Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937725
K. Aiyadurai
At present, Technical Curriculum deals with the study of Science and its application. The acquisition and application of scientific knowledge and techniques to various fields such as industry, agriculture, medicine, health care, transport, housing, defense etc., should result in a technology that would meet the needs and comforts to all the people of the country. Science and technology must have two factors, viz. coherence and utility. They must satisfy man's thirst for knowledge and it must also provide value addition to the life in terms of comforts. The former promotes human culture and the later, human civilisation.
{"title":"Ethical and social issues criteria in academic accreditation. Infusion of ethics and social issues throughout engineering, scientific and technical curricula","authors":"K. Aiyadurai","doi":"10.1109/ISTAS.2001.937725","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937725","url":null,"abstract":"At present, Technical Curriculum deals with the study of Science and its application. The acquisition and application of scientific knowledge and techniques to various fields such as industry, agriculture, medicine, health care, transport, housing, defense etc., should result in a technology that would meet the needs and comforts to all the people of the country. Science and technology must have two factors, viz. coherence and utility. They must satisfy man's thirst for knowledge and it must also provide value addition to the life in terms of comforts. The former promotes human culture and the later, human civilisation.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126706954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937723
Adrian Bardon
The author argues that teaching Internet and computer ethics requires an approach that focuses primarily on the different social, economic, and cultural roles of the internet, and on the effects of new information technology on our understanding of important concepts like privacy, property, and justice. Particular issues, the author believes, can best be addressed in the context of this discussion.
{"title":"A conceptual framework for teaching Internet ethics","authors":"Adrian Bardon","doi":"10.1109/ISTAS.2001.937723","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937723","url":null,"abstract":"The author argues that teaching Internet and computer ethics requires an approach that focuses primarily on the different social, economic, and cultural roles of the internet, and on the effects of new information technology on our understanding of important concepts like privacy, property, and justice. Particular issues, the author believes, can best be addressed in the context of this discussion.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115573962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937717
Richard Bellaver, J. Gentry
This paper describes the research and conclusions regarding adding an ethics course to a business/technology oriented masters program. The status of various codes of ethics and the incorporation of such codes into the business and academic world is discussed. Established collage ethics courses and the government propensity to regulate social change are discussed. The decision not to add the course is partially based on the fact that there are ethical themes already present in five courses that can be expanded. It is also based on a faculty, who possess years of business and technological experience. Encouraging and giving them direction on how to add their ethical experience will improve our program.
{"title":"Teaching business/IT ethics","authors":"Richard Bellaver, J. Gentry","doi":"10.1109/ISTAS.2001.937717","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937717","url":null,"abstract":"This paper describes the research and conclusions regarding adding an ethics course to a business/technology oriented masters program. The status of various codes of ethics and the incorporation of such codes into the business and academic world is discussed. Established collage ethics courses and the government propensity to regulate social change are discussed. The decision not to add the course is partially based on the fact that there are ethical themes already present in five courses that can be expanded. It is also based on a faculty, who possess years of business and technological experience. Encouraging and giving them direction on how to add their ethical experience will improve our program.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129144655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937747
E. Georgiadou, P. Oriogun
The development of the Internet and the World Wide Web presents both Information Systems professionals and business managers with many new ethical problems. It is therefore, necessary to teach students about professional issues. This paper looks at how Professional Issues entered the Higher Education curriculum during the last decade. In particular we present the experience gained within the School of Informatics and Multimedia Technology at the University of North London through the integration of case studies for the Professional Issues part of the In-Course-Assessment (ICA) of a Software Engineering module. The case studies fulfil one of the two core capabilities covered in the module. The marking scheme and two different resolutions to the ethical dilemma posed in one of the scenarios (case studies) reached by particular students are presented together with our conclusion and indications of further action and research.
