1 A proposed methodology for the teaching of Information Technology ethics in schools Andrew Meyenn Wesley College, 577 St Kilda Road Prahran, 3161, 1 Introduction Professor Terry Bynum, from the Southern Connecticut State University, in his keynote address to the Australian Institute of Computer Ethics Conference, held in Melbourne during July 1999, suggested that Norbert Wiener (Bynum, 1999, pp9-10) laid the foundation for the study of computer ethics when he stated the following three questions in 1950;. what will be the social and ethical consequences of introducing ulta-rapid computer machines into society? how can human beings anticipate and cope with the social and ethical consequences of automatisation in ways that serve and preserve human values? what are the special obligations and responsibilities of people who are engaged in automisation and the creation of computeristed automata? Bynum concluded that; In short, everyone must come to terms with a new world. The computer revolution - predicted by Norbert Weiner fifty years ago - is now unfolding world-wide. The information age is emerging - morphing into existence before our eyes. (Bynum 1999, p. 13). There are numerous ethical challenges facing students, teachers and parents as information technology (IT) finds its way into mainstream education and the life experiences of us all. Students moral development now takes place within the context of a rapid increase in the use of IT in schools and in the home. From an early age students, as they explore the use of IT, make decisions and choices that require the application of ethical and moral judgements. This is particularly true as they explore the virtual world of the Internet: a world that is unfamiliar to their parents and many of their teachers. The virtual world or cyberspace of the Internet can be viewed as a distant world where it is not always possible to have a clear understanding of the likely consequences of ones actions. Often decisions concerning the validity of information must be taken in isolation and require a high level of individual responsibility as traditional Copyright ' 2001, Australian Computer Society, Inc. This paper appeared at the 2nd Australian Institute of Computer Ethics Conference, Canberra, Australia, December 2000, J. Weckert, Ed. Conferences in Research and Practice in Information Technology, Vol 1. Reproduction for academic, not-for profit purposes permitted provided this text is included. quality controls over information such as literary classifications, refereed journals and textbooks are absent. Effective supervision and verification of the types and motivations of users is difficult to implement. Recently, a report in The Age ( Paedophile contact,1999) newspaper. Melbourne, Australia, in which a paedophile was able to make physical contact with two young children after initial contact had been made via an Internet chatroom, is a warning sign that we need to be cautious. How then should we try to assist children in developing ethical behaviours that will help guide them in utilising IT? This is the key question addressed by this paper. I will argue that many of our traditional ethical guidelines are still appropriate. However, it is important to actively engage students in reflective activities that require them to work through ethical issues by engaging in activities that stress the importance of considering the consequences of their actions and self regulation. The proposed methodology asks students to explore issues from various view points and develop parallel real world examples of the situations they find when using IT. For example, a lost disk is no different to a lost wallet, if you find a lost wallet or computer disk you should return it and this is what you would expect the person to do who finds the wallet or computer disk. Parallel situations provide a way for students to explore the ethics of a new situation in relation to another more familiar one. The method is based on the parallel space methodology as proposed by Morris (1999) and stresses the importance of exploring both differences and similarities, otherwise, as Johnson (1994) warns, we may by use of analogy focus only on similarities. 1.1 Student scenarios highlighting ethical issues To introduce readers to the challenges that confront students a list of scenarios are shown below, the list is by no means exhaustive. For other examples please refer to Doug Johnson s web site, the address is given in the references. Doug Johnson is the district media supervisor for the public schools of Minnesota and has written widely on the subject of IT ethics in schools. To assist the reader to think about the issues raised by these scenarios consider the following sets of ethical principles and suggested code of ethical practise. After each scenario the ethical principle(s) and ethics commandment implicated are listed in italics.
