Conference Session

Engineering Practice for a Moral World

Collection

2006 Annual Conference & Exposition

Authors

Paul Rossler, Oklahoma State University; Martin High, Oklahoma State University

Tagged Divisions

Engineering Ethics

regulation of attorneys’professional conduct. Additionally, a comparison of legal versus engineering ethics curriculamaterial shows the development of the ethical and professional canons for attorneys relative tothose for engineers. Lastly, the paper offers suggestions to engineering faculty.IntroductionThe general public characterizes lawyers as “greedy, manipulative, and corrupt.”1 Corporatescandals, media-circus court coverage, allegations that frivolous medical malpractice lawsuitsundermine healthcare, and widely-publicized multi-million dollar tort damage awards work tocreate this perception.2 Additionally, the adversary process employed in the legal system oftenworks to ensure that at most half of the parties involved in any legal dispute are

Conference Session

Ethics Integration in the Engineering Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Jennifer Mullin, Virginia Tech

Tagged Divisions

Engineering Ethics

engaged in learning ethics material. Parts of these changes are attributedto an NSF supported department-level reform (DLR) project. Traditionally, ethics instruction inthe course included reading assignments and video presentations. However, this year, apresentation assignment was developed for the course’s 32-seat workshops. Groups of 3 to 6students were assigned one of eight recent topics: 1) levee construction in New Orleans2) looting and government response in New Orleans 3) debris removal in New Orleans4) contamination issues in New Orleans 5) rebuilding New Orleans 6) Asian tsunami ofDecember 2004 7) San Francisco and earthquake preparedness and 8) Galveston and hurricanes.For each topic, groups were given instructions regarding subjects

Conference Session

Engineering and Poverty

Collection

2007 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Engineering Ethics

the plight and the future of polar bears. IntroductionA new approach to engineering ethics, one based on the notion of a morally deep world,has been developed and reported.1 The morally deep world was first developed within thecontext of environmental ethics. A key element in its development in environmentalethics is the identification of an integral community. The present work makes the case forextending the identified integral community to include not only the environment but alsoother segments of society which have not been included in engineering ethics cases in thepast. Prior to examining a case study in which the morally deep code will be utilized, abrief review of the philosophical underpinnings of

Conference Session

Ethical Responsibilities of Engineers in the World of Corporate Business / Engineering and Poverty

Collection

2007 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Engineering Ethics

? According to the most recent estimates, six billion people now exist and Page 12.616.2seven billion are expected by the year 2006, nearly eleven billion by 2045.Over 79 percent of humankind lives in the immense and poor southern hemisphere; onebillion people live in the state of absolute poverty; over three billion do not have enough toeat, sixty million die of hunger every year; and fourteen million young people die each yearas a result of hunger-caused diseases.1 There is practically no consensus view on how todeal with the poverty issue. The United Nations has challenged the world’s wealthycountries to earmark 0.7 percent of each nation’s Gross

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

Engineering Ethics

professional code cannot be developed before the personal code. The question thenremains, how do Engineering curriculums develop appropriate learning experiences tofacilitate the development of personal codes that will positively impact the professionalcode?The Call for Ethics Education for American ProfessionalsHistorically, Dewey believed that moral education could not be divorced from the schoolcurriculum. Rather, it should be delivered through all of the “agencies, instrumentalities,and materials of school life”.1 Ryan suggested that “the morals, values and ethics wewant students to learn should be identified by adults and taught by matching the topic andlevel of intensity to the students’ developmental level”.10 Direct teaching of these pre

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

aweek from the federal government alone–3 totaling some 250 million units annually.1 Whilesome are technologically obsolete, most are not. They are, however, psychologically obsolete, asthe life of a PC has deceased from five years in 1997 to two currently.4 About 70% of old PCslanguish in basements and attics, collecting dust;5 some 60 million lie in municipal landfills.1Less than 10% are recycled,6 and, of those, most are destined for disassembly in third worldcountries. In fact, about 80% of “recycling” efforts in the US consist of exporting e-wasteabroad.7 Exporting old PCs has resulted in environmental degradation and public health risks inthe recipient countries.Health HazardsA computer sitting on a desk poses no health risk. However, a