{"title":"Professional issues in software engineering curricula: case studies on ethical decision making","authors":"E. Georgiadou, P. Oriogun","doi":"10.1109/ISTAS.2001.937747","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937747","url":null,"abstract":"The development of the Internet and the World Wide Web presents both Information Systems professionals and business managers with many new ethical problems. It is therefore, necessary to teach students about professional issues. This paper looks at how Professional Issues entered the Higher Education curriculum during the last decade. In particular we present the experience gained within the School of Informatics and Multimedia Technology at the University of North London through the integration of case studies for the Professional Issues part of the In-Course-Assessment (ICA) of a Software Engineering module. The case studies fulfil one of the two core capabilities covered in the module. The marking scheme and two different resolutions to the ethical dilemma posed in one of the scenarios (case studies) reached by particular students are presented together with our conclusion and indications of further action and research.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937738
J. Reitman
Today the issue of safety in the workplace is accepted. There are texts, photographs and films emphasizing the goal of a safer work environment. An appreciation of the lack of workplace safety in 1904 is difficult when the available materials are limited to texts and pictures. However, industrial films were made 1904 and they are now available on the Internet. These films show the practices of the period.
{"title":"Safety in the workplace of 1904","authors":"J. Reitman","doi":"10.1109/ISTAS.2001.937738","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937738","url":null,"abstract":"Today the issue of safety in the workplace is accepted. There are texts, photographs and films emphasizing the goal of a safer work environment. An appreciation of the lack of workplace safety in 1904 is difficult when the available materials are limited to texts and pictures. However, industrial films were made 1904 and they are now available on the Internet. These films show the practices of the period.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133564466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937724
F. Lyman
The impact of EC2000 on the humanities/social sciences (HSS) component of engineering curricula concerns both engineering and HSS faulty members. This paper reviews how the events of the last fifty years have affected the role of the HSS in engineering education. After World War II a strong effort was made to strengthen the scientific basis of the undergraduate engineering curriculum to better prepare students for graduate study and research. At the same time there was an effort to return the HSS, which had been neglected during WW II, to a more important role in this curriculum. By the late 1960s this had led to overcrowded curricula. Dissatisfaction with the HSS led to calls for reform, but in the press of other events, these went largely unheeded. In the post-Cold War era, industry's need to compete in global markets has put other demands on the engineering curriculum that may further diminish the role of the HSS. Some tentative conclusions are drawn from these events about the future prospects of the HSS Under EC2000.
{"title":"Humanities and social sciences in engineering education-postwar to postmodern and beyond","authors":"F. Lyman","doi":"10.1109/ISTAS.2001.937724","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937724","url":null,"abstract":"The impact of EC2000 on the humanities/social sciences (HSS) component of engineering curricula concerns both engineering and HSS faulty members. This paper reviews how the events of the last fifty years have affected the role of the HSS in engineering education. After World War II a strong effort was made to strengthen the scientific basis of the undergraduate engineering curriculum to better prepare students for graduate study and research. At the same time there was an effort to return the HSS, which had been neglected during WW II, to a more important role in this curriculum. By the late 1960s this had led to overcrowded curricula. Dissatisfaction with the HSS led to calls for reform, but in the press of other events, these went largely unheeded. In the post-Cold War era, industry's need to compete in global markets has put other demands on the engineering curriculum that may further diminish the role of the HSS. Some tentative conclusions are drawn from these events about the future prospects of the HSS Under EC2000.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116163254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937719
Patricia L. Corey
The author argues that many textbooks designed for undergraduate courses in computing and ethics do not help students become socially responsible designers and users of information technology because they don't encourage critical reflection on the meaning of technology in human experience. A pedagogy is described that is organized around the theory and methodology of phenomenology. Its goal is to teach students to discover new meanings and their implications for both ethical practice and responsible action. Phenomenology thus complements case study approaches and extends their usefulness.
