1. Chapter 3 Networking

2. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 2 Chapter Overview (1/2) Introduction Email and spam Fighting spam World Wide Web Ethical perspectives on pornography

3. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 3 Chapter Overview (2/2) Censorship Freedom of expression Children and the Web Breaking trust on the Internet Internet addiction

4. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 4 Introduction Networking increases computer’s utility Internet connects millions of computers Powerful computational resource Distributed computing (SETI, Human Genome) Even more powerful communication medium Network utility grows as number of users squared 10 users  90 sender-receiver combinations 100 users  9900 sender-receiver combinations

5. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 5 Email and Spam How email works The spam epidemic Ethical evaluations of spamming

6. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 6 How Email Works Email: Messages embedded in files transferred between computers Email address: Uniquely identifies cyberspace mailbox Messages broken into packets Routers transfer packets from sender’s mail server to receiver’s mail server via intermediate servers (indirect transmission)

7. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 7 The Spam Epidemic (1/3) Spam: Unsolicited, bulk email Amount of email that is spam has increased 8% in 2001 40% in 2003 More than 50% in 2004 Spam is effective More than 100 times cheaper than “junk mail” Profitable even if only 1 in 100,000 buys product

8. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 8 The Spam Epidemic (2/3) How firms get email addresses Opt-in lists Dictionary attacks Net crawlers Spoofing Spammers seek anonymity Change email and IP addresses to disguise sending machine Hijack another system as a spam launch pad

9. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 9 The Spam Epidemic (3/3) Spam blockers Attempt to screen out spam Have led to more picture-based spam AOL blocks 1 billion per day Hard to control as spammers change email addresses easily and frequently

10. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 10 Ethical Evaluations of Spamming Kantian evaluation Act utilitarian evaluation Rule utilitarian evaluation Social contract theory evaluation From all these perspectives, it is wrong to send spam

11. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 11 Ethical Evaluations of Spamming – Kantian Evaluation Assume that I have a great idea for a product or service I send unsolicited email to a large list Some recipients must pay by the message I am treating recipients as a means to the end of selling my product

12. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 12 Ethical Evaluations of Spamming – Act Utilitarian Evaluation I send the email to 100 million people 1 in 100,000 may buy my product Assume that 90% of customers are happy, 10% unhappy We have 99,990,000 unhappy people 9,000 happy customers 1 happy me

13. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 13 Ethical Evaluations of Spamming – Rule Utilitarian Evaluation Use the same scenario as before If everyone were interested, I could not fulfill the orders People may be inclined to drop or change email to prevent spam Usefulness of email decreases

14. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 14 Ethical Evaluations of Spamming Social Contract Theory Evaluation We each have the right to free speech That right does not include the requirement that the rest of us have to listen If email is an invitation to correspond, the sender must identify subject and author

15. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 15 Making Direct Email Moral Evaluating spam from four perspectives each concludes it is unethical Can it be made ethical? Use real address and subject Send only to those who opt in

16. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 16 Fighting Spam Mail Abuse Prevention System Ethical evaluations of blacklisting by MAPS Proposed solutions to the Spam epidemic CAN SPAM Act of 2003

17. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 17 Fighting Spam Mail Abuse Prevention System (MAPS) http://www.mail-abuse.com/ Uses a Realtime Blackhole List (RBL) List of IP addresses that generate or forward spam Use their own guidelines to determine who should be black listed http://www.mail- abuse.com/support/pdf/WP_MAPS_RBL_060104.pd f http://www.mail- abuse.com/support/pdf/WP_MAPS_RBL_060104.pd f

18. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 18 Fighting Spam Proper email guidelines Recipients must have asked to receive email Must provide recipients with simple way to be removed from the list (including at least one non-email communication method) Must remove invalid addresses in a timely manner

19. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 19 Fighting Spam Proper email guidelines Must disclose how recipient addresses will be used, including frequency and subject of future mailings When a violation is suspected MAPS contacts marketer (or ISP) Warns of potential blacklisting

20. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 20 Fighting Spam When a violation is suspected Evaluates response Makes decision Those who have been Blockholed may apply for removal

21. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 21 Fighting Spam Arguments against MAPS It prevents free speech If an entire ISP is blocked, innocent individuals may be blocked

22. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 22 Ethical Evaluations of Publishing Blacklist Social contract theory evaluation Utilitarian evaluation Kantian evaluation

23. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 23 Ethical Evaluations of MAPS Social Contract Theory MAPS presumes email should be of “direct and equal benefit to the sender and the recipient” Negates the argument of having a right to have a message delivered Use of MAPS is by request (and payment) only

24. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 24 Ethical Evaluations of MAPS Utilitarian Evaluation ISP’s benefit - decrease in spam = less network traffic and improved performance ISP’s lose - useful email may be blocked which reduces the value of the net Innocent senders may be harmed Must compare net benefit of senders to net benefit of receivers

25. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 25 Ethical Evaluations of MAPS Kantian Evaluation Goal of RBL is to improve ISP’s behavior Customer’s inconvenience may lead to complaints to ISP and suppression of spammers MAPS is treating customers as a means to an end This violates the Categorical Imperative

26. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 26 Proposed Solutions to Spam Epidemic Require an explicit opt-in of subscribers Require labeling of email advertising Add a cost to every email that is sent Ban unsolicited email

27. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 27 CAN SPAM Act of 2003 Controlling the Assault of Non-Solicited Pornography and Marketing (CAN SPAM) http://frwebgate.access.gpo.gov/cgi- bin/getdoc.cgi?dbname=108_cong_bills&docid=f:s877enr. txt.pdf http://frwebgate.access.gpo.gov/cgi- bin/getdoc.cgi?dbname=108_cong_bills&docid=f:s877enr. txt.pdf Divides business email into three categories Transactional or relational Message header, sender, organization and transmission information must be correct Must not disguise ID of the sending computer

28. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 28 CAN SPAM Act of 2003 Divides business email into three categories Consensual commercial email Must inform recipient of option to be removed from list Must provide internet based removal functional for at least 30 days after the message was sent Must contain postal address of sender Unsolicited email

29. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 29 CAN SPAM Act of 2003 Divides business email into three categories Unsolicited email Must contain “clear and conspicuous” notice that it is an advertisement If sexually explicit, must contain notice in subject line Prohibits dictionary attacks

30. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 30 CAN SPAM Act of 2003 Penalties for violations $250 per message, $2 million max $6 million max for repeat offenders Criminal penalties and jail time up to five years if used to further felonies or repeat offenders Forfeiture of property or equipment used in commission of crime

31. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 31 CAN SPAM Act of 2003 Critics call it the “You CAN SPAM Act” Defines and permits unsolicited email Does not prevent spam at all Opt out not feasible as it confirms the email address and address can be sold to other spammers Weaker than some existing state laws Enforceable only in the US

32. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 32 The World Wide Web Attributes of the Web How we use the Web Too much control or too little?

33. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 33 Attributes of the Web It is decentralized Every Web object has a unique address It is based on the Internet, therefore it is cross platform and accessible to all operating systems

34. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 34 How We Use the Web Shopping Promoting business Learning Exploring our roots Playing games Entering virtual worlds Paying taxes Gambling Blogging Lots more!

35. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 35 Too Much Control or Too Little? Not everyone in world has Internet access Saudi Arabia: centralized control center Blocks pornography, gambling, non-Islamic religious organizations Women’s health and sexuality, gay rights, Middle Eastern politics, ways to circumvent filtering

36. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 36 Too Much Control or Too Little? People’s Republic of China: ISPs sign “self-discipline” agreement Allows many ISP’s Each must agree to voluntarily block politically or morally objectionable web pages Also blocks BBC news, CNN, sites related to Taiwan and Tibet Can affect Hong Kong which routes through PRC

37. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 37 Too Much Control or Too Little? Germany: Forbids access to neo-Nazi sites United States: Repeated efforts to limit access of minors to pornography

38. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 38 Control of the World Wide Web US Children’s Internet Protection Act upheld Argument transcript http://www.supremecourtus.gov/oral_argument s/argument_transcripts/02-361.pdf http://www.supremecourtus.gov/oral_argument s/argument_transcripts/02-361.pdf Opinion http://www.supremecourtus.gov/opinions/02pdf /02-361.pdf http://www.supremecourtus.gov/opinions/02pdf /02-361.pdf

39. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 39 Ethical Perspectives on Pornography US government mandates filtering in public libraries that receive federal funding Should the government restrict access? Pornography is hard to define Book’s definition for this discussion

40. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 40 Ethical Perspectives on Pornography Pornography is immoral Adult pornography is moral Commentary

41. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 41 Pornography Is Immoral Kant Loved person an object of sexual appetite Sexual desire focuses on body, not complete person All sexual gratification outside marriage wrong Model(s) are used as means to an end Used as objects, not persons Violates Categorical Imperative

42. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 42 Pornography if Immoral Utilitarianism Pornography reduces dignity of human life, harming everyone Pornography increases crimes such as rape Pornography reduces sympathy for rape victims Pornography is like pollution that poisons the environment Pornography industry diverts resources from more socially redeeming activities

43. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 43 Adult Pornography Is Moral Presumes viewers and models are consenting adults Utilitarianism Those who produce pornography make money Consumers of pornography derive physical pleasure Pornography is a harmless outlet for exploring sexual fantasies

44. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 44 Commentary Performing utilitarian calculus is difficult How to deal with contradictory “facts” by “experts?” How to quantify harms/benefits, such as harm done to people who find pornography offensive?

45. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 45 Censorship Attempts to suppress or regulate public access to offensive or harmful material Usually exercised by government or religious institutions Printing press allowed wider dissemination of material Made more difficult by divergence of church and state

46. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 46 Censorship Direct censorship Self-censorship Challenges posed by the Internet Ethical perspectives on censorship

47. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 47 Direct Censorship Government monopolization State controls all media No private radio, TV or newspapers Made more difficult by computers and internet Prepublication review Essential to keep secrets Generally accepted for national security Used by totalitarian governments to suppress dissent

48. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 48 Direct Censorship Licensing and registration Used to apportion limited bandwidth Radio, TV frequencies, channels Allows de facto censorship

49. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 49 Self-censorship Most common form of censorship Group decides for itself not to publish Reasons Avoid subsequent persecution Maintain good relations with government officials (sources of information) Ratings systems Movies, TVs, CDs, video games Agreement not to show mature material during prime time

50. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 50 Challenges Posed by the Internet Many-to-many communication Dynamic connections Huge numbers of Web sites Extends beyond national borders, laws Can’t determine age of users

51. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 51 Ethical Perspectives on Censorship Kant opposed censorship Enlightenment thinker “Have courage to use your own reason” Must not rely on others to tell you what is permissible Mill opposed censorship No one is infallible Majority opinion is not necessarily the whole truth Any opinion may contain a kernel of truth Truth revealed in class of ideas Ideas resulting from discourse are more influential

52. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 52 Mill’s Principle of Harm “The only ground on which intervention is justified is to prevent harm to others; the individual’s own good is not a sufficient condition.”

53. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 53 Freedom of Expression History Freedom of expression not an absolute right FCC v. Pacifica Foundation et al.

54. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 54 History De Scandalis Magnatum (England, 1275) Court of Star Chamber 18 th century No prior restraints on publication People could be punished for sedition or libel American states adopted bills of rights including freedom of expression Freedom of expression in 1 st amendment to U.S. Constitution

55. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 55 1 st Amendment to U.S. Constitution Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

56. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 56 Freedom of Expression First Amendment history Libel originally considered if material was harmful, truth was not a defense Guarantees freedom of speech Freedom of the press

57. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 57 Freedom of Expression Not an Absolute Right 1 st Amendment covers political and nonpolitical speech Speech is interpreted to be more than mere words, all expression is protected Right to freedom of expression must be balanced against the public good Various restrictions on freedom of expression exist Libel, slander, lies, perjury, false advertising, personal abuse not allowed

58. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 58 FCC v. Pacifica Foundation et al. George Carlin records “7 Dirty Words” 2 PM, 30 October 1973, after warning listeners, aired by WBAI, New York FCC received complaint, issues declaratory order to Pacifica Pacifica sues FCC for 1 st Amendment violation U.S. Supreme Court ruled FCC did not violate 1 st Amendment (5-4 decision) Broadcast media “uniquely pervasive” Broadcasting uniquely accessible to children

59. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 59 Children and the Web Web filters Child Internet Protection Act Ethical evaluations of CIPA

60. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 60 Web Filters Web filter: software that prevents display of certain Web pages May be installed on an individual PC ISP may provide service for customers Methodologies Maintain “black list” of objectionable sites Examine content for objectionable words/phrases

61. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 61 Child Internet Protection Act Libraries receiving federal networking funds must filter pages containing obscenity or child pornography About 14 million people use public Internet access Adults can ask librarians to remove filters Government argued it is an extension of existing standards

62. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 62 Child Internet Protection Act American Library Association and ACLU argued filters may block acceptable material Asking for filter removal may be embarrassing and disruptive U.S. Supreme Court ruled CIPA did not violate 1 st Amendment guarantees (6-3 decision in June 2003)

63. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 63 Ethical Evaluations of CIPA Kantianism evaluation Individual reason should lead to enlightenment of society Web filters may not be accurate Web sites do not consent to being blocked Treats non-offensive, blocked pages as means to an end

64. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 64 Ethical Evaluations of CIPA Act Utilitarianism Not all children access Internet in libraries, not all bad sites will be blocked Probable that CIPA will result in fewer children being exposed to pornography May block legitimate sites, resulting in less useful research – a harmful consequence

65. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 65 Ethical Evaluations of CIPA Act Utilitarianism Adults may be embarrassed to ask for access Some blocked sites may be associated with minority political views, the blocking of which would be harmful

66. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 66 Ethical Evaluations of CIPA Social Contract Theory Freedom of thought and expression is valued Private viewing of pornography is individual and therefore outside of the social contract Blocking may inhibit free expression of ideas Does not treat adults who depend on library access as free and equal citizens

67. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 67 Breaking Trust on the Internet Identity theft Chat room predators Ethical evaluations of police “sting” operations False information

68. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 68 Identity Theft Identity theft: when a person uses another person’s electronic identity Leading form: credit card fraud (more about this in Chapter 5) Phony emails asking to update information According to FBI, 2/3 of all cases of identity theft begin with email solicitation 2002 – about 75,000 complaints About $40 million in fraud

69. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 69 Chat Room Predators Chat room: supports real-time discussions among many people connected to network Instant messaging and chat rooms replacing telephone for many people Some pedophiles meeting children through chat rooms Police countering with “sting” operations

70. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 70 Ethical Evaluations of Police Sting Operations Is it right to trap pedophiles? Direct effect of catching and convicting Perpetrator is deprived of freedom Public is safer Therefore, net benefit

71. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 71 Ethical Evaluations of Police Sting Operations Indirect effects Deterrence of others Makes chat room participants aware that not everyone is genuine Kantian Evaluation Police need to lie to trap suspect Therefore, sting operation is wrong

72. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 72 Ethical Evaluations of Police Sting Operations Social Contract Theory People should be honest in chat rooms Pedophiles violate this rule Police may entrap otherwise honest person Both involve lying and wrongdoing Therefore, it is wrong

73. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 73 False Information Quality of Web-based information varies widely Web pages and not necessarily correct or honest No review for correctness No pre-publication review Other media also have information of varying quality The New York Times v. The National Enquirer 60 Minutes v. Conspiracy Theory Google attempts to reward quality Ranking uses “voting” algorithm If many links point to a page, Google search engine ranks that page higher

74. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 74 Internet Addiction Is it real? Factors contributing to addictive behavior Ethical evaluation

75. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 75 Is Internet Addiction Real? Some liken compulsive computer use to pathological gambling Traditional definition of addiction: Compulsive use of harmful substance or drug Knowledge of its long-term harm Kimberly Young created test for Internet addiction Her test is controversial

76. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 76 Young’s Test 1. Do you feel preoccupied with the Internet (thin about previous on-line activity or anticipate next on-line session? 2. Do you feel the need to use the Internet with increasing amounts of time in order to achieve satisfaction? 3. Have you repeatedly made unsuccessful efforts to control, cut back or stop Internet use? 4. Do you feel restless, moody, depressed, or irritable when attempting to cut down or stop Internet use?

77. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 77 Young’s Test 5. Do you sty on-line longer than originally intended? 6. Have you jeopardized of risked the loss of significant relationship, job, educational or career opportunity because of the Internet? 7. Have you lied to family members, therapist or others to conceal the extent of your involvement with the Internet? 8. Do you use the Internet as a way of escaping from problems or of relieving a dysphoric mood (e.g. feelings of helplessness, guild, anxiety, depression?

78. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 78 Contributing Factors Social factors Peer groups Situational factors Stress Lack of social support and intimacy Limited opportunities for productive activity Individual factors Tendency to pursue activities to excess Lack of achievement Fear of failure

79. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 79 Ethical Evaluation Enlightenment view Individuals can and should govern their lives People are responsible for their choices Jeffrey Reiman’s view Addict’s behavior makes sense if addict has no hope for a better future Society bears responsibility for putting people in hopeless situations

80. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 80 Questions & Discussion