Teaching Ethical Copyright Behavior: Assessing the Effects of a University-Sponsored Computing Ethics Program

2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Jennifer C Siemens ◽  
Steven W. Kopp
Keyword(s):  
2019 ◽  
Author(s):  
Anna Remišová ◽  
Anna Lašáková ◽  
Zuzana Kirchmayer
Keyword(s):  

2016 ◽  
Vol 25 (3) ◽  
pp. 554-556
Author(s):  
Jason Lesandrini ◽  
Carol O’Connell

Ethical issues in long-term care settings, although having received attention in the literature, have not in our opinion received the appropriate level they require. Thus, we applaud the Cambridge Quarterly for publishing this case. We can attest to the significance of ethical issues arising in long-term care facilities, as Mr. Hope’s case is all too familiar to those practicing in these settings. What is unique about this case is that an actual ethics consult was made in a long-term care setting. We have seen very little in the published literature on the use of ethics structures in long-term care populations. Our experience is that these healthcare settings are ripe for ethical concerns and that providers, patients, families, and staff need/desire ethics resources to actively and preventively address ethical concerns. The popular press has begun to recognize the ethical issues involved in long-term care settings and the need for ethics structures. Recently, in California a nurse refused to initiate CPR for an elderly patient in a senior residence. In that case, the nurse was quoted as saying that the facility had a policy that nurses were not to start CPR for elderly patients.1 Although this case is not exactly the same as that of Mr. Hope, it highlights the need for developing robust ethics program infrastructures in long-term care settings that work toward addressing ethical issues through policy, education, and active consultation.


2000 ◽  
Vol 63 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Roger N. Conaway ◽  
Thomas L. Fernandez

Since 1976, the American Assembly of Collegiate Schools of Business (AACSB) has encouraged business schools to include ethics in their curricula. Because lan guage is the means for conveying values, including ethical values, business com munication faculty play an important role in deciding what should be taught, and how. But until very recently, most researchers failed to look specifically at actual practices and perceptions in the workplace. To address that need, we conducted a survey of 250 business leaders concerning their ethical preferences and compared our results with an earlier study of business faculty and students. The survey, adapted from one used in the Arthur Andersen Business Ethics Program, consists of 20 narratives which presented respondents with the need to judge the impor tance of certain issues and their approval or disapproval of the action or decision described. We found no significant differences in responses to the 14 items which addressed ethical issues in such areas as creating health and environmental risks, taking credit when credit is not due, focusing on disability issues, deceiving cus tomers with products and services, and using insider information to gain personal advantage. We did find significant differences in responses to six narratives focused on ignoring wrongdoing in the workplace, doing special favors for others to gain personal advantage, and covering up flaws in merchandise or operations. Our results, and the survey instrument itself, provide useful tools for the business com munication classroom.


2020 ◽  
Vol 7 ◽  
pp. 45-65
Author(s):  
John Gulledge ◽  
Kelly Duquette ◽  
Mary Taylor Mann

The Puck Project is a performance-based summer program for K-6 learners in partnership with a non-profit agency that supports homeless families in Atlanta, GA. The Puck Project’s curriculum focuses on the ethical toolkit individuals acquire when they embark upon a journey of performance. The project’s aim was to cultivate skills relevant to building a community, formulating and expressing ideas as a team, reading and responding to the emotions of others, and accessing and attending to emotions in oneself. Together these skills serve a larger aim of cultivating what Gretchen Case and Daniel Brauner have called “empathetic imagination.” Central to empathetic imagination is translation, a powerful framework for pedagogical aims such as “transfer” and “carrying over.” The Puck Project de-centers the dramatic text in favor of the learner’s lived realities. Using Rex Gibson’s theory that the ambiguities of Shakespeare’s plays provide the soil in which actors may create their own meaning and experience, the Puck Project encourages performers to provide their own translations of a script based on their unique histories. We discuss how young performers are able to make connections about embodied expression, emotional intelligence, and broader forms of literacy.


Author(s):  
Helena Campos ◽  
Luís Amaral

Information Systems Technology (IST) has an increasingly central role in today’s globalised information society. In this regard, it is imperative to recognise the impossibility of a technological life without ethics. As typical components for an ethics program, the authors use Codes of Ethics/Conduct/Practices (CE/CC/CP) as some professions (physicians, lawyers, etc.) have adopted them. The codes are instrumental in developing sound relations with various stakeholders to reduce the number of legal proceedings and contingencies, negotiate conflicts of interest, and ensure the fulfillment of the law. In view of this, the codes should be dynamic and not static documents, used for the advancement in easy reading, understanding, and structure. This will be instrumental for their followers to more easily consult and understand them, and find guidelines for their key ethical problems and concerns. This paper proposes the voluntary GOTOPS code of the techno ethics governance, that is, ethical problems raised by IST.


2007 ◽  
Vol 70 (2) ◽  
pp. 166-185 ◽  
Author(s):  
Lucia Peek ◽  
George Peek ◽  
Maria Roxas ◽  
Yves Robichaud ◽  
Huguette Blanco

In fall 2003, students from two U.S. universities and a Canadian university participated in an ethics project. One solution to overcome the obstacles to ethics discussions among students who are geographically separated is the use of email as a mode of communication. As a basis for their discussions, the students used the accounting ethics vignette titled “The Error” from the Ar thur Andersen Business Ethics Program. This ar ticle repor ts on the results of the analysis of U.S. and Canadian students' responses to pre- and postquestionnaires concerning the alternatives available to the character in the ethics scenario before and after their written email discussions and group repor ts. The students did have significant changes in their responses after their discussions of the character's alternatives. It also repor ts the students' responses to a project feedback questionnaire concerning the students' perceptions of the importance of ethical training and discussions.


2002 ◽  
Vol 19 (3) ◽  
pp. 1-7 ◽  
Author(s):  
Fritz H. Grupe ◽  
Timothy Garcia-jay ◽  
William Kuechler
Keyword(s):  

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