Teaching Ethical Behavior, Kasl Conference Oct 2009
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This document outlines how library media specialists can teach students to conduct ethical research and use information responsibly. It discusses the central concepts of morality, ethics, and law. Morality is one's sense of right and wrong based on upbringing, while ethics is a branch of philosophy involving critical thinking about moral life. The document then presents principles of information ethics like respecting intellectual property, privacy, fair representation, and nonmaleficence. It provides a 4-step process for students to evaluate ethical dilemmas: getting the facts, identifying the moral dilemma, evaluating options based on principles of ethics, and testing the solution. References are included for further reading.
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1) You must clearly label the answer to each question.
2) If you are unable to draw diagrams in Microsoft Word, you may use scanned copies of hand drawn diagrams.
3) Word count: The suggested word limit for each sub-question is 200-250 words. (1200 to 1500 words altogether)
4) You must clearly acknowledge all sources using Harvard referencing system including the textbook.
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INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
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Ethics
This document provides a framework for ethical decision making. It begins by defining ethics as standards of behavior for how humans ought to act in different situations, rather than being based on feelings, religion, laws, social norms, or science alone. It then discusses two challenges in identifying ethical standards: determining the basis and applying standards to specific situations. Five approaches are described for deriving ethical standards: utilitarianism, rights, fairness, common good, and virtues. While these approaches may provide different answers, they often lead to similar conclusions. The document concludes by outlining a 10-step process for recognizing ethical issues, gathering facts, evaluating options, making a decision, implementing it, and reflecting on the outcome.
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GEN499 WEEK TWO GUIDANCE
Ethics and Moral Reasoning
In Week One we explored the purpose and value of taking general education courses. We also discussed how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic and professional goals. This week we will pursue similar topics in relating educational opportunities and experiences to personal development in ethics and moral reasoning.
For us to meet problems rationally, we need to acquire the tools that will let us analyze dilemmas, approach them critically, and come to a reasoned, mature decision based on facts and conditions.
Ethics is Easily Understood
You have been practicing ethics all your life - you just didn't know you were. You should be aware that there are two extreme views. There are those called "absolutist". These people believe that there are absolute ethical standards that apply everywhere, every time, regardless of who is involved, what their condition, or where this problem occurs. On the other hand, there are the so-called "relativists". These people believe that there is no single moral/ethical code. These people think that solutions to ethical problems depend on the people involved, and the time, place, and other circumstances of the situation.
Ethical Issues
We deal with issues that may well affect the order and conditions of the lives of us each and others whom we may not even know. We are a social species. We cannot escape other people. Society means rules - it means Duties, Obligations, and Responsibilities; Rights, Freedoms, and Privileges. Each of these, and each of us, will come into some sort of conflict at some point. Over time and place and circumstance, we will each arrive at different conclusions - if we do not agree, we need some way to resolve differences peaceably.
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Project DescriptionApply decision-making frameworks to IT-rela.docx
Project Description
Apply decision-making frameworks to IT-related ethical issues
There are several ethical theories described in Module 1: Ethical Theories. Module 2: Methods of Ethical Decision Making, describes frameworks for ethical analysis. For this paper, use the Reynolds Seven-Step approach to address the following:
· Describe a current IT-related ethical issue; and define a problem statement
· Analyze your problem using a decision-making framework chosen from Module 2.
· Discuss the applicable ethical theory from Module 1 that supports your decision.
· Prepare a minimum 3- 5 page, double-spaced paper.
· Use APA style and format. Provide appropriate American Psychological Association (APA) reference citations for all sources. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Each of Reynolds seven steps must be a major heading in your paper.
Here are some suggested issues-
1. Workplace Issue.
2. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
3. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-Business over the Internet. (Note: new proposed regulations are under review in Europe.)
4. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
5. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
6. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea? Many issues are cropping up daily in our current periodicals!
7. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
8. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not? Policies are changing even now!
9. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to de.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docx
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
- Government InvolvementBioethics Environmental Ethics.docx
- Government Involvement
Bioethics: Environmental Ethics
Go here: http://www.youtube.com/watch?v=4GviNafYdS4 to view a video covering information about environmental ethics and how it relates to morality.
