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Information Technology Ethics for Professionals A Mind is a Terrible Thing to Waste
PAASCU and PACUCOA Accredited

May July 2009

Global Water Use

Television Viewing as Potent Tool in Developing Critical and Creative Thinking Skills: A Transformative Education Perspective
Carlito P. Casaje The medium, or process, of our time - electric technology - is reshaping and restructuring patterns of social interdependence and every aspect of our personal life. It is forcing us to reconsider and re-evaluate practically every thought, every action, and every institution formerly taken for granted. Everything is changing: you, your family, your education, your neighborhood, your job, your government, your relation to the others. And theyre changing dramatically. McLuhan (1967). General Perception Television (TV) as household appliance has always been condescendingly viewed as the infamous boob tube together with its viewer being known as the crunchy couch potato. Much has been said about its seeming usefulness in the area of instilling educational discipline and study habits especially amongst the youngsters. With its allegedly addictive attitude a viewer develops due to its hypnotic lure of showing attractive visuals rather than overlapping texts in books and magazines in describing narratives, one finds in them more pleasure and enjoyment rather than in sheer font-sized letters and words printed on either book print or news print paper. Another argument is its fast paced visual collage and montage. The attraction of digitized editing encourages the viewer to appreciate the language of film. Understanding signs and symbols through visual semiotics and syntax makes one appreciative of the dramatic flow even without the minimal use of dialogues or monologues or voice-overs. But the down side of which is the viewers eventual depreciation for the written word. While painterly pictures and moving images seem more real, the exercise to develop ones fertile imagination through the art of reading is relegated to the back burner. The result, therefore, is ones pathetic ineptness to produce imagined photographs through words. In Defense of Television Viewing The prevalence of television viewing, however, should not exist merely for sheer entertainments sake. Programs for entertainment should also instill values to its viewers, albeit in a subliminal way, because it is a social responsibility that should always be upheld. And that responsibility, to me, is non-negotiable. I say this because current television programming in its entirety consists of 80% entertainment as opposed to 20% of news, public and current affairs.

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ULTRA.F. (n.d.). [A family watching television in the living room]. Retrieved July 2, 2009 from http://www.gettyimages.com/detail/88287691/Photodisc.

But even with all of these formats available in local television programming are put together, value-laden paradigms should always be staple fare. Why? Simply because television viewing, for all intents and purposes, especially in a capitalist society, is commercially free and available anywhere and anytime one switches on the set and change channels, regardless as to whoever puts it on or off, whether she be a grumpy granny or a two-year old child for the channel changer will always be there for the click. Local Cable Television In Metro Manila, SkyCable and Global Destiny are the primary cable operators. SkyCable also has provincial affiliates, which carry the former's brand and programming may vary from the one provided in Metro Manila. In 2006, digital cable was launched. This not only made additional channels possible but also pre-paid cable service. Both companies also offer cable internet where cable television is bundled either free or at a discount. Besides cable, direct-to-home satellite is offered through Dream Television and has pre-paid variants.

Key Concepts of Critical Thinking 1. Critical thinking is a productive and positive activity. 2. Critical thinking is a process, not an outcome. 3. Critical thinking can be triggered by positive events as well as negative ones. 4. Critical thinking involves feelings as well as reasons. Critical Viewing Concepts The key component to media literacy is understanding the symbols, information, ideas, values, and messages that emanate from the media. Critical viewing concepts which apply to all visual media, and especially TV, are: (1) the direction of the camera will affect how a particular scene is perceived; (2) a director can choose a camera position to impart almost any desired message; (3) even though the event is "live," the director can still "edit" the event by selecting which camera will portray the event; (4) after an event, the editor can juxtapose a series of images to convey virtually any desired message.

