" Economist. 2014. Computer spying: attack of the cybermen November 27, 2014. Recommended (not required) E-Link (JSTOR):  HYPERLINK "https://www.jstor.org/stable/23527014" Rid, Thomas. 2013. Cyberwar and Peace: hacking can reduce real-world violence. Foreign Affairs, Nov/Dec. 2013, 77-87. III. Regulating Technology Week 11: The Logic of Regulation 3/23/20 Monopolies & Antitrust Regulation E-Link (JEP):  HYPERLINK "https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.14.1.43" Kovacic, William and Carl Shapiro, 2000. "Antitrust Policy: A Century of Economic and Legal Thinking," Journal of Economic Perspectives, 14(1): 43-60. 3/25/20 The Cases Against AT&T & Microsoft E-Link (Hein via Loyola Library):  HYPERLINK "https://heinonline-org.flagship.luc.edu/HOL/Page?collection=journals&handle=hein.journals/fedcom47&id=137&men_tab=srchresults" Page, Amy C. 1994. Microsoft: A Case Study in International Competitiveness, High Technology, and the Future of Antitrust Law. Federal Communications Law Journal, 47(1): 99-122. 3/27/20 Is Silicon Valley Different? E-Link (NY Times):  HYPERLINK "https://www.nytimes.com/2017/10/04/magazine/what-if-platforms-like-facebook-are-too-big-to-regulate.html?action=click&contentCollection=Magazine&module=RelatedCoverage%C2%AEion=Marginalia&pgtype=article" Herrman, John. 2017. What if Platforms Like Facebook Are Too Big to Regulate? NY Times Magazine, October 4, 2017, web edition. E-Link (NY Times):  HYPERLINK "https://www.nytimes.com/2018/02/20/magazine/the-case-against-google.html" Duhigg, Charles. 2018. The Case Against Google. NY Times Magazine, Febrauary 20, 2018 (web edition). Week 12: Regulating Tech cont. 3/30/20 Tech as Utility? Chapters 18 & 20 in Volti 4/1/20 In-Class Debate: Regulating Technology Companies No additional reading assignments 4/3/20 Net Neutrality In-class video:  HYPERLINK "https://www.youtube.com/watch?v=fpbOEoRrHyU" Oliver, John. 2014. Net Neturality, Last Week Tonight, HBO. June 1, 2014.  E-Link (CNET):  HYPERLINK "https://www.cnet.com/news/the-net-neutrality-fight-isnt-over-heres-what-you-need-to-know/" Reardon, Marguerite. 2018. Here's everything you need to know about net neutrality on the anniversary of its repeal. CNET, December 14, 2018. IV. Changing Humanity? Week 13: Humanity 2.0 ? 4/6/20 Medical Advances & Malthusian Traps? Chapter 7 in Volti E-Link (NY Times):  HYPERLINK "https://www.nytimes.com/2018/12/26/science/chess-artificial-intelligence.html?fallback=0&recId=1EwYyCxsGYotYgi8bYHBNNuigzY&locked=0&geoContinent=NA&geoRegion=IL&recAlloc=top_conversion&geoCountry=US&blockId=most-popular&imp_id=896484070&action=click&module=Most Popular&pgtype=Homepage" Strogatz, Steven. 2018. One Giant Step for a Chess-Playing Machine. New York Times, December 26, 2018. On-line. E-Link (Economist):  HYPERLINK "https://www.economist.com/science-and-technology/2020/01/23/the-biggest-most-detailed-map-yet-made-of-brain-cells" Economist. 2020. Neuroscience: Fly Atlas. Economist, January 25, 2020, pp. 67-8. 4/8/20 A Different Kind of Human? Chapter 8 in Volti E-Link (NBC News):  HYPERLINK "https://www.nbcnews.com/health/health-news/doctors-try-crispr-gene-editing-cancer-1st-us-n1077281" NBC News. 2019. Doctors try CRISPR gene editing for cancer, a 1st in the US. NBC News, November 6, 2019.  4/10/20 No Class: University Holiday Week 14: Humanity 2.0 continued 4/13/20 No Class: University Holiday 4/15/20 A Different Kind of Human? - continued E-Link (ERES): Stephenson, Neal. 2015. Chapter excerpt from Seveneves. New York: William Morrow and Co., pp. 548-66. E-Link (Youtube):  HYPERLINK "https://www.youtube.com/watch?v=izT4W3cQ5ck" KQED. 2016. Watch KQED Hack DNA With a DIY Kit. Future of You. 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