The Software Engineering Code of Ethics and Professional Practice, intended as a standard for teaching and practicing software engineering, documents the ethical and professional obligations of software engineers. The code should instruct practitioners about the standards society expects them to meet, about what their peers strive for, and about what to expect of one another. In addition, the code should also inform the public about the responsibilities that are important to the profession. Adopted in 2000 by the IEEE Computer Society (...) and the ACM--two leading international computing societies--the code of ethics is intended as a guide for members of the evolving software engineering profession. The code was developed by a multinational task force with additional input from other professionals from industry, government posts, military installations, and educational professions. (shrink)

This paper looks at citizen‐facing e‐government. It considers how the non‐discretionary nature of the citizen’s relationship with government makes citizen‐facing e‐government different from business‐consumer e‐commerce. Combined with the moral basis of the state, the paper argues that there is an obligation for the state to set an example, which should affect the design of citizen‐facing e‐government, with design‐for‐all being an appropriate philosophy. Other consequences should include a preference for open standards and a wariness of unintentional endorsement of commercial products. E‐government (...) should also offer a good level of data protection and security, and has a role in educating citizens in matters of computer security. Advantages and disadvantages that may come from e‐government adoption are considered, including a number of ways in which cost savings and increases in convenience may be achieved. There are brief discussions of questions of distribution of the benefits of e‐government adoption and of the relationship of e‐government to e‐democracy. (shrink)

The overall theme for ETHICOMP 99 was “Look to the future of the Information Society”. The aim was to focus on how achievements of the past could be built upon to expand the field and to ensure that the important issues impacting upon society, its citizens and its organisations will be effectively addressed and so help improve the quality of life. The result was a conference rich in reflection, ideas and debate. The papers selected for this special edition illustrate this. (...) What is clear is that as technology advances so the issues that we face become more complex and more far reaching. We must address these issues objectively and in good time. The nature of these issues is such that a multidisciplinary approach is required which is one of the fundamental planks of the ETHICOMP series. The overall thrust of the papers in this edition is one of well founded debate which has much to offer by way of practical advice regarding the issues being addressed. (shrink)

John Conington was a towering figure in Victorian scholarship, not least because of his remarkably sensitive and literate commentaries on Virgil’s _Aeneid. _The three-volume cloth edition of _The Works of Virgil_, begun by Conington in 1852, has been unavailable for over a century, except in rare second-hand sets. Now, for the first time, the whole of Conington’s work is being reissued in a set of six paperback volumes. Each volume includes a new introduction by an established scholar, setting Conington's commentary (...) in context, as well as a general introduction to Conington’s work by Philip Hardie, who offers a fresh appreciation of the work. (shrink)

Students, the future Information and Communication Technology (ICT) professionals, are often perceived to have little understanding of the ethical issues associated with the use of ICTs. There is a growing recognition that the moral issues associated with the use of the new technologies should be brought to the attention of students. Furthermore, they should be encouraged to explore and think more deeply about the social and legal consequences of the use of ICTs. This paper describes the development of a tool (...) designed to raise students’ awareness of the social impact of ICTs. The tool offers guidance to students undertaking computing and computer-related courses when considering the social, legal and professional implications of the actions of participants in situations of ethical conflict. However, unlike previous work in this field, this tool is not based on an artificial intelligence paradigm. Aspects of the theoretical basis for the design of the tool and the tool’s practical development are discussed. Preliminary results from the testing of the tool are also discussed. (shrink)

"In this book, Kenneth F. Rogerson explores the first half of Kant's Critique of Judgment, entitled the "Critique of Aesthetic Judgment.

_A study of the first half of Kant’s Critique of Judgment._.

Curry's paradox, sometimes described as a general version of the better known Russell's paradox, has intrigued logicians for some time. This paper examines the paradox in a natural deduction setting and critically examines some proposed restrictions to the logic by Fitch and Prawitz. We then offer a tentative counterexample to a conjecture by Tennant proposing a criterion for what is to count as a genuine paradox.

In his paper [6], Greg Restall conjectured that a logic supports a naïve comprehension scheme if and only if it is robustly contraction free, that is, if and only if no contracting connective is definable in terms of the primitive connectives of the logic. In this paper, we present infinitely many counterexamples to Restall''s conjecture, in the form of purely implicational logics which are robustly contraction free, but which trivialize naïve comprehension.

