a) Unethical Behavior of a person resembles its character towards the society and other places including organization (Cherdantseva & Hilton, 2013). The information about any person is generally asked to them with their permission. Anything beyond this is considered as an unethical behavior. The ethical behavior of a person towards an individual shows the dignity of character and responsibility. Asking for any private information from an individual is credited as an unethical behavior for that person. The way of asking for information is regarded as ethical and unethical behavior (Teo, 2014). A clean and clear communication with an individual is considered as ethical behavior.
According to Data Protection Act 1998, no personal information of an individual is shared with anyone without the permission of the individual. Therefore, under this law any kind of discreperancy is considered crime. For example, On April 2014, Dun Laoghaire Rathdown County Council received a complaint in the court regarding breaching of personal data from email address of a person. The personal data and information of a lady in the council was disclosed to third parties without her permission by the council. The council considered it as a crime. Under Section 2(1) (C) Data Protection Act, the council was found guilty and further process was done (Rodrigues, 2017).
Therefore, it is considered that asking for any personal information to an individual is a criminal offence and needs to be avoided. In my own view, the permission is necessary for asking any personal information from any individual. There is an another example related to this crime. A complaint was filed against a life insurance company regarding sharing the personal details to other party. The third party was found guilty of asking for the personal information of the customers of the company and was fined an amount as compensation.
This type of activities is considered as unethical behavior relating with criminal offence. An individual might not feel comfortable in sharing his/her personal information with anyone (Kaufman & Taras, 2016). A pressure on that individual for gathering personal information is a criminal offense under the Data Protection Act 1998. The above case studies help in understanding different scenarios of data breaching and asking by an organization and individual (“Case Study 2-99 Life Insurance Company – Data Protection Commissioner – Ireland”, 2017). The same laws and acts are responsible for the protection of the data and information of an individual in the society.
On the other hand, asking any kind of information might be a positive behavior. The way of asking for the information needs to be soft and gentle. The opponent might feel free in sharing his/her information with others (Markon & Jonas, 2016). A both way communication plays an elemental role in sharing information with other individual comfortably. For example, meeting with unknown person becomes friends by sharing their information with each other. Therefore, the style of asking about information matters for recognizing it as either ethical or unethical behavior (Kabay et al., 2014).
b) The findings and outcomes of a research is an important part for the learners to understand. The findings need to be simple and clear that helps in proper understanding of the results (Chalmers, 2014). A representation of outcomes in text format is a basic way of representation. The learner has to go through whole text for understanding the outcomes of the research. A long text paragraph might get monotonous during reading.
A table is a set of rows and columns that in filled with data and information (Sacchanand, 2015). A tabular representation of data is clearer to understand than a text format. A tabular representation of data and outcomes helps in proper visualization of the outcomes of the research. The learner can easily understand the data and information filled in the corresponding rows and columns (Heunen & Karvonen, 2015). A tabular format provides more information at a short time. For example, a statistical value of population using computers in 5 years can be easily represented in a tabular format as below:
|
Year |
Population (%) |
|
2003 |
61.8 |
|
2004 |
62.8 |
|
2005 |
64.1 |
|
2006 |
67.5 |
|
2007 |
69.7 |
Table 1: Percentage of users using computers at home
(Source: File, 2013)
It can be seen that the percentage of data is clearly mentioned in the table helps in understanding that the number of use of computer has increased within 5 years. The learner can easily understand the tabular format of data representation than text format (Aweiss, 2016). In the text format, the learner has to go through each line to understand overall outcome.
Another example, percentage of users having Internet at their home in 5 years is represented in a tabular format.
|
Year |
Population (%) |
|
2003 |
54.7 |
|
2004 |
55.8 |
|
2005 |
56.4 |
|
2006 |
59.4 |
|
2007 |
61.7 |
Table 2: Percentage of Internet use at home
(Source: File, 2013)
In both examples, learner can easily visualize percentage of users using computers and Internet at home in 5 years. This helps in proper representation of the data and information of the research.
