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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 files
4) Thou shalt not use a computer to steal
5) Thou shalt not use a computer to bear false witness
6) Thou shalt not use or copy software for which you have not paid
7) Thou shalt not use other people's computer resources without authorization
8) Thou shalt not appropriate other people's intellectual output
9) Thou shalt think about the social consequences of the program you write
10) Thou shalt use a computer in ways that show consideration and respect

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Which of the Ten Ethical Computing Guidelines do you think students violate most often? 

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Which of the Ten Ethical Computing Guidelines do you think students violate most often? 

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The guideline that I believe students violate the most is number 10: Thou shalt use a computer in ways that show consideration and respect.

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What do you think could be done to reduce or eliminate such unethical behavior?

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What do you think could be done to reduce or eliminate such unethical behavior?

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Unfortunately, there is not much that can be done to prevent this behavior. One precaution that could be taken are monitoring your child's technology usage. Teaching your kids to be respectful and understand that the internet is not a game is the first step in making sure that the next generation is using their computer in ways that show respect and consideration.

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Why do you think these violations occur?

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Why do you think these violations occur?

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Consideration and respect is hard to come past these days. Bullying does not only exist in person. Cyberbullying has become a big issue in a world filled with technology. This makes students less likely to think before they hit send, thus breaking the 10th guideline.

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GUIDE TO LEGAL AND ETHICAL USE OF SOFTWARE

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GUIDE TO LEGAL AND ETHICAL USE OF SOFTWARE

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Using Software: A Guide to the Ethical and Legal Use of Software for Members of the Academic Community

Software enables us to accomplish many different tasks with computers. Unfortunately, in order to get our work done quickly and conveniently, some people make and use unauthorized software copies. The purpose of this guideline is to provide a brief outline of what you legally can and cannot do with software. Hopefully it will help you better understand the implications and restrictions of the U.S. Copyright Law.

Some Relevant Facts

UNAUTHORIZED copying of software is illegal. Copyright law protects software authors
and publishers, just as patent law protects inventors.

UNAUTHORIZED copying of software by individuals can harm the entire academic community. If unauthorized copying proliferates on a campus, the institution may incur legal liability. Also, the institution may find it more difficult to negotiate agreements that would make software more widely and less expensively available to members of the academic community.

UNAUTHORIZED copying and use of software deprives publishers and developers of a fair return for their work, increases prices, reduces the level of future support and enhancements, and can inhibit the development of new software products.

RESPECT for the intellectual work of others has traditionally been essential to the mission of colleges and universities. As members of the academic community, we value the free exchange of ideas. Just as we do not tolerate plagiarism, we do not condone the unauthorized copying of software, including programs, applications, data bases and code.

THEREFORE, we offer the following statement of principle about intellectual property and the legal and ethical use of software.

The EDUCOM Code

Software and Intellectual Rights

Respect for intellectual labor and creativity is vital to academic discourse and enterprise. This principle applies to works of all authors and publishers in all media. It encompasses respect for the right to acknowledgement, right to privacy, and right to determine the form, manner and terms of publication and distribution.

Because electronic information is volatile and easily reproduced, respect for the work and personal expression of others is especially critical in computer environments. Violations of authorial integrity, including plagiarism, invasion of privacy, unauthorized access, and trade secret and copyright violations, may be grounds for sanctions against members of the academic community.

EDUCOM's Educational Uses of Information Technology (EUIT) Program encourages the broadest possible adoption of this statement of principle. The EDUCOM Code is intended for adaptation and use by individuals, and educational institutions at all levels.

Classification of Software

In terms of copyright, there are four broad classifications of software:

The restrictions and limitations regarding each classification are different.

