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        <H1>Professional ethics and Information Technology</H1>

        <H2>Introduction</H2>
        <P>
                This essay discusses the principles of ethics, both in their specific
                application to the Information Technology profession, and to their
                more general application to professional disciplines. In particular
                the Codes of Ethics of the <EM>Australian Computer Society</EM> (ACS),
                <EM>Association for Computing Machinery</EM> (ACM), and the
                <EM>Institute of Electrical and Electronic Engineers</EM> (IEEE) are
                examined. The <EM>Australian National University</EM> (ANU) code
                <EM>Academic Honesty in Learning and Teaching</EM> is also examined to
                highlight similarities between issues raised and those raised by the
                above-mentioned professional societies. Finally, two real-world
                scenarios will be presented and discussed within the context of
                professional ethics.
        </P>

        <H2>Generic principles</H2>
        <P>
                There are a number of generic principles common to the various Codes
                of Ethics of the professional societies examined. These principles are
                not necessarily specific to the field of Information Technology, but
                may relevant to many professional disciplines.
        </P>

        <P>
                <DL>
                        <DT><STRONG>Essential moral behaviour</STRONG></DT>
                        <DD>
                                <P>
                                        The various Codes of Ethics all contain directives regarding
                                        what one could consider basic moral behaviour. Values such as
                                        honesty, integrity, are all specifically referred to. Actions
                                        must also be in the public or community interest, which means
                                        that members of the various societies should take the wider
                                        social implications of their actions into consideration.
                                </P>

                                <P>
                                        This is the core of what makes the Code of Ethics a Code of
                                        Ethics. Basic ethical behaviour is defined in ACS Code of
                                        Ethics in section 4.1. This section specifically mentions the
                                        profession of Information Technology, however there is
                                        nothing IT specific in the rest of this item, so it could be
                                        interchangeable with the medical profession, for example.
                                </P>

                                <P>
                                        Similarly, the ACM breaks its Code of Ethics down into three
                                        broad categories. The first, General Moral Imperatives, could
                                        equally apply to most other professions. The sections
                                        relating to intellectual property are vaguely more
                                        IT-centric, however are still relevant to other professions
                                        that might involve either personal or contracted creativity.
                                </P>
                        </DD>

                        <DT><STRONG>Competence</STRONG></DT>
                        <DD>
                                <P>
                                        All the Codes of Conduct and Ethics highly value competence.
                                        This is important, as incompetent workmanship can have a poor
                                        reflection on the profession in general, regardless of what
                                        that profession is.
                                </P>

                                <P>
                                        This is closely related to ongoing professional development,
                                        which is discussed next. Competence is an intangible, and as
                                        such difficult to gauge in an individual. It is really up to
                                        the individual to have some sense of self-assessment when it
                                        comes to particular work.
                                </P>
                        </DD>

                        <DT><STRONG>Professional Development</STRONG></DT>
                        <DD>
                                <P>
                                        For the same reasons as competence, ongoing professional
                                        development is of paramount importance. All the societies
                                        Codes reviewed specifically mention ongoing personal
                                        development, as well as assisting fellow members to further
                                        their development.
                                </P>

                                <P>
                                        This is a significant point of all the Codes of Ethics. There
                                        is little value in being a member of such a professional
                                        society if it does not encourage its members to further
                                        themselves, as professional development is something that
                                        should never cease. It is also important to note that the
                                        Codes state that members should encourage and support each
                                        other in their personal development.
                                </P>
                        </DD>

                        <DT><STRONG>Fairness, equality and objectivity</STRONG></DT>
                        <DD>
                                <P>
                                        All of the societies Codes examined specifically refer to
                                        conducting oneself in an indiscriminate manner. The ACS
                                        <EM>Code of Professional Conduct and Professional
                                        Practice</EM> states: "Be objective, impartial and free of
                                        conflicts of interest in the performance of your professional
                                        duties" (ACS: 2003). The ACM specifically states that
                                        "equality, tolerance and respect for others are important and
                                        that violations of this policy will not be tolerated" (ACM:
                                        1992), in their Code of Ethics. The IEEE's Code of Ethics
                                        also states that members agree to "treat fairly
                                        all persons regardless of such factors as race, religion,
                                        gender, disability, age or national origin" (IEEE: 1990).
                        </DD>