2 Colero (1997) from the University of British Columbia s Centre for Applied Ethics offers the following as fundamental personal ethical principles: Concern for the well-being of others Respect for the autonomy of others Trustworthiness & honesty Willing compliance with the law (with the exception of civil disobedience) Basic justice; being fair Refusing to take unfair advantage Benevolence: doing good Preventing harm Deborah Johnson s 3 P s principle (Johnson, 1994) Privacy of personal and others information Propriety ownership of personal and others information a(p)proprite use The Computer Ethics Institute has published The Ten Commandments of Computer Ethics. 1. Thou shalt not use a computer to harm other people. 2. Thou shalt not interfere with other people s computer work. 3. Thou shalt not snoop around in other people s computer files. 4. Thou shalt not use a computer to steal. 5. Thou shalt not use a computer to bare false witness. 6. Thou shalt not copy or use proprietary software for which you have not paid. 7. Thou shalt not use other people s computer resources without authorisation or proper compensation. 8. Thou shalt not appropriate other people s intellectual output. 9. Thou shalt think about the social consequences of the program you are writing or system you are designing. 10. Thou shalt always use a computer system in ways that insure consideration and respect for your fellow humans. 1.2 Scenarios 1. A student downloads a shareware game from the Internet. The free trial period is set at 30days after such time a license fee of $30 must be paid. Ethically what should you do after thirty days? (compliance with law, taking unfair advantage, being fair, stealing, Propriety ownership) 2. A student finds a disk on the floor that has no name on it. Should the student open the disk using a computer to try and identify the owner? If the student does, what should the student do if he or she discovers something on the disk that is not expected e.g.: the disk belongs to a teacher and you find it has a pornographic image on it? (trust, fairness, respect autonomy, snooping, and privacy: this is a complex ethical problem) 3. Using a graphics program a student places the head of a teacher onto the body of a nude person and sends the image to a website and tells other students where to view it. On seeing the image the teacher has a severe asthma attack. (respect, basic justice, preventing harm, think of social consequences, privacy, appropriate use) 4. A student collects the addresses of their classmates and without telling them sends the list to a person on the Internet. Junk mail is then sent regularly to all the students on the list. One junk mail contains a message from a racist organisation that lists the students addresses as a group of people who support the views contained in the junk . (respect, preventing harm, thinking of social consequences, privacy) 5. A student enters a computer laboratory area and notices that a computer has been left logged in and the system is still running. The student thinks that it might be funny to send out an using the person s login name to a group of other students and teachers. The message says I support person x, please vote for them at the next election. Person x happens to be a very right wing politician who advocates extreme racial views. (concern for well being, respect, trust, bare false witness, privacy, appropriate use) 6. A student, whilst using the Internet at school, comes across a pornographic site and explores the site for over an hour. When they return home they continue to explore the site by accessing the Internet from their bedroom. (respect for fellow humans, honesty, concern for others, appropriateness of use) 7. A school operates a shared disk storage area. The area is freely accessible via a network and students store games along with a range of other material that is probably not connected with school work. Many students copy games from the area and take them home etc. (respect, trust, compliance with law, not use computer to steal, use of computer resources etc) 8. A student attempts to guess the school s system administrator password and access the administrative system i.e. unauthorised access or hacking. (compliance with law, doing good, respect, trust, snooping) 9. A student copies an essay they find on the Internet and submits the essay as their own. (respect others, basic justice, appropriate others intellectual output One of the immediate reactions to the above scenarios is to simply conclude that it is necessary to closely regulate
3 how students use IT and restrict what information they are able to access. Apart from questions of whether we should monitor and in what ways this could be done, it is extremely difficult to monitor closely the actions of the students listed in the above scenarios. Hence I would argue that we need to encourage users of IT to develop self regulatory ethical attitudes. Many of the ethical problems result from the free and uncensored nature of the Internet. The world is now entering a new censorship debate over the content of the Internet. Australia s Federal Government has recently passed a law, The Broadcasting Services Amendment Bill of 1999, that attempts to censor information available on the Internet. The law is hotly debated and is thought by many to be unworkable and unnecessary. Barry Steinhardt from the American Civil Liberties Union was reported recently in The Age newspaper as saying Australia s new law is the most censorious measure in effect in any democratic nation (Steinhardt, 1999) and that The Internet is a global medium. It is perplexing that an enlightened nation like Australia would want to shut itself off from the rich content of the Internet (Steinhardt, 1999). These are complex issues that have broad implications for society as a whole and are linked to democratic notions of freedom of speech, thought and association. However, further discussion is outside the intended purpose of this paper. How do we guide students to develop self regulatory ethical principles that will enable them to respond in a responsible way to the variety of ethical issues raised above. The difficuty with controlling how IT will devlop and the way it will be used seems to imply that IT users will need to develop high level conceptual understandings about the ethical issues involved. But, as William Damon (1999) who is the director of the Centre of Adolescence at Stanford University has pointed out recently few people reach these abstract levels as described by Kohlberg s six stages of moral development: we tend to rely on rules and some form of enforcement. Damon goes on to state; How does a young person acquire, or not acquire, a moral identity? It is an incremental process, occurring gradually in thousands of small ways: feedback from others; observations of actions by others that either inspire or appall; reflections on one s own experience; cultural influences such as family, school, religious institutions and the mass media. The relative importance of these factors varies from child to child (p. 61). Thus ethical IT education in schools needs to be of a continuous kind. It will be important to allow for reflection and input from others, and use a range of educational formats and settings. 