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M arch 2018 marked the first reported pedestrian death from a self-driving car [10]. The possibility of such events caused by significant technological advances has stimulated interest in ethical issues. Many people think of these... more
M arch 2018 marked the first reported pedestrian death from a self-driving car [10]. The possibility of such events caused by significant technological advances has stimulated interest in ethical issues. Many people think of these situations as brand-new problems requiring unique solutions. The truth is we have been here before, many times. Each technological change has created ethical challenges—should we use remote-controlled technology to take lives? Should we allow computers to decide our medical treatment? Do we want unethical people to have access to computer power? The difficulty and complexity of each new technical advance’s ethical problems distract each generation from the fact that these problems are just different species of a common problem, namely the problem of ethically managing the interaction of technology with humanity. The rising interest in ethics is positive, but the belief that these issues are brand new or unique to a specific sector is potentially harmful.
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It is generally foolish to predict the future but in this case the odds are with me. This article was written in July 2006 but it will be early December 2006 before it is in print. In the USA a 'mid-term election' was completed in... more
It is generally foolish to predict the future but in this case the odds are with me. This article was written in July 2006 but it will be early December 2006 before it is in print. In the USA a 'mid-term election' was completed in November (three months after this article was written) and I presume most of the recounts from that election should be over by now.
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Research Interests: Engineering, Ethics, Project Management, SODIS, Computer Ethics, and 15 moreSoftware Development, Risk assessment, Risk Analysis, Computer Software, Project manager, RAE, Personal Software Process, CAIS, AIS, Product Life Cycle, Risk Assessment in Software development, Computer software development, Risk Assessment, Side Effect, and Ethics In Project Management
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This article introduces the SoDIS process to identify ethical and social risks from software development in the context of designing software for the New Zealand Maori culture. In reviewing the SoDIS analysis for this project, the... more
This article introduces the SoDIS process to identify ethical and social risks from software development in the context of designing software for the New Zealand Maori culture. In reviewing the SoDIS analysis for this project, the tensions between two cultures are explored with emphasis on the (in)compatibility between a Maori worldview and the values embedded in the SoDIS process. The article concludes with some reflections upon the key principles informing the professional development of software and ways in which cultural values are embedded in supposedly neutral technologies, and reviews the lessons learned about avoiding colonization while working on a bicultural project.
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A friend once posed the question “How good is good enough? [1] in an article addressing professional computer ethics issues. I have frequently argued for various answers to this question by emphasizing the responsibility of software... more
A friend once posed the question “How good is good enough? [1] in an article addressing professional computer ethics issues. I have frequently argued for various answers to this question by emphasizing the responsibility of software practitioners to those who are impacted by what we do. “How good is good enough?”; the answer to this abstract question becomes concrete when it is asked in specific contexts. The answer actually has two aspects; doing a quality job to make something work and limiting the possible failures of the product. One facet is commonly emphasized in our classes and the other is frequently understated or ignored. Let me illustrate the problem with two examples. On January 15 2009, 1 minute after takeoff from New York City, a US Airways Airbus 320 Jetliner lost power in both of its engines and within 2 minutes the pilot “landed” the plane on the Hudson River. All aboard were rescued. The story is an impressive description of the excellent execution of safety management plans, pilot skills, and the good will of people responding to the emergency [2]. On October 7 2008, an airplane accident was reported in which a faulty onboard computer suddenly sent a large passenger jet into a steep dive. The pilot regained control in a few seconds, but meanwhile 51 passengers and crew were significantly injured, including “broken bones and spinal injuries.” [3] According to that report:
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Open source software is making a large impact on many aspects of society including the business community, the computing industry, the entertainment industry and higher education. The computer science education community has been quiet... more
Open source software is making a large impact on many aspects of society including the business community, the computing industry, the entertainment industry and higher education. The computer science education community has been quiet about issues of open source versus closed source and the role of open source code in the advancement of information technology. A survey of recent issues
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The concepT of a due daTe or a deadline seems to have undergone some significant changes. According to some students, instructors are being unfair when they refuse to accept late work, reduce scores for late work, or deduct for mistakes.... more
The concepT of a due daTe or a deadline seems to have undergone some significant changes. According to some students, instructors are being unfair when they refuse to accept late work, reduce scores for late work, or deduct for mistakes. The mantra uttered is " Everyone is entitled to a second chance ". The concept of a second chance has been elevated almost to an inalienable right while simultaneously being so expanded and overused that it has become meaningless. It has been used to mean that the individual who made a mistake should be excused, not penalized. After making a mistake the students must be forgiven, or treated as if the mistake was never made. Failure to give a second chance is often turned around and used to criticize the " unforgiving " person. The instructor is accused of being overly harsh, inflexible, and intolerant. I was struck at how far this concept has been extended when I encountered the following claim on a law firm's web site. " At our law firm, we believe everyone, regardless of whether it is a first offense or repeated conduct, is entitled to a second chance " [1]. Somehow the 'second' chance' has been extended from 'an opportunity to correct an error' to a way to wash away any moral responsibility for an act. The failure to pay attention to some significant aspect of software development is sometimes labeled " an honest mistake ". The use of the word " honest " implies that there should be no blame and there is no moral responsibility to do it right the first time. I contend that we make a significant mistake if we even hint that a second chance negates the responsibility for meeting deadlines, producing quality work, and the moral responsibility for the consequences of their work. I reject the claim that " You can't hold me responsible because: I started late, I did not study, I did not learn the material, or I did not understand the instructions, or I did not intend to do this and I am entitled to a second chance. " The learning process does involve mistakes and we often actually learn from our mistakes and from being shown how to avoid similar mistakes in the future. My concern is that if we accept this rubber-ized – I am not morally responsible – sense of 'second chance' in …
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T here are a number of fairly standard approaches to reducing risks in computing artifacts. I am working with groups of law enforcement agencies in Europe developing a prototype of a system to help their analysts and investigators uncover... more
T here are a number of fairly standard approaches to reducing risks in computing artifacts. I am working with groups of law enforcement agencies in Europe developing a prototype of a system to help their analysts and investigators uncover murky relationships in complex data from multiple sources of uneven reliability. They are aware of and are diligently addressing potential technical, professional, social, political, and ethical risks in the development of the system. The groups’ question about how to do ethical design in this project inspired this column. The kinds of risk aversion techniques used in computing have some common characteristics across all domains of computing, differing primarily in the labels used in various domains. For example: • the project manager worries about feasibility planning including considerations of time, competence, and budget to develop a system; • the designer worries about clear requirements and an adequate mechanism to achieve these requirements, how to best model these for user interaction, etc.; • the coders worry about algorithms and state diagrams and how to best model these in a programming language.