                        <DT><STRONG>Promotion of the profession</STRONG></DT>
                        <DD>
                                <P>
                                        Again, one could substitute the name of the profession for
                                        any other, however, the ACS Code of Ethics and Code of
                                        Professional Conduct specifically mention promoting and
                                        protecting the image, and professionalism of Information
                                        Technology and the society in general.
                                </P>

                                <P>
                                        Naturally, any professional society is going to be an
                                        advocacy body for that profession. One would expect to find
                                        such promotion clauses in any professional society's Code of
                                        Ethics.
                                </P>
                        </DD>
                </DL>

        <H2>Principles specific to Information Technology</H2>
        <P>
                There are a number of other principles stated in the various Codes of
                Conduct that are more specific to the field of Information Technology,
                because of the technical nature of the profession, or because they
                relate to technological ethical issues.
        </P>

        <P>
                <DL>
                        <DT><STRONG>Intellectual Property</STRONG></DT>
                        <DD>
                                <P>
                                        Whilst not strictly related to Information Technology, this
                                        is certainly an issue that crops up more often within this
                                        field.  The ACM Code of Ethics states that property rights
                                        including copyrights and patents should be honoured, and
                                        proper credit should be given for intellectual property. The
                                        IEEE Code of Ethics states that members should credit
                                        properly the contributions of others.  
                                </P>
                                        
                                <P>
                                        Interestingly, neither the ACS Code of Ethics or Code of
                                        Professional Conduct and Professional Practice makes a
                                        reference to "Intellectual Property", but the latter does
                                        state that information is the property of the client, and
                                        must not be distributed freely. One could argue that this is
                                        covered under the section 4.7 of the ACS Code of Ethics
                                        (Honesty), whereby section 4.7.6 states "I must give credit
                                        for work done by others where credit is
                                        due" (ACS: 2003) however, it could be argued successfully
                                        that this is not specific enough to the area of intellectual
                                        property and copyright, not prescriptive enough about when
                                        "credit is due".
                        </DD>

                        <DT><STRONG>Authorised access to computing resources</STRONG></DT>
                        <DD>
                                <P>
                                        The ACM Code of Conduct specifically mentions "trespassing
                                        and unauthorised use of a computer or communication system"
                                        (ACM: 1992). It goes on to say that individuals have the
                                        right to restrict access insofar as it does not discriminate
                                        unethically (as discussed earlier).
                                </P>
                        </DD>

                        <DT><STRONG>Evaluating computer systems</STRONG></DT>
                        <DD>
                                <P>
                                        The ACM Code of Ethics has section 2.5 of their More Specific
                                        Professional Responsibilities, which states members must
                                        "give comprehensive and thorough evaluations of
                                        computer systems and their impacts, including analysis of
                                        possible risks" (ACM: 1992) and goes on to state that
                                        computer professionals must be perceptive, thorough and
                                        objective when making evaluations, recommendations and
                                        presentations of system descriptions and alternatives. This
                                        is relevant to the profession of IT, because IT professionals
                                        tend to have their technical opinions viewed highly, as they
                                        are considered subject-matter experts.
                        </DD>
                </DL>

        <H2>Similarities to ANU code</H2>

        <P>
                Whilst having nothing specifically to do with Information Technology,
                the ANU code on <EM>Academic Honesty in Learning and Teaching</EM> has
                a common point with those raised in the Codes of Conduct for the
                various professional societies examined.
        </P>

        <P>
                The most significant common point is of course the moral value of
                being honest. This ANU code of practice defines academic honesty, and
                also goes on to discuss originality and plagiarism. This is identical
                in spirit to the intellectual property clause of the Codes of Ethics
                for the ACM, and the statement of "giving credit where credit is
                due" by the ACS, and properly crediting the contributions of others
                in the IEEE's Code of Ethics.
        </P>

