| The focus of ethics and the Internet (E&I) | | | | power. This old maxim has become more and |
| research is directed on peoples' actions | | | | more pertinent in our modern information |
| rather than mere technology itself. At great | | | | society. The development of information |
| human and economic cost, resources drawn from | | | | technology has been dashing and, if future |
| governments, industry and the academic | | | | predictions are anything to go by, the pace |
| communities have been assembled into a | | | | of change will only increase. Ethical and |
| collection of interconnected networks called | | | | moral issues in computer ethics are among the |
| the Internet. Begun as a vehicle for | | | | most vital social aspects of information |
| experimental network research in the | | | | technology. Currently, there are two major |
| mid-1970's, the Internet has become an | | | | problems in the area. First, inconsistent |
| important national infrastructure supporting | | | | moral behavior has been documented, which |
| an increasingly widespread, | | | | leads to immoral acts such as virus creation |
| multi-disciplinary community of researchers | | | | and capital theft. Second, lack of awareness |
| ranging from computer scientists and | | | | concerning information technology's security |
| electrical engineers to mathematicians, | | | | has created a variety of IT-related crimes. |
| medical researchers, astronomers and space | | | | Not even IT experts have an adequate |
| scientists. | | | | knowledge of computer ethics, though there is |
| | | | every indication that ethics should be a part |
| As is true of other common infrastructures | | | | of their professional baggage. As for the |
| (e.g., roads, water reservoirs and delivery | | | | development of ethical skills, it is not just |
| systems, and the power generation and | | | | a matter of education; rather, it is an |
| distribution network), there is widespread | | | | on-going process that every professional |
| dependence on the Internet by its users for | | | | should be aware of. |
| the support of day-to-day activities. The | | | | |
| reliable operation of the Internet, and the | | | | Educational institutions play an important |
| responsible use of its resources, is of | | | | role in this respect. In addition to |
| common interest and concern for its users, | | | | imparting technical knowledge, they should |
| operators and sponsors. Network | | | | also teach computer ethics. Educational |
| infrastructures underscore the need to | | | | issues and ethical awareness are important as |
| reiterate the professional responsibility | | | | they provide the motivation for complying |
| every Internet user bears to colleagues and | | | | with learned ethical principles. Ethical |
| to the sponsors of the system. Abuse of the | | | | decision-making formulas and applicable |
| system thus, becomes a matter above and | | | | theories are helpful for sharing information |
| beyond simple professional ethics. | | | | about the application of ethics. This |
| | | | information can then be disseminated by |
| Different articles focus on the dilemma | | | | educational institutions. The volume of |
| various groups of people share, when they | | | | research in the area is constantly |
| identify a misdoing that a firm has | | | | increasing, supplying up-to-date information |
| performed. Internet risk takers who feel the | | | | about ethical and moral 'traps' and |
| need of greed commit the actions mainly | | | | prescriptive codes for dealing with new |
| illustrated as unethical behavior. For | | | | dilemmas. Professionals must have the |
| example, CEOs and founders sell their stock | | | | capability to make broad-minded, objective |
| early making sure they get their cut of the | | | | ethical decisions. They also have to do their |
| bonanza -no matter what signal that sends to | | | | best to create a working environment and |
| their public-market investors. | | | | foster an atmosphere where ethical dilemmas |
| | | | can be discussed openly, objectively and |
| Today, everyone admits that information is | | | | constructively. |