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brittney Hope Jimerson, North Carolina A&T State University ; Eui Hyun Park, North Carolina A&T State University; Vinod K Lohani, Virginia Tech; Steven M. Culver, Virginia Tech

Tagged Divisions

Engineering Ethics

ethic instructioncoverage, an interdisciplinary faculty group received a grant from the National ScienceFoundation (NSF) to help achieve this objective. This paper will discuss two main objectives: 1.Understand and evaluate the results of a college-wide survey administered to gauge theperceptions of undergraduate and graduate engineering students regarding their current ethicsinstruction. 2. Identify areas in the ethics curriculum that might need to be strengthened, andsuggest a more informative way of enhancing ethics instruction at NC A&T.2. The Need for Ethics Instruction in EngineeringOver the years, Universities have shown concern about raising the ethical knowledge of studentsby finding ways to influencing their ethical reasoning. In

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jodi Reeves, National University; Larysa Nadolny, Iowa State University

Tagged Divisions

Engineering Ethics

activity in two engineering Page 23.547.2management courses in two different course delivery formats.SciEthics Interactive Project DesignTo simulate a real-life industrial situation, we built a hypothetical company TransGen that isproducing genetically modified (i.e. transgenic) salmon. The students join the company as a newemployee on their first day of work and are provided one of three roles in the virtual world: 1)scientist, 2) activist, or 3) government regulations agency member. Through an instructionalhandout, the students are introduced to the challenge ahead. Your report is a very important part of your job as a researcher/activist

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

Applications of Engineering Ethics Education: A Systematic Literature ReviewIntroduction Engineering education plays a crucial role in leading students to develop thecompetencies needed to succeed in a global world .1 Engineering educators now seek to helpstudents foster a “global perspective” in order to thrive in the global environment2, yet theirfocus has a tendency to be on the economic incentives of so doing.3,4 Dewey stated long ago, “Ifever we are to be governed by intelligence, not by things and by words, science (andengineering, I add) must have something to say about what we do, and not merely about how wemay do it most easily and economically”.5 Ethics education is one arena for such discourse.The contemporary

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jason Borenstein, Georgia Institute of Technology; Robert J Butera, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

funding source.This paper outlines the strategy used to ensure that these students receive RCR trainingand seeks to highlight the challenges associated with implementing this training on acampus-wide scale at Georgia Tech. The aforementioned policy has both an online andan in-person component. For the purposes of this paper, the focus will be on the in-personportion. The policy is eventually supposed to grow to cover master’s students as well butthat process will not be discussed here.Federal policies and RCRSince 1989, NIH has required RCR education for trainees who are funded through certaincategories of its grants.[1] In 2009, NIH made several key modifications to its RCRpolicy. Included among the changes is that NIH now states that “online

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University

Tagged Divisions

Engineering Ethics

in need ofstrengthening. As a profession, engineering recognizes the importance of ethical behavior, citingit as the first obligation of a newly graduated engineering student,1 and as the final canon of theNSPE Code of Ethics.2 Given this recognition, engineers should take a leading role in serving asa positive role model for the ethical behavior expected within a healthy society. Engineeringeducators play a key role in developing engineers who see this role as a key aspect of theirprofessional responsibility. By ensuring that engineering ethics becomes an increasinglyimportant component of engineering education, educators can model the way to instill thesebehaviors in professional practice

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

provide experiences and resources that can supportfaculty members in incorporating more ethical discussions and decision makingexperiences in their engineering classes. Readers are encouraged to participate in theonline forums described here. Page 23.794.5References[1] Center for the Study of Ethics in Society. 1992. Teaching engineering ethics: a case study approach. Pritchard, M., editor. http://ethics.tamu.edu/NSFReport.aspx. Accessed January 6, 2013.[2] Davis, M. 1999. Teaching ethics across the engineering curriculum. Presented at the OEC International Conference on Ethics in Engineering and Computer Science, March 1999. Available at

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Scott D Gelfand, Oklahoma State University, Department of Philosophy; Ronald Steve Harrist Ph.D., Oklahoma State University; Shelia M. Kennison, Oklahoma State University

