Ethicsfor the Information Age

SECOND EDITION

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Ethicsfor the

Information AgeSECOND EDITION

Michael J. QuinnOregon State University

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Publisher Greg TobinSenior Acquisitions Editor Michael HirschProduction Supervisor Marilyn LloydEditorial Assistant Lindsey TriebelCover Designer Joyce Cosentino WellsCover Image © 2005 Digital Vision / Pete GardnerMarketing Manager Michelle BrownMarketing Assistant Dana LopreatoProject Management Windfall SoftwareComposition Windfall Software, using ZzTEXTechnical Illustration George NicholsCopyeditor Richard CampProofreaders Jennifer McClain & MaryEllen N. OliverIndexer Ted LauxPrepress and Manufacturing Caroline FellPrinter Courier Stoughton, Inc.

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Library of Congress Cataloging-in-Publication Data

Quinn, Michael J. (Michael Jay)Ethics for the information age / Michael J. Quinn.—2nd ed.

p. cm.Includes bibliographical references and index.ISBN 0-321-37526-2 (alk. paper)

1. Electronic data processing—Moral and ethical aspects. I. Title.QA76.9.M65Q56 2005b174′.90040–dc22

2005023442

Copyright © 2006 by Pearson Education, Inc.

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ISBN 0-321-37526-21 2 3 4 5 6 7 8 9 10—CRS—08 07 06 05

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Brief Contents

Preface xix

1 Catalysts for Change 1An Interview with Douglas Engelbart 51

2 Introduction to Ethics 53An Interview with James Moor 103

3 Networking 107An Interview with Jennifer Preece 153

4 Intellectual Property 155An Interview with Wendy Seltzer 209

5 Privacy 211An Interview with Ann Cavoukian 275

6 Computer and Network Security 279An Interview with Matt Bishop 321

7 Computer Reliability 325

8 Work and Wealth 369An Interview with Jerry Berman 411

9 Professional Ethics 415An Interview with Paul Axtell 455

Index 463

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Contents

Preface xix

1 Catalysts for Change 11.1 Introduction 2

1.2 Milestones in Computing 61.2.1 Mechanical Adding Machines 6

1.2.2 The Analytical Engine 9

1.2.3 Boolean Algebra 10

1.2.4 Zuse’s Z Series 11

1.2.5 Harvard Mark 1 12

1.2.6 Colossus 13

1.2.7 The Atanasoff-Berry Computer 13

1.2.8 ENIAC (Electronic Numerical Integrator and Computer) 13

1.2.9 Small-Scale Experimental Machine 14

1.2.10 First Commercial Computers 15

1.2.11 Transistor 17

1.2.12 Integrated Circuit 18

1.2.13 IBM System/360 19

1.2.14 Microprocessor 20

1.3 Milestones in Networking 221.3.1 Electricity and Electromagnetism 22

1.3.2 Telegraph 23

1.3.3 Telephone 24

1.3.4 Typewriter and Teletype 25

1.3.5 Radio 26

1.3.6 Television 27

1.3.7 Remote Computing 28

1.3.8 ARPANET 28

1.3.9 Email 29

1.3.10 Internet 29

1.3.11 NSFNET 31

1.3.12 Broadband 31

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1.4 Milestones in Information Storage and Retrieval 311.4.1 Codex 31

1.4.2 Gutenberg’s Printing Press 32

1.4.3 Newspapers 32

1.4.4 Hypertext 33

1.4.5 Personal Computers 34

1.4.6 Single-Computer Hypertext Systems 36

1.4.7 Networked Hypertext: World Wide Web 36

1.4.8 Search Engines 38

1.5 Information Technology Issues 39Summary 40Review Questions 42Discussion Questions 46In-Class Exercises 46Further Reading 47References 48

An Interview with Douglas Engelbart 51

2 Introduction to Ethics 532.1 Introduction 53

2.1.1 Defining Terms 54

2.1.2 Four Scenarios 55

2.1.3 Overview of Ethical Theories 59

2.2 Subjective Relativism 602.2.1 The Case for Subjective Relativism 60

2.2.2 The Case against Subjective Relativism 61

2.3 Cultural Relativism 622.3.1 The Case for Cultural Relativism 63

2.3.2 The Case against Cultural Relativism 64

2.4 Divine Command Theory 662.4.1 The Case for the Divine Command Theory 66

2.4.2 The Case against the Divine Command Theory 67

2.5 Kantianism 692.5.1 Good Will and the Categorical Imperative 69

2.5.2 Evaluating a Scenario Using Kantianism 71

2.5.3 The Case for Kantianism 72

2.5.4 The Case against Kantianism 73

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2.6 Act Utilitarianism 742.6.1 Principle of Utility 74

