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This tutorial is designed to assist those who work with engineering professionals who are new to the field in navigating ethical dilemmas. Engineers who are just entering the profession will inevitably confront ethical challenges in their work. Supervisors and more experienced colleagues can help new engineers handle these challenges successfully by discussing codes of professional ethics as well as sharing their experiences in resolving ethical dilemmas. Dr. Starrett reviews the IEEE Code of Ethics in depth and explains methods traditionally used to make ethical decisions. The author suggests that viewers consider ethical challenges they have encountered professionally and review their responses in light of the ethical principles presented in order to derive maximum benefit from the tutorial

This tutorial is designed to introduce engineers who work in the military to ethical considerations and the IEEE codes of Ethics. Dr. Starrett discusses the special ethical challenges engineers in this sector may encounter and suggests sources and methods military engineers may find useful in deciding how to handle ethical dilemmas. He also reviews a case study of an Army engineer confronting a professional ethical dilemma

Cover -- Half-title -- Title -- Copyright -- Contents -- Preface -- Contributors -- 1 Bioethics and health informatics: an introduction -- A conceptual intersection -- What can bioethics do for health informatics? -- Areas of ethical importance in medical informatics -- Education in ethics and informatics -- Guide to the book -- Conclusion -- References -- 2 Medical informatics and human values -- The computer revolution and computer ethics -- Computers or health professionals? -- Harm caused by medical computing -- Are there tasks computers should not perform? -- Future prospects -- Conclusion: Accentuate the positive -- References -- 3 Responsibility for computer-based decisions in health care -- Mechanical judgments and intelligent machines -- Harms and blame, goods and credit -- Procedures for analyzing harms -- Justice and utility -- References -- 4 Evaluating medical information systems: social contexts and ethical challenges -- Introduction and history -- Professional roles and practice patterns -- Professional relations -- Patients and patient care -- Advancing the science of system evaluation -- References -- 5 Health care information: access, confidentiality, and good practice -- Introduction -- The importance of privacy -- Moral foundations of medical confidentiality -- Computers and medical privacy -- Patients, providers, and payers -- Potential solutions -- References -- 6 Ethical challenges in the use of decision-support software in clinical practice -- Introduction -- Why and when to use an MDSS -- How to - and who should - use a decision-support system -- The professional-patient relationship -- Conclusion -- References -- 7 Outcomes, futility, and health policy research -- Introduction -- Computing and prognosis -- Social utility of predictor models -- Practice guidelines -- Conclusion -- References

Professionals are increasingly relying on algorithmic systems for decision making however, algorithmic decisions occasionally perceived as biased or not just. Prior work has provided evidences that education can make a difference on the perception of young developers on algorithmic fairness. In this paper, we investigate computer science students' perception of FATE in algorithmic decision-making and whether their views on FATE can be changed by attending a seminar on FATE topics. Participants attended a seminar on FATE in algorithmic decision-making and they were asked to respond to two online questionnaires to measure their pre- and post-seminar perception on FATE. Results show that a short seminar can make a difference in understanding and perception as well as the attitude of the students towards FATE in algorithmic decision support. CS curricula need to be updated and include FATE topics if we want algorithmic decision support systems to be just for all. ; This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Republic of Cyprus through the Deputy Ministry of Research, Innovation and Digital Policy.

Applied ethics is a growing, interdisciplinary field dealing with ethical problems in different areas of society. It includes for instance social and political ethics, computer ethics, medical ethics, bioethics, envi-ronmental ethics, business ethics, and it also relates to different forms of professional ethics. From the perspective of ethics, applied ethics is a specialisation in one area of ethics. From the perspective of social practice applying eth-ics is to focus on ethical aspects and implications of that particular practice. The Erasmus Mundus Masters Course in Applied Ethics is supported by the European Union. The programme is a collaboration between three European universities; Linköping University, The Centre for Ap-plied Ethics, (Sweden), Utrecht University, the Ethics Institute, (The Netherlands), and the Norwegian University of Science and Technol-ogy, Department of Philosophy, Programme for Applied Ethics (Nor-way). Each year, the programme starts with a common introduction for all students. During this introduction, the teachers present different per-spectives on applied ethics. In this volume the introductions are pub-lished. They give a broad view of different aspects on applied ethics. Göran Collste Programme coordinator ; Contributed authors in this publication are: Bo Petersson, May Thorseth, Marcel Verweij, Anders Nordgren and Rune Nydal.

