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Software Engineering Code of Ethics.
Abstract
ACM and the IEEE Computer Society created a code of professional practices within the industry. The contains eight keyword principles related to the behavior of and decisions made by professional software engineers, as well as trainees and students of the profession. The principles identify the various relationships in which individuals, groups, and organizations participate and the primary obligations within these relationships.
... Various methods are used in engineering schools to teach ethics, including codes of ethics, case problems, moral theory, problem-solving heuristics, humanistic readings, and service-learning [22] [23]. Bowden proposed an ethics course based on case problems, ethical theory, acting in the public interest, the study of codes of ethics, and the role of the professional society [24]. ...
... Gotterbarn argues that computer science students need to be taught that ethical issues are relevant to their professional practice and how to recognize these issues, rather than just learning ethical theory and philosophical argumentation [24]. Johnson and Martin suggest that philosophers who have not had appropriate training in computer science cannot effectively teach computer science courses because they cannot appreciate key technical issues [25]. ...
The significance of incorporating ethics education in engineering programs has grown considerably in recent times, especially within domains such as computer science, software engineering, data science, and artificial intelligence. In response to this demand, a pedagogical activity was developed and executed to facilitate students in applying ethical theories to occupational and societal challenges while enhancing their critical thinking abilities. This activity involves students participating in a debate where they are assigned a moral stance to uphold and must utilize one of the ethical theories explored in class to bolster their case. This paper offers an in-depth account of the conception and execution of this educational activity, as well as the encouraging results observed. Furthermore, the paper showcases the scenario utilized in the activity, which outlines a professional conundrum in the realm of Computer Engineering. The findings of this educational activity indicate its efficacy as a teaching instrument for ethics in engineering programs, with potential applicability to other engineering fields. By integrating such pedagogical activities into engineering programs, educators can empower students with essential ethical values and skills to tackle intricate ethical issues in their professional and social spheres while also fostering critical thinking and encouraging dialogue among students.
... Academics, practitioners, researchers, and governing bodies are mostly concerned with the ethics of developing and using technology in society for greater good. Associations such as the Institute of Electrical and Electronics Engineers (IEEE)'s Codes of Ethics (IEEE, 2023) and Association for Computing Machinery (ACM) Ethics (Gotterbarn et al., 1997) have put forward basic principles of ethics that are meant to govern IT and Engineering professionals' behavior, approach, and perception. Four verticals of algorithmic auditing by Koshiyama et al. (2021) have also highlighted performance and robustness, bias and discrimination, interpretability and explainability, and algorithmic privacy, making up a larger conversation around Digital Ethics (Floridi, 2018). ...
... Volkswagen installed a special software in the cars that altered the results of the emissions test by a factor of about 40. [11] In September 2015, the EPA confronted VW, claiming that its cars sold in America were outfitted with a "defeat device" (or software) in diesel engines that could detect the testing apparatus and change the performance to improve results. VW admitted to the cheating. ...
... Academics, practitioners, researchers, and governing bodies are mostly concerned with the ethics of developing and using technology in society for greater good. Associations such as the Institute of Electrical and Electronics Engineers (IEEE)'s Codes of Ethics (IEEE, 2023) and Association for Computing Machinery (ACM) Ethics (Gotterbarn et al., 1997) have put forward basic principles of ethics that are meant to govern IT and Engineering professionals' behavior, approach, and perception. Four verticals of algorithmic auditing by Koshiyama et al. (2021) have also highlighted performance and robustness, bias and discrimination, interpretability and explainability, and algorithmic privacy, making up a larger conversation around Digital Ethics (Floridi, 2018). ...
... As a well-established definition in the literature on the subject, Hall (2014) defines CE as: "Computing ethics is the interdisciplinary and collaborative efforts of scholars and professionals to methodically study and practically affect the contributions and costs of computing artifacts in global society" (Hall, 2014) CE involves many topics beyond exclusively technical aspects. For example, a collectivized organization's professional code of ethics, such as the ACM, or specific companies (Gotterbarn et al., 1997). Other recurring topics in CE are Privacy, Information Security (e.g., "hacking"), Laws and Norms, Freedom of Expression, and Surveillance, among others (Stahl et al., 2016). ...
The inaugural meeting of the Workshop on Multimedia and Hypermedia Systems, now known as WebMedia, took place in 1995, one year after the founding of the World Wide Web Consortium (W3C). While the tram was still departing the station, Brazil boarded it. However, Tim Berners-Lee offers harsh criticism of the Web’s effects, applications, and uses three decades after he lay the Web’s conceptual cornerstone. Such as false information, widespread manipulation, the unethical use and exploitation of personal information, corporate monopolies, and dangers to democracy. He followed and kept abreast of the moral implications of the Web. However, did WebMedia also stay up in this context? We followed the Systematic Literature Review methodology with the aim to answer how WebMedia research published between 2005 and 2022 explicitly incorporates ethics. We analyzed 1331 papers, 52 (≈4%) presented ethical aspects, and, from these, one stood out. We concluded that the ethical aspects remained tiny, considering the time coverage. Less than 10% of the publications presented some ethical aspects, including the respective research. The occurrences of Ethics Committee, Informed Consent, or a combination of both did not reach 2% of the publications. Even though the Web and Multimedia are cross-cutting themes in technical and non-technical aspects, the first is dominant. In contrast, the deliberations related to the second are limited, as well as on Ethics or Morals. Therefore, we propose guidelines for community appreciation, embracing a culture of ethical aspects. Our main contribution is bringing a meta-research perspective on ethical aspects dedicated to WebMedia.
W pracy opisane zostały doświadczenia związane z realizacją zespołowych projektów studenckich w odniesieniu do formy ich przygotowania, organizacji oraz realizacji z partnerami z branży IT. Ponadto przedstawione zostały elementy związane z pracą w zespole w powiązaniu z wybranymi elementami procesu wytwarzania oprogramowania. Omówiono proces kształtowania umiejętności pracy w zespole, który został opracowany na bazie wieloletnich doświadczeń.
On the basis of discussions at the \(2^{nd}\) edition of the Frontiers on Software Engineering Education workshop, researchers identified challenges brought by the use of AI assistants into computing education. These challenges represent a starting point for the endless road towards effective education of software engineering and computing science in higher education. This paper summarises the challenges and research opportunities that were identified during the heated discussions at the workshop.
By the time this paper is read, new works related to AI assistants would have been reported. These works might have either partially or totally addressed the research challenges reported here. If that is the case, then it would have been proven that they were valid research questions. Otherwise, the community should start addressing them shortly. One way or the other, we trust the information provided here may help to raise awareness of the concerns brought by AI assistants into higher computing education.
The law in its varied forms, from statute to common law precedent to regulations, regulates implementations of Artificial Intelligence and its various forms and flavors. Responsibility and accountability for the application of algorithmic outputs, especially forensic and investigative use, must be considered and addressed as part of system design and implementation. The most severe and punitive accountability for injuries as a result of Artificial Intelligence use is that under criminal law and its penalties. Those penalties may scale from the extent of injury from AI use. The greater the injury, the greater the punishment for having caused that injury.
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