        <P>
                The ANU code also defines the roles and responsibilities of various
                levels of academics within the University, similar to how the various
                societies Codes state that members should assist other members to
                further themselves to be better members. Similarly, University
                academics should provide guidance to students in matters of academic
                honesty.
        </P>

        <H2>Case studies</H2>

        <P>
                In conclusion, two case studies will be discussed. The first one is a
                hypothetical ANU student who attained an IT degree with a lot of
                assistance from his/her friends, doing a lot of collaboration on
                assignment work, and getting good marks for them, but average marks
                for examinations. This student then attains employment somewhere in
                Canberra.
        </P>

        <P>
                The second example is an employee working on an application project. He
                gets a brilliant idea, outside of the scope of the existing project,
                that he believes will make an improvement to this application, and
                other related applications. The contract he has signed states that the
                work carried out on the project belongs to this organisation he is
                working for.
        </P>

        <H3>Case study 1: The average student who had a lot of help from his friends</H3>

        <P>
                This situation is difficult to monitor, and can potentially cause a
                lot of problems.  The negative consequence of this scenario is that
                this student has attained an IT degree that isn't necessarily
                indicative of his/her own abilities. This is most likely going to
                become evident when the employee is unable to conduct themselves
                competently in their field of employment.  The possible victims of
                this negative scenario are both the student/employee and the
                organisation employing him/her.
        </P>

        <P>
                Eventually it is going to come to the point where the employee has to
                gain sufficient competence to carry out his/her employment, or the
                employer has to cease employing the student, due to their
                incompetence. This ultimately boils down to misrepresentation, in that
                the student didn't accurately represent their competence to the
                employer in the first place.
        </P>

        <P>
                The negative repercussions could be more significant depending on the
                nature of the employment of the student. If the student was engaged in
                a role that may have a direct impact on the public, this incompetence
                could, in the worst case, directly impact on other peoples lives.
        </P>

        <P>
                The other victim is the ANU, as whilst the student is seen to have
                exited successfully from one of its degree programs, the student's
                actual competency is probably lower than the employer would expect for
                a degree-holder. This then lowers the value of a degree in the
                employer's view, and gives the potential for employers to hold ANU
                graduates in lower regard than perhaps they should me.
        </P>

        <H3>Case study 2: The employee with the work-related brilliant idea</H3>

        <P>
                In the case of the employee with the brilliant idea, if it is just an
                idea, the organisation he works for cannot readily claim ownership of
                it. If the employee develops anything on company time or resources,
                based on that idea, then it rightly becomes property of the
                organisation. If this is the case, and the employee wishes to take the
                idea outside of the organisation, the only ethical thing to do would
                be to seek permission from the employer to do so.  Anything less would
                constitute theft of the organisation's intellectual property.
        </P>

        <P>
                There is nothing stopping the employee from using the idea for
                improvement within the company he is working for, though. If the idea
                he has had can be applied to other projects within his organisation,
                then he is only being dilligent by raising the idea as an enhancement
                to existing processes.
        </P>

        <H2>Bibliography</H2>

        <P>
                ACS Code of Ethics, Australian Computing Society, 2003,
                http://www.acs.org.au/static/national/pospaper/acs131.htm
        </P>

        <P>
                ACS Code of Professional Conduct And Professional Ethics, Australian
                Computing Society, 2003,
                http://www.acs.org.au/static/national/pospaper/codeprof.htm
        </P>

        <P>
                ACM Code of Ethics, Association for Computing Machinery, 1992,
                http://www.acm.org/serving/se/code.htm
        </P>
        
        <P>
                IEEE Code of Ethics, Institute of Electrical and Electronic
                Engineers, 1990,
                http://www.ieee.org/portal/index.jsp?pageID=corp_level1&amp;path=about/whatis&amp;file=code.xml&amp;xsl=generic.xsl
        </P>