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8 acm Inroads 2010 June • Vol. 1 • No. 2 A MAJOR PROBLEM FOR US is to anticipate and minimize misuse of our work. As technology begins to converge and it is considered fashionable (or good marketing) to develop multifunctional systems, we... more
8 acm Inroads 2010 June • Vol. 1 • No. 2 A MAJOR PROBLEM FOR US is to anticipate and minimize misuse of our work. As technology begins to converge and it is considered fashionable (or good marketing) to develop multifunctional systems, we seem surprised by the ‘new’ and often inappropriate uses of our systems. The person who thought it appropriate to add picture-taking functionality to cell phones probably did not anticipate the problems that would be caused by transmitting pictures taken in high school locker rooms or by ‘sexting’. When we provide people with cameras people will use them in unexpected ways. Many times we are distracted by the novelty or complexity of our work and don’t think about well known situations. Our job as professionals is not easy; not only do we need work related technical expertise but we also need to remember to take account of known situations and contexts where our work will be used. We need to think about the historical problems associated with and facilitated by the kind of things we’re working on. Recently, a local school district supplied laptop computers with tracking software installed to their students. The tracking software was very effective using a GPS system to help locate ‘misplaced’ laptops. This became a major news item when the principle of the school used the picture taking add-on to take pictures surreptitiously of the students at home and in school. The news addressed the privacy violations by the school employee; but I also wonder about the designers who failed to anticipate this kind of misuse of the picture taking function. This function did not enhance the GPS tracking. The addition of the photo function did provide entertainment for the principle who said, “I just like to mess around with them.” This failure to learn from past problems is widespread even in the most well intentioned systems. For example, an XP version of Windows Accessibility Wizard had a function to enable the visually challenged to increase the font size. After the user selected the font they could read (e.g. 16 point), the instructions on how to apply this selection appeared in another window in an 8-point font! Not only did this make the function ineffective, but the user would have to navigate normal size font (they could not read) to get to the font changing function. New electronic book readers are useful for the visually challenged or even for those who don’t want to admit that they need glasses. The Amazon Kindle 2 for example provides six different font sizes for book content. It also lets people purchase books instantly online from the Kindle Store. The designers did not seem to address the problem of XP pointed out above. The way provided for the visually challenged to change fonts size is to select a small key labelled in 6or 8-point font. The user must just memorize the location of the key. The real surprise is that the font change only applies to the book text. The list of books used to select which book you want to read on your Kindle and the information at the Kindle store are in a fi xed(small) font size Selecting which book you want to read and purchasing a book are not easy for the visually challenged. This seems like a familiar problem. The design of the laptop tracking software and the Kindle 2 electronic book both suffer from problems that might have been anticipated by looking at similar systems. Good professionals need to be aware of more than the technical information needed to complete a task; they also need to consider how similar systems have worked in a variety of contexts. This kind of information facilitates more professional intelligent decisions. Don’t be misled by the examples used above. Ignoring how previous systems were developed and used cannot be ignored. This lack of minimal historical investigation has a broad range of consequences as is evident in the recent repetitions of the 25-year-old THERAC 25 radiation overdosing problems [1]. Yes, history is important even if we are only talking about a few years ago. Ir
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Recently, a UK colleagUe of mine reported a typical student reaction to the required computer professionalism course. The student asserted that he did not want to take the course but was “forced to in order to get British Computer Society... more
Recently, a UK colleagUe of mine reported a typical student reaction to the required computer professionalism course. The student asserted that he did not want to take the course but was “forced to in order to get British Computer Society certification and would never use this course in his career.” Many computer ethics teachers or those who address professional responsibility have heard similar complaints. I think these complaints are symptoms of a broader problem we have in teaching computing, namely, giving students a dangerously narrow view of computing. One of the contributing factors to this narrow view is the way we computing professionals ‘sell’ or ‘promote’ entry into our field. Web pages at several computer science departments have promoted computing in part as a response to downturns in student enrolment. The web sites sometimes feature assertions as “Computer Science graduates are some of the most sought-after graduates and earn among the highest salaries right out of college”
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In support of ACM's and the IEEE's commitment to professionalism, the ACM Committee on Professional Ethics, a technical co-sponsor of this conference, is presenting a workshop designed to help faculty provide students with tools... more
In support of ACM's and the IEEE's commitment to professionalism, the ACM Committee on Professional Ethics, a technical co-sponsor of this conference, is presenting a workshop designed to help faculty provide students with tools to better understand and to better resolve their ethical challenges as professionals. This workshop will have a special focus on issues raised by robots, Google Glass, and other increasingly sophisticated devices. The workshop will use both lecture and small group activities to introduce and enhance participants' teaching skills in computer and engineering ethics. Leaders will present materials to be used in a complete professional ethics course, and that can also be integrated as examples and exercises into specific technical courses. The materials will include case studies, suggested course syllabi, and suggestions for creating and grading assignments. The workshop will feature demonstrations of several advanced devices, and how they can be used to teach about ethics, and to attract attention to ethical issues.
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The 1992 CSC Annual Debate produced a lively discussion focused on a resolution calling upon the ACM to support efforts in state legislatures to regulate and license computer professionals. This followed proposals in several states for... more
The 1992 CSC Annual Debate produced a lively discussion focused on a resolution calling upon the ACM to support efforts in state legislatures to regulate and license computer professionals. This followed proposals in several states for just such licensing. Meanwhile, the IEEE computer society committee on public policy has drafted a position statement endorsing “a national policy on the certification
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Old truths I have come to see the importance of old truths—something to do with my moving into older age categories. A quarter of a century ago I had the privilege of working on the ACM task force which developed the current ACM Code of... more
Old truths I have come to see the importance of old truths—something to do with my moving into older age categories. A quarter of a century ago I had the privilege of working on the ACM task force which developed the current ACM Code of Conduct and Professional Practice [1], (“The Code”). The Code was written in support of ACM’s goals of “Advancing Computing as a Science and a Profession” and it replaced ACM’s earlier code [2]. The earlier code focused on disciplinary cannons; the newer code focused on statements of ethical aspiration. It is now time for a call to action related to The Code. The Code helped guide computing professionals’ understanding of how to apply ethical guidelines, (called “imperatives”), to their new and rapidly changing practice. A code of ethics reflecting the conscience of a profession is different from the law. The imperatives were not canonical pronouncements requiring the use of particular technological solutions. Instead these ethical markers of professionalism were presented as goals and ideals to which the morally responsible professional practitioner should aspire. The imperatives were accompanied by guidelines and illustrations showing how they applied to a developing computing profession. Here is an example, 1.2 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... Over the years the Code has been used as a guide to instruct students entering the profession, a decision support tool for computing practitioners, a standard for the public to judge the professionalism of practitioners, and an aid to address legal issues and ethical tensions [9]. The ACM’s Committee on Professional Ethics (COPE) [3] conducts teacher training workshops and other public education activities, and responds to queries from ACM members, industry professionals [8], ACM governance bodies, and other key stakeholders about the intersection of computing practice and ethical behavior reflected in the Code.
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This textbook emphasizes a diversity of values from different cultures, religions, and geographical locations. The book is designed to assist students, computing professionals, and faculty members to act in a more professional and ethical... more
This textbook emphasizes a diversity of values from different cultures, religions, and geographical locations. The book is designed to assist students, computing professionals, and faculty members to act in a more professional and ethical manner. Compelling case studies, ethical reasoning, and cultural perspectives will be included throughout the book, and the authors will apply lessons learned over many years of intense involvement in computing ethics. The text is appropriate either as a main text in a stand-alone ethics course or as a supplementary text for other related courses.
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Like most significant changes in technology, Cloud Computing and Big Data along with their associated analytic techniques are claimed to provide us with new insights unattainable by any previous knowledge techniques. It is believed that... more
Like most significant changes in technology, Cloud Computing and Big Data along with their associated analytic techniques are claimed to provide us with new insights unattainable by any previous knowledge techniques. It is believed that the quantity of virtual data now available requires new knowledge production strategies. Although they have yielded significant results, there are problems with advocated processes and resulting facts. The primary process treats "pattern recognition" as a final result rather than using "pattern recognition" to lead to yet to be tested testable hypotheses. In data analytics, the discovery of a pattern is treated as knowledge rather than going further to understand the possible causes of those patterns. When this is used as the primary approach to knowledge acquisition unjustified inferences are made - "fact generation". These pseudo-facts are used to generate new pseudo-facts as those initial inferences are fed back into analytic engines as established facts. The approach of generating "facts from data analytics" is introducing highly risky scenarios where "fiction becomes fact" very quickly. These "facts" are then given elevated epistemic status and get used in decision making. This, misleading approach is inconsistent with the moral duty of computing professionals embodied in their Codes of Ethics. There are some ways to mitigate the problems generated by this single path approach to knowledge generation.
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The author discusses ethical considerations that arise in the practice of software engineering and uses cases to help focus the discussion on ethical concerns in the practice of software engineering. The author comments on the... more
The author discusses ethical considerations that arise in the practice of software engineering and uses cases to help focus the discussion on ethical concerns in the practice of software engineering. The author comments on the relationship between software safety and ethics, informed consent and ethical decisions, the customer's responsibility for end-product quality, internal performance standards and customer consent to inferior
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Objectives: As an emerging profession, Software Engineering professional practice consists of both technical knowledge and the application of that skill guided by ethical standards. In the current movement toward a more professional... more
Objectives: As an emerging profession, Software Engineering professional practice consists of both technical knowledge and the application of that skill guided by ethical standards. In the current movement toward a more professional approach to software engineering, the Software Engineering Body of Knowledge task force has been identifying the technical skills and the Software Engineering Professional Ethics Project has been defining standards of professional practice in documents like the Software Engineering Code of Ethics and Professional Practice.
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The traditional distinction between education as something which is done at a university and training as something which is done by industry, is not only incorrect but the focus on this distinction leads us to ignore more critical issues... more
The traditional distinction between education as something which is done at a university and training as something which is done by industry, is not only incorrect but the focus on this distinction leads us to ignore more critical issues in the development of competent software engineers. The adequacy and success of a variety of delivery techniques for the education and training of software engineers are discussed using three software development tools as examples. From this foundation, I argue that our traditional understanding of training is too limited and must be modified to develop software engineers who are competent to meet the changing needs of their employers and their profession. The traditional distinction between education as something which is done at university and training as something which is done by industry is not only an incorrect distinction but the focus on this distinction leads us to ignore more critical issues in the development of competent software engineers. The adequacy and success of a variety of delivery techniques for the education and training of software engineers are discussed using three software development tools as examples. From this foundation, I argue that our traditional understanding of training is too limited and must be modified to develop software engineers who are competent to meet the changing needs of their employers and their profession
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The Centre for Information Technology Research (CITRUS) launched in 2002 had the goal of encouraging collaborative research that is industry and community linked, at regional and national levels within the NACCQ sector. The research... more
The Centre for Information Technology Research (CITRUS) launched in 2002 had the goal of encouraging collaborative research that is industry and community linked, at regional and national levels within the NACCQ sector. The research programme into Software Development Impact Statements being conducted by the Software Engineering Practice Improvement Alliance, (SoDIS SEPIA) represents one model towards achieving this goal. Initiated in 2001, this programme of research has developed increasing momentum from small beginnings, and is beginning to attract funding and a growing body of research partners committed to its goals. Bootstrapping a research programme from scratch is nonetheless a difficult undertaking. This paper outlines the goals of the programme; the strategies applied to build a collaborative network of researchers in educational and commercial organizations in New Zealand, Australia and the United States; reviews the successes and failures in the process so far; and makes some recommendations for developing successful research partnerships.