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Models for Critical Viewing Viewers should first ask themselves the following when watching television: what is this program's point of view, what inferences can be drawn from the program, what persuasive techniques are used, and what evidence is used to support the program's argument? After this initial questioning, separate models can be used for viewing news programs, political advertisements or debates, interviews, entertainment programs, sports, or commercials. What values does the program convey? Did the program involve the viewer? What point is the program making? What are the emotional appeals? What was the main point of the commercial? What appeals did the advertiser use? What images were used to impart the advertiser's message? Will the commercial have a long- term effect on the viewers? Commercial TV networks are profit-making businesses, that television thrives on simplicity and avoids complexity in program content, that the omnipresence of television makes most viewers more susceptible to its messages, and that commercial TV programs are generally aimed at the lowest common denominator. Guidelines and techniques for focusing on TV news programming help prepare students for their roles as citizens by developing the ability to distinguish between objective and subjective reporting. Among the goals of the suggested activities are for students to be able to: 1. distinguish between international news; local, national and

Critical Viewing and Critical Thinking Skills To become critical viewers, we should possess the ability to analyze the construction of isolated images. We should also have the ability to think critically about the composition of the picture. Although many continue to regard television viewing as a passive process, others see the potential of the video age to develop new literacies while reinforcing traditional literacy. A 1990 issue of The Harvard Education Letter, for example, reported: "The video screen is helping children develop a new kind of literacy visual literacy that they will need to thrive in a technological world In television or film, the viewer must mentally integrate diverse camera shots of a scene to construct an image of the whole." Although television can be used to develop reading skills and promote traditional literacy, it is essential that educators also recognize that television is a unique medium and that to understand it fully we must be conversant with its codes, conventions, and characteristics. That means acknowledging the power of the picture and accepting the fact that seeing is not believing. Television images lull us into thinking that they are real, that they aren't iconic signs at all but realities. Since we see them, we trust them, often failing to realize that, like all signs, they have been constructed with a certain interest behind them. Deconstructing these media representations requires relinquishing the powerful and pervasive notion in our culture that seeing is believing, that what you see is what you get. The real issue, however, is whether we "get" (i.e., understand) what we see. The process of reading television addresses some of the following elements: 1. Interpreting the internal content of the program. Essentially this involves a narrative analysis or the ability to recall and recognize what happened and why, with reference to genre codes and conventions. 2. Interpreting the internal construction of the frame. This process focuses attention on media form and style. It includes the overall design and look of the picture and involve such things as camera angles and the various shots used. 3. Recognizing the external forces and factors shaping the program. This industrial/ sociological approach looks at issues such as media ownership and control in an attempt to understand how these factors shape programming. 3

2. analyze the TV news program as to the priorities given to news items; 3. compare and contrast the nightly newscasts of the three networks for the content, selection, and emphasis of the day's news; 4. establish their own criteria for local, state, national, and international news and to analyze the TV news using these criteria; 5. compare the TV news to newspapers and news magazines in terms of content, depth, emphasis, and objectivity; 6. become aware of the process of news gathering on a local, state, national, and international level.

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and contrasting media 4. Comparing representations with reality. This might include comparing television's depiction of squalor and street children with documentaries on urban poverty. It might also include studying incidents of violence on television compared to the national crime statistics or examining the depiction of groups, races, religions, and nationalities to detect stereotyping and bias. 5. Recognizing and responding to the potential impact of television form and content. This focuses attention on appropriate responses and viewing behavior including writing to producers and sponsors, as well as using television more selectively. Conclusion I believe that ones ability to think and view things critically and creatively about life, man and the universe should be lived. Whether in art or about the many things that comes our way, critical thinking skills and strategies should be upheld. This is in response to the many concerns from the members of the academic and critics circle. What do we do to the stunted growth of ones creative imagination as far as developing sound fictional narratives are concerned? The answer may not rest entirely on the writers hands, but rather in the mindsets of our television viewers. If our audiences are not appreciative of new trends in storytelling concepts and strategies, then our television programs will continue to backslide towards the inevitable deterioration of this kind of popular art. Thus this critical and creative thinking process must prevail. References:
Considine, D. (n.d.). Critical viewing and critical thinking skills. Malibu, CA: Center for Media Literacy. Retrieved June 17, 2009, from http://www.medialit.org/reading_room/article202 . html McLuhan, M. & Fiore, Q. (1967). The medium is the massage: An inventory of effects. Berk eley, CA: Gingko Press.

