1. Alistair D N Edwards http://www-users.cs.york.ac.uk/~alistair Ethics in Student Projects

2. What is ethics?

3. The county next to Thuthex?

4. The moral principles by which a person is guided (OED)

5. What do you think of dwarf tossing?

6. What are values?

7. What are Ethics? Ethics are based on an underlying moral code That code is culturally dependent Different philosophical schools imply different codes of ethics

8. Philosophies Idealism Reality is basically mental, rather than physical Goodness is found in the ideal, on an immaterial level Kant

9. Philosophies Realism Reality is basically material, rather than spiritual Goodness is found by living a life of virtue in harmony with nature Aristotle

10. Philosophies Pragmatism Reality is a process Moral judgements must be based on the results of an action Bentham

11. Philosophies Idealism Realism Pragmatism Existentialism …others Which one do you subscribe to?

12. Philosophies They can each reach a different conclusion in a given ethical dilemma You don’t have to subscribe to any, but you will still have a (personal) position on them You might think of them more as your values

13. Values

14. What are Ethics? Good background introduction to ethics and the underlying philosophies: Barger, R. N. (2008) Computer Ethics: A Case-Based Approach, Cambridge University Press

15. What are Ethics? The legal system reflects the extremes of the moral code Just because something is legal it is not necessarily ethical Examples? Tax avoidance verses tax evasion Phone hacking MPs and expenses

16. What are Ethics? As well as legal codes there are codes of ethics Usually applied by organizations

17. What are Ethics? There are no hard-and-fast rules beyond the law …and even that is subject to judgement Personal judgements Cultural differences Every decision you make has an ethical (values) dimension Nothing I say today can be taken as definitive

18. Ethics in projects 1.Ensuring that the work of the project is carried out according to ethical principles. 2.Having regard for the moral implications of the results of the project.

19. Ensuring that the work of the project is carried out according to ethical principles

20. The basics No plagiarism Not making up results Writing a true account as to what you did Acknowledging assistance (including supervisor) Respecting copyright Using licensed software etc… If in doubt - ask

21. Ensuring that the work of the project is carried out according to ethical principles Regarding any people involved

22. Having regard for the moral implications of the results of the project Not necessarily clear-cut The student has no control over the use of their project results

23. Why ethics in projects? We should all act ethically Students should learn how to work in an ethical manner Projects are an opportunity to demonstrate that they have learned this External bodies like to see evidence that students understand ethics

24. Ethical codes Do no harm

25. ACM Code of Ethics General Moral Imperatives. More Specific Professional Responsibilities. Organizational Leadership Imperatives. Compliance with the Code. Acknowledgments.

26. 1. General moral imperatives 1.1 Contribute to society and human well- being. This principle concerning the quality of life of all people affirms an obligation to protect fundamental human rights and to respect the diversity of all cultures. An essential aim of computing professionals is to minimize negative consequences of computing systems, including threats to health and safety. When designing or implementing systems, computing professionals must attempt to ensure that the products of their efforts will be used in socially responsible ways, will meet social needs, and will avoid harmful effects to health and welfare.

27. 1. General moral imperatives 1.1 Contribute to society and human well- being. This principle concerning the quality of life of all people affirms an obligation to protect fundamental human rights and to respect the diversity of all cultures. An essential aim of computing professionals is to minimize negative consequences of computing systems, including threats to health and safety. When designing or implementing systems, computing professionals must attempt to ensure that the products of their efforts will be used in socially responsible ways, will meet social needs, and will avoid harmful effects to health and welfare.

28. 1. General moral imperatives As an ACM member I will.... 1.1 Contribute to society and human well-being. 1.2 Avoid harm to others. 1.3 Be honest and trustworthy. 1.4 Be fair and take action not to discriminate. 1.5 Honor property rights including copyrights and patent. 1.6 Give proper credit for intellectual property. 1.7 Respect the privacy of others. 1.8 Honor confidentiality.

29. 1. General moral imperatives Is there a student project to which those do not apply?

30. 1. General moral imperatives As an ACM member I will.... 1.1 Contribute to society and human well-being. 1.2 Avoid harm to others. 1.3 Be honest and trustworthy. 1.4 Be fair and take action not to discriminate. 1.5 Honor property rights including copyrights and patent. 1.6 Give proper credit for intellectual property. 1.7 Respect the privacy of others. 1.8 Honor confidentiality.

31. Ethics of research with human participants

32. Very strict guidelines about what you can do with human participants But also an opportunity to consider what you are doing

33. Need to consider ethics at the following 5 stages: 1. Recruitment of participants for studies 2. Briefing of participants when a study starts 3. During study 4. Withdrawal from study 5. Debriefing after study

34. Recruitment Need to inform participants of the nature of what they are being asked to do, the effort involved Should not ask a participant to act against their best interests Should not offer inducements that might cause a participant to act against their best interests e.g. in the learning context, ask people to participate in a study with different versions of a teaching system to evaluate it, knowing that one of those versions is sub- optimal

35. Recruitment Need to inform participants of the nature of what they are being asked to do, the effort involved Should not ask a participant to act against their best interests Should not offer inducements that might cause a participant to act against their best interests e.g. in the learning context, ask people to participate in a study with different versions of a teaching system to evaluate it, knowing that one of those versions is sub- optimal

36. Ethics of medical trials One (randomly-chosen) group is given the active new drug Another is given a placebo Is that unethical? No We don’t yet know that the drug will work It may even be harmful Participants must give informed consent

37. Briefing What you tell the person when they are starting a study Need to create a situation in which they can give informed consent So they must be appropriately briefed - otherwise it doesn’t count as informed consent

38. Participants need to know: how much time how much effort type of task involved how they can withdraw what data will be collected what it will be used for who will have access to it how long it will be kept etc