Graph representation is one of the best ways to represent the outcomes and findings of research (Fischer et al., 2016). Graphs are created by connecting two points on the axis (McMurray, D., & Powell, 2016). This pictorial representation provides excellent information related to the outcomes of the research. Graphs are more effective than tables based on understanding (Wardani & Subriadi, 2016). Graphs helps in summarizing the content in a pictorial form. The learner can understand the result of the research by viewing the slope of the graph. Graphs can provide exact value by its data plots (Crouse & Farmer, 2016). The value at each point can be obtained by analyzing the slope of the graph. For example, the graphical representation of use of computers in 5 years has been provided below:
Figure 1: Graph showing use of computers in 5 years
(Source: File, 2013)
Another example of graphical representation of Internet use in 5 years is given below:
Figure 2: Graph showing use of Internet at home in 5 years.
(Source: File, 2013)
From the above graphs, it can be visualized that the use of computers and Internet se at home has been increased in the 5 years. The learner can easily visualize form the graph and understand the outcome of the research. Therefore, it is concluded that graphs are the most suitable way for communicating outcomes of the research.
References:
Aweiss, A. S., Cone, A. C., Holladay, J. J., Munoz, E., & Lewis, T. A. (2016). Separation Assurance and Scheduling Coordination in the Arrival Environment.
Case Study 2-99 Life Insurance Company – Data Protection Commissioner – Ireland. (2017). Dataprotection.ie. Retrieved 25 July 2017, from https://www.dataprotection.ie/docs/Case-Study-2-99-Life-Insurance-Company/137.htm
Chalmers, D. (2014). Seminar on internal–external quality assurance. Sustainability of institutional quality and internal quality assurance 30 september, 2014. Malaysian qualifications agency, petaling jaya, malaysia quality models and indicators of teaching and learning at australian.
Cherdantseva, Y., & Hilton, J. (2013, September). A reference model of information assurance & security. In Availability, reliability and security (ares), 2013 eighth international conference on (pp. 546-555). IEEE.
Crouse, P., & Farmer, R. (2016). Information Security Awareness: A Course Module Using Simulated Spear-Phishing.
File, T. (2013). Computer and Internet use in the United States. Census. Retrieved 25 July 2017, from https://www.census.gov/prod/2013pubs/p20-569.pdf
Fischer, C., Luši?, M., Faltus, F., Hornfeck, R., & Franke, J. (2016). Integrating Workers’ Feedback into Continuous Information Flows: Enabling Lean Quality Assurance by Worker Information Systems. Advanced Materials Research, 1140.
Heunen, C., & Karvonen, M. (2015). Reversible monadic computing. Electronic Notes in Theoretical Computer Science, 319, 217-237.
Kabay, M. E., Christian, C., Henry, K., & Schneider, S. (2014). Professional Certification and Training in Information Assurance. Computer Security Handbook, Sixth Edition, 74-1.
Kaufman, B. E., & Taras, D. G. (2016). Nonunion employee representation: history, contemporary practice and policy. Routledge.
Markon, K. E., & Jonas, K. G. (2016). Structure as cause and representation: Implications of descriptivist inference for structural modeling across multiple levels of analysis. Journal of abnormal psychology, 125(8), 1146.
McMurray, D., & Powell, T. (2016). 21. Tables, Charts, Graphs.
Rodrigues, V. (2017). Tips on effective use of tables and figures in research papers. Editage Insights. Retrieved 25 July 2017, from https://www.editage.com/insights/tips-on-effective-use-of-tables-and-figures-in-research-papers
Sacchanand, C. (2015). Quality assurance of library and information Science education in the ASEAN Countries: Moving towards regionalization and internationalization.
Teo, K. W. E. (2014). Automating information assurance for cyber situational awareness within a smart cloud system of systems (Doctoral dissertation, Monterey, California: Naval Postgraduate School).
Wardani, N. H., & Subriadi, A. P. (2016). Prioritizing Usability Factors for Website Usability Improvement: A Case Study of Student Academic Information System at Brawijaya University. IPTEK Journal of Proceedings Series, 2(1).
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