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Page 1. An Introduction to Functional Independency in Relational Database Normalization Tennyson X. Chen, Sean Shuangquan Liu, Martin D. Meyer, Don Gotterbarn1 Research Computing Division RTI International2 3040 ...
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M arch 2018 marked the first reported pedestrian death from a self-driving car [10]. The possibility of such events caused by significant technological advances has stimulated interest in ethical issues. Many people think of these... more
M arch 2018 marked the first reported pedestrian death from a self-driving car [10]. The possibility of such events caused by significant technological advances has stimulated interest in ethical issues. Many people think of these situations as brand-new problems requiring unique solutions. The truth is we have been here before, many times. Each technological change has created ethical challenges—should we use remote-controlled technology to take lives? Should we allow computers to decide our medical treatment? Do we want unethical people to have access to computer power? The difficulty and complexity of each new technical advance’s ethical problems distract each generation from the fact that these problems are just different species of a common problem, namely the problem of ethically managing the interaction of technology with humanity. The rising interest in ethics is positive, but the belief that these issues are brand new or unique to a specific sector is potentially harmful.
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An antenna, particularly suitable for two-way communication between a communication satellite and an aircraft in flight, having a circular polarization response, comprising a T-matched dipole element producing a pattern polarized parallel... more
An antenna, particularly suitable for two-way communication between a communication satellite and an aircraft in flight, having a circular polarization response, comprising a T-matched dipole element producing a pattern polarized parallel to the axis of the aircraft fuselage, and having a slot therein which is separately excited to produce an E field orthogonally polarized with respect to the pattern of the dipole. By exciting the dipole and the slot in phase quadrature, the combined patterns provide circular polarization as is necessary for satellite communications. The shape of the antenna enclosure has a very low drag and favorable aerodynamic characteristics.
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Many elements in current social media have led to the technological devolving of the concept of truth. It is argued that some of these problems can be mitigated by the application of moral "Rules".
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Yesterday, Lee Adder, an employee at PAU who recommended Kim for the extra work, asked Kim to switch over to the new system as soon as possible. Lee described being asked to test further before the new system actually replaced the old... more
Yesterday, Lee Adder, an employee at PAU who recommended Kim for the extra work, asked Kim to switch over to the new system as soon as possible. Lee described being asked to test further before the new system actually replaced the old system. Lee would do a normal update in the old system, such as record the removal a propeller shaft, and then compare the results to a similar update in the new system. Lee told Kim that the results did not agree, but the problem was with the old system. Lee reported that he carefully checked the accuracy of database updates when the Clipem changes were made but had stopped checking after awhile because no errors were noticed. All indications are that there are problems with Clipem's code. Lee wants the new system turned on so that future updates will be correct.
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3. Sometimes teachers will only use catastrophic cases such as the Challenger disaster, because they are the easiest to find and are good attention getters. The exclusive use of this kind of case leads students to think that computer... more
3. Sometimes teachers will only use catastrophic cases such as the Challenger disaster, because they are the easiest to find and are good attention getters. The exclusive use of this kind of case leads students to think that computer ethics is limited to only these types of cases. Since students don't plan on programming life critical systems, they tend to think that computer ethics is probably not relevant to them.
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ABSTRACT The panel addresses practical issues and approaches for integrating the study of ethics into professional software engineering education. The three presentations summarized below assume that one goal of applied ethics in software... more
ABSTRACT The panel addresses practical issues and approaches for integrating the study of ethics into professional software engineering education. The three presentations summarized below assume that one goal of applied ethics in software engineering education is to equip professionals to recognize and reason about ethical issues in practical situations. All three address the question of how best to do so, from different but complementary perspectives: the case-based approach to ethics (Leslie Burkholder), practical methods for ethical reasoning (Preston Covey), and models for integrating ethics in software engineering curricula (Donald Gotterbarn).
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Research Interests: Engineering, Software Engineering, Ethics, Project Management, Stakeholders, and 13 moreSoftware Development, Scheduling, Risk Management, Software Project Management, Protein Structure and Function, Risk Analysis, Programming, User interfaces, Project Schedule, Refining, Spirals, Software Development Process, and Radar tracking
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Video games are ethically controversial. Some video games are effective training tools for learning various skills and approaches to problem-solving, but some video games are notorious for promoting discriminatory and barbaric behavior.... more
Video games are ethically controversial. Some video games are effective training tools for learning various skills and approaches to problem-solving, but some video games are notorious for promoting discriminatory and barbaric behavior. We consider such ethical pros and cons of video games, but we also present a more fundamental ethical issue about video games. Most video games have a bias toward self-centered decision-making. Often the decision-making driver is not the impact of the decision on society but rather the quantity of rewards for their individual character. This bias can be an obstacle to employing good ethical analysis and good ethical decision-making in video games. In this paper we discuss the ethical theory of Just Consequentialism and show how it can be used to introduce ethical values into video game design and how it can be useful for ethical decision-making, even rapid ethical decision-making, in both virtual world and real worlds.
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This article introduces the SoDIS process to identify ethical and social risks from software development in the context of designing software for the New Zealand Maori culture. In reviewing the SoDIS analysis for this project, the... more
This article introduces the SoDIS process to identify ethical and social risks from software development in the context of designing software for the New Zealand Maori culture. In reviewing the SoDIS analysis for this project, the tensions between two cultures are explored with emphasis on the (in)compatibility between a Maori worldview and the values embedded in the SoDIS process. The article concludes with some reflections upon the key principles informing the professional development of software and ways in which cultural values are embedded in supposedly neutral technologies, and reviews the lessons learned about avoiding colonization while working on a bicultural project.
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The purpose of this half day workshop is to alert software engineering educators and trainers to the current interest in professional and ethical issues and to provide them with tools to address these issues in their own environments. The... more
The purpose of this half day workshop is to alert software engineering educators and trainers to the current interest in professional and ethical issues and to provide them with tools to address these issues in their own environments. The workshop will briefly discuss the current efforts by professional societies, industry and government to address issues of professionalism in software engineering, including the results of the work by the Joint IEEE-CS/ACM Task Force on Software Engineering Ethics and Professional Practices.
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In an era of varied organizational forms and new emphasis on the improvement of quality in corporations, many of the organized efforts to ensure quality in information systems must themselves be re-evaluated and reconsidered. How... more
In an era of varied organizational forms and new emphasis on the improvement of quality in corporations, many of the organized efforts to ensure quality in information systems must themselves be re-evaluated and reconsidered. How important is the factual content base of an individual’s knowledge to the successof the project? How important is the corporate methodology and process by which the project is carried out? How about certification of the quality of the tools? Some certification of quality has been important to the success of our systems in the past: will it be in the future?
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It is generally foolish to predict the future but in this case the odds are with me. This article was written in July 2006 but it will be early December 2006 before it is in print. In the USA a 'mid-term election' was completed in... more
It is generally foolish to predict the future but in this case the odds are with me. This article was written in July 2006 but it will be early December 2006 before it is in print. In the USA a 'mid-term election' was completed in November (three months after this article was written) and I presume most of the recounts from that election should be over by now.
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Recently I heard a consultant in the South Pacific discuss a product for developing better software. Later investigation, unfortunately, showed that he had not discussed some of this product's obvious and potentially harmful defects.... more
Recently I heard a consultant in the South Pacific discuss a product for developing better software. Later investigation, unfortunately, showed that he had not discussed some of this product's obvious and potentially harmful defects. As I thought about this incident, I was struck by how much harm a lack of candor about a product's failings can do to unsuspecting users, and how inconsistent this failure to warn of potential problems was with professional ethics. I was also reminded of how self-defeating this sort of behavior can be.
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a question like " Which of the serious games suggested by the class is the most important and ought to be pursued/devel-oped? " Their competitive sense will arise, but answering the question in a reasoned way will give them some... more
a question like " Which of the serious games suggested by the class is the most important and ought to be pursued/devel-oped? " Their competitive sense will arise, but answering the question in a reasoned way will give them some practice in making difficult professional judgments about their work products. Answering this kind of question may help students see the broader significance and relevance of their technical choices. If you don't want your students to prototype their own games, there are numerous serious games on the web you can have them ask the same questions about-e.g. POX and its derivatives, CPR, and Virtual Prosthesis Trainer. Have them search the Internet and select " the most important serious games. " I think you can leverage student interest in games to help them to learn more about the technical domain of your class and about the professional responsibility to think carefully about the complexity of the systems they develop. Try some serious gaming in one of your classes, and see if you can take advantage of students' competitiveness and their interest in computer entertainment. Hopefully, serious games will help your students to think beyond technical issues like the choice of game engine, and to consider user impacts beyond " playing the game. " Software developers change society, and that's serious business. ir Having recently participated in the Doctoral Consortium of the Austral-asian Computing Education Conference, I was struck by the core methodologi-cal challenges faced by students. Initial proposals seemed to be along the lines of, " well, I will need a control group and a comparison group to evaluate x or y condition or intervention. " The corollary to this thinking then became " well, how many students will be enough? " presumably so the findings could be generalis-able in some manner. Yet, do methods drawn from the natural sciences really furnish the most appropriate approaches for computing education research (CER), with its hybrid concerns of technology and people? If not, then which methods would be more suitable and how can students be guided towards their adoption? I suppose the typical preparation of computing students is a fairly technical one and the more obvious scientific research methods to which they have been exposed will probably have been experiments or perhaps simulations of some form. Yet the literature on computer science (CS) research methods suggests that even these classic scientific approaches are relatively …
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... MIS Creeping user requirements 80% Excessive schedule pressure 65% Low quality 60% Cost overruns 55 ... 911, without an approved credit card would also have a negative effect preventing the ... project, (3) for every task, the... more
... MIS Creeping user requirements 80% Excessive schedule pressure 65% Low quality 60% Cost overruns 55 ... 911, without an approved credit card would also have a negative effect preventing the ... project, (3) for every task, the identification and recording of potential ethical issues ...