2.6.2 Evaluating a Scenario Using Act Utilitarianism 75

2.6.3 The Case for Act Utilitarianism 76

2.6.4 The Case against Act Utilitarianism 77

2.7 Rule Utilitarianism 792.7.1 Basis of Rule Utilitarianism 79

2.7.2 Evaluating a Scenario Using Rule Utilitarianism 79

2.7.3 The Case for Rule Utilitarianism 80

2.7.4 The Case against Utilitarianism in General 81

2.8 Social Contract Theory 822.8.1 The Social Contract 82

2.8.2 Rawls’s Theory of Justice 84

2.8.3 Evaluating a Scenario Using Social Contract Theory 87

2.8.4 The Case for Social Contract Theory 87

2.8.5 The Case against Social Contract Theory 89

2.9 Comparing Workable Ethical Theories 90

2.10 Morality of Breaking the Law 912.10.1 Social Contract Theory Perspective 91

2.10.2 Kantian Perspective 91

2.10.3 Rule Utilitarian Perspective 92

2.10.4 Act Utilitarian Perspective 93

2.10.5 Conclusion 93

Summary 94Review Questions 95Discussion Questions 97In-class Exercises 98Further Reading 99References 99

An Interview with James Moor 103

3 Networking 1073.1 Introduction 107

3.2 Email and Spam 1093.2.1 How Email Works 109

3.2.2 The Spam Epidemic 111

3.2.3 Ethical Evaluations of Spamming 112

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3.3 Fighting Spam 1153.3.1 Mail Abuse Prevention System 115

3.3.2 Ethical Evaluations of Blacklisting by MAPS 116

3.3.3 Proposed Solutions to the Spam Epidemic 117

3.3.4 CAN SPAM Act of 2003 118

3.3.5 Emergence of “Spim” 120

3.4 The World Wide Web 1203.4.1 Attributes of the Web 120

3.4.2 How We Use the Web 121

3.4.3 Too Much Control or Too Little? 123

3.5 Ethical Perspectives on Pornography 1243.5.1 Analyses Concluding Pornography Is Immoral 124

3.5.2 Analyses Concluding Adult Pornography Is Moral 125

3.5.3 Commentary 125

3.5.4 Summary 125

3.6 Censorship 1263.6.1 Direct Censorship 126

3.6.2 Self-censorship 127

3.6.3 Challenges Posed by the Internet 127

3.6.4 Ethical Perspectives on Censorship 128

3.7 Freedom of Expression 1293.7.1 History 129

3.7.2 Freedom of Expression Not an Absolute Right 130

3.7.3 FCC v. Pacifica Foundation et al 131

3.8 Children and the Web 1323.8.1 Web Filters 132

3.8.2 Child Internet Protection Act 133

3.8.3 Ethical Evaluations of CIPA 133

3.9 Breaking Trust on the Internet 1353.9.1 Identity Theft 135

3.9.2 Chat Room Predators 137

3.9.3 Ethical Evaluations of Police “Sting” Operations 138

3.9.4 False Information 139

3.10 Internet Addiction 1403.10.1 Is Internet Addiction Real? 140

3.10.2 Contributing Factors 142

3.10.3 Ethical Evaluation of Internet Addiction 143

Summary 144Review Questions 145Discussion Questions 146

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In-class Exercises 147Further Reading 148References 148