Professionals are increasingly relying on algorithmic systems for decision making however, algorithmic decisions occasionally per- ceived as biased or not just. Prior work has provided evidences that education can make a difference on the perception of young devel- opers on algorithmic fairness. In this paper, we investigate com- puter science students' perception of FATE in algorithmic decision- making and whether their views on FATE can be changed by at- tending a seminar on FATE topics. Participants attended a seminar on FATE in algorithmic decision-making and they were asked to respond to two online questionnaires to measure their pre- and post-seminar perception on FATE. Results show that a short semi- nar can make a difference in understanding and perception as well as the attitude of the students towards FATE in algorithmic decision support. However, short seminars are not a complete and long term solution in educating CS students on FATE. CS curricula need to be updated and include FATE topics if we want algorithmic decision support systems to be just to their users. ; This project is partially funded by the Cyprus Research and Innova- tion Foundation under grant EXCELLENCE/0918/0086 (DESCANT) and by the European Union's Horizon 2020 Research and Innova- tion Programme under agreements No. 739578 (RISE) and 810105 (CyCAT).

"Der kluge Spieler und die Ethik des Computerspielens" ist eine moralphilosophische Analyse der sogenannten "Killerspiel-Diskussion". Als Aufhänger dient der Amoklauf von Winnenden, in dessen Nachgang Diskussionen über Computerspiele, speziell solche mit gewalthaltigem Inhalt, aufkamen. In der öffentlichen Meinung wird häufig davon ausgegangen, dass das Spielen solcher Computerspiele auch in der Realität zu gewalttätigem Verhalten führt. Einige Politiker stellen diese Spiele sogar mit Kinderpornographie gleich. Mithilfe dreier bekannter normativer ethischer Theorien – dem Konsequentialismus (Mill), der Deontologie (Kant) und der Tugendethik (Aristoteles) – werden die wissenschaftlichen Argumente contra Computerspiele analysiert und bewertet. Die Computerspielgegner konzentrieren sich auf den Inhalt und die grafische Darstellung der Spiele (narratologischer Ansatz). Am Ende einer ausführlichen Darstellung ihrer Argumente stellt sich heraus, dass keines davon haltbar ist, wenn man die ethischen Theorien auf sie anwendet. Einzig der tugendethische Ansatz scheint Ansätze zu bieten, auf denen man aufbauen kann, allerdings nicht gegen, sondern für Spiele. Diesem wird im zweiten Teil des Buches nachgegangen. Miguel Sicarts Werk "The Ethics of Computer Games" versucht, eine konkrete Ethik des Computerspiels zu entwickeln. In "Der kluge Spieler und die Ethik des Computerspielens" wird Sicarts Werk zum ersten Mal im Deutschen vorgestellt, in seine einzelnen Bestandteile zerlegt und re-strukturiert. In Sicarts Ethik-Konzept für Computerspiele werden die Inhalte und die Grafik der Computerspiele komplett außen vor gelassen. Sein Ansatz ist ein ludologischer (spielwissenschaftlicher), der das Regelwerk und System der Spiele in den Vordergrund schiebt. Die drei Kernelemente seiner Theorie werden dargestellt: 1. das Computerspiel als moralisches Objekt, 2. der Computerspieler als moralisches Subjekt und 3. das Computerspielen als moralische Handlung. Diese drei Aspekte wirken zusammen und miteinander. Es entsteht eine Wechselwirkung zwischen dem Spiel und dem Spieler, in den auch das Nicht-Spieler-Subjekt einbezogen wird. Ein Mensch spielt ein Computerspiel und wird dadurch zum Spieler dieses Spiels. Er nimmt das Regelwerk auf und ruft seine vorhandene Erfahrung aus früheren Spielen ab, um somit ein möglichst gelungenes Spielen zu bewerkstelligen. Damit ist gemeint, dass er nicht schummelt, dass er keine Tricks anwendet, dass er in Mehrspielerspielen Fairplay walten lässt etc. Zusätzlich ist dieser Spieler aber nicht nur ein Spieler, sondern er befindet sich in sozialen Kontexten, hat Werte und Ansichten und diese fließen in sein Spieler-Repertoire ein. In solch einer Wechselwirkung verhält sich der Spieler moralisch korrekt, wenn er dem Spiel zu dem verhilft, was es ist: eine Erfahrung. Das Spiel ist nämlich zweierlei: 1. Das Objekt, also eine CD in einer Hülle mit einer Spielanleitung etc. 2. Das Spiel, das am Bildschirm tatsächlich erfahren wird, indem es gespielt wird. Sieht das Spiel eine gewalthaltige Lösung vor, ist es in Sicarts Ethik des Computerspiels moralisch richtig, diese zu vollziehen. Was Sicart mit seiner Theorie letztendlich zeichnet, ist das Bild eines "klugen Spielers". Der dritte Teil des Buches analysiert Sicarts Ethik des Computerspiels und zeigt mithilfe eines praktischen Beispiels seine Schwachstelle auf. Während