Reference
Leopold Foundation. (2012, June, 3). Bioethics and environmental value- How we reason about things that morally matter [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=4GviNafYdS4
Social Contract Theory
Go here: http://www.youtube.com/watch?v=dHyn8MWssWc to view a video showing social contract theory from the conservative and liberal points of view. This video is approximately 7 minutes in length.
Reference
Storm Clouds Gathering. (2013, May, 30). The truth about the social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=dHyn8MWssWc
Rousseau and Social Contract
Go here: http://www.youtube.com/watch?v=M40waSvXwBU to view a video that covers Rousseau's view on social contract theory. This video is approximately 12 minutes in length.
Reference
Alfred, J. (2010, October, 22). The classics: Rousseau -- Social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=M40waSvXwBU
Laws and Ethics
Law is a system of principles and rules of human conduct prescribed by society and enforced by public authority. This definition applies to both criminal law and civil law. Ethics is the study of standards of conduct and moral judgment. When referring to a profession, ethics is the group's principles or code. Some may view the link between law and ethics as one to one—what is lawful is ethical and what is unlawful is unethical. This is not necessarily true. The law is the minimum performance that is expected in society. Professions demand that members comply with the law but simultaneously hold members to a higher standard. Thus, a profession's code of ethics may require its group's members to act in ways that are different from members of society. In this presentation, we examine ethics in the health professions by focusing first on human development and the foundation of law, and second, on reasoning in the world of values.
Human Value Development and the Foundation of Law
Moral philosophies and derivative principles provide a framework to hone and use a personal ethic to analyze and solve ethical problems. Like philosophers, clinicians and administrators are unlikely to agree fully with only one moral philosophy. Most will be eclectic in developing or reconsidering a personal ethic. In general, however, the principles of respect for persons, beneficence, nonmaleficence, and justice are useful in defining relationships among patients, managers, and organizations. These principles may carry different weights and take precedence over one another, depending on the issue being evaluated. Justice requires, however, that they be consistently ordered and weighted when similar problems are considered ...
A Framework for Thinking EthicallyThis document is designed as a.docx
A Framework for Thinking Ethically
This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
· Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.
· Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we face?
If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested .
Ethical Issues related to Information System Design and Use
This document is a student paper submitted by Maria Manzoor and four other students to Inam-ul-Haq at the University of Education Renala campus. It discusses ethical issues related to information system design and use. It covers topics such as privacy, accuracy, property, accessibility, comparisons between regulations in Europe and the US, and threats to ethical issues like privacy, accuracy, property and accessibility. The document provides an introduction to information ethics and outlines some potential unethical uses of information systems regarding privacy violations, targeted marketing and medical discrimination.
Why ethics?
A short presentation outlining ethics and its importance in educational research, especially from the perspective of 'openness'
1 An Introduction to Data Ethics MODULE AUTHOR1 S
1
An Introduction to Data Ethics
MODULE AUTHOR:1
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
TABLE OF CONTENTS
Introduction 2-7
PART ONE:
What ethically significant harms and benefits can data present? 7-13
Case Study 1
PART TWO:
Common ethical challenges for data practitioners and users
Case Study 2
Case Study 3 25-28
PART THREE:
What are data practitioners’ obligations to the public? 29-33
Case Study 4
PART FOUR:
What general ethical frameworks might guide data practice?
PART FIVE:
What are ethical best practices for data practitioners? 48-56
Case Study 5 57-58
Case Study 6 58-59
APPENDIX A: Relevant Professional Ethics Codes & Guidelines (Links) 60
APPENDIX B: Bibliography/Further Reading 61-63
1 Thanks to Anna Lauren Hoffman and Irina Raicu for their very helpful comments on an early draft of this module.
33-39
39-47
13-16
17-21
21-25
2
An Introduction to Data Ethics
MODULE AUTHOR:
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
1. What do we mean when we talk about ‘ethics’?
Ethics in the broadest sense refers to the concern that humans have always had for figuring out
how best to live. The philosopher Socrates is quoted as saying in 399 B.C. that “the most important
thing is not life, but the good life.”2 We would all like to avoid a bad life, one that is shameful
and sad, fundamentally lacking in worthy achievements, unredeemed by love, kindness, beauty,
friendship, courage, honor, joy, or grace. Yet what is the best way to obtain the opposite of this
– a life that is not only acceptable, but even excellent and worthy of admiration? How do we
identify a good life, one worth choosing from among all the different ways of living that lay open
to us? This is the question that the study of ethics attempts to answer.