An Interview with Jennifer Preece 153

4 Intellectual Property 1554.1 Introduction 155

4.2 Intellectual Property Rights 1574.2.1 What is Intellectual Property? 157

4.2.2 Property Rights 157

4.2.3 Extending the Argument to Intellectual Property 159

4.2.4 Benefits of Intellectual Property Protection 161

4.2.5 Limits to Intellectual Property Protection 161

4.3 Protecting Intellectual Property 1634.3.1 Trade Secrets 163

4.3.2 Trademarks and Service Marks 164

4.3.3 Patents 165

4.3.4 Copyrights 165

4.4 Fair Use 1694.4.1 Sony v. Universal City Studios 170

4.4.2 RIAA v. Diamond Multimedia Systems Inc 171

4.4.3 Digital Technology and Fair Use 173

4.5 New Restrictions on Use 1744.5.1 Digital Millennium Copyright Act 174

4.5.2 Digital Rights Management 175

4.5.3 Secure Digital Music Initiative 175

4.5.4 Encrypting DVDs 176

4.5.5 Making CDs Copyproof 177

4.5.6 Criticisms of Digital Rights Management 177

4.6 Peer-to-Peer Networks 1784.6.1 Napster 179

4.6.2 FastTrack 179

4.6.3 BitTorrent 180

4.6.4 RIAA Lawsuits 180

4.6.5 MP3 Spoofing 181

4.6.6 Universities Caught in the Middle 182

4.6.7 MGM v. Grokster 183

4.6.8 Legal Music Services on the Internet 184

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4.7 Protections for Software 1844.7.1 Software Copyrights 185

4.7.2 Violations of Software Copyrights 185

4.7.3 Software Patents 186

4.7.4 Safe Software Development 187

4.8 Open-Source Software 1884.8.1 Consequences of Proprietary Software 188

4.8.2 Open Source Definition 189

4.8.3 Beneficial Consequences of Open-Source Software 189

4.8.4 Examples of Open-Source Software 190

4.8.5 The GNU Project and Linux 191

4.8.6 Impact of Open-Source Software 192

4.8.7 Critique of the Open-Source Software Movement 192

4.9 Legitimacy of Intellectual Property Protection for Software 1934.9.1 Rights-Based Analysis 193

4.9.2 Utilitarian Analysis 194

4.9.3 Conclusion 196

4.10 Creative Commons 196Summary 198Review Questions 202Discussion Questions 203In-class Exercises 204Further Reading 204References 205

An Interview with Wendy Seltzer 209

5 Privacy 2115.1 Introduction 211

5.2 Perspectives on Privacy 2135.2.1 Defining Privacy 213

5.2.2 Harms and Benefits of Privacy 214

5.2.3 Is There a Natural Right to Privacy? 217

5.2.4 Privacy and Trust 220

5.3 Disclosing Information 221

5.4 Public Information 2235.4.1 Rewards or Loyalty Programs 223

5.4.2 Body Scanners 224

5.4.3 Digital Video Recorders 224

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5.4.4 Automobile “Black Boxes” 225

5.4.5 Enhanced 911 Service 225

5.4.6 RFIDs 226

5.4.7 Implanted Chips 227

5.4.8 Cookies 227

5.4.9 Spyware 228

5.5 U.S. Legislation 2285.5.1 Fair Credit Reporting Act 228

5.5.2 The Family Education Rights and Privacy Act 229

5.5.3 Video Privacy Protection Act 229

5.5.4 Financial Services Modernization Act 229

5.5.5 Children’s Online Privacy Protection Act 229

5.5.6 Health Insurance Portability and Accountability Act 230

5.6 Public Records 2305.6.1 Census Records 230

5.6.2 Internal Revenue Service Records 231

5.6.3 FBI National Crime Information Center 2000 231

5.6.4 Privacy Act of 1974 232

5.7 Covert Government Surveillance 2345.7.1 Wiretaps and Bugs 235

5.7.2 Operation Shamrock 237

5.8 U.S. Legislation Authorizing Wiretapping 2385.8.1 Title III 239

5.8.2 Electronic Communications Privacy Act 239

5.8.3 Communications Assistance for Law Enforcement Act 239

5.8.4 USA PATRIOT Act 240

5.9 Data Mining 2445.9.1 Marketplace: Households 246

5.9.2 IRS Audits 246

5.9.3 Syndromic Surveillance System 246

5.9.4 Total Information Awareness 247

5.9.5 Criticisms of the TIA Program 247

5.9.6 Who Should Own Information about a Transaction? 248

5.9.7 Opt-in Versus Opt-out 248

5.9.8 Platform for Privacy Preferences (P3P) 249

5.10 Identity Theft 2495.10.1 Background 249

5.10.2 History and Role of the Social Security Number 251

5.10.3 Debate over a National ID Card 252

5.10.4 The Real ID Act 253

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5.11 Encryption 2545.11.1 Symmetric Encryption 254