2 A Methodology for Teaching IT Ethics At the AICEC99 conference Professor Walter Maner (1999) of the Bowling Green State University of Ohio provided a comprehensive overview of a range of methodologies that could be used as aids to deciding on an appropriate course of action involving an IT ethical problem. The full range of methodologies are available via the web site shown in the references. The important aspect of the methods reviewed by Maner is the notion of providing a way for users of IT to react to unforeseen problems by working through a series of questions and reflections. As a sample consider the method termed Worksheet for ethical decision making (Maner, 1999, p.8). The steps in this method are listed below. 1. What is the ethical issue or problem? 2. What immediate facts have the most bearing on the ethical decision you must render in this case? 3. Who are the claimants in this issue and in what way are you obliged to each of them? 4. What do you think each of these claimants would prefer that you do regarding this issue? 5. List at least 3 alternative courses of action. 6. Are any of your alternatives supported or rejected by ethical guidelines? 7. Determine a course of action based on your analysis 8. Defend your decision in the form of a letter addressed to your most adamant detractor. Maner points out that this procedure requires an in their shoes or empathy step. I feel that this reciprocal way of thinking is important for children. The Joesphson Institute of Ethics (see references for web address) lists the following three familiar ethical principles that are also relevant to students: Golden Rule: are you treating others as you would want to be treated? Publicity: would you be comfortable if your reasoning and decision were published? Kid-On-Your-Shoulder: would you be comfortable if your children were observing you? In a similar manner Chris MacDonald (1995), a research associate at the university of British Columbia s centre for applied ethics, states that it is important that people ask and answer this question when consider the nature of some form of action; am I comfortable with this decision? He goes on to suggest that these subsidiary questions also need to be asked. If I carry out this decision, would I be comfortable telling my family about it? My clergyman? My mentors? Would I want children to take my behaviour as an example? Is this decision one which is a wise, informed, virtuous person would make? Can I live with this decision?
4 3 Parallel Space Methodology To conclude this general review of methodologies I would like to briefly outline Morris s (1999) parallel spaces methodology. He refers to the real and virtual worlds as parallel worlds. This is a very useful and important notion because it gives us a way to focus on what the similarities and differences are between the two. The virtual world is vastly more familiar to the younger generation than to the older generation. Of concern is the fact that ethical systems that have developed over many centuries may be found wanting in helping the young (and the old) to make decisions about the new situations they may be confronted with in the virtual world. The virtual world seems to introduce an element of distance and secrecy that are different to the real world. To help explore these differences, Morris introduces the idea of externalising an Internet (cyberspace) setting to a real setting and internalising a real space setting to an Internet (cyberspace) setting. He considers the case of a virtual rape and makes the point that from an internalised viewpoint the rape could be viewed as more of a defamatory or humiliation action. In other words, not as bad as a real physical occurrence of rape. He goes on to suggest that we need another level, which is termed staged analogy and interpretation, to enable the externalised and internalised view to be understood. For example, in terms of the virtual rape case, you would image a situation where all parties are together and witness the rape on a stage. In this case the viewers of the rape would be powerless to intervene and the victim would certainly suffer more than just feelings associated with defamation. The steps associated with the parallel space methodology are as follows: 1. identify parties and their interests 2. explain the ethical problem 3. construct an external and internal analogy 4. for each analogy identify the values and outcomes 5. devise a staged analogy to highlight contrasts 6. select an appropriate course of action The advantage of this method is that it requires the comparison of the virtual and real world situations by use of a parallel worlds analogy. This key feature is built in the method to be introduced in the next section. 4 The Proposed Methodology Before outlining and justifying in terms of the preceding discussion a methodology suitable for school use I believe it is important that a school undertakes what I have termed precursor steps. It is important to develop a code of ethical practice that will help guide students and teachers in understanding the rules and regulations as set out in the acceptable usage agreement. A set of principles is outlined below and these are consistent with the those principles outlined in an earlier section of this paper by Colero, Johnson and MacDonald. Additionally, it is important that the school has an effective security system and that users are informed of how it functions and what legal obligations exist. 4.1 Precursor steps Involve staff and students in the development of a code of ethical practice using the principles outlined below that underpins the rules and regulations outlined in an acceptable usage agreement; Ensure staff are aware of the ethical and legal issues associated with the use of IT; Ensure that the security aspects of the schools network are well documented and understood; and Ensure that parents are informed about the above. 