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b . What are your group's answers to the questions regarding a
filter being “effective”? For example, what types of materials
should be subject to filtering, what degree of “objectionable”
materials could get through an “effective” filter, and to what
extent is it acceptable to block “nonobjectionable” material.
4. Consider the following:
Case Study 8
A retail business used a computer system to keep records on sales, inven
tory, and the like, and clerks used this system for each sale. When the
computer malfunctioned and the clerk was taking appropriate corrective
action, a bagger came up, pushed the clerk out of the way, said “I'll han
dle this; you'll only mess the computer up,” and proceeded to make little
progress. Although the clerk was supposed to be in charge and the bag
ger was supposed to be assisting putting goods into bags, the clerk could
regain access to the computer only by physically pushing the bagger out
of the way and withstanding some verbal abuse.
a. Have you encountered any similar examples in your own
experience?
b. How might this experience affect the clerk's views regarding
confidence and comfort in accessing computer equipment?
Do you think the clerk's response would be different if such
unpleasantries occurred several times, rather than just once?
c. Suppose you were the customer working with the clerk
when this sequence occurred. What, if anything, would you
say to the clerk or to the bagger?
d. Suppose you were the store's manager and observed this
exchange. What, if anything, would be your response?
5. Divide the class into teams that will engage in debates on
whether filtering software is appropriate for children. As
preparation, each team should research its side of its ques
tion, identifying outside materials for support. With multiple
teams in the class, pairs of teams should be assigned opposite
sides of specific issues. Some possible topics follow:
a. Resolved: Parents with children under 12 years old should
install filtering software on their home computers.
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