        <P>
                Academic Honesty in Learning and Teaching, The Australian National
                University, 2003,
                http://info.anu.edu.au/policies/Codes_Of_Practice/Education/Other/Academic_Honesty.asp
        </P>
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5			I declare that, except where appropriately attributed, the content of the file
6			I have submitted for this assignment is entirely my own work. It has not been
7			produced, in whole or in part, by another person. (signed) Andrew Pollock
8			-->
9	apollock	1.1	<HTML>
10
11			<HEAD>
12			<TITLE>Professional ethics and Information Technology</TITLE>
13			<META name="Author" content="Andrew Pollock">
14	apollock	1.5	<META name="Student_Number" content="4137129">
15			<META name="Lab_Group" content="">
16	apollock	1.7	<META http-equiv="Content-Type" content="text/html; charset=utf-8">
17	apollock	1.6	<!-- In vim, best viewed with a tabstop setting of 3 (:set ts=3) -->
18	apollock	1.1	</HEAD>
19
20			<BODY bgcolor="white">
21			<H1>Professional ethics and Information Technology</H1>
22
23			<H2>Introduction</H2>
24			<P>
25			This essay discusses the principles of ethics, both in their specific
26			application to the Information Technology profession, and to their
27			more general application to professional disciplines. In particular
28			the Codes of Ethics of the <EM>Australian Computer Society</EM> (ACS),
29			<EM>Association for Computing Machinery</EM> (ACM), and the
30			<EM>Institute of Electrical and Electronic Engineers</EM> (IEEE) are
31	apollock	1.3	examined. The <EM>Australian National University</EM> (ANU) code
32	apollock	1.1	<EM>Academic Honesty in Learning and Teaching</EM> is also examined to
33			highlight similarities between issues raised and those raised by the
34	apollock	1.3	above-mentioned professional societies. Finally, two real-world
35	apollock	1.1	scenarios will be presented and discussed within the context of
36			professional ethics.
37			</P>
38
39			<H2>Generic principles</H2>
40			<P>
41			There are a number of generic principles common to the various Codes
42	apollock	1.3	of Ethics of the professional societies examined. These principles are
43			not necessarily specific to the field of Information Technology, but
44			may relevant to many professional disciplines.
45	apollock	1.1	</P>
46	apollock	1.2
47			<P>
48			<DL>
49	apollock	1.3	<DT><STRONG>Essential moral behaviour</STRONG></DT>
50	apollock	1.2	<DD>
51	apollock	1.3	<P>
52			The various Codes of Ethics all contain directives regarding
53			what one could consider basic moral behaviour. Values such as
54			honesty, integrity, are all specifically referred to. Actions
55			must also be in the public or community interest, which means
56			that members of the various societies should take the wider
57			social implications of their actions into consideration.
58			</P>
59
60			<P>
61			This is the core of what makes the Code of Ethics a Code of
62			Ethics. Basic ethical behaviour is defined in ACS Code of
63			Ethics in section 4.1. This section specifically mentions the
64			profession of Information Technology, however there is
65			nothing IT specific in the rest of this item, so it could be
66			interchangeable with the medical profession, for example.
67			</P>
68
69			<P>
70	apollock	1.6	Similarly, the ACM breaks its Code of Ethics down into three
71	apollock	1.3	broad categories. The first, General Moral Imperatives, could
72			equally apply to most other professions. The sections
73	apollock	1.4	relating to intellectual property are vaguely more
74			IT-centric, however are still relevant to other professions
75			that might involve either personal or contracted creativity.
76	apollock	1.3	</P>
77	apollock	1.2	</DD>
78
79			<DT><STRONG>Competence</STRONG></DT>
80			<DD>
81	apollock	1.3	<P>
82			All the Codes of Conduct and Ethics highly value competence.
83			This is important, as incompetent workmanship can have a poor
84			reflection on the profession in general, regardless of what
85			that profession is.
86			</P>
87
88			<P>
89			This is closely related to ongoing professional development,
90			which is discussed next. Competence is an intangible, and as
91	apollock	1.4	such difficult to gauge in an individual. It is really up to
92	apollock	1.3	the individual to have some sense of self-assessment when it
93			comes to particular work.
94			</P>
95	apollock	1.2	</DD>
96
97			<DT><STRONG>Professional Development</STRONG></DT>
98			<DD>
99	apollock	1.3	<P>
100			For the same reasons as competence, ongoing professional