5.11.2 Public Key Cryptography 255

5.11.3 Pretty Good Privacy 255

5.11.4 Clipper Chip 258

5.11.5 Effects of U.S. Export Restrictions 258

5.11.6 Digital Cash 259

Summary 262Review Questions 264Discussion Questions 266In-class Exercises 268Further Reading 269References 269

An Interview with Ann Cavoukian 275

6 Computer and Network Security 2796.1 Introduction 279

6.2 Viruses, Worms, and Trojan Horses 2806.2.1 Viruses 280

6.2.2 Worms 283

6.2.3 The Internet Worm 286

6.2.4 Trojan Horses 290

6.2.5 Defensive Measures 291

6.3 Phreaks and Hackers 2926.3.1 Hackers 292

6.3.2 Phone Phreaking 296

6.3.3 The Cuckoo’s Egg 297

6.3.4 Legion of Doom 297

6.3.5 Fry Guy 298

6.3.6 U.S. v. Riggs 299

6.3.7 Steve Jackson Games 300

6.3.8 Retrospective 301

6.3.9 Penalties for Hacking 302

6.3.10 Recent Incidents 303

6.4 Denial-of-Service Attacks 3046.4.1 Attacks that Consume Scarce Resources 304

6.4.2 Defensive Measures 307

6.4.3 Distributed Denial-of-Service Attacks 307

6.4.4 SATAN 308

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6.5 Online Voting 3086.5.1 Motivation for Online Voting 308

6.5.2 Proposals 309

6.5.3 Ethical Evaluation 310

Summary 313Review Questions 314Discussion Questions 315In-Class Exercises 316Further Reading 317References 318

An Interview with Matt Bishop 321

7 Computer Reliability 3257.1 Introduction 325

7.2 Data-Entry or Data-Retrieval Errors 3267.2.1 Disfranchised Voters 326

7.2.2 False Arrests 327

7.2.3 Analysis: Accuracy of NCIC Records 327

7.3 Software and Billing Errors 3287.3.1 Errors Leading to System Malfunctions 328

7.3.2 Errors Leading to System Failures 329

7.3.3 Analysis: E-Retailer Posts Wrong Price, Refuses to Deliver 329

7.4 Notable Software System Failures 3307.4.1 Patriot Missile 331

7.4.2 Ariane 5 332

7.4.3 AT&T Long-Distance Network 333

7.4.4 Robot Missions to Mars 333

7.4.5 Denver International Airport 335

7.5 Therac-25 3367.5.1 Genesis of the Therac-25 337

7.5.2 Chronology of Accidents and AECL Responses 337

7.5.3 Software Errors 340

7.5.4 Post Mortem 342

7.5.5 Moral Responsibility of the Therac-25 Team 343

7.6 Computer Simulations 3447.6.1 Uses of Simulation 344

7.6.2 Validating Simulations 345

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7.7 Software Engineering 3477.7.1 Specification 347

7.7.2 Development 348

7.7.3 Validation 349

7.7.4 Software Quality Is Improving 350

7.8 Software Warranties 3507.8.1 Shrinkwrap Warranties 351

7.8.2 Are Software Warranties Enforceable? 352

7.8.3 Uniform Computer Information Transaction Act 355

7.8.4 Moral Responsibility of Software Manufacturers 357

Summary 359Review Questions 361Discussion Questions 363In-class Exercises 364Further Reading 365References 365

8 Work and Wealth 3698.1 Introduction 369

8.2 Automation and Unemployment 3708.2.1 Automation and Job Destruction 371

8.2.2 Automation and Job Creation 372

8.2.3 Effects of Increase in Productivity 375

8.2.4 Rise of the Robots? 376

8.3 Workplace Changes 3798.3.1 Organizational Changes 379

8.3.2 Telework 381

8.3.3 Temporary Work 383

8.3.4 Monitoring 383

8.3.5 Multinational Teams 384

8.4 Globalization 3858.4.1 Arguments for Globalization 385

8.4.2 Arguments against Globalization 387

8.4.3 Dot-Com Bust Increases IT Sector Unemployment 387

8.4.4 Foreign Workers in the American IT Industry 388

8.4.5 Foreign Competition 389

8.5 The Digital Divide 3898.5.1 Evidence of the Digital Divide 390

8.5.2 Models of Technological Diffusion 391

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8.5.3 Critiques of the Digital Divide 392