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In 2005 October, ACM issued a new policy and procedures on plagiarism. At SIGCSE 2006, a Birds-of-a-feather (Bof) session had taken place on plagiarism and self-plagiarism. Prior to the Bof, it was amazing to listen to the professorial... more
In 2005 October, ACM issued a new policy and procedures on plagiarism. At SIGCSE 2006, a Birds-of-a-feather (Bof) session had taken place on plagiarism and self-plagiarism. Prior to the Bof, it was amazing to listen to the professorial ramblings about plagiarism such as "I had a student who plagiarized from the course textbook", "I had a student who plagiarized from a paper I wrote." Many academics treat a discussion of plagiarism as the academic equivalent of "What do you think about the weather?" They are both effective discussion starters about something that has an impact, but something they can't really do anything about. I was struck by how fast we academics opted for simplistic and erroneous reasoning about this subject. There were numerous points of agreement. Some include the following: (1) plagiarism is wrong; (2) it is on the increase (evils of the internet and paper mills); (3) it is (sometimes) hard to detect; (4) it is a problem getting "others" to do anything about it; (5) I would rather not have to address instances of plagiarism. We also have avoidance techniques as no longer requiring term papers or having all work done in class.
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The principles of good software development are improving. We have better answers today about how to develop more effective software then we did yesterday. We may not have complete answers about how to produce quality software but we are... more
The principles of good software development are improving. We have better answers today about how to develop more effective software then we did yesterday. We may not have complete answers about how to produce quality software but we are getting closer. Two significant advances in the past few years are the Unified Modeling Language (UML), both the notation and its associated process(RUP) and the agile software development model in all of its variations including: Adaptive Software Development (ASD), Dynamic Systems Development Method (DSDM), Feature Driven Development (FDD), Scrum, and eXtreme Programming (XP).
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... The intentional failure to follow these standards gives rise to some ethical issues within a ... Consequently, professional values have a direct impact on the way we develop applications and the ... about its curative powers, but it... more
... The intentional failure to follow these standards gives rise to some ethical issues within a ... Consequently, professional values have a direct impact on the way we develop applications and the ... about its curative powers, but it also involves questions about the side effects of the ...
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A one-semester course cannot adequately cover the software development process and still provide meaningful project experience. We have developed and implemented a tightly- coupled two-semester undergraduate course which presents, in a... more
A one-semester course cannot adequately cover the software development process and still provide meaningful project experience. We have developed and implemented a tightly- coupled two-semester undergraduate course which presents, in a spiral form, theory and practice, product and process. Coordinating the increase in depth of the lectures as topics are revisited repeatedly, with increasingly demanding projects, constitutes our spiral approach. Three projects differ in size, complexity, team structure, artifacts provided and delivered, and development methodologies. The projects are carefully choreographed to provide varied team experiences and allow each student to function in a variety of roles and responsibilities. The project framework provides a series of passes through the software development process, each pass adding to a body of common student experiences to which subsequent passes can refer. By the middle of the first semester students, individually and in teams, have begun accumulating their own “war stories”; some positive, some negative. This personalized knowledge provides a solid base for more advanced concepts and classroom discussion.
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An antenna, particularly suitable for two-way communication between a communication satellite and an aircraft in flight, having a circular polarization response, comprising a T-matched dipole element producing a pattern polarized parallel... more
An antenna, particularly suitable for two-way communication between a communication satellite and an aircraft in flight, having a circular polarization response, comprising a T-matched dipole element producing a pattern polarized parallel to the axis of the aircraft fuselage, and having a slot therein which is separately excited to produce an E field orthogonally polarized with respect to the pattern of the dipole. By exciting the dipole and the slot in phase quadrature, the combined patterns provide circular polarization as is necessary for satellite communications. The shape of the antenna enclosure has a very low drag and favorable aerodynamic characteristics.
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T he ACM is updating its 1992 Code of Ethics [2] keeping its primary positive emphasis and reinforcing important elements of professionalism. Sometimes ethics codes are thought of as constraints—a list of “thou shalt nots” where failure... more
T he ACM is updating its 1992 Code of Ethics [2] keeping its primary positive emphasis and reinforcing important elements of professionalism. Sometimes ethics codes are thought of as constraints—a list of “thou shalt nots” where failure to comply leads to censure, expulsion, and eternal damnation. Some professional codes of conduct are used to define negligence and malpractice. Focusing on the negative elements of a code is dangerous, and limits the profession. Many of us approach the ACM Code of Ethics, and perhaps the profession itself, in a way that we miss the best part of computing. In addition to the “should not’s” of ethics that tell us how to avoid doing evil, the ACM’s Code of Ethics focuses on the other side of professionalism—opportunities for doing good. The Code provides an ethical framework within which we can be inspired do good. Professional codes of ethics allude to important principles: integrity, competence, not causing harm, and moral courage. These principles can undergird constraints and imperatives: don’t cause harm, don’t accept work beyond your skill, and don’t violate privacy. If this is the only thing our students know about the ACM Code, no wonder students don’t like studying it! Interpreted as a list of “do not’s,” the Code amplifies our reasonable concerns about risk analysis, cyber security, the drudgery of repetitive testing, and documentation requirements. Distracted by these concerns, we could lose sight of the ways in which computing can contribute positively to society and its citizens. Antilock brakes, heart pumps, bio-engineering, and communication with distant relatives are all made possible by computing professionals doing good. The last section of the ACM Code has only one sentence about ‘compliance;’ the last sentence. There is so much more to the Code
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Research Interests: Law, Ethics, Computer Science Education, Government, Engineering Management, and 15 moreCONTINUING EDUCATION, Curriculum, Engineering Ethics, Professionalization, Professional Practice, Lessons Learned, Data Integrity, Certification, Commission, North American, Body of Knowledge, Code of Ethics, Relative Position, Retraining, and Professional Scrum Developer Certification
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Purpose This short viewpoint is a response to a lead paper on professional ethics in the information age. This paper aims to draw upon the authors’ experience of professional bodies such as the ACM over many years. Points of agreement and... more
Purpose This short viewpoint is a response to a lead paper on professional ethics in the information age. This paper aims to draw upon the authors’ experience of professional bodies such as the ACM over many years. Points of agreement and disagreement are highlighted with the aim of promoting wider debate. Design/methodology/approach An analysis of the lead paper is undertaken using a binary agree/disagree approach. This highlights the conflicting views which can then be considered in more detail. Findings Four major agreements and four major disagreements are identified. There is an emphasis on “acultural” professionalism to promote moral behavior rather than amoral behavior. Originality/value This is an original viewpoint which draws from the authors’ practical experience and expertise.