Today, the study of ethics can be found in many different places. As an academic field of study,
it belongs primarily to the discipline of philosophy, where it is studied either on a theoretical
level (‘what is the best theory of the good life?’) or on a practical, applied level as will be our
focus (‘how should we act in this or that situation, based upon our best theories of ethics?’). In
community life, ethics is pursued through diverse cultural, religious, or regional/local ideals and
practices, through which particular groups give their members guidance about how best to live.
This political aspect of ethics introduces questions about power, justice, and responsibility. On a
personal level, ethics can be found in an individual’s moral reflection and continual strivings to
become a better person. In work life, ethics is often formulated in formal codes or standards to
which all members of a profession are held, such as those of medical or legal ethics. Professional
ethics is also taught in dedicated courses, such as business ethics. ...
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This document outlines the contents of a student group project on information ethics. It includes an introduction discussing key concepts in information ethics such as privacy, accuracy, and intellectual property. It also covers topics like the importance and scope of information ethics, comparisons between different regions' laws, common ethical challenges, and conclusions regarding new responsibilities in an increasingly digital world.
How do you define research ethics? Discuss Ethics and the Research Process. ...
How do you define research ethics? Discuss Ethics and the Research Process. Why researcher should be ethical. Discuss General Ethical Theories and Ethical Principles. What are the Specific Ethical Problems? Describe Ethics and Online Research.
Ethics are the moral principles that a person must follow, irrespective of the place or time. Behaving ethically involves doing the right thing at the right time. Research ethics focus on the moral principles that researchers must follow in their respective fields of research.
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1) You must clearly label the answer to each question.2) If you .docx
1) You must clearly label the answer to each question.
2) If you are unable to draw diagrams in Microsoft Word, you may use scanned copies of hand drawn diagrams.
3) Word count: The suggested word limit for each sub-question is 200-250 words. (1200 to 1500 words altogether)
4) You must clearly acknowledge all sources using Harvard referencing system including the textbook.
Question 1 (a) Explain, with the aid of diagrams, how an outbreak of hostilities in the Middle East might be expected to impact the Australian markets for petrol and passenger cars with large engines that run on petrol. (6 marks)
(b) The latest electric car is expected to be released in Australia shortly at a very affordable price. What impact might this have on the market for cars which run on petrol? Justify your answer. (4 marks)
Question 2 (a) Australian government is encouraging young people to attend universities with a view to increase the proportion of educated youth workforce. While this policy certainly reduces the number of people available for work today it will increase their skills when they eventually complete their university degrees and enter the workforce. Use the production frontier model and graph to show the effects of such a policy on Australian output. (6 marks)
(b) What are the long-term determinants of economic growth and how can government influence economic growth. (4 marks)
Question 3 (a) Suppose the government is thinking of imposing a sales tax on all brands of cigarettes. What will be the likely impact of this tax on the price of cigarettes and who will bear the major burden of the tax? How will your answer change if the tax was imposed on the consumption of coffee instead? Explain with the help of appropriate diagrams. (6 marks)
(b) Coles and Woolworths dominate the Australian supermarket/grocery sector. Which type of market structure does this sector resemble? Provide a brief explanation. Based on the concepts learnt in this unit explain the likely reasons for the prevalence of this market structure in the Australian supermarket sector. (4 marks)
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded da ...
Ethics Half Day
The document discusses ethics and appropriate use of technology for students in the digital age. It covers topics like privacy, plagiarism, appropriate vs inappropriate content, and the differences between computer ethics and real world ethics. It also discusses challenges of new technologies like social media and how schools can teach students ethical digital citizenship through discussing issues, modeling values, and allowing safe mistakes.
Ethics
This document provides a framework for ethical decision making. It begins by defining ethics as standards of behavior for how humans ought to act in different situations, rather than being based on feelings, religion, laws, social norms, or science alone. It then discusses two challenges in identifying ethical standards: determining the basis and applying standards to specific situations. Five approaches are described for deriving ethical standards: utilitarianism, rights, fairness, common good, and virtues. While these approaches may provide different answers, they often lead to similar conclusions. The document concludes by outlining a 10-step process for recognizing ethical issues, gathering facts, evaluating options, making a decision, implementing it, and reflecting on the outcome.