{"title":"Educating Frankenstein: an interdisciplinary approach to teaching undergraduate computing and ethics","authors":"Patricia L. Corey","doi":"10.1109/ISTAS.2001.937719","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937719","url":null,"abstract":"The author argues that many textbooks designed for undergraduate courses in computing and ethics do not help students become socially responsible designers and users of information technology because they don't encourage critical reflection on the meaning of technology in human experience. A pedagogy is described that is organized around the theory and methodology of phenomenology. Its goal is to teach students to discover new meanings and their implications for both ethical practice and responsible action. Phenomenology thus complements case study approaches and extends their usefulness.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124746069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937716
Y. Julliard, A. Schwab
This paper deals with the role of discourses and dialogues in multidisciplinary processes and their relation to engineering education. Discourses are an effective method in shaping multidisciplinary dialogues. Awareness of multidisciplinary reflection is growing due to two effects: Increasing specialization of the engineering disciplines and increasing impact of technology on daily life. Many engineering and technological problems are no longer solvable within a single discipline. Moreover, boundary conditions from the societal and ethical context become more and more important. Transdisciplinar reflection is needed to achieve the appropriate solution, satisfying both, the technological and social constraints. Multidisciplinary practice requires knowledge about the different ways of intradisciplinar hermeneutics and knowledge management. Technological hermeneutics is one of the keys in understanding value-management, reasoning and reflection in engineering sciences and practice. Further, basic knowledge about ethical reasoning and reflection techniques of human sciences will be helpful in understanding of contextual problems and their normative treatments. Two levels of multidisciplinarity are examined: Interdisciplinarity between experts coming from different scientific disciplines working on the same issue, and secondly, communication between experts and non-experts belonging to stakeholder groups, e.g. in technology assessment.
{"title":"The role of discourses in multidisciplinarity","authors":"Y. Julliard, A. Schwab","doi":"10.1109/ISTAS.2001.937716","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937716","url":null,"abstract":"This paper deals with the role of discourses and dialogues in multidisciplinary processes and their relation to engineering education. Discourses are an effective method in shaping multidisciplinary dialogues. Awareness of multidisciplinary reflection is growing due to two effects: Increasing specialization of the engineering disciplines and increasing impact of technology on daily life. Many engineering and technological problems are no longer solvable within a single discipline. Moreover, boundary conditions from the societal and ethical context become more and more important. Transdisciplinar reflection is needed to achieve the appropriate solution, satisfying both, the technological and social constraints. Multidisciplinary practice requires knowledge about the different ways of intradisciplinar hermeneutics and knowledge management. Technological hermeneutics is one of the keys in understanding value-management, reasoning and reflection in engineering sciences and practice. Further, basic knowledge about ethical reasoning and reflection techniques of human sciences will be helpful in understanding of contextual problems and their normative treatments. Two levels of multidisciplinarity are examined: Interdisciplinarity between experts coming from different scientific disciplines working on the same issue, and secondly, communication between experts and non-experts belonging to stakeholder groups, e.g. in technology assessment.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123601937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-06DOI: 10.1109/ISTAS.2001.937746
Abigail S. Hoats
Given the relationship between manufactured chemicals and environmental degradation, chemical engineers need to be acutely aware of the implications of their designs and their responsibilities. The best way to promote such awareness and responsibility is to make these issues an explicit part of undergraduate chemical engineering education. Such an expansion of the curriculum is supported by the new ABET Criteria 2000. This paper explores ABET and other reasons for incorporating environmental and ethical issues into chemical engineering education, and provides general recommendations for how his goal may be accomplished. Five factors that require chemical engineering graduates to be well-versed in environmental issues are outlined, and an analysis of ethics and responsibility for chemical engineers is performed. A pervasive approach to curricular change, in which environmental and ethical topics are integrated into many courses at all levels of education, is proposed.
