Group 1’s Peer Review of Group 2

Group 1: Luis Salado, JungYoun (Josh) Kwak, Yian (Annie) Cheng, Siddarth Sen

Group 2 proposed a mobile game application in which users are presented with two options of ethical problems; each problem has two pictures that depicts a good and bad aspect of the ethical dilemma and users are asked to pick the dilemma that is more ethical. There are multiple levels to the game in which the scenarios get more complicated and users are presented with a text description of the scenario.

The game proposal is definitely a very creative and reasonable approach to introduce users to ethical dilemmas; using a mobile application especially allows the game to be very accessible and the quick play mode is very useful since people normally just play a game or surf the internet on their phones anyways when they have a short amount of time to waste. The plans for the game were definitely very well thought out as Group 2 created a prototype simulation of the game, making their proposal a lot easier to follow and to imagine fully implemented and on the market for people to download. The game helps people go through decision making process of what is ethical and what is not and is a very effective way of introducing people to ethical dilemmas.

As was brought up in class, there are a few concerns with the logistics of the game that could be clarified further. How are scenarios going to be paired up with one another and through which criteria will they be chosen? You can’t calibrate or quantify ethical dilemmas so it’d be interesting to know how the situations will be paired up. Also who would be the people/company creating the application and the ethical dilemmas? How will you ensure that there will be no conflict of interest or bias so that one situation might be presented in a better light than another to make it seem more ethically dismissible?

Another suggestion is that after choosing one scenario, instead of moving right onto the next pair of pictures, there could be another screen of a brief description of the consequences or effects of each scenario. That way users would not only voice their opinion on what is ethical, but also have the opportunity to learn about the effects of their values and actions and potentially help users either solidify or change their opinions.

The last aspect that could be addressed is how are you going to ensure that users will continue to play this game and use this application after the first few rounds? There isn’t an incentive in place for users to continue to play, unlike other games where users will come back to play because they want to win or to level up.

Cyberwarfare: the “solution” to casualties in war?

November 21, 2013: Stuxnet Evolution: NSA input turned stealth weapon into internet-roaming spyware

First discovered in June 2010, Stuxnet is a computer worm that has officially made cyberwarfare a reality. The primary focus of the malware targeted Siemens Supervisory Control and Data Acquisition (SCADA) systems that were used to control uranium enrichment infrastructures. After infecting the industrial controller systems, Stuxnet sped up uranium enrichment centrifuge rotors while faking control sensor signals so the system doesn’t shut down. The NSA, in collaboration with the Israel Defense Forces, created Stuxnet to target Iran. Symantec released a study of the spread of Stuxnet and found that 58.85% of affected computers were located in Iran followed by 18.22% in Indonesia. Although not the first attack on an industrial system, Stuxnet has received the most attention and has raised the ethical dilemmas of cyberwarfare to the public.

When I first read this article, I was really interested in Stuxnet yet at the same time was extremely conflicted about its application – hacking could bring about a lot of productive, beneficial changes but also like all technology, could be used for harm. I always knew that cyber hacking was occurring and we definitely have the technology and resources to exploit it (as with banking and identity theft) but I never considered it on an international governmental level. Cyberwar will become the new form of warfare, and bring with it new technological ethical dilemmas to add onto the already highly controversial topic of war.

The biggest ethical issues I see with the realization of cyberwar is that this advancement blurs the lines even more of what justifies the start of a war along with which technologies can be used and in what context. Although the concept of a cyberwar is more appealing because it removes the physical human casualties associated with war and the expenses and risks of deploying troops, the same ethical dilemmas are still present. We can attack another nation from thousands of miles away (the same arguments for deploying robots in war) in the safety of our own homes; cyberwar is a lot easier, but the question of whether we should go to war still remains.

International humanitarian laws don’t cover technological cyberspace warfare so how do we justify a war? Is it possible to wage a just cyberwar? Traditionally, we are given moral permission to go to war only in the circumstance of self-defense; war should be considered a horrible last resort but with the introduction of cyberwar, it makes declaring war a lot easier because it gets rid of the physical casualties and subdues a lot of the emotive reactions that comes with war.

There a 4 main aspects of the practice of cyberwarfare that I am most interested by from an ethical perspective:

  1. How should the national military/defense respond to a cyberattack since it doesn’t cause any direct physical harm to people/isn’t a traditional form of aggression? Should we treat a cyberattack like we treat a normal attack? Does it count as a trigger for war when it’s installed and has been set off already, or the act of installing the malware is an attack and we should declare war, or about unsuccessful attempts to install the malware?
  2. How should we reciprocate in our defense? In traditional “just-war” ethics, we retaliate only as much damage in defending as the attacker did in the first place. In the case of cyberwar however, most times the victim can’t assess exactly how much damage was received; should we respond physically? What if the malware spirals out of control and does more collateral damage than was originally intended by the attacker?
  3. Is it right for us to declare war on an entire nation, even though the actions of a cyberattack may just be that of one person? What if we blame the wrong person or can’t figure out who the attacker is?
  4. What role should the engineer play in the development of malware? Is it more acceptable (or dismissable) for an engineer to help in the production of a malware versus a traditional weapon that causes direct physical harm? What responsibilities do engineers have towards the government?