Commercial

COMMERCIAL software represents the majority of software purchased from software
publishers, commercial computer stores, etc. When you buy software, you are actually acquiring a license to use it, not own it. You acquire the license from the company that owns the copyright. The conditions and restrictions of the license agreement vary from program to program and should be read carefully. In general, commercial software licenses stipulate that

Shareware

SHAREWARE software is covered by copyright, as well. When you acquire software under a
shareware arrangement, you are actually acquiring a license to use it, not own it. You acquire the license from the individual or company that owns the copyright. The conditions and restrictions of the license agreement vary from program to program and should be read carefully. The copyright holders for SHAREWARE allow purchasers to make and distribute copies of the software, but demand that if, after testing the software, you adopt it for use, you must pay for it. In general, shareware software licenses stipulate that

Selling software as SHAREWARE is a marketing decision, it does not change the legal requirements with respect to copyright. That means that you can make a single archival copy, but you are obliged to pay for all copies adopted for use.

Freeware

FREEWARE also is covered by copyright and subject to the conditions defined by the holder
of the copyright. The conditions for FREEWARE are in direct opposition to normal copyright restrictions. In general, FREEWARE software licenses stipulate that

That means that you cannot take FREEWARE, modify or extend it, and then sell it as COMMERCIAL or SHAREWARE software.

Public Domain

PUBLIC DOMAIN software comes into being when the original copyright holder explicitly relinquishes all rights to the software. Since under current copyright law, all intellectual works (including software) are protected as soon as they are committed to a medium, for something to be PUBLIC DOMAIN it must be clearly marked as such. Before March 1, 1989, it was assumed that intellectual works were NOT covered by copyright unless the copyright symbol and declaration appeared on the work. With the U.S. adherence to the Berne Convention this presumption has been reversed. Now all works assume copyright protection unless the PUBLIC DOMAIN notification is stated. This means that for PUBLIC DOMAIN software

Questions You May Have About Using Software

What do I need to know about software and the U.S. Copyright Act?

It's really very simple. The Copyright Law recognizes that all intellectual works (programs,
data, pictures, articles, books, etc.) are automatically covered by copyright unless it is explicitly noted to the contrary. That means that the owner of a copyright holds the exclusive right to reproduce and distribute his or her work. For software this means it is illegal to copy or distribute software, or its documentation, without the permission of the copyright holder.

If you have a legal copy of software you are allowed to make a single archival copy of the software for backup purposes. However, the copy can only be used if the original software is destroyed or fails to work. When the original is given away, the backup copy must also be given with the original or destroyed.

If software is not copy-protected, do I have the right to copy it?

Lack of copy-protection does NOT constitute permission to copy software without
authorization of the software copyright owner. "Non-copy-protected" software enables you to make a backup copy. In offering non-copy-protected software to you, the developer or publisher has demonstrated significant trust in your integrity.

May I copy software that is available through facilities on my campus, so that I can use it more conveniently in my own office or room?

Software acquired by colleges and universities is usually covered by licenses. The licenses should clearly state how and where the software may be legally used by members of the relevant campus communities (faculty, staff and students). Such licenses cover software whether installed on stand-alone or networked systems, whether in private offices and rooms, or in public clusters and laboratories. Some institutional licenses permit copying for certain purposes. The license may limit copying, as well. Consult your campus authorities to be sure if you are unsure about the permissible use of a particular software product.

May I loan software?

The 1990 modification to the Copyright Law makes it illegal to "loan, lease or rent
software" for purposes of direct or indirect commercial advantage without the specific permission of the copyright holder. Nonprofit educational institutions are exempted from the 1990 modification, so institutional software may be loaned.

Some licenses may even restrict the use of a copy to a specific machine, even if you own more than one system. In general, licenses usually do NOT allow the software to be installed or resident on more than a single machine, or to run the software simultaneously on two or more machines.

Isn't it legally "fair use" to copy software if the purpose in sharing it is purely educational?

Historically, the Copyright Law was modified to permit certain educational uses
of copyrighted materials without the usual copyright restrictions. However, "fair use" of computer software is still a cloudy issue. The "fair use" amendments to the copyright law are intended to allow educational use of legally protected products, but it is limited (for paper-based products) to small portions of full works. For most software it is clearly
illegal to make and distribute unauthorized, fully-functional copies to class members for their individual use. Making copies of a small section of code from a program in order to illustrate a programming technique might not be a violation. The best alternative is to clear any such use with the copyright owner or consult the appropriate authorities at your institution.