Information Technology Ethics for Professionals

Amelita M. Santos

As a way of life, it is often that a persons action is assessed as morally good or bad. An ordinary persons behavior must be in accordance with norms or ethics acceptable to the society. In a professionals life, he or she is also governed by ethical conduct required in his or her profession. This code of ethics is a set of guidelines which are designed to set out acceptable behaviors for members of a particular group, association, or profession. Many organizations govern themselves with a code of ethics, especially when they handle sensitive issues like investments, health care, or interactions with other cultures, as well as the delivery and use of Information Technology (IT). In particular, computer professionals should abide by their Code of Ethics under computer ethics. Computer Ethics is concerned with standards of conduct as they pertain to use and application of computers. This concern emerged due to the following reasons: the growth of the World Wide Web (WWW) has created several novel legal issues; the existence of new questions that older laws cannot answer; traditional laws are outdated/anachronistic in this world; and, a more coherent body of law is needed to govern Internet and computers. The Code of Ethics for Information Technology (IT) professionals shows to non-members of the organization that its members are committed to basic ethical guidelines in the course of doing their work and dealing with other professionals. At present and even in the early years, there are definitive sets of ethical standards in different countries and associations regarding IT professionals. This includes the Association for Computing Machinery (ACM), Institute of Electrical and Electronics Engineers (IEEE), British Computer Society (BCS) and Philippine Computer Society (PCS). These are discussed as follows: 1. Association for Computing Machinery (ACM). The Association for Computing Machinery Code of Ethics is a four-point standard governing ethical behavior among computing professionals. It covers the core set of computer 4

Carlito P. Casaje
Chair, Department of Mass Communication, Literature & Languages School of Arts and Sciences

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ethics from professional responsibility to the consequences of technology in society. This is one of the early professional IT standards adopted as early as 1992. It promised commitment to ethical professional conduct, which is expected of every member. The code consisted of several imperatives formulated as statements of personal responsibility, issues about professionals who dwell in ethical considerations of professional conduct along with the individuals who have a leadership role, whether in the workplace or in a volunteer capacity.

The code has a set of guidelines that provides explanation to assist members in dealing with the various issues contained in the code. These are intended to serve as a basis for ethical decision making in the conduct of professional work. Likewise this serves as a basis for judging the merit of a formal complaint pertaining to violation of professional ethical standards. These imperatives are expressed in a general form to emphasize ethical principles applied to computer ethics.

Association for Computing Machinery (AMC) General Moral Imperatives

1. Contribute to society and human well-being. This principle concerning the quality of life of all people affirms an obligation to protect fundamental human rights and to respect the diversity of all cultures. An essential aim of computing professionals is to minimize negative consequences of computing systems, including threats to health and safety 2. Avoid harm to others. "Harm" means injury or negative consequences, such as undesirable loss of information, loss of property, property damage, or unwanted environmental impacts. This principle prohibits use of computing technology in ways that result in harm to any of the following: users, the general public, employees, employers. Harmful actions include intentional destruction or modification of files and programs leading to serious loss of resources or unnecessary expenditure of human resources such as the time and effort required to purge systems of "computer viruses." 3. Be honest and trustworthy. Honesty is an essential component of trust. Without trust an organization cannot function effectively. The honest computing professional will not make deliberately false or deceptive claims about a system or system design, but will instead provide full disclosure of all pertinent system limitations and problems. A computer professional has a duty to be honest about his or her own qualifications, and about any circumstances that might lead to conflicts of interest. Membership in volunteer organizations such as ACM may at times place individuals in situations where their statements or actions could be interpreted as carrying the "weight" of a larger group of professionals. An ACM member will exercise care to not misrepresent ACM or positions and policies of ACM or any ACM units. 4. Be fair and take action not to discriminate. The values of equality, tolerance, respect for others, and the principles of equal justice govern this imperative. Discrimination on the basis of race, sex, religion, age, disability, national origin, or other such factors is an explicit violation of ACM policy and will not be tolerated.
Source: http://www.acm.org

In a fair society, individuals would have equal opportunity to participate in, or benefit from, the use of computer resources regardless of race, sex, religion, age, disability, national origin or other such similar factors. However, these ideals do not justify unauthorized use of computer resources nor do they provide an adequate basis for violation of any other ethical imperatives of this code. 5. Honor property rights including copyrights and patent. Violation of copyrights, patents, trade secrets and the terms of license agreements is prohibited by law in most circumstances. Even when software is not so protected, such violations are contrary to professional behavior. Copies of software should be made only with proper authorization. Unauthorized duplication of materials must not be condoned.

