Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume of essays offers direct comparisons of historic Western and Buddhist perspectives on ethics and metaphysics, tracing parallels and contrasts all the way from Plato to the Stoics, Spinoza to Hume, and Schopenhauer through to contemporary ethicists such as Arne Naess, Charles Taylor and Derek Parfit. It compares and contrasts each Western philosopher with a particular strand in the Buddhist tradition, in some chapters represented by individual writers such as Nagarjuna, Vasubandhu, Santideva or Tsong Khapa. It does so in light of both analytic concerns and themes from the existentialist and phenomenological traditions, and often in an ecumenical spirit that bridges both analytic and continentalist approaches. Some of the deepest questions in ethics, dealing with the scope of agency, value-laden notions of personhood and the nature of value in general, are intertwined with questions in metaphysics. One set of questions addresses how varying conceptions of selfhood relate to moral values (e.g. the concern of self or selves for the well-being of others); another set of questions addresses how a conception of oneself or one’s selves should or should not affect how one thinks of happiness, or eudaimonia, or – in classical Indian terms – artha, sukha or nirvana. Western philosophy has featured discussion of both, but some would argue that certain traditions of Asian philosophy have offered a more sustained and even treatment of both sets of questions. The Buddhist tradition in particular has not only featured much discussion on both fronts, but has attracted many contemporary philosophers to its distinctive spectrum of approaches, and to what is – from many ‘Western’ points of view – a seemingly subversive analysis of ego, selfhood and personhood, whether in metaphysical, phenomenological or other incarnations. .

Philosophy. --- Buddhism. --- Ethics. --- History of Philosophy. --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Buddha and Buddhism --- Lamaism --- Ris-med (Lamaism) --- Religions --- Mental philosophy --- Humanities --- Metaphysics. --- God --- Ontology --- Philosophy of mind --- Philosophy (General). --- Moral Philosophy and Applied Ethics. --- History.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Electronic digital computers --- 681.3*A1 --- 681.3*A1 Introductory and survey --- Introductory and survey --- Automatic digital computers --- Computers, Electronic digital --- Digital computers, Electronic --- Computers --- Hybrid computers --- Sequential machine theory --- Computer. Automation

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The IS'97 report is the latest output from model curriculum workfor information systems that began in the early 1970s and hasmatured over a twenty year period. This report represents thecombined effort of numerous individuals and reflects the interestsof thousands of faculty. It is grounded in the expectedrequirements of industry and represents the views of organizationsemploying the graduates. This model curriculum is the first collaborative curriculumeffort of the ACM, AIS and AITP (formerly DPMA) societies and issupported by other interested organizations. The draft was reviewedat eleven national and international meetings involving over 1,000individuals from industry and academia. All aspects of the computing field have had rapid, continuouschange. As a result, university-level Information Systems (IS)curricula need frequent updating to remain effective. Since mostacademic units have mechanisms to maintain currency of curricula,why have professional society curriculum committees? If an ISacademic unit were providing graduates solely to local business andgovernment, the input on program contents could be derived fromrepresentatives of local organizations that hire the graduates.However, local employment is not the sole objective forundergraduate majors in Information Systems. Students from ISprograms accept jobs in widely dispersed geographic areas.Therefore, availability of curriculum models enables local academicunits to maintain academic programs that are consistent both withemployment needs across the country and with the common body ofknowledge of the IS field. The first IS curriculum models wereintroduced in the early 1970s. This early work was followed bymodel curricula developed by ACM and DPMA. Details of this historyare reviewed in Appendix 2. Professional society curriculum reports serve several otherobjectives. One important use is to provide a local academic unitwith rationale to obtain proper resources to support its program.Often, administration at the local institution is not aware of theresources, course offerings, computing hardware, software, andlaboratory resources needed for a viable program. Administrationmay be unaware of the specialized classroom technology, libraryresources, or laboratory assistants essential for proper educationof IS undergraduates. Finally, administration might not recognizethe rapid turnover of knowledge in the field and the need forresources to support constant retooling of faculty. Curriculumreports provide recommendations in these resource areas as well ascontent for the necessary body of knowledge. They provide importantinformation for local IS academic units to use in securing fromtheir institution the necessary levels of support. The importance of the curriculum effort is based on continuingstrong demand for graduates. A strong demand for IS professionalsis forecast by the U.S. Bureau of Labor Statistics to continuethrough the year 2005 (Occupational Outlook Quarterly 1993). Forexample, the forecast increase in demand for system analysts is 110percent for the period 1992-2005, averaging over 8 percentannually. Of all occupations analyzed, the systems analyst positionis projected to have one of the highest demands. The IS field also remains attractive in regard to compensation.In 1993, raises in IS were second highest of all professions, onlyslightly below engineering (Sullivan-Trainor 1994). These growthand pay level factors indicate undergraduate degrees in IS willcontinue to be in strong demand over the next decade. In a time of restricted academic budgets, some IS academicdepartments have been under downsizing pressure from other academicdisciplines in their own institutions, citing a decline inemployment in central IS organizations. However, there is nolessening in demand for IS knowledge and ability in organizations;to the contrary, the demand is expanding as the functional areas ofthe organization gain more capability in IS. Many areas of theorganization are now hiring IS majors for departmental computingactivities. There is also strong demand for the IS minor bystudents in other disciplines who need IS expertise in order to beeffective in their work and to assist in developing applications intheir functional area. A third reason that the demand for IScourses will continue to increase is that students in relateddisciplines want to acquire basic and intermediate IS skills. Everydiscipline is experiencing growth in computer use, and students whoenrich their IS knowledge are at a career advantage.

Electronic data processing.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)