Ethics
This document provides an overview of ethical thinking and decision making. It discusses that ethics relates to how individuals and groups should behave and interact. The document then examines what ethics is and is not, including that ethics is not based solely on feelings, religion, laws, social norms, or science. It explores five sources of ethical standards: utilitarianism, rights, fairness, common good, and virtues. The document notes challenges in applying these standards but also how they often lead to similar ethical outcomes. It concludes by outlining a framework for ethical decision making.
GEN499 WEEK TWO GUIDANCEEthics and Moral ReasoningIn Week One .docx
GEN499 WEEK TWO GUIDANCE
Ethics and Moral Reasoning
In Week One we explored the purpose and value of taking general education courses. We also discussed how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic and professional goals. This week we will pursue similar topics in relating educational opportunities and experiences to personal development in ethics and moral reasoning.
For us to meet problems rationally, we need to acquire the tools that will let us analyze dilemmas, approach them critically, and come to a reasoned, mature decision based on facts and conditions.
Ethics is Easily Understood
You have been practicing ethics all your life - you just didn't know you were. You should be aware that there are two extreme views. There are those called "absolutist". These people believe that there are absolute ethical standards that apply everywhere, every time, regardless of who is involved, what their condition, or where this problem occurs. On the other hand, there are the so-called "relativists". These people believe that there is no single moral/ethical code. These people think that solutions to ethical problems depend on the people involved, and the time, place, and other circumstances of the situation.
Ethical Issues
We deal with issues that may well affect the order and conditions of the lives of us each and others whom we may not even know. We are a social species. We cannot escape other people. Society means rules - it means Duties, Obligations, and Responsibilities; Rights, Freedoms, and Privileges. Each of these, and each of us, will come into some sort of conflict at some point. Over time and place and circumstance, we will each arrive at different conclusions - if we do not agree, we need some way to resolve differences peaceably.
Basic Requirements for Living
Our three most basic requirements are food, shelter, and procreation. To secure those three basics, we have to gain a certain amount of control over our environment-- not merely being able to grow food, but also to control others around us and secure some shelter. To provide security and peace, we institute customs, mores, morals, and laws. These, in turn, arise from basic commonalities of social behavior: Compassion, non-malevolence, and beneficence.
In compassion, we seek to identify with (or "feel for") the needs and suffering of others - either to protect them, help them, or to avoid harming. This requires that we be able to identify with others - "that could be me! - And I know how I would feel if 'x' happened to me."
In non-malevolence, we see some of the same properties - "would I want someone to do this to me? How would I feel if someone did 'x' to me? Would this hurt me?" And so a "normal" individual actively seeks not to hurt others, because he knows that that kind of action would be hurtful or harmful to him or herself.
In beneficence, we identify with the suffering of others and ...
Project DescriptionApply decision-making frameworks to IT-rela.docx
Project Description
Apply decision-making frameworks to IT-related ethical issues
There are several ethical theories described in Module 1: Ethical Theories. Module 2: Methods of Ethical Decision Making, describes frameworks for ethical analysis. For this paper, use the Reynolds Seven-Step approach to address the following:
· Describe a current IT-related ethical issue; and define a problem statement
· Analyze your problem using a decision-making framework chosen from Module 2.
· Discuss the applicable ethical theory from Module 1 that supports your decision.
· Prepare a minimum 3- 5 page, double-spaced paper.
· Use APA style and format. Provide appropriate American Psychological Association (APA) reference citations for all sources. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Each of Reynolds seven steps must be a major heading in your paper.
Here are some suggested issues-
1. Workplace Issue.
2. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
3. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-Business over the Internet. (Note: new proposed regulations are under review in Europe.)
4. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
5. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
6. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea? Many issues are cropping up daily in our current periodicals!
7. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
8. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not? Policies are changing even now!
9. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to de.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docx
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
- Government InvolvementBioethics Environmental Ethics.docx
- Government Involvement
Bioethics: Environmental Ethics
Go here: http://www.youtube.com/watch?v=4GviNafYdS4 to view a video covering information about environmental ethics and how it relates to morality.
Reference
Leopold Foundation. (2012, June, 3). Bioethics and environmental value- How we reason about things that morally matter [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=4GviNafYdS4
Social Contract Theory
Go here: http://www.youtube.com/watch?v=dHyn8MWssWc to view a video showing social contract theory from the conservative and liberal points of view. This video is approximately 7 minutes in length.