4.2 Ethical code principles These principles can be used to word appropriate ethical codes in schools: Respect for the privacy rights of self and others; Respect for ownership of information; Respect software ownership rights; Respect network security arrangements; Respect the need to avoid harming others; Respect the freedoms of others; Respect the need to exercise personal responsibility for appropriate action; Respect laws related to IT use; and Respect the values of trustworthiness and truthfulness The ethical principles are based on the need to balance personal rights and the rights of others in a local and global society. Key word principle is that of mutual respect. In many situations it will be simple to establish that someone has done some thing that is clearly wrong, for example, deleting another persons file and there will be no ethical dilemma as such. In these cases, the methodology can be useful as way to have people experience the wrong doing from another point of view. In other circumstances the situation will be less clear cut in terms of the rights and wrongs and in terms of unforeseen consequences. For instance in scenario number 2 where pornography is found on a disk belonging to a teacher. Pornography in general is not illegal to possess and hence a teacher has rights. A student in such circumstances would be faced with a difficult ethical situation. The steps of the methodology are stated here and expanded upon and justified below: Step 1: Establish who the people involved are and their interests? Step 2: For each person or groups identified in step 1 describe the ethical problem from their point of view.
5 Step 3: Contrast the views of the ethical problem by considering each others point of view. Step 4: Describe the ethical problem in terms of a real life problem that is similar. Step 5: Construct an open situation where all parties are able to see each others actions. Step 6: Select one solution and justify the choice. 4.3 Explanation of the steps of the model The methodology outlined above is based on the parallel space methodology described by Morris and also draws on requiring students to consider what Maners s (1999) described as the in their shoes view point. Step 1: Establish who the people are involved and what are their interests? In the first step the aim is to determine who is involved by answering these three questions: Who is the instigator of the problem Who are the people directly involved Who are the people indirectly implicated This is an obvious first step and one used by all of the methods described by Maner and Morris. However, when dealing with students of all ages it is important to get them to consider the wide picture so that their actions can be placed into the broader perspective. Step 2: For each person or groups identified in step 1 describe the ethical problem from their point of view. In the second step the aim is to determine how each person is affected by the problem situation. This can be done by considering the factors listed here or by applying other relevant ethical principles. Consideration could be given to these factors: Infringement of a persons right to privacy e.g.: As an instigator I have infringed a persons privacy. Infringement of a persons ownership of information Damage to a persons image or standing Government laws, codes of ethics or usage agreements have been broken? A person s trust has been broken? Standards of decency have been infringed? An untruth as been told i.e. someone has lied? Add other ethical principles as required. This step asks the student to apply the ethical principles and relevant laws to the situation under consideration. It also requires the student to be quite detailed and to consider the view point of all people involved, but does not ask them yet to contrast these viewpoints. Step 3: Contrast the views of the ethical problem by considering each others point of view. The aim in this step is to highlight differences and similarities that will arise from comparing the contrasting views. For example, the case of scenario three, which involved the head of a teacher on a nude body on open display, could lead to a situation where the instigator is able to see the action as having invaded personal privacy. And, that actions can have unintended consequences of a severe nature. The step involves the application of Maner s in their shoes rule and of principles suggested by the Joesphson Institue of Ethics such as the golden rule, publicity or kid(parent/friend)-on-my-shoulder and asking of the question raised by MacDonald: is this decision one which a wise person would make will be helpful thinking tools for students to use. Step 4: Describe the ethical problem in terms of a real life problem that is similar. This step is intended to encourage students to translate the IT bound problem to a familiar setting and to explore both the differences and similarities. If the two situations are the same then one should not act differently. For example, are the ethics of the open playground very different from those that should apply to chatrooms? Where differences are exposed further investigation and discussion would be necessary by consideration of appropriate ethical principles. This step is important as we are moving from the cyberworld to the real world and borrowing on Morris s notion of externalising a cyberspace setting into a real setting to assist students to consider ethical actions in terms that are familiar to them from their everyday life. Step 5: Construct an open situation where all parties would be able to see each others actions. This steps requires the students to undertake a simulation of an activity that mirrors the ethics of the situation. In this way for instance the distant nature of the Internet can be investigated. The situation could be a class play, a discussion or a story. It is important to discuss how each party reacts to the ethical situation and to then determine what possible courses of action could be taken to resolve the ethical problem. This step is based closely on Morris s staged analogy. The importance of this step, as Morris suggests, is to have the students explore both similarities and differences between the real life situation and the one involving information technology. As teaching tool in enables students to actively participate and caters also for those students who prefer this mode of learning. Step 6: Select one solution and justify the choice. The final step is to select and justify a course of action. One possible way a school could apply this methodology is to involve all students in an open discussion about the operation of Internet access within the school and attempt to get the students to develop their own code of ethics and set of rules. In this way the students will develop ownership of the situation and not just be required to respond to a set of imposed rules and regulations.