6. Give proper credit for intellectual property. Computing professionals are obligated to protect the integrity of intellectual property. Specifically, one must not take credit for other's ideas or work, even in cases where the work has not been explicitly protected by copyright, patent, etc. 7. Respect the privacy of others. Computing and communication technology enables the collection and exchange of personal information on a scale unprecedented in the history of civilization. t is the responsibility of professionals to maintain the privacy and integrity of data describing individuals. This includes taking precautions to ensure the accuracy of data, as well as protecting it from unauthorized access or accidental disclosure to inappropriate individuals. Furthermore, procedures must be established to allow individuals to review their records and correct inaccuracies.

8. Honor confidentiality. The principle of honesty extends to issues of confidentiality of information whenever one has made an explicit promise to honor confidentiality or, implicitly, when private information not directly related to the performance of one's duties becomes available. The ethical concern is to respect all obligations of confidentiality to employers, clients, and users unless discharged from such obligations by requirements of the law or other principles of this Code.

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2. British Computer Society (BCS). The British Computer Society was a code of conduct and code of practice for computer professionals in the United Kingdom. This was incorporated in July 1984 and was called the BCS Code of Practice. This code sets the professional standards of competence, conduct and ethical practice for computing in the United Kingdom. It consists, essentially, of a series of statements which prescribe minimum standards of practice, to be observed by all members. It is concerned with professional responsibility, having all members responsible to clients, to users, to the State and society at large. Those members who are employees also have responsibilities to their employers and employers' customers and, often, to a Trade Union.

The BCS membership covers all occupations relevant to the use of computers and it is not possible to define the Code in terms directly relevant to each individual member. For this reason the Code is set out in two levels to enable every member to reach appropriate interpretations. At Level One, a series of brief statements define the elements of practice to be observed, while Level Two, refers to the rationale for the Level One statements declared. This article covers Level One only to explain what each member must do in respect of his or her work and responsibility. These are the statements provided in the BCS Code of Practice in Level one.

British Computer Society (BCS) Code of Practice Level One

1. Personal requirements 1.1 Keep himself, and subordinates informed of such new technologies, practices, legal requirements and standards as are relevant to his duties. 3. Contracting 3.1 Seek expert advice in the preparation of any formal contract. 3.2 Ensure that all requirements and the precise responsibility of all parties adequately covered in any contract or tendering procedures. 4. Privacy, security and integrity 4.1 Ascertain and evaluate all potential risks in a particular project with regard to the cost, effectiveness and practicability of proposed levels of security. 4.2 Recommend appropriate levels of security, commensurate with the anticipated risks, and appropriate to the needs of the client. 4.3 Apply, monitor and report upon the effectiveness of the agreed levels of security. 4.4 Ensure that all staff are trained to take effective action to protect life, data and equipment (in that order) in the event of disaster. 4.5 Take all reasonable measures to protect confidential information from inadvertent or deliberate improper access or use. 4.6 Ensure that competent people assigned to be responsible for accuracy and integrity of the data in data file and each part of organization's database. are the the an

1.2 Ensure subordinates are trained in order to be effective in their duties and to qualify for increased responsibilities. 1.3 Accept only such work as he believe he is competent to perform and not hesitate to obtain additional expertise from appropriately qualified individuals where advisable. 1.4 Actively seek opportunities for increasing efficiency and effectiveness to the benefit of the user and of the ultimate recipient. 2. Organisation and management 2.1 Plan, establish and review objectives, tasks and organizational structures for himself and subordinates, to help meet overall objectives. 2.2 Ensure that any specific tasks are assigned to identified individuals according to their known ability and competence. 2.3 Establish and maintain channels of communication from and to seniors, equals and subordinates. 2.4 Be accountable for the quality, timeliness and use of resources in the work for which he is responsible.