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A narrow approach to risk analysis and understanding the scope of a software project has contributed to significant software failures. A process is presented which expands the technical concept of software risk to include social,... more
A narrow approach to risk analysis and understanding the scope of a software project has contributed to significant software failures. A process is presented which expands the technical concept of software risk to include social, professional, and ethical risks that lead to software failure. Using an expanded risk analysis will enlarge the project scope considered by software developers. A tool
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Students frequently relegate risk analysis to the later stages of development-testing their code. The precoding risks they may address involve accurate requirements elicitation and cohesive system design. They fail to see their... more
Students frequently relegate risk analysis to the later stages of development-testing their code. The precoding risks they may address involve accurate requirements elicitation and cohesive system design. They fail to see their professional obligations to address broader impacts of the system both for the client and for society. They see requirements analysis as a one-way street-merely getting information from the
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R ecently there have been several significant activities related to the increased impact of computing on society. Governments are developing ethics policies related to computing. The Netherlands government has established an institute to... more
R ecently there have been several significant activities related to the increased impact of computing on society. Governments are developing ethics policies related to computing. The Netherlands government has established an institute to study the impact of computing. The European Community is developing a privacy policy. The Australian government is supporting the development of a computer ethics center and the exchange of computer ethicists with the United States. United States efforts seem to be focused on the Internet and on copyright issues. Many industries are responding to the concern about the social impact of computing with the establishment of the position Corporate Ethics Officer. Over 40% of the Fortune Five Hundred industries have ethics officers, mostly at the corporate vice presidential level. Their job is to develop corporate ethics policies and provide training for their employees. (See Lockheed Martin's http:\\www.lmo.WQW for example). Professional computing societies are also responding. The IEEE-CS and the ACM have a joint committee looking into the professionalization of software engineering. All of these organizations feel a need to address the perceived negative impacts of computing on society. The responses range from developing national and company specific policy to fill a gap created by the computing practitioner's lack of professionalism to trying to professionalize the practice of computing. The explanations given for this significant increase in professional related activity vary from the pessimistic claims that this interest is merely a gimmick to give a more positive image of a particular company. There is also the positive view that the interest in doing a professional job yields a high quality socially responsible product; unlike computing's traditional products. Regardless of the explanation or justification, the end result of a professional approach to computing is a high quality, socially responsible product which improves productivity, society, and the environment. These are worthwhile goals being addressed by governments, industry, and professional societies. How does computer science education fit into this picture? The answer is simple. There is a need for us to educate professional computer practitioners rather than mere technicians of computing. What is the difference between a technician and a professional? There are three major elements in the development of a profession. The first is a the developments and maintenance of a body of knowledge, the second is a shared set of moral values committed to the use of this knowledge for the development and maintenance of quality products for the benefit of all stakeholders in that product, and the third element is the establishment of some way of certifying a practitioner's attainment of and commitment to the first two elements. Industry is finding our students technically prepared. We have established a body of knowledge and practice which solves technical problems. The training and policy efforts of governments and industry listed in the first paragraph are not directed at the improvement of technical skills. Computer science education is succeeding in this element. These other groups are telling us in computer science that our educational programs are failing because we are "off by one" in completing the education of software professionals. They are saying to us that we are not adequately including the professional issues of software development in our programs. Other professional disciplines, such as engineering have long recognized the relationship between practicing professionalism and the improvement of society and productivity. The IEEE in its Professional Practices position statement describes "professional practices which increase the nations productivity." They say a professional recognizes "that the technical task is usually only one ingredient of a total job and that no mater how well the technical task is accomplished, the total job must be done well in order to be successful." A professional "maintains a sense of responsibility to other members of the profession as well as to the individual members of society." As a professional you will "be familiar with and conform to your profession's Code of Ethics" and "...develop and maintain a concern for social and public responsibility, particularly for the impact of technology on society." These are not technical questions such as how to determine which program is more time and space efficient. The question is, once this off by one error has been
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Ethical decision support procedures have an underlying difficulty in that they do not clearly distinguish the varying impacts of the constituent features of the examined ethical situation. The failure to recognize these features and their... more
Ethical decision support procedures have an underlying difficulty in that they do not clearly distinguish the varying impacts of the constituent features of the examined ethical situation. The failure to recognize these features and their varying impacts leads to two critical problems; the risk of removing positive ethical elements as well as negative ones when mitigating the ethical problem, and missing some viable alternative actions. A modified version of line drawing is presented as a way to address these two problems when it is used as an adjunct to already established decision techniques.
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The discipline of Software Science I as originally proposed by Halstead used the quantity of the operators and operands in a program as a metric for certain aspects of the programming process. For example, software science asserts a... more
The discipline of Software Science I as originally proposed by Halstead used the quantity of the operators and operands in a program as a metric for certain aspects of the programming process. For example, software science asserts a correlation between this metric and the: volume, length, effort, difficulty, and programmer time required to implement the program. Tests of the original theory have had mixed results. There have been several modifications of the original metric to yield a higher correlation between the metric and the predicted results) Recently there have been attempts to extend the application domain of software science to compilation time, in particular to the CPU time required to compile Ada source files) The justification to extend Halstead metrics to the domain of compilation is that Halstead based his theory in part on the rate at which programmer's can make decisions. Because a compiler is more regular than a programmer in the time it takes to process, it is likely that compilation time can be predicted with more accuracy than programmer time.
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... The use and abuse of computer ethics. Source, Journal of Systems and Software archive Volume 17 , Issue 1 (January 1992) table of contents Special issue on computer ethics. Pages: 75 - 80. Year of Publication: 1992. ISSN:0164-1212.... more
... The use and abuse of computer ethics. Source, Journal of Systems and Software archive Volume 17 , Issue 1 (January 1992) table of contents Special issue on computer ethics. Pages: 75 - 80. Year of Publication: 1992. ISSN:0164-1212. Author, Donald Gotterbarn, ...
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Many computing people call themselves professionals without the necessary validation or credentials that other professional groups possess. Perhaps computing needs greater maturity to develop standards of best practices. Even defining the... more
Many computing people call themselves professionals without the necessary validation or credentials that other professional groups possess. Perhaps computing needs greater maturity to develop standards of best practices. Even defining the meaning of a computing profession may be difficult. The article explores perspectives on these and related issues
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Abstract Computing professionals face ethical conflicts. A true professional faces these challenges intelligently and analytically. Professional practice consists of both technical knowledge and the skillful application of that knowledge... more
Abstract Computing professionals face ethical conflicts. A true professional faces these challenges intelligently and analytically. Professional practice consists of both technical knowledge and the skillful application of that knowledge guided by ethical standards. Computing professionals, like other professionals, must reason through tradeoffs between technical issues, legal issues, economic issues, stakeholder interests, and ethical principles.
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Recently we have been presented with computer based systems which the providers claim are so useful and universally desired that everyone needs and wants them. It is claimed to follow that these alleged values justify universally applying... more
Recently we have been presented with computer based systems which the providers claim are so useful and universally desired that everyone needs and wants them. It is claimed to follow that these alleged values justify universally applying these systems without asking for your consent. Let those few people who are so foolish that they do not want these services opt-out of the system. When I moved to Tennessee I discovered that the state used personal driver’s license information for bulk distribution of marketing information but I could ‘opt-out’ – have them not sell my information to marketersby filing a 2 page form with the state. Even-though opting-out would not remove me from exiting lists, it might reduce further marketing spam. Unfortunately, as technology develops and more information is available on-line, optingout is decreasingly useful. Sometimes claiming that opting out is effective can be deceitful. Many people have cell phones and they choose how to publish, make available, their cell phone numbers. A cell phone number is available to people who are called and people who receive the number from the phone owner. At least one company, Intelius, http://www.nbcaugusta.com /news/business/14492297.html, made an ON-LINE cell phone directory available with over 90 million numbers. They gathered the cell phone number and cell phone information from a variety of sources, but did not obtain permission from the owners of the numbers. The company sold the cell phone information, including unlisted information. The individual cell phone owners did not authorize the information to be sold for that purpose...they did not opt-in. Most did not even know about it. The company declared that the directory was such a valuable service that everyone would want to be listed. The alleged virtues justified this uncontrolled gathering and distribution of information on the Internet. If you decided you didn’t want your number listed, you could “opt out.” There are several problems with the ‘opt-out’ concept with respect to the Intelius directory. First, you needed to know that this directory system exists and that you are in it. Second, even if you knew about it, the Intelius opt-out process was not simple. It could not be done on line, but required the use of surface mail or fax, and sending copies of your driver’s license. But more importantly, when talking of an online system, the meaning of ‘opt-out’ has changed. The original implication of opt-out is that we can choose not to be part of an event or avoid participating. The choice to opt-in or opt-out implies that we are somehow exercising informed consent. The use of opt-out on the Internet acts as if an event never happened, pretends that we can eliminate a record by simply erasing it from its original location on the Internet. Information on the Internet is persistent; eliminating one copy does not necessarily remove that piece of information everywhere. According to http://www.realtechnews.com/posts/5343 , after several months, and complaints and threats of litigation by Verizon, Intelius withdrew its cell phone directory service. So was no harm done? This is not clear since the phone numbers were available for several months. The unlisted phone numbers were on the Net and individual “data shadows” trackable datawas created simply by the use of technology. Furthermore, Intelius is still in existence, at this writing providing information attached to cell phone numbers to anyone for a fee. Information which I did not provide to them –my name, address, average income, house value, and non-published numbers – are all advertised for a price. This data was made accessible to them in part because of my technology use. You might want to try the Intelius website and find out what information about you they are selling. For $4.99 you, and anyone else with a credit card, can probably retrieve a great deal about you based on your cell phone number. If you want to opt out of the Intelius search engine, you are given the following instructions:
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Research Interests: Sociology, Philosophy, Philosophy of Science, Applied Ethics, Informatics, and 13 moreComputer Ethics, Medicine, Professional Role Socialization, Software, Humans, Engineering Ethics, Computer User Interface Design, Moral Obligations, Codes of Ethics, Professional Competence, Professional Responsibility, Ethical Analysis, and Professional Role
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... Digital Library logo Take a look at the new version of this page: [ beta version ]. Tell us what you think. A capstone course in computer ethics. Source, Teaching computer ethics book contents. Pages: 41 - 49. Year of Publication:... more
... Digital Library logo Take a look at the new version of this page: [ beta version ]. Tell us what you think. A capstone course in computer ethics. Source, Teaching computer ethics book contents. Pages: 41 - 49. Year of Publication: 1992. Author, Donald Gotterbarn, ...