Reference
Storm Clouds Gathering. (2013, May, 30). The truth about the social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=dHyn8MWssWc
Rousseau and Social Contract
Go here: http://www.youtube.com/watch?v=M40waSvXwBU to view a video that covers Rousseau's view on social contract theory. This video is approximately 12 minutes in length.
Reference
Alfred, J. (2010, October, 22). The classics: Rousseau -- Social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=M40waSvXwBU
Laws and Ethics
Law is a system of principles and rules of human conduct prescribed by society and enforced by public authority. This definition applies to both criminal law and civil law. Ethics is the study of standards of conduct and moral judgment. When referring to a profession, ethics is the group's principles or code. Some may view the link between law and ethics as one to one—what is lawful is ethical and what is unlawful is unethical. This is not necessarily true. The law is the minimum performance that is expected in society. Professions demand that members comply with the law but simultaneously hold members to a higher standard. Thus, a profession's code of ethics may require its group's members to act in ways that are different from members of society. In this presentation, we examine ethics in the health professions by focusing first on human development and the foundation of law, and second, on reasoning in the world of values.
Human Value Development and the Foundation of Law
Moral philosophies and derivative principles provide a framework to hone and use a personal ethic to analyze and solve ethical problems. Like philosophers, clinicians and administrators are unlikely to agree fully with only one moral philosophy. Most will be eclectic in developing or reconsidering a personal ethic. In general, however, the principles of respect for persons, beneficence, nonmaleficence, and justice are useful in defining relationships among patients, managers, and organizations. These principles may carry different weights and take precedence over one another, depending on the issue being evaluated. Justice requires, however, that they be consistently ordered and weighted when similar problems are considered ...
A Framework for Thinking EthicallyThis document is designed as a.docx
A Framework for Thinking Ethically
This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
· Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.
· Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we face?
If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested .
Ethical Issues related to Information System Design and Use
This document is a student paper submitted by Maria Manzoor and four other students to Inam-ul-Haq at the University of Education Renala campus. It discusses ethical issues related to information system design and use. It covers topics such as privacy, accuracy, property, accessibility, comparisons between regulations in Europe and the US, and threats to ethical issues like privacy, accuracy, property and accessibility. The document provides an introduction to information ethics and outlines some potential unethical uses of information systems regarding privacy violations, targeted marketing and medical discrimination.
Why ethics?
A short presentation outlining ethics and its importance in educational research, especially from the perspective of 'openness'
1 An Introduction to Data Ethics MODULE AUTHOR1 S
1
An Introduction to Data Ethics
MODULE AUTHOR:1
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
TABLE OF CONTENTS
Introduction 2-7
PART ONE:
What ethically significant harms and benefits can data present? 7-13
Case Study 1
PART TWO:
Common ethical challenges for data practitioners and users
Case Study 2
Case Study 3 25-28
PART THREE:
What are data practitioners’ obligations to the public? 29-33
Case Study 4
PART FOUR:
What general ethical frameworks might guide data practice?
PART FIVE:
What are ethical best practices for data practitioners? 48-56
Case Study 5 57-58
Case Study 6 58-59
APPENDIX A: Relevant Professional Ethics Codes & Guidelines (Links) 60
APPENDIX B: Bibliography/Further Reading 61-63
1 Thanks to Anna Lauren Hoffman and Irina Raicu for their very helpful comments on an early draft of this module.
33-39
39-47
13-16
17-21
21-25
2
An Introduction to Data Ethics
MODULE AUTHOR:
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
1. What do we mean when we talk about ‘ethics’?
Ethics in the broadest sense refers to the concern that humans have always had for figuring out
how best to live. The philosopher Socrates is quoted as saying in 399 B.C. that “the most important
thing is not life, but the good life.”2 We would all like to avoid a bad life, one that is shameful
and sad, fundamentally lacking in worthy achievements, unredeemed by love, kindness, beauty,
friendship, courage, honor, joy, or grace. Yet what is the best way to obtain the opposite of this
– a life that is not only acceptable, but even excellent and worthy of admiration? How do we
identify a good life, one worth choosing from among all the different ways of living that lay open
to us? This is the question that the study of ethics attempts to answer.