101			development is of paramount importance. All the societies
102			Codes reviewed specifically mention ongoing personal
103			development, as well as assisting fellow members to further
104			their development.
105			</P>
106
107			<P>
108			This is a significant point of all the Codes of Ethics. There
109			is little value in being a member of such a professional
110	apollock	1.6	society if it does not encourage its members to further
111	apollock	1.3	themselves, as professional development is something that
112			should never cease. It is also important to note that the
113			Codes state that members should encourage and support each
114			other in their personal development.
115			</P>
116	apollock	1.2	</DD>
117
118			<DT><STRONG>Fairness, equality and objectivity</STRONG></DT>
119			<DD>
120	apollock	1.3	<P>
121			All of the societies Codes examined specifically refer to
122			conducting oneself in an indiscriminate manner. The ACS
123			<EM>Code of Professional Conduct and Professional
124	apollock	1.6	Practice</EM> states: "Be objective, impartial and free of
125			conflicts of interest in the performance of your professional
126			duties" (ACS: 2003). The ACM specifically states that
127			"equality, tolerance and respect for others are important and
128			that violations of this policy will not be tolerated" (ACM:
129			1992), in their Code of Ethics. The IEEE's Code of Ethics
130			also states that members agree to "treat fairly
131			all persons regardless of such factors as race, religion,
132			gender, disability, age or national origin" (IEEE: 1990).
133	apollock	1.3	</DD>
134
135			<DT><STRONG>Promotion of the profession</STRONG></DT>
136			<DD>
137			<P>
138			Again, one could substitute the name of the profession for
139			any other, however, the ACS Code of Ethics and Code of
140			Professional Conduct specifically mention promoting and
141			protecting the image, and professionalism of Information
142			Technology and the society in general.
143			</P>
144
145			<P>
146			Naturally, any professional society is going to be an
147			advocacy body for that profession. One would expect to find
148			such promotion clauses in any professional society's Code of
149			Ethics.
150			</P>
151	apollock	1.2	</DD>
152			</DL>
153
154			<H2>Principles specific to Information Technology</H2>
155			<P>
156			There are a number of other principles stated in the various Codes of
157			Conduct that are more specific to the field of Information Technology,
158			because of the technical nature of the profession, or because they
159			relate to technological ethical issues.
160			</P>
161
162			<P>
163			<DL>
164			<DT><STRONG>Intellectual Property</STRONG></DT>
165			<DD>
166	apollock	1.3	<P>
167			Whilst not strictly related to Information Technology, this
168			is certainly an issue that crops up more often within this
169			field. The ACM Code of Ethics states that property rights
170			including copyrights and patents should be honoured, and
171			proper credit should be given for intellectual property. The
172			IEEE Code of Ethics states that members should credit
173			properly the contributions of others.
174			</P>
175
176			<P>
177			Interestingly, neither the ACS Code of Ethics or Code of
178			Professional Conduct and Professional Practice makes a
179			reference to "Intellectual Property", but the latter does
180			state that information is the property of the client, and
181	apollock	1.6	must not be distributed freely. One could argue that this is
182	apollock	1.3	covered under the section 4.7 of the ACS Code of Ethics
183	apollock	1.6	(Honesty), whereby section 4.7.6 states "I must give credit
184			for work done by others where credit is
185			due" (ACS: 2003) however, it could be argued successfully
186	apollock	1.3	that this is not specific enough to the area of intellectual
187			property and copyright, not prescriptive enough about when
188			"credit is due".
189	apollock	1.2	</DD>
190
191	apollock	1.3	<DT><STRONG>Authorised access to computing resources</STRONG></DT>
192	apollock	1.2	<DD>
193	apollock	1.3	<P>
194			The ACM Code of Conduct specifically mentions "trespassing
195	apollock	1.6	and unauthorised use of a computer or communication system"
196			(ACM: 1992). It goes on to say that individuals have the
197			right to restrict access insofar as it does not discriminate
198			unethically (as discussed earlier).
199	apollock	1.3	</P>
200	apollock	1.2	</DD>
201
202	apollock	1.3	<DT><STRONG>Evaluating computer systems</STRONG></DT>
203	apollock	1.2	<DD>
204	apollock	1.3	<P>