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ABSTRACT Open source software is making a large impact on many aspects of society including the business community, the computing industry, the entertainment industry and higher education. The computer science education community has been... more
ABSTRACT Open source software is making a large impact on many aspects of society including the business community, the computing industry, the entertainment industry and higher education. The computer science education community has been quiet about issues of open source versus closed source and the role of open source code in the advancement of information technology. A survey of recent issues of SIGCSE Bulletin and SIGCSE conference proceedings shows little attention to the role open source software should play in computer science education. We are here to raise the question: "What are the social and ethical responsibilities of computer science faculty regarding open source software?"One set of issues concerns the use of open source software in teaching and the use of open source development models in the teaching of software development. Some basic questions that arise include "Should analysis of open source (and possible contributions to it) be the subject of class assignments?" and "Should open source software development models be taught?"A second set of issues concerns the use of open source software in support of teaching (e.g., using Linux as your standard platform). Some basic questions that arise include "Should we use open source software to support teaching?" and "Are these faculty ethically obligated to make contributions to the open source software base?"In this panel we will identify many of the parties involved in the ethical and social issues surrounding the use of open source in teaching and in the support of teaching, and we will identify the rights and responsibilities we, as faculty, have to the various parties. This panel will initiate a discussion that will identify additional parties and our further professional obligations.
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Search. De Montfort University Open Research Archive. Search DORA: ...
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Abstract This paper uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the... more
Abstract This paper uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the ethical impacts of choice of software process model, architecture, and design patterns using real world examples including examples from Grady Booch. We practice some of the ethics training techniques that have successfully been used by some corporations in the computer-related industries.
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Software metrics typically are used to determine the complexity of code, the cost of software development, the effort required to develop software, or the probability of software errors. As programs increase in size and complexity, more... more
Software metrics typically are used to determine the complexity of code, the cost of software development, the effort required to develop software, or the probability of software errors. As programs increase in size and complexity, more of the limited CPU resource is consumed during compilation. In an effort to reduce the overall time for compilation of large (in excess of
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The inverted functional matrix provides a new approach to organizing and managing projects in software engineering courses. The model simulates real-world software development and provides meaningful and varied experiences for students.... more
The inverted functional matrix provides a new approach to organizing and managing projects in software engineering courses. The model simulates real-world software development and provides meaningful and varied experiences for students. Individual teams are functional units, responsible for different life cycle phases. The Inverted Functional Matrix is so named because the students are distributed to successive functional teams of a single project rather than, as in a traditional functional matrix, working on a single functional team which is then distributed across multiple projects. The entire class is organized to work on a single project, and all students serve on either multiple teams, in multiple life cycle phases, or on an entire life cycle support team. Details of the project organization, team structure, management and assessment issues, and benefits of this approach are discussed.
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The concepT of a due daTe or a deadline seems to have undergone some significant changes. According to some students, instructors are being unfair when they refuse to accept late work, reduce scores for late work, or deduct for mistakes.... more
The concepT of a due daTe or a deadline seems to have undergone some significant changes. According to some students, instructors are being unfair when they refuse to accept late work, reduce scores for late work, or deduct for mistakes. The mantra uttered is " Everyone is entitled to a second chance ". The concept of a second chance has been elevated almost to an inalienable right while simultaneously being so expanded and overused that it has become meaningless. It has been used to mean that the individual who made a mistake should be excused, not penalized. After making a mistake the students must be forgiven, or treated as if the mistake was never made. Failure to give a second chance is often turned around and used to criticize the " unforgiving " person. The instructor is accused of being overly harsh, inflexible, and intolerant. I was struck at how far this concept has been extended when I encountered the following claim on a law firm's web site. " At our law firm, we believe everyone, regardless of whether it is a first offense or repeated conduct, is entitled to a second chance " [1]. Somehow the 'second' chance' has been extended from 'an opportunity to correct an error' to a way to wash away any moral responsibility for an act. The failure to pay attention to some significant aspect of software development is sometimes labeled " an honest mistake ". The use of the word " honest " implies that there should be no blame and there is no moral responsibility to do it right the first time. I contend that we make a significant mistake if we even hint that a second chance negates the responsibility for meeting deadlines, producing quality work, and the moral responsibility for the consequences of their work. I reject the claim that " You can't hold me responsible because: I started late, I did not study, I did not learn the material, or I did not understand the instructions, or I did not intend to do this and I am entitled to a second chance. " The learning process does involve mistakes and we often actually learn from our mistakes and from being shown how to avoid similar mistakes in the future. My concern is that if we accept this rubber-ized – I am not morally responsible – sense of 'second chance' in …
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The types of errors that emerge in the development and maintenance of software are essentially different from the types of errors that emerge in the development and maintenance of engineered hardware products. There is a set of standard... more
The types of errors that emerge in the development and maintenance of software are essentially different from the types of errors that emerge in the development and maintenance of engineered hardware products. There is a set of standard responses to actual and potential hardware errors, including: engineering ethics codes, engineering practices, corporate policies and laws. The essential characteristics of software errors require new ethical, policy, and legal approaches to the development of software in the global arena.
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People who work in the design and development of software face perfection problems every day. If perfection is not achievable, then what is the best and most effi cient way to design and implement a system? When can I stop making just one... more
People who work in the design and development of software face perfection problems every day. If perfection is not achievable, then what is the best and most effi cient way to design and implement a system? When can I stop making just one more fi x? Did I do the best I could for those who will use and be affected by my work? Is it enough to strive for excellence in our work and make gradual improvements? The decision when to be satisfi ed is a diffi cult one, and is an often-discussed problem in computer ethics.1 Students sometimes answer this question by saying, “It is good enough when the professor will not fi nd a problem and I will pass the course.” Consultants sometimes answer this question by saying, “It is good enough when the customer is satisfi ed and will pay me.” Both answers are ethically unsatisfying because they encourage a minimal approach to our responsibilities. Recently, however, especially in the toxic
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As medicine has advanced, it has become more dependent on the use of technology in many different ways. The uses of that technology can have significant implications for researchers, medical staff or patients. In the development of... more
As medicine has advanced, it has become more dependent on the use of technology in many different ways. The uses of that technology can have significant implications for researchers, medical staff or patients. In the development of medical software there are a significant ...
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love technology. There is always something new. We can currently use Radio Frequency Chips attached to a dog's collar or your wallet, or injected into your wayward teenager, that can be tracked on a wireless network using global... more
love technology. There is always something new. We can currently use Radio Frequency Chips attached to a dog's collar or your wallet, or injected into your wayward teenager, that can be tracked on a wireless network using global positioning data. I can imagine the headlines for the next major breakthrough " New Injectable CPUs (ICPU) replaces laptop computing. Micro-technology Advance. New pre-fontal tele-implants are now available. They use miniaturized WiFi technology for immediate direct secure communication to the implantee. Truly wireless communication designed for workers in noisy environments now allows managers to communicate immediately instructions to them. A version being designed for prisons includes a GPS system and the ability for guards to discourage misbehavior from a safe distance … " Although seemingly far-fetched, each new technological innovation is met with similar positive hyperbole. RFI chips will enable us to track everything. New Nano-GPS technology can be ingested. The new WiFi technology, BlueTooth, the Blueberry, face recognition software, and miniaturized cellular phones are exciting advances. The way in which these advances are received and implemented follows a pattern that is important for us as teachers to understand. Our view of new computer technologies generally progresses through several stages: 1) naïve innocence and technological wonder, 2) power and control, and 3) finally, sometimes because of disasters during the second stage, an understanding of the essential relationship between technology and values. I believe that the pervasive nature of this cycle justifies a discussion of professional issues in all CS/IT classes and that the failure to recognize the distinction between these stages contributes to computer ethics problems and causes new ones. Margaret Meade spoke of three stages in our adaptation to the culture from the age of innocence through a coming of age into the age of family (tribal) values. I believe we regularly traverse similar stages when addressing the impacts of new technologies. In the age of innocence computer practitioners view the computer as a benign but positive tool. They are unaware of any major ethical issue. Values are not even considered. Then they enter a stage —Power and Control-where they recognize both their power over the computer and the control that using that power gives them. (coming of age) Their practice is no longer completely neutral and some questioning about responsibility begins. Their power over the machine predominates. The power of the tool and the power it gives the developers of …
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This special session will involve three related components. It will begin with a history of the ACM Code of Ethics and Professional Conduct (the Code), its evolving presence in the computing curriculum guidelines over time, and its... more
This special session will involve three related components. It will begin with a history of the ACM Code of Ethics and Professional Conduct (the Code), its evolving presence in the computing curriculum guidelines over time, and its documented use outside of academe. This will lead into an overview of the major changes to the Code that occurred in the most recent update. The third component and primary focus of the session will be to work with participants to identify ways that ACM and the ACM Committee on Professional Ethics (COPE) can help Computer Science educators integrate the Code as broadly as possible into diverse programs, ranging from Kindergarten to PhD-level. The outcome of the session would be a preliminary set of guidelines for programs and departments to adopt the Code, potential challenges to be addressed when formalizing those guidelines, and suggested approaches to resolve these difficulties. If attendance is sufficiently large, we would adopt a jigsaw model, breaking into smaller focus groups that are tasked with distinct portions of the Code. Each group reports back at the end, and members of COPE will collate the results into a document for future distribution and work.