8.6 The “Winner-Take-All Society” 3948.6.1 The Winner-Take-All Phenomenon 394

8.6.2 Harmful Effects of Winner-Take-All 395

8.6.3 Reducing Winner-Take-All Effects 397

8.7 Access to Public Colleges 3978.7.1 Effects of Tuition Increases 397

8.7.2 Ethical Analysis 398

Summary 401Review Questions 403Discussion Questions 403In-class Exercises 404Further Reading 406References 406

An Interview with Jerry Berman 411

9 Professional Ethics 4159.1 Introduction 415

9.2 Is Software Engineering a Profession? 4169.2.1 Characteristics of a Profession 416

9.2.2 Certified Public Accountants 417

9.2.3 Software Engineers 418

9.3 Software Engineering Code of Ethics 4199.3.1 Preamble 420

9.3.2 Principles 421

9.4 Analysis of the Code 4289.4.1 Preamble 428

9.4.2 Virtue Ethics 429

9.4.3 Alternative List of Fundamental Principles 432

9.5 Case Studies 4339.5.1 Software Recommendation 434

9.5.2 Child Pornography 435

9.5.3 Anti-Worm 436

9.6 Whistleblowing 4389.6.1 Morton Thiokol/NASA 439

9.6.2 Hughes Aircraft 441

9.6.3 Morality of Whistleblowing 443

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Summary 446Review Questions 448Discussion Questions 449In-class Exercises 450Further Reading 451References 451

An Interview with Paul Axtell 455

Appendix A: Plagiarism 459Consequences of Plagiarism 459Types of Plagiarism 459Guidelines for Citing Sources 460How to Avoid Plagiarism 460Misuse of Sources 460Additional Information 461References 461

Index 463

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Preface

Computers and high-speed communication networks are transforming our world.These technologies have brought us many benefits, but they have also raised many socialand ethical concerns. My view is that we ought to approach every new technology in athoughtful manner, considering not just its short-term benefits, but also how its longterm use will affect our lives. A thoughtful response to information technology requiresa basic understanding of its history, an awareness of current information-technology-related issues, and a familiarity with ethics. I have written Ethics for the Information Agewith these ends in mind.

Ethics for the Information Age is suitable for college students at all levels. The onlyprerequisite is some experience using computers. The book is appropriate for a stand-alone “computers and society” or “computer ethics” course offered by a computer sci-ence, business, or philosophy department. It can also be used as a supplemental textbookin a technical course that devotes some time to social and ethical issues related to com-puting.

As students discuss controversial issues related to information technology, theylearn from each other and improve their critical thinking skills. The provocative dis-cussion questions raised in every chapter, combined with dozens of in-class exercises,provide many opportunities for students to express their viewpoints. They will learnhow to evaluate complex issues and logically defend their conclusions.

WHAT’S NEW IN THE SECOND EDITION

Rapid changes in the field of information technology make the study of ethics in thisarea exciting and challenging. Nearly every day the media report on a new invention,controversy, or court ruling. The Second Edition of Ethics for the Information Age hasbeen updated to include many important developments. Among them are:

. The emergence of the BitTorrent network and how some universities are respondingto the problem to illegal file sharing

. The U.S. Supreme Court decision in the entertainment industry lawsuit againstpeer-to-peer network operators Grokster and StreamCast

. Ramifications of the USA PATRIOT Act and the debate surrounding the renewal ofits most controversial provisions

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. Passage of the Real ID Act, which may result in a de facto national identificationcard for the United States

. The creation of autonomous robots controlled by artificial intelligence

. The emergence of China and India as legitimate competitors in the global informa-tion technology industry

Eight end-of-chapter interviews with leaders from industry and academia have beenadded to provide important new insights and perspectives to the book. Besides beinginformative, these interviews can serve as catalysts for in-class discussions.

Other sections have been added or enhanced in response to requests from readers.A new appendix describes what plagiarism is and how to avoid it. The history of theInternet is now told in greater detail. A new section discusses the problem of Internetaddiction. An extended example illustrates how public key encryption works. Numerousethical analyses have been sharpened. Throughout the book, new references to the latestnews stories and analyses ensure that facts and figures are as up-to-date as possible.

ORGANIZATION OF THE BOOK

The book is divided into nine chapters. Chapter 1 has three objectives: to get the readerthinking about the process of technological change; to present a brief history of com-puting, networking, and information storage and retrieval; and to provide examples ofmoral problems brought about by the introduction of information technology.