Today, the study of ethics can be found in many different places. As an academic field of study,
it belongs primarily to the discipline of philosophy, where it is studied either on a theoretical
level (‘what is the best theory of the good life?’) or on a practical, applied level as will be our
focus (‘how should we act in this or that situation, based upon our best theories of ethics?’). In
community life, ethics is pursued through diverse cultural, religious, or regional/local ideals and
practices, through which particular groups give their members guidance about how best to live.
This political aspect of ethics introduces questions about power, justice, and responsibility. On a
personal level, ethics can be found in an individual’s moral reflection and continual strivings to
become a better person. In work life, ethics is often formulated in formal codes or standards to
which all members of a profession are held, such as those of medical or legal ethics. Professional
ethics is also taught in dedicated courses, such as business ethics. ...
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Ethical issues related to is design and its use
This document outlines the contents of a student group project on information ethics. It includes an introduction discussing key concepts in information ethics such as privacy, accuracy, and intellectual property. It also covers topics like the importance and scope of information ethics, comparisons between different regions' laws, common ethical challenges, and conclusions regarding new responsibilities in an increasingly digital world.
How do you define research ethics? Discuss Ethics and the Research Process. ...
How do you define research ethics? Discuss Ethics and the Research Process. Why researcher should be ethical. Discuss General Ethical Theories and Ethical Principles. What are the Specific Ethical Problems? Describe Ethics and Online Research.
Ethics are the moral principles that a person must follow, irrespective of the place or time. Behaving ethically involves doing the right thing at the right time. Research ethics focus on the moral principles that researchers must follow in their respective fields of research.
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This document provides an overview of ethics and discusses ethics in business and information technology. It defines ethics as a set of beliefs about right and wrong behavior within a society. Various philosophical approaches to ethics are described, including virtue ethics, deontology, utilitarianism, and situation ethics. The document also notes that business ethics has become increasingly important due to greater globalization and economic pressures. It discusses the concept of corporate social responsibility and provides approaches for making ethical decisions. Finally, it covers some common ethical issues that arise with information technology.
Pa685 m2 ppt_alternate
This document provides an overview of ethical decision-making frameworks and laws affecting public communication. It discusses Kohlberg's stages of moral development and various approaches to ethics like utilitarianism and rights-based ethics. It also outlines models for ethical decision-making, such as the Potter Box and Navran models. Finally, it covers relevant laws around copyright, defamation, fair use, intellectual property, privacy, and codes of ethics from professional organizations.
Module 2: Ethical Decision Making & Laws Affecting Public Communitcation
This document provides an overview of ethical decision-making frameworks and laws affecting public communication. It discusses Kohlberg's stages of moral development and various approaches to ethics like utilitarianism and rights-based ethics. It also outlines models for ethical decision-making, such as the Potter Box and Navran models. Finally, it covers relevant laws around copyright, defamation, fair use, intellectual property, privacy, and codes of ethics from professional organizations.
Cyberethics accompanying text
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
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The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
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* Importance and benefits of vector search
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* Live demos with code snippets
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* Best practices and optimization strategies
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
Teaching Ethical Behavior, Kasl Conference Oct 2009
- 1. Teaching Ethical Behavior Mirah J. Dow, BSE, MLS, PhD School of Library and Information Management, ESU
- 2. TThis presentation is online SLIDESHARE
- 3. Did You Know 4.0 http://www.youtube.com/watch?v=6ILQrUrEWe8 “Democracy”A society where information is self-organizing, self-correcting, never finished.
- 4. How can library media specialists teach and students understand how to √ conclude an inquiry-based research process (AASL, 2007, Skills 3.1.1); √ connect to community issues (AASL, Skills 3.1.5); √ use information and technology ethically and responsibly (AASL, 2007, Skills 3.1.6); and √ respect the principles of intellectual freedom (AASL, 2007, Responsibilities 3.3.7)?
- 5. Central Concepts Understanding the concepts of morality ethics, and the law are central to understanding and using ethical behavior.
- 6. Morality Morality is the sense of conscience and right and wrong that we derive from our upbringing.
- 7. Law United States copyright law governs the legally enforceable rights of creative and artistic works. United States copyright law is part of federal law, and is authorized by the U. S. Constitution (title 17, U. S. Code).