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... The use and abuse of computer ethics. Source, Journal of Systems and Software archive Volume 17 , Issue 1 (January 1992) table of contents Special issue on computer ethics. Pages: 75 - 80. Year of Publication: 1992. ISSN:0164-1212.... more
... The use and abuse of computer ethics. Source, Journal of Systems and Software archive Volume 17 , Issue 1 (January 1992) table of contents Special issue on computer ethics. Pages: 75 - 80. Year of Publication: 1992. ISSN:0164-1212. Author, Donald Gotterbarn, ...
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This paper discusses the development of a web-based on-line journal to replace a traditional project journal in a writing intensive undergraduate software engineering course. The on-line journal allows students to conveniently maintain... more
This paper discusses the development of a web-based on-line journal to replace a traditional project journal in a writing intensive undergraduate software engineering course. The on-line journal allows students to conveniently maintain their project journals while allowing the instructor to more effectively review student journals and provide timely feedback.
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The panel addresses practical issues and approaches for integrating the study of ethics into professional software engineering education. The three presentations summarized below assume that one goal of applied ethics in software... more
The panel addresses practical issues and approaches for integrating the study of ethics into professional software engineering education. The three presentations summarized below assume that one goal of applied ethics in software engineering education is to equip ...
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Students frequently relegate risk analysis to the later stages of development-testing their code. The precoding risks they may address involve accurate requirements elicitation and cohesive system design. They fail to see their... more
Students frequently relegate risk analysis to the later stages of development-testing their code. The precoding risks they may address involve accurate requirements elicitation and cohesive system design. They fail to see their professional obligations to address broader impacts of the system both for the client and for society. They see requirements analysis as a one-way street-merely getting information from the
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Some of the disagreements that arise in computer ethics are based on approaching ethics from two apparently contradictory directions; one a virtue based ethics and the other a rights-duty based ethics. My recent experience with the... more
Some of the disagreements that arise in computer ethics are based on approaching ethics from two apparently contradictory directions; one a virtue based ethics and the other a rights-duty based ethics. My recent experience with the development of the Software Engineering Code of Ethics and Professional Practice leads me to believe that if the differences between these ethical positions is made clear then some of the problems in reasoning about computer ethics will be reduced. The ACM and the IEEE-Computer Society have recently adopted the Software Engineering Code of Ethics and Professional Practice as the standard for the teaching and practice of software engineering. The ACM/IEEE-CS task force on Software Engineering Ethics and Professional Practices developed this code[ appendix 1] for a sub-specialization within the constituencies of both of the professional societies. The composition of the task force is multinational in both citizenship and in membership in professional computing organizations. There were two ethical approaches of by members of the task force to this project, but there was an achievement of consensus between them. Several of the ethical discussions about the Code are related to the relative position of rights/obligations based ethics versus virtue based ethics. This is reflected, for example, in different values placed on privacy. This difference between rights and virtue based ethics as a primary assumption was reflected in differing views on the actual and acceptable roles of governments in the software development process and reflected in different values or obligations related to the roles of government and individuals in protecting data integrity. The lessons learned from developing of the Software Engineering Code of Ethics (www-cs.etsu.edu/seeri) and relating these approaches to ethics provide indications on how to improve the ethics education of computer professionals. The observations in this paper were made during my tenure as chair of the task force developing this Code of Ethics. The generalizations in this paper, like all generalizations are subject to exceptions. With this cautionary word, I will now venture to blatantly categorize ethical approaches. The developme nt of the Code was an iterative process. The task force examined several existing codes of ethics from computing societies, engineering societies and other professions such as accounting. [1] We also considered the goals and functions of these codes and then, via e-mail, selected out various imperatives to be placed in the software engineering code. We also contributed new imperatives related to our knowledge of software engineering. There was immediately a discernable difference between North American and Northern European contributions and concerns. As we circulated early drafts to colleagues for comment, the colleagues' responses seemed to also reflect a difference their approach to ethics; one was a virtue based ethics and the other was a rights/obligations based ethics. The draft Code of Ethics that resulted reflected these two different approaches to ethics. The members of the task force did not mention these two schools of ethics, but their responses could easily be categorized as belonging
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Ethical decision support procedures have an underlying difficulty in that they do not clearly distinguish the varying impacts of the constituent features of the examined ethical situation. The failure to recognize these features and their... more
Ethical decision support procedures have an underlying difficulty in that they do not clearly distinguish the varying impacts of the constituent features of the examined ethical situation. The failure to recognize these features and their varying impacts leads to two critical problems; the risk of removing positive ethical elements as well as negative ones when mitigating the ethical problem, and
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Purpose This short viewpoint is a response to a lead paper on professional ethics in the information age. This paper aims to draw upon the authors’ experience of professional bodies such as the ACM over many years. Points of agreement and... more
Purpose This short viewpoint is a response to a lead paper on professional ethics in the information age. This paper aims to draw upon the authors’ experience of professional bodies such as the ACM over many years. Points of agreement and disagreement are highlighted with the aim of promoting wider debate. Design/methodology/approach An analysis of the lead paper is undertaken using a binary agree/disagree approach. This highlights the conflicting views which can then be considered in more detail. Findings Four major agreements and four major disagreements are identified. There is an emphasis on “acultural” professionalism to promote moral behavior rather than amoral behavior. Originality/value This is an original viewpoint which draws from the authors’ practical experience and expertise.
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Limiting the focus of risk analysis to quantifiable factors and using a narrow understanding of the scope of a software project are major contributors to significant software failures. A Software Development Impact Statement (SoDIS)... more
Limiting the focus of risk analysis to quantifiable factors and using a narrow understanding of the scope of a software project are major contributors to significant software failures. A Software Development Impact Statement (SoDIS) process is presented which extends the concept of software risk in three ways;--it moves beyond the limited approach of schedule, budget, and function,--it adds qualitative elements, and--it recognizes project stakeholders beyond those considered in typical risk analysis. As the types of risks increase, the range of stakeholders that need to be considered also expands. Using this expanded view of risk analysis reduced or eliminated the impacts of many previously undetected risks of software development. The SoDIS process and its software associate development tasks with relevant stakeholders through the application of structured questions. This process was incorporated effectively into the software development life cycle and applied to software developme...
Research Interests: Engineering, Computer Ethics, Software Development, Software Project Management, Risk Analysis, and 10 moreProject manager, Software Risk Management, Software Project Failure, CAIS, Risk Assessment in Software development, Computer software development, Side Effect, Ethics In Project Management, Software development life cycle, and Software Engineering Ethics
Repeated ethical violations ends with membership revocation and ban.
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T he ACM is updating its 1992 Code of Ethics [2] keeping its primary positive emphasis and reinforcing important elements of professionalism. Sometimes ethics codes are thought of as constraints—a list of “thou shalt nots” where failure... more
T he ACM is updating its 1992 Code of Ethics [2] keeping its primary positive emphasis and reinforcing important elements of professionalism. Sometimes ethics codes are thought of as constraints—a list of “thou shalt nots” where failure to comply leads to censure, expulsion, and eternal damnation. Some professional codes of conduct are used to define negligence and malpractice. Focusing on the negative elements of a code is dangerous, and limits the profession. Many of us approach the ACM Code of Ethics, and perhaps the profession itself, in a way that we miss the best part of computing. In addition to the “should not’s” of ethics that tell us how to avoid doing evil, the ACM’s Code of Ethics focuses on the other side of professionalism—opportunities for doing good. The Code provides an ethical framework within which we can be inspired do good. Professional codes of ethics allude to important principles: integrity, competence, not causing harm, and moral courage. These principles can undergird constraints and imperatives: don’t cause harm, don’t accept work beyond your skill, and don’t violate privacy. If this is the only thing our students know about the ACM Code, no wonder students don’t like studying it! Interpreted as a list of “do not’s,” the Code amplifies our reasonable concerns about risk analysis, cyber security, the drudgery of repetitive testing, and documentation requirements. Distracted by these concerns, we could lose sight of the ways in which computing can contribute positively to society and its citizens. Antilock brakes, heart pumps, bio-engineering, and communication with distant relatives are all made possible by computing professionals doing good. The last section of the ACM Code has only one sentence about ‘compliance;’ the last sentence. There is so much more to the Code
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Old truths I have come to see the importance of old truths—something to do with my moving into older age categories. A quarter of a century ago I had the privilege of working on the ACM task force which developed the current ACM Code of... more
Old truths I have come to see the importance of old truths—something to do with my moving into older age categories. A quarter of a century ago I had the privilege of working on the ACM task force which developed the current ACM Code of Conduct and Professional Practice [1], (“The Code”). The Code was written in support of ACM’s goals of “Advancing Computing as a Science and a Profession” and it replaced ACM’s earlier code [2]. The earlier code focused on disciplinary cannons; the newer code focused on statements of ethical aspiration. It is now time for a call to action related to The Code. The Code helped guide computing professionals’ understanding of how to apply ethical guidelines, (called “imperatives”), to their new and rapidly changing practice. A code of ethics reflecting the conscience of a profession is different from the law. The imperatives were not canonical pronouncements requiring the use of particular technological solutions. Instead these ethical markers of professionalism were presented as goals and ideals to which the morally responsible professional practitioner should aspire. The imperatives were accompanied by guidelines and illustrations showing how they applied to a developing computing profession. Here is an example, 1.2 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... Over the years the Code has been used as a guide to instruct students entering the profession, a decision support tool for computing practitioners, a standard for the public to judge the professionalism of practitioners, and an aid to address legal issues and ethical tensions [9]. The ACM’s Committee on Professional Ethics (COPE) [3] conducts teacher training workshops and other public education activities, and responds to queries from ACM members, industry professionals [8], ACM governance bodies, and other key stakeholders about the intersection of computing practice and ethical behavior reflected in the Code.