Chapter 2 is an introduction to ethics. It presents seven different theories of ethicaldecision-making, weighing the pros and cons of each one. Four of these theories—Kantianism, act utilitarianism, rule utilitarianism, and social contract theory—are themost appropriate “tools” for analyzing moral problems in the remaining chapters.

Chapters 3–8 discuss a wide variety of issues related to the introduction of informa-tion technology into society. I think of these chapters as forming concentric rings arounda particular computer user.

Chapter 3 is the innermost ring, dealing with what can happen when people com-municate over the Internet using the Web, email, and chat rooms. Issues such as theincrease in spam, easy access to pornography, and Internet addiction raise importantquestions related to quality of life, free speech, and censorship.

The next ring, Chapter 4, deals with the creation and exchange of intellectual prop-erty. It discusses intellectual property rights, legal safeguards for intellectual property,the definition of fair use, abuses of peer-to-peer networks, the rise of the open-sourcemovement, and the legitimacy of intellectual property protection for software.

Chapter 5 focuses on privacy. What is privacy exactly? Is there a natural right toprivacy? How do others learn so much about us? The chapter describes the electronictrail that people leave behind when they use cell phones, make credit card purchases,open bank accounts, or apply for loans. Other topics in this chapter include the differ-ence between public information and public records, covert governmental surveillance,

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the USA PATRIOT Act, data mining, identity theft, encryption, and attempts to createanonymous digital cash.

Chapter 6 focuses on the vulnerabilities of networked computers. Students willlearn the difference between a virus, a worm, and a Trojan horse. The chapter chroniclesthe transformation of hacker culture, the emergence of phone phreaks, and the hackercrackdown of 1990. The chapter also discusses denial-of-service attacks, the reliability ofproposed on-line voting systems, and the important role system administrators play inkeeping computers and networks secure.

Computerized system failures have led to lost business, the destruction of property,human suffering, and even death. Chapter 7 describes some notable software systemfailures, including the story of the Therac-25 radiation therapy system. It also discussesthe reliability of computer simulations, the emergence of software engineering as adistinct discipline, the validity of software warranties, and the controversial UniformComputer Information Transaction Act.

Chapter 8 raises a wide variety of issues related to how information technologyhas impacted work and wealth. Topics include workplace monitoring, telecommuting,and globalization. Does automation increase unemployment? Is there a “digital divide”separating society into “haves” and “have nots?” Is information technology widening thegap between rich and poor? Are we systematically excluding the poor from opportunitiesto succeed in our high-tech economy? These are just a few of the important questionsthe chapter addresses.

Chapter 9 is particularly relevant for those readers who plan to become software en-gineers. The chapter presents the Software Engineering Code of Ethics and ProfessionalPractice, followed by an analysis of the code and a list of fundamental principles under-lying it. Several case studies illustrate how to use the code as a tool for the evaluation ofmoral problems related to software engineering. The chapter concludes with an ethicalevaluation of whistle blowing, an extreme example of organizational dissent.

NOTE TO INSTRUCTORS

In December 2001 a joint task force of the IEEE Computer Society and the Associa-tion for Computing Machinery released the final draft of Computing Curricula 2001(www.computer.org/education/cc2001/final). The report recommends that every un-dergraduate computer science degree program incorporate 40 hours of instruction re-lated to social and professional issues related to computing. For those departments thatchoose to dedicate an entire course to these issues, the report provides a model syllabusfor CS 280T, Social and Professional Issues. Ethics for the Information Age covers all ofthe major topics listed in the syllabus. Table 1 shows the mapping between the 10 unitsof CS 280T and the chapters of this book.

The organization of the book makes it easy to adapt to your particular needs. If yoursyllabus does not include the history of information technology, you can easily skip themiddle three sections of Chapter 1 and still expose your students to examples motivating

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Table 1 Mapping between the units of the Social and Professional Issues course inComputing Curricula 2001 and the chapters in this book.

Unit Name Chapter(s)

SP1 History of computing 1

SP2 Social context of computing 1, 3, 8

SP3 Methods and tools of analysis 2–9

SP4 Professional and ethical responsibilities 9

SP5 Risks and liabilities of computer-based systems 7

SP6 Intellectual property 4

SP7 Privacy and civil liberties 5

SP8 Computer crime 3, 5, 6

SP9 Economic issues in computing 8

SP10 Philosophical frameworks 2

the formal study of ethics in Chapter 2. After Chapter 2, you may cover the remainingchapters in any order you choose, because Chapters 3–9 do not depend on each other.

