-
Notifications
You must be signed in to change notification settings - Fork 0
Commit
This commit does not belong to any branch on this repository, and may belong to a fork outside of the repository.
- Loading branch information
Showing
5 changed files
with
576 additions
and
5 deletions.
There are no files selected for viewing
This file contains bidirectional Unicode text that may be interpreted or compiled differently than what appears below. To review, open the file in an editor that reveals hidden Unicode characters.
Learn more about bidirectional Unicode characters
| Original file line number | Diff line number | Diff line change |
|---|---|---|
| @@ -0,0 +1,129 @@ | ||
| { | ||
| "cells": [ | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "---\n", | ||
| "layout: post\n", | ||
| "toc: true\n", | ||
| "title: Digital Divide Team Teach\n", | ||
| "description: Abdullah, Anika, Alisha, Sergi, Vance.\n", | ||
| "courses: { csp: {week: 13} }\n", | ||
| "categories: []\n", | ||
| "type: ccc\n", | ||
| "---" | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## Digital Divide\n", | ||
| "\n", | ||
| "The digital divide is the gap between those who have access to modern information and communication technology (ICT) resources, such as the internet and digital devices, and those who do not.\n", | ||
| "\n", | ||
| "---\n", | ||
| "\n", | ||
| "## Internet access varies between socioeconomic, geographic, and demographic characteristics, as well as between countries.\n", | ||
| "(IOC-1.C.1 + IOC-1.C.2)\n", | ||
| "\n", | ||
| "* Socioeconomic Variation: Access to the Internet is not uniform across economic status groups. Individuals with higher socioeconomic status may have better access to the internet compared to others.\n", | ||
| "\n", | ||
| "* Demographic Variation: Internet access can differ based on demographic factors such as age, education level, and occupation. Younger, more educated individuals might have better or easier access compared to older individuals or those with a lower education.\n", | ||
| "\n", | ||
| "\n", | ||
| "\n", | ||
| "* International Disparities: Developed nations often have widespread internet infrastructure compared to developing or underdeveloped countries. Countries with mountainous or other rough terrain might have difficulties providing internet. Additionally, urban areas generally have better internet infrastructure than rural areas. Remote or underdeveloped regions may face challenges in accessing the internet." | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## Popcorn Hack 1\n", | ||
| "\n", | ||
| "How might age, education level, or occupation affect someone's ability to access the internet? The older generations may not be well versed with recent quickly developing technology." | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## The digital divide can have a huge impact on society\n", | ||
| "(IOC-1.C.4)\n", | ||
| "### Digital divide raises multiple beneficial and detrimental aspects:\n", | ||
| "\n", | ||
| "* Equity Issues: Due to digital divide, certain groups or individuals may be systematically disadvantaged in terms of opportunities, resources, and benefits derived from digital technologies.\n", | ||
| "\n", | ||
| "* Access Challenges: Limited access to the internet and digital devices raises concerns about fair and equal opportunities for education, employment, healthcare, and social participation in our modern societies. \n", | ||
| "\n", | ||
| "* Influence Considerations: The divide extends beyond mere access, impacting the ability of individuals or groups to influence and engage in the increasingly digital world. As this technology develops more quickly, those without access are left behind faster. Students without internet access fall behind their peers in school. Then, as other students keep learning, it becomes harder and harder to catch up.\n", | ||
| "\n", | ||
| "\n" | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## Popcorn Hack 2\n", | ||
| "\n", | ||
| "Imagine you are an exchange student from another country visiting our community, you have grown up without using the internet and now you go to Del Norte. State 2-3 reasons you might be at a disadvantage to other students your age." | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "\n", | ||
| "### The digital divide can be positively and negatively influnced by both individuals and groups.\n", | ||
| "(IOC-1.C.3 + IOC-1.C.5)\n", | ||
| "\n", | ||
| "* Group Impact: Entire demographic groups or communities may experience limited access to digital resources, impacting their ability to participate in the digital economy, education, and social activities. This can perpetuate existing inequalities. However, groups can work to bridge the digital divide through humanitarian efforts.\n", | ||
| "\n", | ||
| "* Individual Effect: Those with limited access to the web may face challenges in acquiring digital skills, accessing information, and participating in online communication, which can hinder personal and professional development. Additionally, the choices individuals make may contribute to the digital divide. Actions such as purchasing digital devices or subscribing to internet services may indirectly be contributing to its growth.\n", | ||
| "\n", | ||
| "* Organizational and Government Impact: Companies, organizations, and governments play a role in shaping the digital landscape. This includes certain business practices including the deployment of infrastructure and the design of digital products. Government policies or initiatives, including investment in digital infrastructure and literacy programs, have a considerable weight to bridge or exacerbate existing disparities.\n", | ||
| "\n", | ||
| "\n" | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## Popcorn Hack 3\n", | ||
| "\n", | ||
| "Using the provided graphic and what you have just learned, pick one country that is heavily impacted by the digital divide, and give three reasons why that might be. \n", | ||
| "\n", | ||
| "\n", | ||
| "\n", | ||
| "---" | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "# Homework\n", | ||
| "\n", | ||
| "To review the Digital Divide please read the provide article and watch the college board digital divide video and answer fill out the google form questions. \n", | ||
| "\n", | ||
| "<a href=\"https://cs.stanford.edu/people/eroberts/cs181/projects/digital-divide/start.html\">Stanford Article</a>\n", | ||
| "\n", | ||
| "<a href=\"https://apclassroom.collegeboard.org/103/home?apd=acc49kj2ma&unit=5\">College Board Video</a>\n", | ||
| "\n", | ||
| "<a href=\"https://docs.google.com/forms/d/e/1FAIpQLSctiLGmlzRIRIwvQgNvQcztMYVr7sRiYUJAsu9ZoYe0Oc89aA/viewform?usp=sf_link\">Link to Homework Quiz</a>" | ||
| ] | ||
| } | ||
| ], | ||
| "metadata": { | ||
| "language_info": { | ||
| "name": "python" | ||
| }, | ||
| "orig_nbformat": 4 | ||
| }, | ||
| "nbformat": 4, | ||
| "nbformat_minor": 2 | ||
| } |
This file contains bidirectional Unicode text that may be interpreted or compiled differently than what appears below. To review, open the file in an editor that reveals hidden Unicode characters.