Alternatives to Explore

Software can be expensive. You may think that you cannot afford to purchase certain programs that you need. Site-licensed and bulk-purchased software are legal alternatives that make multiple copies of software more affordable. Many educational institutions negotiate special prices for software used and purchased by faculty, staff, and students. Consult your campus computing office for information. As with other software, site-licensed or bulk-purchased software is still covered by copyright, although the price per copy may be significantly lower than the normal commercial price. A usual condition of site-licensing or bulk-purchasing is that copying and distribution of the software is limited to a central office which must maintain inventories of who received it. When you leave the academic community by graduation, retirement or resignation you may no longer be covered by the institutional agreement and may be required to return or destroy your copies of the software licensed to the institution.

Many colleges sell software through a campus store at "educational discounts." If you purchase software for yourself through such an outlet, the software is yours and need not be destroyed or surrendered when you leave the institution. It is, however, still covered by normal copyright protection and covered by the specific conditions of the licensing agreement.

A Final Note

Restrictions on the use of software are far from uniform. You should check carefully each piece of software and the accompanying documentation yourself. In general, you do not have the right to:

Receive and use unauthorized copies of software, or

Make unauthorized copies of software for others.

If you have questions not answered by this brochure about the proper use and distribution of a software product, seek help from your computing office, the software developer or publisher, or other appropriate authorities at your institution.

This brochure has been produced as a service to the academic community by the Educational Uses of Information Technology Program (EUIT) of EDUCOM and the Information Technology Association of America (ITAA). EDUCOM is a non-profit consortium of colleges and universities committed to the use and management of information technology in higher education. ITAA is an industry association providing issues management and advocacy, public affairs, business-to-business networking, education and other member services to companies which create and market products and
services associated with computers, communications and data.

Although this brochure is copyrighted, you are authorized and encouraged to make and distribute copies of it, in whole or in part, providing the source is acknowledged. Additional copies of this brochure may be purchased by contacting one of the organizations listed below.

EDUCOM
1112 16th Street, NW
Suite 600
Washington, DC 20036
202-872-4200

ITAA
1616 N. Fort Myer Drive
Suite 1300
Arlington, VA 22204
703-284-5355

© January 1993 EDICOM and ITAA

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Guide to Legal and Ethical Use of Software - Washington University in St. Louis

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Software enables us to accomplish many different tasks with computers. Unfortunately, in order to get our work done quickly and conveniently, some people make and use unauthorized software copies. The purpose of this guideline is to provide a brief outline of what you legally can and cannot do with software.

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok

Text messaging and messaging apps on mobile or tablet devices

Instant messaging, direct messaging, and online chatting over the internet

Online forums, chat rooms, and message boards, such as Reddit

Email

Online gaming communities

Special Concerns

With the prevalence of social media and digital forums, comments, photos, posts, and content shared by individuals can often be viewed by strangers as well as acquaintances. The content an individual shares online - both their personal content as well as any negative, mean, or hurtful content - creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future. Cyberbullying can harm the online reputations of everyone involved - not just the person being bullied, but those doing the bullying or participating in it. Cyberbullying has unique concerns in that it can be:

Persistent - Digital devices offer an ability to immediately and continuously communicate 24 hours a day, so it can be difficult for children experiencing cyberbullying to find relief.

Permanent - Most information communicated electronically is permanent and public, if not reported and removed. A negative online reputation, including for those who bully, can impact college admissions, employment, and other areas of life.

Hard to Notice - Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize.

Laws and Sanctions

All states have laws requiring schools to respond to bullying. As cyberbullying has become more prevalent with the use of technology, many states now include cyberbullying, or mention cyberbullying offenses, under these laws. Schools may take action either as required by law, or with local or school policies that allow them to discipline or take other action. Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying.

Frequency of Cyberbullying

There are two sources of federally collected data on youth bullying:

The 2019 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 16 percent of students in grades 9-12 experienced cyberbullying.

The 2021 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that an estimated 15.9% of high school students were electronically bullied in the 12 months prior to the survey.

See also " Frequency of Bullying."

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.

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Why/how you should follow the commandments.