Source: http://ethics.iit.edu

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3. Institute of Electrical and Electronics Engineers (IEEE) Code of Ethics. The IEEE (pronounced as I, triple E) is an association dedicated to the fostering of technological innovation and excellence for the benefit of humanity, is the worlds largest technical professional society. It is designed to serve professionals involved in all aspects of the electrical, electronic and computing fields and related areas of science and technology that underlie modern civilization. That is, IEEE is a leading authority on areas ranging from aerospace systems, computers
Steele, K. (n.d.). [Scientist Examining Microchip]. Retrieved July 2, 2009 from http://www.gettyimages.com/detail/ST001555/Photodisc

Institute of Electrical and Electronics Engineers (IEEE) Code of Ethics

1. to accept responsibility in making decisions consistent with the safety, health and welfare of the public, and to disclose promptly factors that might endanger the public or the environment; 2. to avoid real or perceived conflicts of interest whenever possible, and to disclose them to affected parties when they do exist; 3. to be honest and realistic in stating claims or estimates based on available data; 4. to reject bribery in all its forms; 5. to improve the understanding of technology, its appropriate application, and potential consequences; 6. to maintain and improve our technical competence and to undertake technological tasks for others only if qualified by training or experience, or after full disclosure of pertinent limitations; 7. to seek, accept, and offer honest criticism of technical work, to acknowledge and correct errors, and to credit properly the contributions of others; 8. to treat fairly all persons regardless of such factors as race, religion, gender, disability, age, or national origin; 9. to avoid injuring others, their property, reputation, or employment by false or malicious action; and 10. to assist colleagues and co-workers in their professional development and to support them in following this code of ethics.
Source: http://www.ieee.org

and telecommunications to biomedical engineering, electric power and consumer electronics among others. Their members rely on IEEE as a source of technical and professional information, resources and services. It fosters an interest in the engineering profession and also serves student members in colleges and universities around the world. The member in any grade shall carry the obligation to abide by the IEEE Code of Ethics (IEEE Policy 7.8). Likewise, in their recognition of the importance of technologies as they affect the quality of life throughout the world, and in accepting a personal obligation to the profession, its members and the communities they serve, have committed themselves to the highest ethical and professional conduct and agree on the 10-point ethical codes.

4. Philippine Computer Society (PCS) Code of Ethics. The Philippine Computer Society is a premiere organization of information technology professionals with over 700 members nationwide. PCS recognizes the invaluable contribution of IT to the advancement of the nation. Since its formation in 1967, PCS has spearheaded local and international activities which strive to continuously promote, protect and enhance the members of the IT profession. In accordance with its objective for professional excellene, PCS will be the lead organization that will uphold the highest level of professional behavior and conduct. This was written in their code of ethics statement of principles and professional conduct for all members of the

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society. As defined in its context, an Information Technology Professional is someone who develops or provides information technology products and/or services to the public. Thus, he or she must abide by the preamble stated below: Philippine Computer Society (PCS) Code of Ethics

PREAMBLE:

I will use my special knowledge and skills for the benefit of the public. I will serve employers and clients with integrity, subject to an overriding responsibility to the public interest, and I will strive to enhance the competence and prestige of the professional. By these, I mean:

1. I will promote public knowledge, understanding and appreciation of information technology; 2. I will consider the general welfare and public good in the performance of my work; 3. I will advertise goods or professional services in a clear and truthful manner; 4. I will comply and strictly abide by the intellectual property laws, patent laws and other related laws in respect of information technology; 5. I will accept full responsibility for the work undertaken and will utilize my skills with competence and professionalism; 6. I will make truthful statements on my areas of competence as well as the capabilities and qualities of my products and services; 7. I will not disclose or use any confidential information obtained in the course of professional duties without the consent of the parties concerned, except when required by law;

As a whole, it can be noticed that these guidelines and standards were formulated so that IT professional will be properly guided by his code of ethics as he practices his profession. Wherever he or she is in the world, proper conduct and standards must be pursued. This ensures that no harm is done, honesty and integrity is observed in the workplace, confidentiality of information is recognized, IT frauds are avoided deception, misinterpretation, identify theft and bribery are not allowed, and, fair use and lawful acts to protect all users are implemented. In addition, the primary mission of providing technology support to the organization is implemented by the IT staff as they access electronic information systems as required by administration and staff. This access imposes upon the IT staff the responsibility and obligation to use systems in an ethical, professional, and legal manner that is strictly within her or his authorized job function. Therefore, these standards serve as guide to all the IT users and professionals so that problems can be prevented. This means confidence and trust among the users will be sustained, IT profession will be enhanced by keeping abreast with new technologies, practices, legal requirements and standards, accountability of staff for the quality, timeliness and use of resources in the work is demonstrated and all potential risks in a particular project with regard to the cost, effectiveness and practicability of proposed levels of security are ascertained. As a final note, IT code of ethics can greatly help

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direct every IT users actions- how to perform their jobs satisfactorily for the good of everyone, whether for personal objective or for profit.

