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1.2 Case analysis module: therac-25  (Page 18/3)

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This module, designed for the EAC Toolkit (NSF SES 0551779) will test the Toolkit and Connexion's ability to network different online and offline sources for ethics across the curriculum. It consists of four components designed to provide students with tools for carrying out an in-depth analysis of the cases found at www.computingcases.org; it also makes substantial references to the draft manuscript of a textbook in computer ethics entitled Good Computing: A Virtue Approach to Computer Ethics. (The book will consist of the cases displayed at Computing Cases--Therac-25, Hughes Aircraft, and Machado--plus seven additional cases all developed through NSF projects DUE-9972280 and DUE 9980768.) The module presents the case abstract and timeline. It then refers students to Computing Cases where they will find the case narrative, history, and supporting documents that provide background necessary for analysis. The case abstract and timeline introduce students to the basic outlines of the case. The accompanying decision point taken from the case provides students with the necessary focus to carry out an in-depth analysis. Students respond to the decision point by working through four stages: problem specification, solution generation, solution testing, and solution implementation.

Computer Ethics

Case Module Template

By William J. Frey

Module Introduction:

The Therac-25 case is what Huff and Frey call a thick, historical, evaluative, big news and bad news case. Tackling cases of this complexity requires both careful thought and considerable skill. Especially important is the ability to sift through the case details, documents, and conflicting narratives. The purpose of this module is to provide students with a structure to tackle big, long, and complicated cases. Students will receive frameworks to help them structure the case's ethical and social problems. They will also be provided with decision points that will help them to enter into the case and take up the standpoint of a participant. The module presented below can be linked to materials that can be found at www.computingcases.org. Nancy Leveson, in Safeware:System Safety and Computer (515-553), also provides an excellent and comprehensive account. Excellent advice on how to teach the case, updated information, and clear explanations of the programming errors are provided by Chuck Huff and Richard Brown in "Integrating Ethics into a Computing Curriculum: A Case Study of the Therac-25." The materials posted at Computing Cases were all developed through NSF projects DUE-9972280 and DUE 9980768.)

The module presents the case abstract and timeline. It then refers students to computingcases.org where theywill find the case narrative, history, and supporting documents that provide background information necessary for analysis. Thecase abstract and timeline introduce students to the basic outlines of the case. The accompanying decision point taken from the caseprovides students with the necessary focus to carry out an in-depth analysis. Students respond to the decision-point by working throughthe four stages: problem specification, solution generation, solution testing, and solution implementation.

Questions & Answers

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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
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I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
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Source:  OpenStax, Modules linking to computing cases. OpenStax CNX. Jul 26, 2007 Download for free at http://legacy.cnx.org/content/col10423/1.2
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