Tagged Divisions

Engineering Ethics

with common, everyday ethicalchallenges. We suggest that students would profit immensely from learning why (otherwise)well-intentioned people fail to live up to their own moral commitments and/or the ethicalrequirements of their professions. And after teaching students about this last, we believe studentsshould be provided a set of tools, an ethical toolbox if you will, they can use to decrease thelikelihood that they will make ethical errors in the future. Most (perhaps all) professional ethicsclasses and textbooks neglect to provide students with these tools.1# (Note: We do not claim thatlearning ethical theory is unnecessary or ought to be eliminated. In fact, we believe ethical theoryis important. However, learning about ethical theory

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Beth Stutzmann, RLC- Research Learning Community, Southern Polytechnic State University; Margaret Loraine Lowder, Southern Polytechnic State University; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern Polytechnic State University; Craig A. Chin, Southern Polytechnic State University

Tagged Divisions

Engineering Ethics

and other assessments. They also indicate some of the techniques their peers use insupervised (e.g. tests, quizzes, exams etc.) and un-supervised (e.g. homework, projects, labreports, online environment etc.) assessments. The survey also reveals whether students are morelikely to cheat in the major required courses or non-major elective courses etc. Some of thetechniques that deter students from cheating are also discussed.Literature Review:Academic misconduct has long been a problem on college campuses in the United States.Studies across the nation have consistently shown that a majority of undergraduate studentsacross various disciplines engage in some form of academic misconduct during their collegecareer [1, 2, 3, and 4].Various

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

the universities remain instruments of monetized economic growth.” - “The institutional autonomy and academic freedom, which have enabled universities and faculty to advance learning and disseminate knowledge as a public good in itself , is correspondingly selected against and abolished”1 The MME might describe in many ways how a sector of professionals within academiaand private companies might want to drive the university mission. There is little doubt amongprofessors that having the input of the private sector is a valuable tool for designing ourcurriculum. Also, there is little doubt that research shared between the private sector andacademia can give valuable input knowledge and skills needed to fine tune

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David K. Ware; David J. Ahlgren, Trinity College; Harvey F. Silverman, Brown University

Tagged Divisions

Engineering Ethics

value and effectiveness of the ethics lectures. The surveyquestions asked students to recall the lecture, to consider the lecture’s effect on their ability tomake ethical choices, and to rate the value of the ethics lecture on their engineering education.Approximately 80% of those surveyed considered ethics to be a generally important topic to becovered in their college education, and 74% found this particular lecture to have been helpful formaking ethical choices.Making the Case for an Ethics LectureThere is an apparent consensus among the business world, educators, accrediting authorities andagencies for scientific advancement [1] that colleges and universities should address ethics aspart of undergraduate and graduate engineering curricula

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank E Falcone, Villanova University; Edward F. Glynn P.E., Villanova University; Mark Edward Graham, Villanova University; Mark Doorley Ph.D., Villanova University

Tagged Divisions

Engineering Ethics

on your current knowledge of ethics, do you feel qualified to discuss this issue with your students in class?  If yes, would you use this case study in class?These case studies were specifically selected such that the answer to the first question is notobvious and, therefore, the specific case study is subject to discussion. The thought process herewas to select case studies that support a subtle purpose of the survey which was to convince thefaculty that many critical cases in engineering ethics do not have obvious answers. Perhaps theambiguity of the case studies selected led to the results obtained.The results of the survey are summarized in Table 1

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

was unbelievable. I couldn’t believe what Iwas seeing, but I was seeing it and hearing it.” Others in the room simply uttered “one wordexpletives.”43The collapse occurred in a stadium devoid of spectators and only occupied by some 40steelworkers. Due to the workman’s keen observation of the buckle, all were safely evacuated;the only fatality was the structure itself. Even the workers’ mascot, a cat, emerged unscathedfrom the rubble.43 Damages were estimated at $500,000 to $1 million.40Structural failure analyst Ken Carper, from Washington State University, attributes the collapsenot to the design but rather a poor decision to remove temporary stabilizing cables that preventedthe roof from twisting. Because final stabilizing features were not

Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Roger Painter P.E., Tennessee State University