A Mind is a Terrible Thing to Waste

Arsenio J. Lizaso

References: Blackwel, J., & Brunnstein, K., (1996). Ethics of computing. London: Chapman & Hall. Bynum, T. & Rogerson, S. (Eds.). (2003). Computer Ethics and Professional Responsibility. Hoboken, New Jersey: John Wiley. Johnson, D. (2005). Computer Ethics. In Frey, R., & Wellman, C. (Eds.). A Companion to applied ethics. Retrieved July 8, 2009 from http://www.blackwell reference.com/public/ tocnode?id=g9781405133456_chunk_g9781405 13345647 Welliver, P. W. (Ed.). (2008). The Code of Professional Ethics: A Guide to Professional Conduct in the Field of Educational Communications and Technology. Bloomington, Indiana: The Association for Educational Communications and Technology. Association for Computing Machinery (1992). General moral emperatives. Retrieved June 26, 2009 from http://www.acm.org/about/code-ofethics/#sect1 British Computer Society (2006). Code of conduct for BCS members. Retrieved June 26, 2009 from http://ethics.iit.edu/codes/coe/british .computer.s oc.conduct.2006.html Institute of Electrical and Electronics Engineers (n.d.). IEEE code of ethics. Retrieved June 26, 2009 from http://www.ieee.org/portal/pages/ iportals/aboutus/ethics/code.html Philippine Computer Society (n.d.). Code of ethics. Retrieved June 25, 2006 from http://www.pcsict.org/insidepcs.php

We live in a world that is increasingly being dominated by the profit and income motive, and our educational system is tilting towards that direction. I am saddened to observe that in many colleges and universities all over the country, the arts and humanities and the liberal arts curriculum are now being de-emphasized in favor of more practical and technical courses that will make graduates immediately employable and more marketable in the commercial world. There is no doubt that good scientific and technical education is good. But it is worrying that other abilities, equally crucial, are at risk of getting lost in the competitive and commercial flurry. As someone who has spent most of his life in theater and the cinema, I now feel compelled to raise my solitary voice and affirm the value of the arts and the humanities as cornerstones of higher education. For the arts and humanities are essential to education because of their direct connection to human experience. As the famous opera soprano, Beverly Sills said, Art is the signature of civilization. The arts and humanities are in their different ways more directly connected to the actual texture and pattern and flux of human experience. They are less abstract in certain respects than the sciences, as well as most social sciences. All over the world, it is recognized that to be truly well educated one must not only learn to appreciate the arts, but must have rich opportunities to actively participate in creative work. The arts are languages that most people speak, cutting through individual differences in culture, educational background, and ability. They deal more immediately with the visible, audible, and palpable with representations of life as we know it, or as it might be, or as it might at least be imagined. They can bring every subject to life and turn abstractions into concrete reality. The abilities associated with the humanities and the arts are also vital, both to the health of individual nations and to the creation of a decent world culture. These include the ability to think critically, to transcend local loyalties and parochial concerns and

Amelita M. Santos
Faculty School of Information Technology and Computer Studies

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Parungao, J. (2008). [Water-balanced Mind]. Watercolor and Colored Pencils on Paper 10.5 x 14.5.

to approach international problems as a citizen of the world. And, perhaps most important, the ability to imagine sympathetically the predicament of another person. This essential ability can be called the narrative imagination: it leads us to be intelligent readers of other peoples stories and to understand their emotions and wishes. Compassion is the sensitivity to be hurt and to cry when people are suffering and are in pain, and to be happy when people are blessed with good fortune. This will underscore our common humanity and underscore the importance of the gift of life. One of the best ways to cultivate sympathy and compassion is through instruction in literature, music, theater, fine arts and dance. To cultivate our students inner eye we need carefully crafted instruction in the arts and humanities, which will bring students into contact with issues of gender, race, ethnicity and cross cultural experience. The arts also instruct students in both freedom and community. Cecille Guidote-Alvarez, Executive Director of the National Commission on Culture and the Arts LCCM Research Digest