There is a growing understanding that modern slavery is a phenomenon ‘hidden in plain sight’ in the home countries of multinational firms. Yet, business scholarship on modern slavery has so far focussed on product supply chains. To address this, we direct attention to the various institutional pressures on the UK construction industry, and managers of firms within it, around modern slavery risk for on-site labour. Based on a unique data set of 30 in-depth interviews with construction firm managers and directors, (...) we identify two institutional logics as being integral to explaining how these companies have responded to the Modern Slavery Act: a market logic and a state logic. While the institutional logics literature largely assumes that institutional complexity will lead to a conciliation of multiple logics, we find both complementarity and continued conflict in the logics in our study. Though we identify conciliation between aspects of the market logic and the state logic, conflict remains as engagement with actions which could potentially address modern slavery is limited by the trade-offs between the two logics. (shrink)

In the third Critique Kant shifts the focus in his enquiry from the status of factual statements in the Critique of Pure Reason and the grounding of moral imperatives in the Critique of Practical Reason to investigating two methods of considering the world which go beyond the strictly verifiable. This is a move from evaluating the interplay of a ‘determinate’ set of facts and intellectual preconditions to forming what Kant calls ‘reflective’ judgements on these facts. There are two major questions (...) which the Critique of Judgement tackles. On the one hand Kant ambitiously considers how we might properly interpret a set of facts as comprising a larger teleological system and, on the other hand, he is interested in the seemingly quite separate issue of the appreciation of objects as beautiful. It is this latter issue which shall concern us here. Consistent with the reflective stand in the third Critique, Kant argues from the very outset that beauty is not an empirical concept with which we might describe the world. Beauty is not objective in the sense that size, colour or weight might be. Objective properties of this kind belong to the world of scientific understanding. Instead, he holds that judgements of aesthetic merit should be based upon the subjective pleasure we take in experiencing works of art and natural objects. (shrink)

Kant's "Critique of Aesthetic Judgement," which is the first part of his larger Critique of Judgement, is enjoying a renewed interest. This renewed interest, however, has brought with it a renewed controversy over just how Kant's aesthetic theory should be understood. Of the many interpretative questions at issue, perhaps the most fundamental is what it is about an object, on Kant's accounting, that makes it beautiful. Traditionally, Kant has been understood as holding a formalist theory of beauty. That is to (...) say, beauty--or better, our appreciation of beauty--is a matter of the way an object is structured or organized. While there can be no doubt that Kant stresses the importance of form in the early sections of the "Critique," the later portions of the text advance what seems to be a quite different, perhaps even antithetical, paradigm of beauty. In these sections, Kant maintains that for an object to be beautiful it must have some content--specifically, the object must express some "idea." What makes an interpretation difficult is that Kant seems to stand on both sides of a wide gulf in modern aesthetic theory. Within a single work on aesthetics, Kant claims first that beauty depends upon form and, later, that it depends upon content. And, yet, it is typically thought that these positions are mutually exclusive. ;My dissertation is directed specifically to the question of what Kant considers as the features of an object responsible for beauty. Stated broadly, I argue that Kant's consistent position is that for an object to be considered as beautiful we must base our judgment upon how the object is organized , but with an eye to how well this organization is able to express an idea . More precisely, I claim that for Kant both form and expression of ideas are necessary conditions for beauty. To support my thesis I shall follow Kant's own procedure for identifying what makes an object beautiful. In the "Critique of Aesthetic Judgement," Kant considers the issue of beauty from the standpoint of an analysis and justification of the judgment that something is beautiful. That is to say, Kant first determines what is meant by such a judgment and then considers what features an object must possess if we are to claim legitimately that something is beautiful. After closely studying Kant's analysis and justification, I argue that an object can be judged as beautiful only if it is organized in such a way as to express an idea. ;In the first two chapters of my dissertation, I describe Kant's project in the Critique of Judgement generally and the "Critique of Aesthetic Judgement" more particularly. I devote Chapter III to a close study of the argument of the first half of the text in order to determine the extent to which Kant presents a coherent justification of judgments of beauty. I subsequently argue, in Chapter IV, that the early sections do not complete Kant's justification of judgments of beauty. Further, I argue for what must yet be shown for Kant to make his case. In the final two chapters, V and VI, I describe Kant's theory of expression, argue that it completes Kant's central argument, and, in the end, I support my interpretation that both form and expression of ideas constitute the requirements for beauty in Kant's theory. (shrink)

The purpose of this paper is to give an interpretation of what Kant takes to be the moral importance of aesthetic experience. On my interpretation aesthetic experience pleases since, in general, it is the experience of our finding an object first the aim of our reflective judging efforts. However, satisfying such an aim only makes sense within Kant 's further account of beauty as the expression of aesthetic ideas. In the end I hold that on Kant 's account it is (...) only because beauty can express aesthetic ideas that aesthetic experience can be of moral importance. (shrink)

Purpose This paper aims to explore the evolution of academic publishing from the traditional roots to today’s online publishing cycle which embraces many of the elements of virtual space. Design/methodology/approach A case study approach is adopted using the Journal of Information, Communication and Ethics in Society to explore the revolutionary journey. Findings The value of using a range of virtual space facilities in tandem is assessed. Originality/value The paper can be used as a guide for academic editors and publishers in (...) reaching out to the next generations of the academic population. (shrink)