6 Maner points out that it is important that a method requires the formulation of an action and that this action is justified in some way. In terms of students and classroom activity this gives the method a specific end point so that discussion ends in some form of summary activity where the student is asked to justify their chosen course of action in terms of the ethical principles discussed earlier. 5 Conclusion Schools need to be made aware of ethical issues relating to the use of IT. Many of our traditional ethical precepts are still appropriate, however, it may be that the virtual and real worlds pose different ethical problems. The suggested methodology requires schools to develop codes of ethics along with acceptable use agreements and to inform students about the security arrangements and implications for the student of breaching these. The methodology presented asks students to look at issues from different view points and to engage students in simulated activity so that ethical discussions are not left in the theoretical sphere. The use of IT by students provides a rich environment in which they have first hand experience of ethical issues. And it is one we should be able to use to actively engage students in ethical discussion. However, it is important that we do not adopt overly negative and restrictive processes that unduly inhibits the potential of IT to enhance learning. We should aim for a balance and stress the need for ethics and personal responsibility. As Nancy Willard an IT Internet consultant in the US, says; IT is best served by people who value individual freedom, but recognise that individual freedom must be balanced by personal responsibility, respect for others, and concern for the common good (Willard, p.1, 1996). This should be our aim and I hope the methodology outlined above may assist in this endeavor. JOHNSON, D. (1999), Ethical Issues Surrounding Technology Use in Elementary Schools, [on line], available oug.html. JOSEPHSON Institute of Ethics at MACDONALD, C. (1995), A guide to Moral decision making, [on line], available tml. MANER, W. (1999), Heuristic Methods for Computer Ethics, in AICEC99 Conference Proceedings. MANER, W. (1999). personal web site, [on line], available, MORRIS, E. (1999), A cyberspace ethics methodology in The Australian Computer Journal, Vol. 31, No 3. August Paedophile contact via chatroom. (13 th October, 1999). The Age, p. 4. STEINHARDT, B. (1999, October 12th). TheAge: I.T. News, p.4. WILLARD, N. (1996), The Cybernetics Reader, McGraw Hill 6 References BYNUM, T. (1999), The Foundation of Computer Ethics, in AICEC99 conference proceedings. COLERO, L.(1999) A Framework For Universal Principles of Ethics, [on line], available COMPUTER ETHICS INSTITUTE, The Ten Commandments of Computer Ethics, [on line], available, DAMON, W. (1999), The Moral Development of Children, in Scientific American, August. KOHLBERG, L. (1981), The Meaning and Measurement of Moral Development, Clark University, Heinz Werner Institute. JOHNSON, D. (1994), Computer Ethics, 2nd Ed, Prentice-Hall
Topic: Information and Communication Technology use by Students Policy No: 2-B8 Policy Area: Standing Committee: Education Religious Education and Curriculum Committee Originally Released: 2001 Date for
Online Communication Services - TAFE NSW Code of Expected User Behaviour State of NSW, Department of Education and Training, TAFE Customer Support Copies of this document may be made for use in connection
National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools Commonwealth of Australia 2005 ISBN: 0 642 77496 X ISBN: 0 642 77497 8 (online
Computer Ethics 1 Table of Contents Computer ethics is a term used to describe the ethical principles and moral dilemmas that you encounter in today s computer-based society. It makes us think about the
POLICY CI-03 USE OF INFORMATION TECHNOLOGY FACILITIES Document Control Statement This Policy is maintained by the Information Technology Department. Any printed copy may not be up to date and you are advised
Website Terms and Conditions In these terms and conditions, "we", "us" and "our" means Southern Cross Austereo Pty Limited ACN 109 243 110 and its related bodies corporate and any successors or assigns..