expressed it most succinctly in her speech at the World Theater Day Celebrations in Paris France in March 2007: We can win the war against poverty and pollution, drugs and disunity, crime and corruption, terrorism and tyranny, ignorance and injustice not by compulsion but by persuasion, not by force but by art.The arts are a powerful engine for development, a dynamic force for education and a catalyst for social change. More than speeches, a painting, a poem, a song, a play, a dance piece, animated legends, inspiring stories of love, heroism and courage of commitment the arts in other words can bring the message across and carry the cries of children to stop the violence against mankind and the environment. Without the arts, we wouldnt know where to draw our strength as a springboard to reach our goals and realize our dreams of a better future. It must start with the youth. For they represent tomorrow. Young people must be informed through cultural symbols that they can relate to empathize and not be alienated, involved and not disinterested, to understand the issues and connect to their daily 10

existence. They must be motivated to respond to act and to do something to shift the balance, to be passionate in solving the problems they see around them. We need to provide the fuel that will ignite their minds, spark the aspirations, and illuminate their total being. The arts can often serve as that fuel. They are the ways we apply our imagination, thought, and feeling through a range of languages to illuminate life in all its mystery, misery, delight, pity, and wonder. They are fundamental enablers that can help us engage more significantly with our inner selves and the world around us. When young people put on a play or a dance piece together they learn to cooperate and they find terms go beyond tradition and authority if they are going to express themselves well. Participating in plays, songs, and dances fills children with happiness that can carry over into the rest of their education. We cannot waste the minds of our children on courses that will single-mindedly turn them into an army of nurses, caregivers, call center agents, welders, plumbers, and global outsourcing providers. What we need to cultivate and nurture is an army of well-rounded caring citizens who are culture catalysts. We need to favor an education that cultivates the critical capacities, that fosters a complex understanding of the world and its peoples and that educates and refines the capacity for sympathy. In short, an education that cultivates human beings rather than producing useful machines. If we do not insist on the crucial importance of the humanities and the arts, they will drop away. They dont make money. But they do something far more precious: they make a world worth living in.

Global Water Use

Venancio N. Santos, Jr.

Water is the most common substance on Earth, covering 70 percent of the planets surface. All living organisms consist mostly of water; for example, human body is about 60% water, fish about 80%, and plants between 80% and 90%. Water is necessary for all chemical reactions that occur in living cells and is also the medium through which information is exchanged between cells. The sustainability of human development depends on the hydrological cycle, since water is essential for food production and all living ecosystems. Freshwater Resources Shiklomanov and Gleick (as cited in United Nations Environment Programme [UNEP], 2002) estimated that the total volume of water on Earth is ~1.4 billion km . The 3 volume of freshwater resources is ~35 million km , or about 2.5% of the total volume, and two-thirds of that is locked up in the icecaps and glaciers. Only 0.3% is found in rivers and lakes. More than ninety-seven percent of the worlds water is contained in oceans, hence salty and unsuitable for drinking or irrigation.
3

Figure 1. The Worlds Water

References: Gilbert, R. & McCarter, W. (1988). Living with Art (2nd ed.). New York: Alfred A. Knopf. http://www.brainyquote.com/quotes/authors/b/ beverly_sills.html. Retrieved on July 10, 2009
Water is a renewable resource, made continuously available through solar energy, which enables it to evaporate from oceans and land, redistributing it around the world. This water runs off in rivers and refills our aquifers. On an annual basis, rainfall exceeds 3 evaporation on continents by 44,000 km . This amount of water returns to the oceans as river and groundwater runoff. This is called the Water Cycle. Freshwater Use If this runoff were evenly distributed in space and time, freshwater resources would be greatly sufficient to provide water for all. A quick calculation shows that water available for human consumption represents 15,000 liters per person for one day. However, this figure

Arsenio J. Lizaso
Executive Director International Theater Institute UNESCO Asia-Pacific Bureau Faculty, Department of Mass Communication