Although Kant is most well-known for his arguments in support of pure or a priori concepts, he also attempts to give an account of how empirical concepts are acquired. In this paper I want to take a close look at this account. Specifically, I am interested in a recent criticism that Kant’s explanation of empirical concept acquisition is, in some sense, circular. I will consider and criticize a recent attempt to solve this problem. Finally, I will argue for my own (...) solution to the circularity problem relying, oddly enough, on Kant’s commitment to pure or a priori concepts of the understanding as well as the pure forms of the imagination. Briefly, I want to argue that Kant can give a coherent and non-circular account of empirical concept acquisition relying primarily on the a priori conceptual tools developed in the Critique of Pure Reason. (shrink)

The purpose of my paper is to interpret kant 's transcendental idealism by looking at his claim that space is "nothing but" ideal. My position is that if we grant to kant the thesis that space is an "a priori" condition for knowing objects, Then it follows that our notion of space can only refer to the character of our experience, Not to properties of things as they may be "in themselves." and this, I argue, Yields a sense of the (...) ideality of space. (shrink)

In the Critique of Pure Reason Kant argues for a position he calls transcendental idealism. And although it comes as no surprise to claim that Kant was an idealist, it is far from clear how this idealism should be understood. Traditionally, Kant’s idealism has been understood as a version of phenomenalism. ‘Objects of experience’ are constructions of mental data caused by mind independent reality. This reading has been labeled the ‘ontological’ interpretation since on this view ‘objects of experience’ are ontologically (...) dependent on our minds and ontologically distinct from the world outside of our minds. And, corresponding to the supposed ‘two worlds’ of objects, it is thought that Kant allows for two perspectives from which objects can be described. Human descriptions are limited to the mere collections of sense data while God can describe the set of objects outside our mind as they really are ‘in themselves.’. (shrink)

For some time now ethical debates have been fought on a field whose boundaries are the historical theories of Kant's deontology and Mill's utilitarianism. Recently, however, several have chosen to leave the battlefield entirely—to suggest, in various ways, that both of the major ethical theories share a common, flawed outlook. Thomas Nagel, for example, has argued that founding ethics on the sole ground of interpersonal obligations unnecessarily “fragments” human value. Such an account has the effect of pitting one species of (...) human value against other quite legitimate values. Or approaching the matter from quite another direction, Philippa Foot also holds that morality, as a system of interpersonal obligations, is too limiting. However, she proposes to counter the advancing forces of modern ethics by championing an Aristotelian doctrine of virtue. (shrink)

The development of educational technologies is enhancing a distinctive feature of learning environments: the learner’s personalized environment. However, the current literature in e-learning seems to neglect an important discussion: will individuals and organizations face an enhancement concerning ethical dilemmas due to this evolution? To promote this discussion, this paper builds on a consideration of e-learning definition and its ethical dilemmas, and human-centred learning concept and its dimensions, to examine the implications of integrating social and cultural contexts. By examining the evolution (...) of e-learning management systems the argument progresses to a discussion of the relationships between pedagogy and ethics. By framing evidence at different scales, the authors critically reflect on the ethical dilemmas embedded in e-learning systems. The discussion concludes with advocating the adoption of an extension of “three P” mode of pedagogy to become the “P3E” model: personalization, participation, productivity, lecturer’s ethics, learner’s ethics, and organizational ethics. (shrink)

A casual comment by a student alerted the authors to the existence and prevalence of Internet-based paraphrasing tools. A subsequent quick Google search highlighted the broad range and availability of online paraphrasing tools which offer free ‘services’ to paraphrase large sections of text ranging from sentences, paragraphs, whole articles, book chapters or previously written assignments. The ease of access to online paraphrasing tools provides the potential for students to submit work they have not directly written themselves, or in the case (...) of academics and other authors, to rewrite previously published materials to sidestep self-plagiarism. Students placing trust in online paraphrasing tools as an easy way of complying with the requirement for originality in submissions are at risk in terms of the quality of the output generated and possibly of not achieving the learning outcomes as they may not fully understand the information they have compiled. There are further risks relating to the legitimacy of the outputs in terms of academic integrity and plagiarism. The purpose of this paper is to highlight the existence, development, use and detection of use of Internet based paraphrasing tools. To demonstrate the dangers in using paraphrasing tools an experiment was conducted using some easily accessible Internet-based paraphrasing tools to process part of an existing publication. Two sites are compared to demonstrate the types of differences that exist in the quality of the output from certain paraphrasing algorithms, and the present poor performance of online originality checking services such as Turnitin® to identify and link material processed via machine based paraphrasing tools. The implications for student skills in paraphrasing, academic integrity and the clues to assist staff in identifying the use of online paraphrasing tools are discussed. (shrink)

In this paper are identified several critical ethical issues that arise in most software projects. Proactive ways to address these issues are detailed. These approaches are consistent with most professional software development standards.