 

Group Ethics Proposal – Luis Salado, Siddarth Sen, JungYeon (Josh) Kwak, Yian (Annie) Cheng

E126: Ethics in Engineering and Business

Fall 2014, 4 units

Lecture: MW 10:00-11:00AM, C220 Cheit Hall

Discussion: F 2:00-4:00PM, C220 Cheit Hall

Course Description

Rarely can we separate ethical questions into either the realm of business ethics or the realm of engineering ethics. Engineers are frequently put in positions that affect business and vice versa. In many instances it is difficult to analyze an ethical issue from a single perspective. This course takes a hands on approach to understanding ethics through the use of case studies and discussions with representatives from industry. In this class we will consider both business ethics and engineering ethics an attempt to create a system of values to help facilitate students in their future endeavors.  Assignments include individual reflections on case studies. Students will be asked to analyze theses case studies from both an engineering and business perspective and make conclusions that try to satisfy both.

Objectives

  • Analyze ethical issues from both a business and engineering viewpoint
  • Understand compromises between business and engineering from an ethical perspective.
  • Practice communication and presentation skills (especially about technical subjects to a nontechnical audience)
  • Be able to identify ethical dilemmas and have a basic familiarity with approaching the problem
  • Recognize and become familiar with different ethical philosophies
  • Reflect upon the current role of ethics in the engineering and business industries and how it is effective or can be changed
  • Differentiate between responsibility to self, society, government

Logistics

  • Piazza will be our main course tool. You will be able to download course materials and announcements.
  • We will go field trip on 11/27. Let me know if you cannot attend on the day. I can provide alternative way to fulfill the requirement.
  • We will use Facebook group to post everything what you need to submit since you guys are on Facebook 24/7.
  • There is no textbook for this class, save the Earth!

Assignments and Evaluation

Participation (35%)

Each student is expected to attend all lectures and discussion unless previously discussed with the instructor. The main purpose of this course is to develop your communication skills; active participation will be required, especially during discussions on Fridays.

Written Essay Responses (20%)

Throughout the school year, we will be watching two films (topic of films to be decided based upon student voting in the beginning of the semester) and a written response reflection will be required for one of the films. (Although not mandatory, you may choose to write a response on the other film as well and the highest grade between the two reflections will be counted) There will also be a written midterm where students will have to reflect upon the differences and similarities (if there are any) between managerial and engineering ethics and whether the two have the same expertise and responsibilities.

Case Study Report (25%)

Students will form a group of 4 students and research an ethical case study of their choice. Each student will analyze the decisions made during the dilemma from both an engineering and business managerial viewpoint and compare and contrast the two. Students will then create a 20 minute presentation discussing their findings and lead a discussion with the class.

Interview Report (20%) 

Near the middle of the course, students will be required to conduct an interview with an industry personnel (preferably one that has a technical background and has transitioned into management or vice versa). A list of questions will be provided to help you start the conversation but it is completely up to you what you want to get out of the interview.

CPA Students

Students who are interested in taking the Certified Public Accounting Examinations upon graduation are required to take 10 units of Ethics Related courses in addition to their Accounting and Business Related Courses. The Haas School of Business currently offers 7 units that count towards your Ethics Related course work, but with this class. Engineering 126 will allow student to fulfill their CPA Ethics requirements within the business school.

9/22 Class Discussion/Debate

Why is it important to hear what other peoples morals are even when you already think its right? Why is it important to voice your opinions and express how you feel about if something is right

It’s important to listen to other people’s morals because we can learn through other’s viewpoints and see if we missed out on anything. We often don’t really think about why we have certain beliefs or how we substantiate them until we discuss them with others and have to prove our own beliefs. Even if I already think something is right, listening to someone else’s morals about why it is right will provide me a more encompassing idea of the topic and perhaps even make me change my views. By voicing out your opinions, you can not only give feedback to others but also receive feedback about your ideas.

Deaho Moon and Yian (Annie) Cheng

Peer Review of Genetic Engineering Spreading Ethics

The idea of genetically modifying humans has been a hotly debated topic for years now, and The Telegraph’s article brings up an interesting point of ethical obligation in this process of rationally designing our fetuses. In the discussion, Mark brought up many good points about how this would essentially take the place of evolution, that it would be the start of a slippery slope, and that a greater disparity in the economic conditions of people would be created.

The comparison between genetically modifying babies and acting as the “hand of god” in place of evolution was very thought provoking as we discussed what it means to be artificial. The argument that genetically modifying organisms goes against natural selection and evolution was examined as the idea was brought up that humans genetically modifying their offspring is part of the natural plan. This concept that maybe being able to genetically choose traits is the natural plan and that we may be going against it is extremely scary and one that can’t be answered. People often intertwine their religious morality and beliefs when debating this question.

Mark did focus on the most relevant issues of where we would stop if we did start genetically modifying our babies and the creation of inherently better children based upon economic advantages but he did not fully explain his emotional reaction to the article. We could also examine more the ethical problems specific to engineering rather than the general ethics and morality of genetically modifying the babies. Mark mentioned that parents would essentially be given the role of engineers to engineer their children. The engineering ethical question of whether we should give people the power to essentially control the future development and evolution of humankind is the one facing us today. Every person has a different understanding of what is right or what is a good characteristic and every culture defines wanted traits differently. Even if we have the technology to genetically change children, do engineers have the right to make it accessible (disregarding economic situations) to everyone to use? We would basically be given the power to change the innate nature of our kids without their consent.

In the past, there have been issues of whether we should genetically modify organisms and recently, there has been an increase in genetically modified plants and foods. In the beginning, there was a huge controversy and commotion rose at the idea of genetically modifying the foods we eat, but I feel that it has died down significantly. Although there are still those who promote natural organic foods, genetically modified foods is not as taboo as it was when first introduced. As Mark pointed out, this is a slippery slope and if we start doing it, maybe genetically modified babies won’t be a big issue either. This could also be drawn to human nature to quickly adapt and to become accustomed to things, and whether that is advantageous or not is still to be determined. Further discussion of how the children would react if they found out when they were older would also be an interesting topic to explore.