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does not reflect reality, because freshwater resources are not evenly distributed. Rainfall and runoff are apportioned in both space and time in an irregular manner. Some regions receive enormous quantities of water, others receive almost none. Many regions get nearly 100% of their precipitation during a brief rainy season. Therefore, renewable water potentially available for human 3 consumption is evaluated at 10,000 to 12,000 km per year. Out of this quantity, only 30% was withdrawn in 3 3 2000, or around 4,000 km , and 15%, or around 2,000 km , was consumed. At the global level, the water situation is not so alarming, but due to uneven distribution, some countries face water scarcity. What are the various uses of freshwater? Traditionally, three main sectors of freshwater use are distinguished. The domestic sector includes household and municipal uses and water used for commercial establishments and public services. Industrial use includes water withdrawn for industry, an increasing part of it being used to cool power plants. The agricultural sector includes water for irrigation and livestock. A differentiation must be made between water availability, water withdrawals and water consumption. "Available water" is the quantity of renewable water resources available for human use. "Water withdrawals" refers to water diverted from streams or rivers and pumped from groundwater aquifers for human use, but not necessarily consumed. Part of the withdrawn water is returned after use and is subsequently reused or restored to the environment. The quantity that is not reused or left in nature represents "consumed water", namely water that is evaporated or incorporated into products and organisms, so that it becomes temporally unavailable to the other users. Global water use has tripled since 1950 and has been increasing faster than the world's population. Much of the water extracted ends up wasted. The agricultural sector is the biggest user of freshwater it takes at least 2,000 liters to produce enough food for one person for one day. Despite a rapidly growing population, the volume of available and accessible freshwater is roughly the same.
Table 1 Evolution of water withdrawals and consumption
Year 1900 1950 1980 1990 2000 2025 2050 2000 2542 4410 5285 6181 8000 9200 Population (million) 47.3 101 198 243 264 307 331 Irrigated areas (million hectares) 513 1080 2112 2425 2605 3053 3283 Withdrawal for agriculture (km3/yr) 321 722 1446 1691 1834 2143 2309 Consumption in agriculture (km3/yr) 63% 67% 68% 70% 70% 70% 70% Ratio consumption/ withdrawal 21.5 86.7 219 305 384 522 618 Withdrawal for domestic (km3/yr) 4.6 16.7 38.3 45 52.8 73.6 86.4 Domestic consumption (km3/yr) 21% 19% 17% 15% 14% 14% 14% Ratio consumption/ withdrawal 44 204 713 735 776 834 875 Withdrawal for industry (km3/yr) 5 19 71 79 88 104 116 Consumption in industry (km3/yr) 11% 9% 10% 11% 11% 13% 13% Ratio consumption/ withdrawal 0.3 11.1 131 167 208 302 362 Reservoir evaporation (km3) 579 1382 3175 3632 3973 4710 5138 Total withdrawals (km3/ yr) 330 758 1554 1815 1975 2321 2511 Total consumption (km3/ yr) Source: Shiklomanov, I. (1999). http://webworld.unesco.org/water/ihp/db/shiklomanov/ index.shtml Sectors Future projections by D. Zimmer, based on the evolution of business as usual

Supplying this growing population therefore depends on the capacity to manage the resource differently (i.e. ensuring its quality, quantity and access) so that it can reach more people (UNEP, 2008).

References:
Grolier Encylopedia of Connecticut: Grolier. Knowledge (1993). Water.

Shiklomanov, I. (1999). Evolution of water withdrawals and consumption since 1900 [PowerPoint slides]. Retrieved September 19, 2008 from http://www.worldwatercouncil.org/ United Nations Environment Programme (2002). Vital water graphics: An overview of the state of the worlds fresh and marine waters. Retrieved June 28, 2009 http://www.unep.org/dewa/ assessments/ from ecosystems/ water/ vitalwater/

United Nations Environment Programme (2008). Vital water graphics: An overview of the state of the worlds fresh and marine waters (2nd ed.). Retrieved July 24, 2009 from http://www.unep.org/dewa/vitalwater/

Venancio N. Santos, Jr.

Junior Researcher Research and Publications Center

LCCM Research Digest is published by the Research and Publications Center (RES) to serve as a sounding board of up-to-date ideas and actions related to research, classroom management, and delivery of the faculty in the different schools of the College. It encourages and welcomes condensed versions or a short summary of research or review essays, conference papers, lecture notes, teaching guides, and other classroom materials for its quarterly publication. Editorial Board: Sr. Imelda A. Mora, OSA
President

Dr. Divina M. Edralin

Consultant

Mr. Giovanni R. Barbajera

Acting Director

Lay-out:

Venancio N. Santos, Jr.

The Research Digest is now accepting contributions for the August-October 2009 Issue. Feel free to visit us for inquiries.

LCCM Research Digest

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