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The Hughes case has been extensively researched by Chuck Huff from St. Olaf College with the results published at www.computingcases.org. It will also be one of 10 cases to be included in a textbook on computer ethics entitled, Good Computing: A Virtue Approach to Computer Ethics under contract with Jones&Bartlett with Chuck Huff, William Frey, and Jose Cruz as authors. This module takes three decision points from the case and has students evaluate these using three ethics tests (reversibility, harm/beneficence, and publicity) and a feasibility test. This module is designed to give students experience integrating ethical considerations into real world decision making. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.
Introduction
I. introduction
The Hughes Aircraft Case involves a group of employees in charge of testing chips for weapons systems. Because of the lengthy testing procedure required by the U.S. Defense Department, Hughes soon fell behind schedule in delivering chips to customers. To get chips out faster, some Hughes middle level managers began to put pressure on employees to pass chips that had failed tests or to pass them without testing. The scenarios below consist of narratives that stop at the point of decision. Your job is to complete the narrative by making a decision. Alternatives are provided to get the process started, but you may find it necessary to design your own solution. Ethics and feasibility tests help you to evaluate these alternatives and even design new ones more to your liking. This format superficially resembles the Gray Matters exercise used at Boeing Corporation. (More information on the history of Gray Matters can be found by consulting Carolyn Whitbeck, Ethics in Engineering Practice, 1998, 176-182.) This version differs in being more open-ended and more oriented toward giving you the opportunity to practice using ethical theory (which has been encapsulated into ethics tests).
Directions
Ii. directions
- Read the following scenarios and the accompanying solutions
- Evaluate the alternatives in terms of the tests described below.
- Choose the one you think best or design your own solution if you believe you can do better.
- Summarize your results by filling in the solution evaluation matrix that appears on the page following the scenario. Notice that the first column repeats the solution alternatives.
- Be prepared to present your matrix to the class. You will also provide the other groups in the class with a copy of your matrix for their ethics portfolios
Bibliographical note
The six scenarios below were developed by Chuck Huff as Participant Perspectives. They were first published online through the Computing Cases website. (Computing Cases was developed through two National Science Foundation grants, DUE-9972280 and DUE-9980768.) A revised version of these participant perspectives has been published in the anthology,
Whistleblowing: Perspectives and Experiences , edited by Reena Raj and published in 2008 by the Icfai University Press, Nagarjuna Hills, Punjagutta, Hyderbad, India. These materials can be found on pages 75-80.
Questions & Answers
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define biology infour way
Explain the following terms .
(1) Abiotic factors in an ecosystem
Abiotic factors are non living components of ecosystem.These include physical and chemical elements like temperature,light,water,soil,air quality and oxygen etc
Qasim
Define the term Abiotic
Marial
passive process of transport of low-molecular weight material according to its concentration gradient
AI-Robot
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Catherine
how did the oxygen help a human being
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Source:
OpenStax, Corporate governance. OpenStax CNX. Aug 20, 2007 Download for free at http://legacy.cnx.org/content/col10396/1.10
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