{"title":"Toward a new era for chemical engineering education: making environmental and ethical issues fundamental","authors":"Abigail S. Hoats","doi":"10.1109/ISTAS.2001.937746","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937746","url":null,"abstract":"Given the relationship between manufactured chemicals and environmental degradation, chemical engineers need to be acutely aware of the implications of their designs and their responsibilities. The best way to promote such awareness and responsibility is to make these issues an explicit part of undergraduate chemical engineering education. Such an expansion of the curriculum is supported by the new ABET Criteria 2000. This paper explores ABET and other reasons for incorporating environmental and ethical issues into chemical engineering education, and provides general recommendations for how his goal may be accomplished. Five factors that require chemical engineering graduates to be well-versed in environmental issues are outlined, and an analysis of ethics and responsibility for chemical engineers is performed. A pervasive approach to curricular change, in which environmental and ethical topics are integrated into many courses at all levels of education, is proposed.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128549231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-01DOI: 10.1109/ISTAS.2001.937737
Richard Bellaver
Through years of teaching the history of the information and communication industry I have been confounded by what appears to be a specific reversal of attitude of AT and T in dealings with Independent Telephone Companies (Independents). I am referring to corporate policy between the years 1907 and 1913. Before Theodore Vail returned to AT and T in 1907, the corporation was regarded as a most predatory monopoly. Policy seemed to be buy or force the independents out of business and don't let them connect to AT and T interstate circuits. That policy was closely followed until the 1913 Kingsbury Commitment reversed it completely. Something happened to the company, or Vail, during this time period to cause a profound change in business focus. Did Vail have a non-predatory philosophy all along but lack authority to enforce it. Did religion impact his mindset or did some other profound experience help change his mind? Was it the pressure of the "trust busters" in Washington that forced the change? Or were the changes just a result of good business sense? I think J.P. Morgan really was the robber baron, and Vail was the white knight that set AT and T on the right path for the next 70 years.
在教授信息和通信行业历史的多年中，我一直对AT和T在与独立电话公司(独立电话公司)打交道时态度的明显逆转感到困惑。我指的是1907年至1913年间的公司政策。在西奥多•韦尔(Theodore Vail)于1907年重返AT and T之前，该公司被认为是最具掠夺性的垄断企业。政策似乎是购买或迫使独立公司退出业务，不让他们连接AT和T州际电路。这一政策一直被严格执行，直到1913年金斯伯里承诺完全推翻了这一政策。在此期间，公司或Vail发生了一些事情，导致业务重点发生了深刻的变化。韦尔是否一直有一种非掠夺性的哲学，但缺乏执行它的权力?是宗教影响了他的心态，还是其他一些深刻的经历帮助他改变了想法?是来自华盛顿“反托拉斯者”的压力迫使他们做出了改变吗?或者这些变化仅仅是良好的商业意识的结果?我认为j·p·摩根确实是强盗大亨，而韦尔则是在接下来的70年里带领at&t走上正确道路的白衣骑士。
{"title":"Early Bell system/independents relationships","authors":"Richard Bellaver","doi":"10.1109/ISTAS.2001.937737","DOIUrl":"https://doi.org/10.1109/ISTAS.2001.937737","url":null,"abstract":"Through years of teaching the history of the information and communication industry I have been confounded by what appears to be a specific reversal of attitude of AT and T in dealings with Independent Telephone Companies (Independents). I am referring to corporate policy between the years 1907 and 1913. Before Theodore Vail returned to AT and T in 1907, the corporation was regarded as a most predatory monopoly. Policy seemed to be buy or force the independents out of business and don't let them connect to AT and T interstate circuits. That policy was closely followed until the 1913 Kingsbury Commitment reversed it completely. Something happened to the company, or Vail, during this time period to cause a profound change in business focus. Did Vail have a non-predatory philosophy all along but lack authority to enforce it. Did religion impact his mindset or did some other profound experience help change his mind? Was it the pressure of the \"trust busters\" in Washington that forced the change? Or were the changes just a result of good business sense? I think J.P. Morgan really was the robber baron, and Vail was the white knight that set AT and T on the right path for the next 70 years.","PeriodicalId":394055,"journal":{"name":"Proceedings International Symposium on Technology and Society","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125203698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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