Learn more about bidirectional Unicode characters
| Original file line number | Diff line number | Diff line change |
|---|---|---|
| @@ -0,0 +1,68 @@ | ||
| { | ||
| "cells": [ | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "---\n", | ||
| "toc: true\n", | ||
| "comments: true\n", | ||
| "layout: post\n", | ||
| "title: 5.3 Computing Bias Lesson\n", | ||
| "description: Computing Bias Lesson\n", | ||
| "courses: {compsci: {week: 4}}\n", | ||
| "type: hacks\n", | ||
| "---" | ||
| ] | ||
| }, | ||
| { | ||
| "cell_type": "markdown", | ||
| "metadata": {}, | ||
| "source": [ | ||
| "## Computing Bias - Hanlun\n", | ||
| "What is it?\n", | ||
| "Computing bias is a bias that exists within algorithms that unfairly discriminate against certain individuals or groups, creating unfair outcomes\n", | ||
| "Computing innovations reflect biases because algorithms and data are influenced by the people who contributed to it, so computing biases can be embedded at every level of development \n", | ||
| "Algorithm bias should be reduced so computer innovations can combat existing user bias\n", | ||
| "Popcorn Hack #1: \n", | ||
| "Which of the following scenarios is an example of computing bias?\n", | ||
| "\n", | ||
| "A) An email filtering system accurately categorizes emails into spam and non-spam based on a diverse set of features, minimizing false positives and false negatives.\n", | ||
| "B) A navigation app provides real-time traffic updates and alternate routes to users, considering various factors such as traffic volume, road closures, and weather conditions.\n", | ||
| "C) An image recognition algorithm identifies objects in photographs with high accuracy, regardless of the gender, ethnicity, or age of the individuals depicted.\n", | ||
| "D) An automated hiring system consistently favors candidates from specific educational institutions and backgrounds, resulting in the exclusion of qualified applicants from diverse backgrounds.\n", | ||
| "\n", | ||
| "\n", | ||
| "## Types of Computing Bias - Trevor\n", | ||
| "Computing bias can be either intentional or unintentional. (ex. Player Bases of casual vs sweaty games, people who use Facebook vs Instagram vs Tiktok, people who use WeChat vs Kakao Talk)\n", | ||
| "One example of this is if an algorithm was developed to hire for a job that was mostly occupied by male employees, that algorithm might favor male employees\n", | ||
| "Another example is the “racist” HP facial recognition feature which couldn’t follow the face of someone with darker skin. This was likely due to the lack of diversity in the training data therefore bias in the data.\n", | ||
| "\n", | ||
| "## Explicit and Implicit Data - Lakshanya\n", | ||
| "Explicit data is information you give an app or site\n", | ||
| "Implicit data is the information it collects based on your activity\n", | ||
| "For example, with Netflix, the explicit data it collects includes your rating of movies (thumbs up, thumbs down) and your personal information. The implicit data it collects includes when you watch, what you binge, and the frequently selected genres. This data collection is also known as user bias. More bias comes in when Netflix shows its exclusives before any of the regular items to gain subscriptions.\n", | ||
| "\n", | ||
| "## Mitigation Strategies: - Matthew\n", | ||
| "Pre-processing: write algorithms to adjust data sets in order to remove bias before using it as an input\n", | ||
| "In-processing: modifying or manipulating your algorithm to make it less prone to bias\n", | ||
| "Post-processing: This type of strategy is comprised of 3 parts, input correction, classifier correction, output correction\n", | ||
| "input correction: very similar to pre-processing strategies, but instead of applying the modifications in the data before the training process, the modifications are applied to the testing data once the model has been trained\n", | ||
| "Classifier correction: adjusts the algorithm to remove discrimination\n", | ||
| "Output correction: directly modifies the output of any algorithm in order to remove discrimination\n", | ||
| "\n", | ||
| "## Hacks:\n", | ||
| "Problem: Biased Predictive Policing Algorithm: A city implements a predictive policing algorithm to allocate law enforcement resources more efficiently. \n", | ||
| "However, concerns arise as community members and activists notice that the algorithm appears to disproportionately target certain neighborhoods, leading to over-policing and potential violations of civil rights.\n", | ||
| "Provide a solution to how this situation can be resolved, and how the computing bias can be removed. Explain which method of mitigation you will use and how it works. \n" | ||
| ] | ||
| } | ||
| ], | ||
| "metadata": { | ||
| "language_info": { | ||
| "name": "python" | ||
| } | ||
| }, | ||
| "nbformat": 4, | ||
| "nbformat_minor": 2 | ||
| } |
Oops, something went wrong.