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In an era of varied organizational forms and new emphasis on the improvement of quality in corporations, many of the organized efforts to ensure quality in information systems must themselves be re-evaluated and reconsidered. How... more
In an era of varied organizational forms and new emphasis on the improvement of quality in corporations, many of the organized efforts to ensure quality in information systems must themselves be re-evaluated and reconsidered. How important is the factual content base of an individual’s knowledge to the successof the project? How important is the corporate methodology and process by which the project is carried out? How about certification of the quality of the tools? Some certification of quality has been important to the success of our systems in the past: will it be in the future?
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In May of 1993, the Board of Governors of the IEEE-CS established a steering committee for evaluating, planning, and coordinating actions related to establishing software engineering as a profession. In that same year the ACM Council... more
In May of 1993, the Board of Governors of the IEEE-CS established a steering committee for evaluating, planning, and coordinating actions related to establishing software engineering as a profession. In that same year the ACM Council endorsed the establishment of a Commission on Software Engineering. By January of 1994, both societies formed a joint committee "To establish the appropriate set(s)
Research Interests: Software Engineering, Law, Ethics, Computer Science Education, Government, and 12 moreSoftware Development, CONTINUING EDUCATION, Software Measurement, Professional Practice, Lessons Learned, Data Integrity, North American, Body of Knowledge, Code of Ethics, Software Development Process, Relative Position, and Professional Scrum Developer Certification
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This special session will involve three related components. It will begin with a history of the ACM Code of Ethics and Professional Conduct (the Code), its evolving presence in the computing curriculum guidelines over time, and its... more
This special session will involve three related components. It will begin with a history of the ACM Code of Ethics and Professional Conduct (the Code), its evolving presence in the computing curriculum guidelines over time, and its documented use outside of academe. This will lead into an overview of the major changes to the Code that occurred in the most recent update. The third component and primary focus of the session will be to work with participants to identify ways that ACM and the ACM Committee on Professional Ethics (COPE) can help Computer Science educators integrate the Code as broadly as possible into diverse programs, ranging from Kindergarten to PhD-level. The outcome of the session would be a preliminary set of guidelines for programs and departments to adopt the Code, potential challenges to be addressed when formalizing those guidelines, and suggested approaches to resolve these difficulties. If attendance is sufficiently large, we would adopt a jigsaw model, breaking into smaller focus groups that are tasked with distinct portions of the Code. Each group reports back at the end, and members of COPE will collate the results into a document for future distribution and work.
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We describe the process of changing and the changes being suggested for the ACM Code of Ethics and Professional Conduct. In addition to addressing the technical and ethical basis for the proposed changes, we identify suggestions that... more
We describe the process of changing and the changes being suggested for the ACM Code of Ethics and Professional Conduct. In addition to addressing the technical and ethical basis for the proposed changes, we identify suggestions that commenters made in response to the first draft. We invite feedback on the proposed changes and on the suggestions that commenters made.
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... MIS Creeping user requirements 80% Excessive schedule pressure 65% Low quality 60% Cost overruns 55 ... 911, without an approved credit card would also have a negative effect preventing the ... project, (3) for every task, the... more
... MIS Creeping user requirements 80% Excessive schedule pressure 65% Low quality 60% Cost overruns 55 ... 911, without an approved credit card would also have a negative effect preventing the ... project, (3) for every task, the identification and recording of potential ethical issues ...
76 December 1996/Vol. 39, No. 12 COMMUNICATIONS OF THE ACM developing an awareness of one's own strengths and limitations as well as those of the discipline itself.” In Computing Curricula 1991 [1], the basis for defining the... more
76 December 1996/Vol. 39, No. 12 COMMUNICATIONS OF THE ACM developing an awareness of one's own strengths and limitations as well as those of the discipline itself.” In Computing Curricula 1991 [1], the basis for defining the curriculum was the “platform of knowledge that is considered essential for all students who concentrate in the discipline.” Nine subject areas were identified as comprising the subject matter of the discipline. They were chosen because each one had “a significant theoretical base, significant ...
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This report presents the results of a collaborative working group activity focusing on the use of information technology (IT) to integrate social and ethical issues within computer science or information systems courses. The report... more
This report presents the results of a collaborative working group activity focusing on the use of information technology (IT) to integrate social and ethical issues within computer science or information systems courses. The report provides an organizational approach for classifying exercises, based on the issue each one addresses and the course or courses in which it may fit. The exercises in this report are classified by the information technology to be used and the course or courses addressed by the exercise. Ten sample exercises are provided, each given in a recommended standardized format.
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The 1992 CSC Annual Debate produced a lively discussion focused on a resolution calling upon the ACM to support efforts in state legislatures to regulate and license computer professionals. This followed proposals in several states for... more
The 1992 CSC Annual Debate produced a lively discussion focused on a resolution calling upon the ACM to support efforts in state legislatures to regulate and license computer professionals. This followed proposals in several states for just such licensing. Meanwhile, the IEEE computer society committee on public policy has drafted a position statement endorsing “a national policy on the certification
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I n our recent paper, "Ethics activities in Computer Science Courses" (SIGCAS September 1996), we suggested some techniques for introducing ethical activities into main stream computer science classes. Ethical/professional... more
I n our recent paper, "Ethics activities in Computer Science Courses" (SIGCAS September 1996), we suggested some techniques for introducing ethical activities into main stream computer science classes. Ethical/professional issues should be seen in the context of computing ...
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Page 1. An Introduction to Functional Independency in Relational Database Normalization Tennyson X. Chen, Sean Shuangquan Liu, Martin D. Meyer, Don Gotterbarn1 Research Computing Division RTI International2 3040 ...
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The principles of good software development are improving. We have better answers today about how to develop more effective software then we did yesterday. We may not have complete answers about how to produce quality software but we are... more
The principles of good software development are improving. We have better answers today about how to develop more effective software then we did yesterday. We may not have complete answers about how to produce quality software but we are getting closer. Two significant advances in the past few years are the Unified Modeling Language (UML), both the notation and its associated process(RUP) and the agile software development model in all of its variations including: Adaptive Software Development (ASD), Dynamic Systems Development Method (DSDM), Feature Driven Development (FDD), Scrum, and eXtreme Programming (XP).
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Video games are ethically controversial. Some video games are effective training tools for learning various skills and approaches to problem-solving, but some video games are notorious for promoting discriminatory and barbaric behavior.... more
Video games are ethically controversial. Some video games are effective training tools for learning various skills and approaches to problem-solving, but some video games are notorious for promoting discriminatory and barbaric behavior. We consider such ethical pros and cons of video games, but we also present a more fundamental ethical issue about video games. Most video games have a bias
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Abstract This paper uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the... more
Abstract This paper uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the ethical impacts of choice of software process model, architecture, and design patterns using real world examples including examples from Grady Booch. We practice some of the ethics training techniques that have successfully been used by some corporations in the computer-related industries.
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There are several difficulties we face when showing our students key processes and techniques for software development. In this paper, issues related to teaching students how to manage risks in software projects are profiled. The concepts... more
There are several difficulties we face when showing our students key processes and techniques for software development. In this paper, issues related to teaching students how to manage risks in software projects are profiled. The concepts and process for implementing Software Development Impact Statements (SoDIS) are outlined; with its supporting CASE tool the "SoDIS Project Auditor" being described. Different ways of applying the SoDIS process and the CASE tool are demonstrated, through some brief illustrative case studies. The paper suggests ways of using the process and the tool to enhance teaching in computing courses including software development projects, software engineering, project management, ethics and professionalism. This work occurs under the umbrella of the SoDIS SEPIA collaborative research programme which aims to promulgate use of the SoDIS process, in both industrial and educational computing spheres.
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This paper illustrates how to use the Software Engineering Code of Ethics and Professional Practice [1, 2] in three case studies suitable for computer science instruction. This code of ethics was approved by both the Association of... more
This paper illustrates how to use the Software Engineering Code of Ethics and Professional Practice [1, 2] in three case studies suitable for computer science instruction. This code of ethics was approved by both the Association of Computing Machinery (ACM) and the IEEE Computer Society in 1998. Since then, the code has been translated into seven more languages, and adopted by organizations in many countries. The paper argues that instruction in ethics is vital in computer science education, and that case studies ...