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In "Phaedrus", Plato quotes Socrates as having taught, "The parent or inventor of an art is not always the best judge of the utility or inutility of his own inventions to the users of them." From ubiquitous and intrusive social media to rapidly expanding use of robotics to drive automation, we face the daunting reality of Socrates's claim. Advances in software development, embedded computing, data communication, machine learning, and distributed data analytics has created an abundance of conveniences that seem sprung from the pages of relatively recent science fiction.

But the pace has perhaps been too quick to give us opportunities to estimate future impacts, and when we do, the discussion tends to become polarized and acrimonious. Take, for example, the two very different views offered by Zuckerberg and Musk: the Facebook founder celebrating promised glories of ever-bigger data-driven intelligence, and the Tesla founder fretting fearfully over the rise of the machines. Most likely, the future will reflect both visions. As shapers of the future, our students must recognize that technology reaches far beyond bytes and gates and that they have an obligation to consider possible negative consequences of their work.

So how can aspiring tech innovators evaluate the impacts of their work so that, ultimately, they can decide whether and under what conditions to pursue it?

It is perhaps useful to turn to the relatively new field of Computer Ethics for guidance. I am certainly no expert on this topic, but I am excited to learn more. As with any exploration of ethical issues, we may quickly find ourselves in the weeds, debating the subtleties of the issues that influence a decision. For those of us just starting out, wrestling with how we might even consider the implications of our technical wizardry, a more direct and less nuanced treatment might provide better guidance.

Fortunately, one does exist. The Computer Ethics Institute offers The Ten Commandments of Computer Ethics, a structurally familiar way to identify behaviors that protect people's digital assets and those that endanger them. Here they are:

Simple enough, right? Well, not necessarily. When you create a technology, say an app or a new communications protocol or a new way to encrypt data, you have an additional responsibility, one that involves some amount of imagination. While you might not misuse the technology you have created, can others? Can your audience easily use your technology to break any of these edicts? If so, what controls can you create to make it harder for them to do so, even if that eats into your bottom line?

It can be really hard to picture how people might misuse what you create, especially because you likely see only good in it. To help inspire your imagination, consider the Mozilla Foundation's concept of Internet Health. It describes the state of the network to which we entrust our data in terms of five concepts: Privacy and Security, Openness, Decentralization, Digital Inclusion, and Web Literacy. We can map the ten commandments to these five concepts to demonstrate how they support each one. In turn, we can show that our application obeys those commandments and thus fosters Internet Health.

Privacy and Security: does your innovation keep people's data confidential, verifiably true, and accessible at all times and in all places? Commandments 1, 2, 3, and 4

Openness: does your innovation keep the Internet egalitarian, open to all to contribute and shape? Commandments 1, 2, 3, 5, 8, 9, and 10.

Decentralization: does your innovation avoid handing control over data or services to a central party, even if you would serve as that central party, ensuring instead that people can access data and services through multiple means? Commandments 6 and 7.

Digital Inclusion: does your innovation expand what people can do through online means, offering them additional opportunities to learn, share, and enjoy, without discriminating against certain people or groups? Commandments 1, 4, 5, and 9.

Web Literacy: does your innovation help people gain insights and skills that could help them improve and extend the services you are providing? Commandments 8, 9, and 10.

Clearly, these considerations transcend the technical ones. It is hard to put these on a blueprint or UML class diagram. Instead, these should be part of the use cases and project requirements we develop when we justify doing the project in the first place. Just as people talk today of a Secure Systems Development Lifecycle to ensure that cybersecurity is baked into the design and development processes from the start, we should employ an Ethical Systems Development Lifecycle that aims to ensure that new technology benefits rather than harms citizens' online lives. The Ten Commandments of Computer Ethics and how they support a healthy Internet could serve as a start.

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Following the Ten Commandments of Computer Ethics to Improve Internet Health

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In "Phaedrus", Plato quotes Socrates as having taught, "The parent or inventor of an art is not always the best judge of the utility or inutility of his own inventions to the users of them." From ubiquitous and intrusive social media to rapidly expanding use of robotics to drive automation, we face the daunting reality of Socrates's claim.

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What is Email Spoofing? Spoofing Email Explained