Faculty/Staff/Community Mountain Home School District Computer and Network Appropriate Use Policy Mountain Home School District is responsible for securing its network and computer systems against unauthorized
Acceptable Use Policy I. Introduction Each employee, student or non-student user of Greenville County Schools (GCS) information system is expected to be familiar with and follow the expectations and requirements
wwwww The Code of Ethics for Social Work Statement of Principles Copyright British Association of Social Workers Date: January 2012 Author: The Policy, Ethics and Human Rights Committee Contact: Fran McDonnell,
Ethics in Internet Joshi AG Centre for Information and Network Security University of Pune The World Today Communication knows no physical boundaries Interconnected globe humming with electronic transmissions
Social Media Responsible officer: Director Community and Corporate Services Key Result Area: Governance and Decision Making Document type: Policy Reference: 10/01/0004 Approved by: Council Date approved:
UNIVERSITY OF ST ANDREWS EMAIL POLICY November 2005 I Introduction 1. Email is an important method of communication for University business, and carries the same weight as paper-based communications. The
SUPERIOR NORTH CATHOLIC District School Board AR134 ADMINISTRATIVE REGULATION ACCEPTABLE USE OF COMPUTERS & INTERNET/INTRANET TECHNOLOGY BY STUDENTS Students Responsibility Students shall be responsible
I. Overview Network and Internet access is available to students, teachers and staff in the Oneida City School District. The District s goal in providing such services is to promote educational excellence
Chicago State University Computer Usage Policy Introduction This document provides guidelines for appropriate use by students, faculty and staff of computers, and other technological facilities and services
Ethics in the Qualifying Law Degree Welcome, introduction and background to the Law Society s work on legal ethics Tony King Chair The Law Society s Education & Training Committee Keynote address Sir Mark
Effective Values Education: Introduction: An individual s values are formed and informed through the beliefs, history and traditions of their family of origin, their culture, and the society in which they
February 2004 Legal Risks Associated With Email and Internet Use and Abuse by Employees The potential for abuse of email and Internet facilities provided at the workplace is virtually limitless and could
PAYNES SOLICITORS INFORMATION DOCUEMENTS COPYRIGHT 2009 PAYNES SOLICITORS donna@paynes solicitors.com www.paynes solicitors.com INFORMATION SHEET ON LIBEL AND SLANDER Essentially, libel and slander are
Policy and Procedure for Internet Use Summer Youth Program Johnson County Community College This Policy and Procedures for Internet Use booklet has been prepared for Summer Program students with access
Scope Information Services Regulations for the Use of Information Technology (IT) Facilities at the University of Kent 1. These regulations apply to The Law All students registered at the University, all
Policy: Title: Status: ISP-S9 Use of Computers Policy Revised Information Security Policy Documentation STRATEGIC POLICY 1. Introduction 1.1. This information security policy document contains high-level
BASIC BELIEF This policy relates to the use of staff email at Mater Dei and is designed to provide guidelines for individual staff regarding their use. It encourages users to make responsible choices when
Computing and Communication Policy on Acceptable Use of Electronic Resources Summary This policy defines the boundaries of "acceptable use" of electronic resources, including computers, networks, electronic
Penrice Academy Acceptable Use Policy for Mobile Digital Devices including ipads September 2014 Date of Review: May 2015 Introduction Penrice Academy ( The Academy ) may grant a licence to use ipads or
ICT Student Usage Policy Document status Document owner Vice Principal Finance and Resources Document author IT Manager Document type Policy Date of document January 2015 Version number 04 Review requirements
Red Cloud Community Schools Acceptable Use and Internet Safety Policy The Red Cloud Community School system maintains quality technology systems (hardware, software, and services) for the purposes of enhancing
SHELL CARD ONLINE TERMS AND CONDITIONS VERSION: AUGUST 2014 1. SCOPE 1.1 These Terms and Conditions apply to use of the Shell Card Online (SCOL) web programme accessible via www.vivaenergy.com.au, by a
LLB (Hons) Law with Criminology Module Information Year 1 Law of Contract and Problem Solving This module develops students knowledge and understanding of the law of contract. You will study the underlying
Acceptable Use of Information Technology No.: 3501 Category: Information Technology Services Approving Body: Leadership Team Executive Division: Learning and Technology Services Department Responsible:
DIGITAL TECHNOLOGY POLICY St Example s School RATIONALE: At St Example s we provide guidelines to all parents, staff and students on the use of electronic media e-mail, internet, intranet, facsimile, phone
BOBCAT COMPUTING POLICY The overarching policy governing computing and networking at Jones is the Policy on Acceptable Use of Electronic Resources. The policy is reprinted in its entirety below. Faculty,
POLICY TITLE: Computer and Network Services: Acceptable Internet Use Policy POLICY NO: 698 PAGE 1 of 9 GENERAL Internet access is a service provided for students and staff members by this school district.