die Computerspielgegner sich ausschließlich auf den Inhalt und die Grafik konzentrieren, ignoriert Sicart sie gänzlich. Somit stellen beide Ansätze Extrempositionen dar. Sicarts Ansatz wird in eine "Ethik des Computerspielens" uminterpretiert und anschließend auf die Diskussionen rund um den Amoklauf von Winnenden angewendet. Dadurch können die Ausgangsargumente gegen Killerspiele endgültig wissenschaftlich widerlegt werden. Im letzten Teil des Buches wird die Brücke zum tugendethischen Ansatz des Aristoteles geschlagen: der gemäßigte Mittelweg führt zu einem guten Leben. Eine komplette Computerspielethik muss beide Aspekte beinhalten: den grafisch-inhaltlichen ("narratologischen") und den spieltechnischen ("ludologischen") Ansatz. Nur im Zusammenspiel beider kann eine umfassende Computerspielethik gesucht und gefunden werden. Hierzu wird ein Grundgerüst vorgeschlagen sowie zwei Ideen, welche für weitere Forschung auf dem Gebiet verwendet werden können. ; "The Prudent Player and the Ethics of Computer Gaming" is a moral philosophical analysis of the so called "killergame-controversy". After the gun rampage of Winnenden, heavy discussions arose in Germany about video games, especially those with violent content. The public opinion is that violent video games cause violent behaviour in real life. Some German politicians even claimed that such games would be on one level with child pornography. With the help of three known normative ethical theories – consequentialism (Mill), deontology (Kant) and virtue ethics (Aristoteles) – the scientific arguments against video games are analysed and evaluated. The opponents of video games focus on the content and graphics of the games (narratological approach). After an extensive presentation of their arguments, it turns out that none remains valid after applying the ethical theories to them. Solely the virtue ethics approach seems to be of help, however not against but in aid of video games. This is dealt with in the second part of the book. Miguel Sicart's work "The Ethics of Computer Games" tries to develop a tangible ethics for computer games. "The Clever Player and the Ethics of Computer Gaming" presents Sicart's theory for the first time in German and re-structures it's content by focussing on the main ingredients of his theory. Sicart's concept does not include any content or graphical aspects. It is a strictly ludological (game studies) approach which focuses on the rules and the system of the games. The three main elements of his theory are: 1. the video game as a moral object, 2. the player as a moral subject and 3. playing video games as a moral act. These three aspects work together. The result is an interaction between the game and the player which also includes the non-playing-subject of the player. A person starts playing a video game and hence becomes the player of this game. He acts according to the rules and uses his previous experience with other games in order to play as properly as possible. This means that he does not cheat, does not use tricks, acts with fair play in multiplayer games etc. Since the player is more than just a player, he also uses his virtues and perspectives from the real world as a player-tool. The player acts morally correct in such an interaction, if he helps the game become an experience rather than a mere object (CD/DVD). Only when a game is experienced on the screen by a player, it becomes a real game as intended by it's designers. And if this game needs a violent on-screen solution for solving a problem, then the player ought to do so. The player which Sicart describes is a "clever player" and not some sort of zombie without thoughts and evaluation of what is happening. The third part of the book analyses Sicart's framework and shows his weakness with the help of a practical example. While the opponents of video games focus on the content and graphics only, Sicart's approach does not include them at all. Therefore, both positions are extreme and Sicart's point of view is re-interpreted into an "Ethics of Computer Gaming", pointing out the active part of his theory. Now it is scientifically possible to prove all arguments against video games following the Winnenden-controversy wrong at one go. The last part of the book goes back to Aristoteles' view on ethics: living a good life means finding the middle ground between extremes. Hence, a complete ethics of computer games needs both approaches: the narratological (graphics and content) and the ludological (rules and game systems). Only when both are combined, a real ethics of computer games is possible. A framework for such a theory is proposed as well as two ideas which can be helpful for further research in this field.

