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