Tagged Divisions

Engineering Ethics

impact of engineering solutions in a global and societal context."And, Criterion 4 requires that program graduates have design experience…that includes most ofthe following considerations: economic, environmental, sustainability, manufacturability, ethical,health and safety, social, and political" 1, 2. Notwithstanding ABET requirements, a recentsurvey indicates that 80% of engineering graduates attend schools that have no ethics-relatedcourse requirements. Even at schools that have courses with ethics-related content, the coursesare usually in philosophy or religion and have no specific engineering ethics component 3.Notwithstanding these deficiencies, the American Society for Engineering Education’s (ASEE)Statement on Engineering Ethics

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

2011 include oChinchilla, Rigoberto, Harris, Harold, Facial Recognition System Screening Evaluation Methodology for Complexion Biases: Proceedings of the 2011 American Society for Engineering Education ASEE, Conference. Vancouver Canada, June 26-Jun30 2011 oChinchilla, Rigoberto, S. Guccione, J. Tillman, Wind Power Technologies in the United States: A Tech- nical Comparison between Vertical and Horizontal Axis Wind Turbines: Journal Of Industrial Technology Volume 27, Number 1 - January 2011 through March 2011 Dr. Chinchilla can be reached at rchinchilla@eiu.edu. Page 25.583.1 c

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A. Burgess, National Institute for Engineering Ethics

Tagged Divisions

Engineering Ethics

disciplines, the challenge of engineering ethics isto offer content that is both useful to practitioners and genuinely substantive (i.e. moves beyondglossy generalizations about the importance of honesty, non-malfeasance, etc.). Additionally,engineering ethics education, it is hoped, will make students 1) less likely to engage in academicdishonesty 2) more likely to succeed on the ethics portion of the F.E. and 3) more aware of theobligations and issues they are likely to face in engineering practice. While each of theseadditional desiderata is important, the last is arguably the most important. It can also be the mostpedagogically challenging.In this paper, we will explore the challenges posed by the third goal above in the context of anassignment

Conference Session

Panel: A Conversation About Ethics Education and Resources

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Taft H. Broome Jr., Howard University; Legand L. Burge Jr., Tuskegee University; Rachelle Hollander, National Academy of Engineering; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

integrateethics into engineering programs, mainstream engineering faculty members still resistengineering ethics. Sometimes engineering programs outsource the teaching of engineeringethics to departments of philosophy or of technology and society.Why do engineering faculty members fail to embrace the teaching engineering ethics? I propose Page 25.585.7that they suffer from three mistaken beliefs.Mistaken Belief #1: Expertise is necessary for teaching a subject. Most faculty membersbelieve that college teaching consists of transferring information from experts to students;consequently, subjects should be taught by experts. In particular, as profession

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Islam H. El-adaway, Mississippi State University; Marianne M. Jennings, Arizona State University

Tagged Divisions

Engineering Ethics

-authorship status. Fourth, the authorsanalyze the ethical issues governing status of authorship. Fifth, the authors propose a frameworkfor defining and refining co-authorship guidelines through analysis and evaluation.2. Types of AuthorshipWork to date has established types of co-author relationships that range from the classic exampleof partners in research such as Watson and Crick to department heads adding their name to allworks that originate in their departments.The Gift or Honorary AuthorshipIn this type of arrangement, those authors who have done the actual design, conduct, and writingof the research decide to bestow co-author status on someone who has had little or no affiliationwith the project [1]. This is a form of honorary authorship

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu, St.Joseph’s College; Mehmet Cetin, Temple University

Tagged Divisions

Engineering Ethics

% higher than those of thecontrol group.In this study the value of teaching ethics is documented. The improvements in grade andpersonal survey results indicate that this class provided the students with 1) valuable insight intothe ethical problems they will encounter as professionals and 2) a framework for making ethicaldecisions.The “Interrupted Case Method” represents much of the work conducted in engineering practiceby encouraging students to refine their thoughts and processes as additional data is received.Twelve case studies involving problems that are commonly faced in engineering practice weretaught in the course. The students received the data in four steps, one steps every three weeks.This “interrupted case method” gave the students

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather E. Canary, University of Utah; Joseph R. Herkert, Arizona State University; Karin Ellison, Arizona State University; Jameson M. Wetmore, Arizona State University