CAMDEN CITY BOARD OF EDUCATION FILE CODE: File Code 6142.10 Camden, New Jersey Regulation COMPUTERS Individuals shall only use accounts, files, software and computer resources authorized for their use.
1 Terms & Conditions In this section you can find: - Website usage terms and conditions 1, 2, 3 - Website disclaimer -Acceptable internet use policy 1,2,3,4 - Acceptable email use policy 1, 2 - Copyright
COURSE INFORMATION BSB50415 Diploma of Business Administration What is the Australian Qualifications Framework? The Australian Qualifications Framework (AQF) establishes the quality of Australian qualifications.
Niagara County Community College NCCCnet Computer Usage Policy Document: NCCCnet Computer Usage Policy Owner: Chief Information Officer Version: 2.0 NCCCnet Policy Page 1 of 7 NCCCnet Use Policy Introduction:
Advice leaflet Internet and e-mail policies Introduction Electronic communications have revolutionised business communications, although the huge increase in use has taken some organisations by surprise.
32 Government of Newfoundland and Labrador - Education I A School-Wide Approach - Positive Behaviour Supports 2013 Education Teaching Digital Citizenship Digital citizenship can be defined as the norms
Acceptable Use Policy 1. General Interoute reserves the right to modify the Acceptable Use Policy ( AUP ) from time to time. Changes to this Acceptable Use Policy will be notified to Customer in accordance
N A U S T R ALIA Contact details and further information Who's chatting to your kids? A m u s t r e a d f o r p a r e n t s w i t h i n t e r n e t a c c e s s Life threatening emergencies telephone 000
Acceptable Use of Information Technology Policy Date created: January 2006 Updated Review date: April June 2008 Review date: Oct Dec 2009 Introduction VAW provides IT facilities for promoting its charitable
Department: Accounting and Management Information Systems Course No. IU300 Title of Course: Cyberlaw New Course: 10/25/02 I. Catalog Description and Credit Hours of Course: Provides a foundation in law
I, as the Client, declare to have read and accepted the terms and conditions set out below for the use of the network connectivity to the Malta Government Network (MAGNET) provided by the Malta Information
Responsible Use of Technology and Information Resources Introduction: The policies and guidelines outlined in this document apply to the entire Wagner College community: students, faculty, staff, alumni
emobile Bulk Text Services Terms and Conditions of Use These terms and conditions apply to the supply of the emobile Bulk Text service (the "Service") and are in addition to and form part of the emobile
The European psychologist in forensic work and as expert witness Recommendations for an ethical practice 1. Introduction 1.1 These recommendations are made to the EFPPA member associations, advising that
COURSE INFORMATION BSB61015 Advanced Diploma of Leadership and Management What is the Australian Qualifications Framework? The Australian Qualifications Framework (AQF) establishes the quality of Australian
The big data dilemma an inquiry by the House of Commons Select Committee on Science and Technology Evidence from the UK Computing Research Committee Definitive. 1 September 2015 The UK Computing Research
February 4, 2013 Dear Parents/Guardian, Subject: Computer Network and Internet Use Agreement Guidelines Every student will receive a permission form that must be co-signed by parents/guardians and returned
2.10 PUBLIC COMPUTER USE POLICY The Library offers public computers that patrons may use to access the Internet or perform computer-assisted tasks using basic applications software for word processing,
PUBLIC LIBRARIES SOUTH AUSTRALIA Internet Access in Public Libraries Policy, Procedures and Guidelines PLSA Internet Policy 2010.doc Page 1 of 22 Table of Contents Executive Summary... 3 Compliance with
Policy Statement TECHNOLOGY ACCEPTABLE USE POLICY Reason for Policy/Purpose The purpose of this policy is to provide guidelines to the acceptable and ethical behavior that guides use of information and
BOARD OF EDUCATION Cherry Hill, New Jersey POLICY 6142.12 ACCEPTABLE USE OF TECHNOLOGY Introduction The Board of Education encourages the use of technology in the classroom as an educational tool and to
Cis1 Chapter 15 Computer Crime and Ethics 1 Book recommendation: A Gift of Fire Social, Legal, and Ethical Issues in Computing Sara Baase 2 Software Piracy [illegal usage of software] The Industry group
[Example] Social Media Acceptable Use Policy Overview The [agency] recognises that there are legitimate business and personal reasons for using social media at work or using corporate computing resources.
