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  • Hughes Exercise Index
    test articles written by Bill Frey and Chuck Huff The following exercises require employing different tests to generate and evaluate alternatives of action Goodearl Exercise This exercise is a set of four incidents of Goodearl reporting improper testing Saia Exercise This exercise focuses on evaluating the decision alternative faced by Frank Saia the Manager of Micro Circuit Manufacturing Reporting System Exercise A design exercise by which students create an alternative

    Original URL path: http://computingcases.org/case_materials/hughes/exercises/hughe_exercise_index.html (2016-04-30)
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  • Hughes Guide to Supporting Documents
    of the case can only come from reading both the narrative and the history Here you will find the story of the actual court trials that took place and the outcome of those trials The case narrative stops at the point where Goodearl and Aldred decided to blow the whistle Whistleblowing To understand what happened to Goodearl and Aldred in any detail it is useful to review the case narrative and history before reading these documents This set of documents make clear the kinds of retaliation that can be inflicted upon whistleblowers but they also provide some understanding of the laws protecting whistleblowers and the procedures that whistleblowers would be wise to undertake as they consider and follow through with their plans Timeline PDF Format The timeline lists the most significant occurrences from the time that Ruth Aldred 1979 and Margaret Goodearl 1981 were hired to work at the Microelectronic Circuit Division of Hughes Aircraft until the final settlement of the civil case 1996 The skipping and falsifying of tests by Hughes employees that is the centerpiece of this case occurred between1985 and 1986 It took until December 1991 for the U S Department of Defense to charge Hughes in

    Original URL path: http://computingcases.org/case_materials/hughes/support_docs/hughes_support_docs.html (2016-04-30)
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  • Teaching Tools Five Knowledge Units
    Three basic elements of ethical analysis that students need to learn and be able to use in their decision making are Ethical claims can and should be discussed rationally Ethical choices cannot be avoided Some easy ethical approaches are questionable Basis Skills of Ethical Analysis Five basic skills of ethical analysis that will help the computer science student to apply ethics in their technical work are Arguing from example analogy and counter example Identifying stakeholders in concrete situations Identifying ethical issues in concrete situations Applying ethical codes to concrete situations Identifying and evaluating alternative courses of action Basic Elements of Social Analysis Five basic elements of social analysis are The social context influences the development and use of technology Power relations are central in all social interaction Technology embodies the values of the developers Populations are always diverse Empirical data are crucial to the design and development processes Basic Skills of Social Analysis Three basic skills of social analysis appropriate for computer professionals are Identifying and interpreting the social context of a particular implementation Identifying assumptions and values embedded in a particular system Evaluating by use of empirical data a particular implementation of a technology Give Students Concrete Examples The

    Original URL path: http://computingcases.org/general_tools/curriculum/knowledge_units.html (2016-04-30)
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  • Structure the discussion of a case by providing students a framework for analysis
    what can be done But whatever you do don t simply throw students into the complexity of a case without some preparation or structure A direct approach for presenting cases to a class is to have students discuss the case in terms of a framework A good framework structures discussion and analysis of a case it helps focus the discussion and prevents it from wandering in unproductive ways Only after

    Original URL path: http://computingcases.org/general_tools/teaching_with_cases/advise/structure_the_discussion.html (2016-04-30)
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  • Intertwine your lecture with case discussion by means of meta-comments
    like utilitarianism Here the meta comment frames a discussion point in terms of the ethical approach it makes use of So far we have been discussing only two alternatives to this problem and both of them seem to be bad Is this a true dilemma i e a problem that allows only two course of action both of them bad Here the meta comment exposes an assumption that has been driving the discussion and calls it into question In your argument you propose suspending certain rights in order to secure safety for the society This ties into a debate between right based and outcomes based ethical approaches Here the meta comment shows how the debate is being driven by the classical conflict between rights and goods that has been considerably discussed in ethical theory Your comment assumes that reliability and safety are the same thing in a system Could this system be reliable but unsafe Here the meta comment raises an issue relating to the distinction between two important intermediate concepts Meta comments are often an extremely effective way of introducing key points During a lecture it is necessary to establish a context often an historical context by spelling out

    Original URL path: http://computingcases.org/general_tools/teaching_with_cases/advise/intertwine_lecture.html (2016-04-30)
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  • Don't turn the discussion into a lecture
    they become lectures A good rule of thumb in leading a discussion is question comment question Ask the student a short question to clarify his or her remark What do you mean when you say the student has no choice but to follow his supervisor s order and dump the contents of the drum out behind the plant Then make a comment It might be hard to resist the supervisor

    Original URL path: http://computingcases.org/general_tools/teaching_with_cases/advise/dont_turn_lecture.html (2016-04-30)
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  • Give students time to think about their responses
    time to think At the beginning of the term tell students how long you will be willing to wait for a comment after a question we suggest 45 seconds Forty five second seems like a short time but is an eternity of squirming silence in a discussion But if students know you will always wait for this time after a question they can relax and use the time to actually

    Original URL path: http://computingcases.org/general_tools/teaching_with_cases/advise/give_students_time.html (2016-04-30)
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  • Be prepared for students to ask you what you would do if you were in this situation
    Computing Links Contact Us Be prepared for students to ask you what you would do if you were in this situation You can answer their question but it is best to wait until they have exhausted the issue before you answer This gives them a chance to discuss the issue on their own and you a chance to connect your answer with their answers However unless it is a very

    Original URL path: http://computingcases.org/general_tools/teaching_with_cases/advise/be_prepared_what_youd_do.html (2016-04-30)
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