Tagged Divisions

Engineering Ethics

Education for Scientists and Engineers: Developing and Assessing Instructional Models 1AbstractWhile the government and the public look to universities to educate students in research ethics,those who teach ethics to science and engineering graduate students still struggle to find the mosteffective models for ensuring that their students internalize professional values and make thempart of their scientific and technical practices. (1) This paper will report on a four year researchproject to develop and assess four different instructional models that introduce and educatescience and engineering graduate students to the micro- and macroethical issues in their work.Efforts at

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ahmed S. Khan, DeVry University, DuPage; Aram Agajanian, DeVry University, Chicago

Tagged Divisions

Engineering Ethics

nanotechnology encompass so many fundamental areas such as ethics, privacy, environment, and security. This paper describes the teaching approaches used to teach the ethical and social implications of nanotechnology in a “Science, Technology and Society (STS)” capstone course at DeVry University, Addison, Illinois. There are essentially four objectives to this course: (1) developing a strong understanding of local and global forces and issues which affect people and societies, (2) guiding local/global societies to appropriate use of technology, (3) alerting societies to technological risks and failures, and (4) developing informed and encompassing

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Joseph Frey, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel J. Castro-Sitiriche, University of Puerto Rico, Mayagüez; Fatima Zevallos, University of Puerto Rico, Mayagüez; Denisse Echevarria, University of Puerto Rico, Mayagüez

Tagged Divisions

Engineering Ethics

identified with groups such as Engineers WithoutBorders, Engineers for a Sustainable World and the IEEE Society for Social Implications ofTechnology.Recent work has examined this “engineering to help” movement, and designations such as“peace engineering”1 and “humanitarian engineering”2 now represent recognized fields ofinquiry and practice. Several authors have framed these efforts within a context of engineeringethics, and within this framework, they have worked to incorporate perspectives of social justice3,4,5 .One recurrent theme from these commentaries is the requirement to involve local communities,not as passive recipients, but as true partners at all stages of the development process3. Whengenuinely undertaken, this act of partnering

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Rhonda B. Dittfurth, West Texas A&M University

Tagged Divisions

Engineering Ethics

are primarily trained in applied math,science, and engineering coursework that leaves little room for worthwhile soft skills.While engineering technology has been well established at WTAMU for several decades, the mechanical (2003) andcivil (2010) engineering programs are relatively new. Curricula for the newer engineering degree programs aresimilar to other ABET-accredited programs which are constrained in the number of credits that can be allotted toengineering coursework and required general education curriculum. Many engineering programs in the UnitedStates use one of three approaches to ethics instruction: 1) an ethics component built into modules presented in oneor more engineering courses, 2) a required ethics or philosophy course

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Seamus Freyne, Manhattan College; J.Patrick Abulencia, Manhattan College; Powell Draper, Manhattan College

Tagged Divisions

Engineering Ethics

understand what students think about tencontemporary ethical issues, all real cases with great complexity. The ethical issues involve thework of engineers, but the topics also fall within the realms of philosophy, politics, economics,law, sociology, and psychology. The ethical issues are as follows:1. New transportation corridors through neighborhoods. Commerce depends on an efficient transportation system, but how should society balance public interest and individuals’ rights?2. SUVs. SUVs are very prevalent on roadways now, but should they vanish?3. Agricultural enhancements. To feed a growing world population, should society employ all available technological agricultural advances or adhere to natural practices?4. Space

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Traci Nathans-Kelly, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Kevin Anderson, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison

Tagged Divisions

Engineering Ethics

. This study was unique because it allowed researchers toobserve engineers on-site, recording everyday work patterns, habits, and frameworks for decisionmaking. Our team also works with the assumptions that the practicing engineers’ voices need tobe heard; thus, this article contains direct quotes gleaned from our participants in order toforeground their voices, not just our summaries of their input. Our observations in this particularpaper are situated within the body of research and commentary regarding professionalengineering ethics decision making 1, 2, 3, 4.Herein, we first outline the goals and methodology of our study. Next, a discussion of ethics anda framework for exploring that concept is outlined. Finally, we will discuss two pieces