Many departments choose to incorporate discussions of social and ethical issuesthroughout the undergraduate curriculum. The independence of Chapters 3–9 makes itconvenient to use Ethics for the Information Age as a supplementary textbook. You cansimply assign readings from the chapters most closely related to the course topic.

SUPPLEMENTS

The following supplements are available to qualified instructors on Addison-Wesley’sInstructor Resource Center. Please contact your local Addison-Wesley Sales Representa-tive, or visit www.aw.com/irc to access this material.

. An instructor’s manual provides tips for teaching a course in computer ethics. Italso contains answers to all of the review questions.

. A test bank contains more than 250 multiple-choice, fill-in-the-blank, and essayquestions that you can use for quizzes, midterms, and final examinations.

. A set of PowerPoint lecture slides outlines the material covered in every chapter.

FEEDBACK

Ethics for the Information Age cites hundreds of sources and includes dozens of ethicalanalyses. Despite the best efforts of myself and many others, the book is bound to containerrors. I appreciate getting comments (both positive and negative), corrections, and sug-gestions from readers. Please send them to InformationAge@cs.orst.edu or Michael J.Quinn, Oregon State University, School of Electrical Engineering and Computer Sci-ence, Corvallis, OR 97331.

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Preface xxiii

ACKNOWLEDGMENTS

An outstanding team of dedicated professionals at Addison-Wesley and Windfall Soft-ware made the creation of the second edition a pleasure. My editor, Michael Hirsch,enthusiastically backed the project and played a large role in shaping the final product bysuggesting the addition of interviews between the chapters. Editorial Assistant LindseyTriebel edited the interviews and took care of dozens of important details for me. MaiteSuarez-Rivas and Christopher Hu saved me a lot of time by taking over the task of findingimages and gathering the necessary permissions. Marilyn Lloyd ensured the productionprocess went smoothly. Michelle Brown led an effective marketing effort and providedme with regular updates on new adoptions. Copy editor Richard Camp polished myprose and provided many excellent suggestions that made the book easier to read. Proof-readers Jennifer McClain and MaryEllen N. Oliver corrected numerous discrepancies.Paul C. Anagnostopoulos and Jacqui Scarlott produced beautiful camera-ready copy ina short amount of time. I thank them and everyone else who helped produce this edition.

I appreciate the contributions of all who participated in the creation of the firstedition or provided useful suggestions for the second edition: Valerie Anctil, Beth An-derson, Bob Baddeley, George Beekman, Brian Breck, Sherry Clark, Thomas Dietterich,Beverly Fusfield, Peter Harris, Michael Johnson, Pat McCutcheon, Beth Paquin, ShaunaQuinn, Stuart Quinn, Charley Renn, and Susan Hartman Sullivan.

I thank the faculty members who have reviewed the book, supplying many in-sightful reactions and suggestions for improvements: John Clark, University of Col-orado at Denver; Timothy Colburn, University of Minnesota-Duluth; Lorrie Faith Cra-nor, Carnegie Mellon University; Lee D. Cornell, Minnesota State University, Mankato;David Goodall, State University of New York at Albany; Fritz H. Grupe, University ofNevada, Reno; Tamara A. Maddox, George Mason University; Richard D. Manning,Nova Southeastern University; John G. Messerly, University of Texas at Austin; Joe Old-ham, Centre College; Mimi Opkins, California State University, Long Beach; HollyPatterson-McNeill, Lewis-Clark State College; Michael Scanlan, Oregon State Univer-sity; Matthew Stockton, Portland Community College; Leon Tabak, Cornell College;Renee Turban, Arizona State University; John Wright, Juniata College; and MatthewZullo, Wake Technical Community College. I am particularly grateful to my colleagueMichael Scanlan, who helped me refine the philosophical analyses.

Finally, I am indebted to my wife Victoria for her support and encouragement. Youare a wonderful helpmate. Thanks for everything.

Michael J. QuinnCorvallis, Oregon

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We never know how high we areTill we are called to rise;And then, if we are true to plan,Our statures touch the skies.

The heroism we reciteWould be a daily thing,Did not ourselves the cubits warpFor fear to be a king.

—Emily Dickinson, Aspiration

I dedicate this book to my children: Shauna, Brandon, and Courtney.

Know that my love goes with you, wherever your aspirations may lead you.

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