39. Deception in research Sometimes if participants know what the hypothesis is, it is going to ruin the experiment If I tell people in advance that I’m studying whether the location of the navigation bar affects their performance, they will be self-conscious about their performance, they will take particular note of the location So it is acceptable to withhold certain information as long as it would not be harmful to the participant the deception should be revealed at the end

40. Consent form At the end of briefing session, you ask the participant to give their consent, usually by reading and signing a consent form For questionnaires, you can use ‘implicit consent’, if they have an explanation of what will happen to the data etc and they proceed to the questionnaire they are consenting, otherwise they would just stop http://www-users.cs.york.ac.uk/%7Ealistair/projects/consent.html

41. During the study Participants should not be asked to do things which are dangerous, excessively boring etc Must be allowed suitable breaks for refreshments, rest etc (may be obvious, but you’d be surprised!)

42. Withdrawal from the study It must be clear to participants that they can withdraw from a study at any point without detriment Must treat them politely even if you are very irritated that they are withdrawing Must reimburse them proportionately (might be a bit tricky!)

43. Debriefing after the study Must debrief participants fully Tell them what the study was about, why you collected the data you did, what you are going to do with it As appropriate, you should uncover any deceptions The study should be an interesting and educational experience for the participant

44. Examples Are there ethical objections to the following?

45. Project involving reading private emails Illegal …and therefore unethical for the department to allow it or a student to undertake it

46. Software to assist in animal experiments - Not illegal - Student might have ethical objections - should not be forced to do such a project Student who chooses to do it should provide an ethical statement The greater good?

47. Spam generator Illegal? Immoral Student should not be allowed to do such a project The Department’s ethical responsibility

48. Password-cracker Would require a clear justification/ethics statement Would have to be carried out with care Other attempts to subvert security?

49. Poker bots Not illegal But against the rules of on-line casinos University of Alberta Computer Poker Research Group http://poker.cs.ualberta.ca http://www.guardian.co.uk/technology/2009/f eb/12/online-poker-bots

50. Others which would require careful justification Password cracker Poker bots Card counter Crossword solver Others?

51. Use of the project outcomes Design of a better weapon-aiming system Clear ethical dimension Which the student would have to address Design of a collision-avoidance system for civil aircraft Ethically positive? But what is to stop it being used in military aircraft? Virtual reality and Jaron Lanier

52. Would you object? A proximity warning system for civil aircraft The same system used on military aircraft Used on military aircraft to avoid missiles Used on military aircraft to improve accuracy of their missiles

53. Summary Some projects are clearly unethical – usually illegal ones Some raise ethical questions which the student must be prepared to address Some ethical consequences cannot be anticipated

54. If in doubt Talk to your supervisor If he or she is still in doubt talk to me If I am still in doubt I will refer to the Physical Sciences Ethics Committee

55. There must be a Statement of Ethics

56. Marking the ethics statement Not marking the ethics whether you agree with them Marking the student’s appreciation of the ethical implications

57. Supervision Report

58. Marking form

59. Marks It is up to the marker to what extent they consider the Statement of Ethics in their mark

60. Marks Supervisor says ethical aspects were Important, many and complex Student says there were no ethical questions - Poor mark

61. Marks Supervisor says there were some ethical considerations Student’s Statement of Ethics contradicts the body of the report e.g. No evidence of informed consent - Poor mark

62. Marks Supervisor says there were few ethical considerations Student’s Statement of Ethics says there were few ethical considerations - Good mark

63. Not just a list of assertions Not ‘All personal data were kept securely.’ Rather ‘All personal data were kept securely. They were stored in an encrypted file on a separate USB drive. The password for the file is known only to the student and the supervisor.’

64. Good Statement of Ethics All participants were briefed from the script shown in Appendix A. They then signed a consent form. (A sample blank form is in Appendix B). Their data was stored in an encrypted form, identifiable by participant number only. Only the student and his supervisor have access to that data. The key mapping participant numbers to identities is in the possession of the supervisor.

65. Good Statement of Ethics This is a theoretically-based project. It has been carried out in an ethical manner and there are no significant ethical implications of the outcomes.

66. Help with the statement http://www-users.cs.york.ac.uk/~alistair/Ethics Sample output http://www- users.cs.york.ac.uk/~alistair/Ethics/report.html

67. What do you think of dwarf tossing?

68. References University of York Code of practice and principles for good ethical governance https://www.york.ac.uk/staff/research/governance/policies/et hics-code/ ACM Code of Ethics: http://www.acm.org/about/code-of-ethics British Psychological Society code of conduct: http://www.bps.org.uk/the-society/code-of-conduct/code-of- conduct_home.cfm Ethical Principles for conducting Research with Human Participants http://www.bps.org.uk/document-download-area/document- download$.cfm?file_uuid=F1C8E142-E935-EC00-75FD- 519F1FDDEA5D&ext=pdf BCS Code of Conduct: http://www.bcs.org/server.php?show=nav.6030

69. References Barger, R. N. (2008) Computer Ethics: A Case-Based Approach, Cambridge University Press Silverman, D. (2009) Doing Qualitative Research, Sage (especially Chapter 10)Chapter 10 Spinello, R (2013) Cyberethics: Morality and Law in Cyberspace, Jones and Bartlett Tavani, H T (2007) Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology, Wiley

70. References Consent form http://www-users.cs.york.ac.uk/%7Ealistair/projects/consent.html Ethics questionnaire http://www-users.cs.york.ac.uk/~alistair/Ethics

71. Acknowledgements Helen Petrie helped with the preparation of the section on use of human participants Michael Sandel suggested the dwarf-tossing example Derek Bridge for the joke