This paper explores the growing concerns with computer science research, and in particular, computer security research and its relationship with the committees that review human subjects research. It offers cases that review boards are likely to confront, and provides a context for appropriate consideration of such research, as issues of bots, clouds, and worms enter the discourse of human subjects review.

By the use of our smart phones, tablets, laptop computers and the Internet, we celebrate and bask in the capabilities that communications technologies permit us. However, with these new capacities come consequences that we can choose to ignore at our own risk, or confront, in order that by intelligibly and ethically tackling them, we may arrive at solutions that either mitigate the unwanted effects, or totally eradicate them. This work examines the contemporary world of computer-based communications technologies with a view of highlighting the impact of adopting an ethical stance of disclosure on privacy. It explores the conditions that influence privacy both online and offline, and the social, economic, political, and moral structures that promote or demote the value of privacy. It applies the disclosive methodology of Philip Brey who structured his idea around shining the light on moral controversies embedded in computer technologies in order to engage their moral opacity intelligibly. To achieve this, disclosive ethics goes through three stages of disclosure, theory and application. Privacy is examined in the context of Google Inc. – a big player in the privacy controversy, whose popularity is internationally widespread. The hope behind this work is to enlighten the mind of the reader about the practices adopted by the big names at the center of the privacy debate and also to join my voice to that of the increasing crowd of people who long for the ethical guidance of our use of technology.

Data and information -- Ethics and law -- Theory -- Research -- Science -- Social science -- Humanities -- Peer review, publication, retraction -- Storage, access, provision -- Intellectual freedom and censorship -- Computer ethics and the internet -- Privacy, security, surveillance -- Law -- Academia and its discontents -- Business -- Medicine -- Architecture and engineering -- Expert systems, robotics, war -- Images, imaging and the imagination.

In this tutorial Dr. Starrett reviews the IEEE Code of Ethics and introduces a case study of an engineer confronted by an ethical dilemma involving a project for the US Coast Guard. DeKort's dilemma is described in detail and Dr. Starrett discusses the turning points in DeKort's handling of the situation. The learner is asked to suggest the best course of action and to cite the relevant principles from the IEEE Code of Ethics

AbstractIntercultural Digital Ethics (IDE) faces the central challenge of how to develop aglobalIDE that can endorse and defend some set of (quasi-) universal ethical norms, principles, frameworks, etc.alongsidesustaining local, culturally variable identities, traditions, practices, norms, and so on. I explicate interpretivepros hen(focal or "towards one") ethical pluralism (EP(ph)) emerging in the late 1990s and into the twenty-first century in response to this general problem and its correlates, including conflicts generated by "computer-mediated colonization" that imposed homogenous values, communication styles, and so on upon "target" peoples and cultures via ICTs as embedding these values in their verydesign. I contrast different kinds of ethical pluralisms as structural apparatus for understanding whatdifferencesmay mean and allow for, as these emerged in the 1990s forwards with EP(ph). As interwoven withphronēsis, a form of reflective judgment and virtue, EP(ph) more radically preserves irreducible differences and so fosters positive engagements across deep cultural differences. I show how EP(ph) emerged in the context of empirical research on "Cultural Attitudes towards Technology and Communication" (CATaC) beginning in 1998, and then in specific applications within Internet Research Ethics (IRE) beginning in 2000. I summarize its main characteristics and trace how it has further been taken up in ICE, IRE, Intercultural Information Ethics, and virtue ethics more broadly. I respond to important criticisms and objections, arguing that EP(ph) thus stands as an important component for a contemporary IDE that seeks an ethicalcosmopolitanismin place of computer-mediated colonization.