INFORMATION SECURITY POLICY Ratified by RCA Senate, February 2007 Contents Introduction 2 Policy Statement 3 Information Security at RCA 5 Annexes A. Applicable legislation and interpretation 8 B. Most
Game Rules The website www.mafiacontrol.com (hereinafter referred to as Website ) allows you to manage a text-based online multi-player mafia game (the Game ), and to also play Games managed by others.
Introduction Cyber-Rights & Cyber-Liberties (UK) Report on the Intel 1 Pentium 1 III Processor Serial Number Feature Recently Intel have announced that the new Pentium III processor, due for release in
Introduction This web site and the related web sites contained herein (collectively, the Site ) make available information on hotels, resorts, and other transient stay facilities (each a Property ) owned,
6.55 Page 1 of 1 INSTRUCTION Acceptable Use Policy Computer equipment, including access to the Internet, is to be used in a responsible, efficient, ethical and legal manner in accordance with the mission
ONTARIO NURSES ASSOCIATION The Mentor Toolkit Updated ONA is the union representing 60,000 registered nurses and allied health professionals and more than 14,000 nursing students providing care in hospitals,
Guidelines for Preventing and Dealing with Bullying Issues Stapleford School aims to value all its members, to give all the opportunity to learn, act fairly and celebrate differences between individuals.
Terms and Conditions Terms and Conditions for Membership and Use, between Heritage Matrimonials and the Customer, and any Third Party. PLEASE READ THESE TERMS AND CONDITIONS CAREFULLY. BY USING THE HERITAGE
DISCIPLINARY PROCEDURE 1. Purpose and Scope 1.1 The Company s procedure is designed to help and encourage all workers to achieve and maintain standards of conduct, attendance and job performance. The Company
RELIGION AND LIFE ATAR COURSE Year 11 syllabus IMPORTANT INFORMATION This syllabus is effective from 1 January 2015. Users of this syllabus are responsible for checking its currency. Syllabuses are formally
Page 1 of 5 Assessing Online Collaborative Activity on the Warwick MBA by Distance Learning Stuart Sutherland, Warwick Business School This article provides an overview and a brief discussion of the approaches
Website - Terms and Conditions Welcome to our website. If you continue to browse and use this website you are agreeing to comply with and be bound by the following terms and conditions of use, which together
Internet Use Policy and Code of Conduct UNIQUE REF NUMBER: AC/IG/023/V1.1 DOCUMENT STATUS: Agreed by Audit Committee 18 July 2013 DATE ISSUED: July 2013 DATE TO BE REVIEWED: July 2014 1 P age AMENDMENT
Forbes Shire Council Forbes Shire Council Internet Access Policy Policy No IT/001 Date approved 17 August 2006 Authority Information Technology Services Contact Officer Brian Clarke Revision History Version
Extratime Staff, Children and Young People s e safety Policy Introduction Extratime recognises the Internet and other digital technologies provide a vast opportunity for children and young people to learn,
ASSOCIATION OF ACCOUNTING TECHNICIANS Code of Ethics This Code of Ethics is set by the Board of Directors of the Association of Accounting Technicians (AAT) as the minimum standards of ethical behaviour
C H E R O K E E C H R I S TIAN SCHOOLS ( E L E M E N TARY SCHOOL) I N F O R M A TION TECHNOLOGY AND A C C E P TABLE USE POLICY Cherokee Christian Schools (the School ) provides Information Technology (IT)
1 Welcome to RAYNET Cloud CRM! RAYNET Cloud CRM is a web-based service, which is the property of RAYNETCRM, LLC based in 330 S. Pineapple Avenue, Suite 110, Sarasota, Florida 34236. The present terms and
Pretty Clever Consulting, Web Hosting Terms & Conditions Pretty Clever Consulting agrees to provide, and Client agrees to receive, access to the Web Hosting and related Services according to the following
4526 COMPUTER, NETWORK AND INTERNET USE POLICY The Westhampton Beach Board of Education affirms the district's commitment to preparing students for the future. Students need to be technologically literate
Standards of conduct, ethics and performance July 2012 Reprinted July 2012. The content of this booklet remains the same as the previous September 2010 edition. The General Pharmaceutical Council is the
Why culture matters for children s development and wellbeing Contents Diversity in Australia What is cultural diversity? Diversity and belonging How does diversity influence children s mental health? Challenges