- 8. Ethics Ethics is a branch of philosophy. Ethics is structured and deliberate. Ethics is critical thinking about moral life. According to Severson (1997), “While ethics cannot replace morality or the law (p. 8), it can help guide and inform our moral instincts; steer us away from compromising positions; and improve our vocabulary so that we might talk and listen better” (p. 13).
- 9. Ethical Behavior Ethical behavior can help people use new technologies, information, and knowledge civilly and productively in the service of democratic values, such as equal access to power and universally recognized freedoms and liberties.
- 10. Rules and Principles Rules and Principles are different. Rule - “An authoritative, prescribed direction for conduct.” (Example: School begins promptly at 8:30 a.m. All students must be on time.”) Principle – “The collectivity of moral or ethical standards or judgments”. (Example: Sometimes principles are simply stated in one word such as “liberty. Liberty means freedom of an individual from outside coercion - - force, bullying, cruelty). The American Heritage™ Dictionary of English Language http://education.yahoo.com/reference/dictionary/;_ylt=AmklvrjP3f.KQ0ISFQR67.2ugMMF
- 11. Principles of Information Ethics Respect of Intellectual Property Respect for Privacy Fair Representation Nonmaleficense
- 12. The Mediating Role of Ethics Morality Ethics Law
- 13. Respect of Intellectual Property Respect for intellectual property means that we must ask and answer: To what extent does the creator or publisher of information control the copying and use of that information by others? recipe (trade secret) graphic book motion picture poem sound recording software program plays music painting rubber-tip pencil painting (patent)
- 14. Respect for Privacy Respect for privacy means that one’s personal identity must be protected. residence employment records health records money purchasing and spending habits books and individual has checked out from the library
- 15. Fair Representation Fair representation means one must be able to trust what the seller says the product is and that it will function as advertised. If not, it is expected that the manufacturer will make it right. computers databases software movies or music Internet services
- 16. Nonmaleficence Nonmaleficence means doing no harm. We must never do anything that might contribute to the decline of another person’s life or affairs. Applied to today’s students, nonmaleficence means that it is never OK to use Internet-based social utilities such as e-mail, Facebook, MySpace, or YouTube in ways that can cause harm to others.
- 17. Steps in Principled Ethics What are the structured and deliberate steps that can be taught to students in practicing ethical behavior?
- 18. Step One 1. Get the facts straight. Without sufficient and accurate information, one cannot use good judgment. Ask: What is it? What was actually done? Who is involved? What is at stake? Who is likely to benefit or lose?
- 19. Step Two 2. Identify the moral dilemma (inspect the facts in light of moral feelings). Recognize a dilemma. Dilemmas are good-good conflicts. That is, there is a choice between two equally acceptable (or good) choices of action. A true moral dilemma requires that one rejects, or turns away from, one moral choice for the sake of another.
- 20. Step Three Evaluate the moral dilemma using the principles of information ethics to decide which side has the most ethical support. One should listen to the voice in the head (conscious) and use moral values to evaluate the good-good choices. What was learned about right and wrong form parents or other adults?
- 21. Step Three (Continued) What do the Principles of Information Ethics teach about respect for intellectual property, privacy, fair representation, and doing no harm? Discuss. Make a tally sheet to give points to one side or the other in the good-good dilemma. Judgment should be based on which side has the most principles supporting it.
- 22. Step Four Test your solution. Will it stand up to public scrutiny? Students should ask if she/he would want this decision and resulting actions to be broadcast by the school’s principal or published in the newspaper? Would she/he be proud for her/his grandparents or other valued adults to know the solution?
- 23. References American Association of School Librarians (2007). Standards for the 21st Century Learner. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm (accessed October 10, 2009). American Heritage Dictionary of the English Language. http://education.yahoo.com/reference/dictionary/;_ylt=AmklvrjP3f.KQ0ISFQR67.2ugMMF (accessed October 10, 2009). Dow, M. (2008, December). Teaching ethical behavior in the global world of information and the AASL Standards. School Library Media Activities Monthly, 25(4), 49-52. Copyright, U. S. Copyright office, Library of Congress. http://www.copyright.gov/ (accessed October 10, 2009). Severson, Richard J. (1997). The principles of information ethics. Armonk, NY: M. E. Sharpe.
- 24. Information Ethics Case Examples http://slim.emporia.edu/faculty/mirah/projects.htm#ethiccases Here you will find examples of current, original ethics cases by Master of Library Science Students. Please feel free to use the casesin your own teaching.