205			The ACM Code of Ethics has section 2.5 of their More Specific
206			Professional Responsibilities, which states members must
207	apollock	1.6	"give comprehensive and thorough evaluations of
208	apollock	1.3	computer systems and their impacts, including analysis of
209	apollock	1.6	possible risks" (ACM: 1992) and goes on to state that
210	apollock	1.3	computer professionals must be perceptive, thorough and
211			objective when making evaluations, recommendations and
212			presentations of system descriptions and alternatives. This
213			is relevant to the profession of IT, because IT professionals
214			tend to have their technical opinions viewed highly, as they
215			are considered subject-matter experts.
216	apollock	1.2	</DD>
217			</DL>
218
219			<H2>Similarities to ANU code</H2>
220
221			<P>
222			Whilst having nothing specifically to do with Information Technology,
223	apollock	1.6	the ANU code on <EM>Academic Honesty in Learning and Teaching</EM> has
224			a common point with those raised in the Codes of Conduct for the
225	apollock	1.3	various professional societies examined.
226	apollock	1.2	</P>
227
228			<P>
229			The most significant common point is of course the moral value of
230	apollock	1.3	being honest. This ANU code of practice defines academic honesty, and
231			also goes on to discuss originality and plagiarism. This is identical
232			in spirit to the intellectual property clause of the Codes of Ethics
233			for the ACM, and the statement of "giving credit where credit is
234			due" by the ACS, and properly crediting the contributions of others
235			in the IEEE's Code of Ethics.
236	apollock	1.2	</P>
237
238			<P>
239			The ANU code also defines the roles and responsibilities of various
240			levels of academics within the University, similar to how the various
241	apollock	1.3	societies Codes state that members should assist other members to
242	apollock	1.2	further themselves to be better members. Similarly, University
243	apollock	1.3	academics should provide guidance to students in matters of academic
244			honesty.
245	apollock	1.2	</P>
246
247			<H2>Case studies</H2>
248
249			<P>
250	apollock	1.6	In conclusion, two case studies will be discussed. The first one is a
251	apollock	1.2	hypothetical ANU student who attained an IT degree with a lot of
252			assistance from his/her friends, doing a lot of collaboration on
253			assignment work, and getting good marks for them, but average marks
254			for examinations. This student then attains employment somewhere in
255			Canberra.
256			</P>
257
258			<P>
259	apollock	1.6	The second example is an employee working on an application project. He
260			gets a brilliant idea, outside of the scope of the existing project,
261	apollock	1.2	that he believes will make an improvement to this application, and
262			other related applications. The contract he has signed states that the
263			work carried out on the project belongs to this organisation he is
264			working for.
265			</P>
266
267	apollock	1.3	<H3>Case study 1: The average student who had a lot of help from his friends</H3>
268	apollock	1.2
269			<P>
270	apollock	1.6	This situation is difficult to monitor, and can potentially cause a
271			lot of problems. The negative consequence of this scenario is that
272			this student has attained an IT degree that isn't necessarily
273			indicative of his/her own abilities. This is most likely going to
274			become evident when the employee is unable to conduct themselves
275			competently in their field of employment. The possible victims of
276			this negative scenario are both the student/employee and the
277			organisation employing him/her.
278	apollock	1.2	</P>
279
280			<P>
281			Eventually it is going to come to the point where the employee has to
282			gain sufficient competence to carry out his/her employment, or the
283			employer has to cease employing the student, due to their
284			incompetence. This ultimately boils down to misrepresentation, in that
285			the student didn't accurately represent their competence to the
286			employer in the first place.
287			</P>
288
289			<P>
290			The negative repercussions could be more significant depending on the
291			nature of the employment of the student. If the student was engaged in
292			a role that may have a direct impact on the public, this incompetence
293			could, in the worst case, directly impact on other peoples lives.
294			</P>
295
296	apollock	1.6	<P>
297			The other victim is the ANU, as whilst the student is seen to have
298			exited successfully from one of its degree programs, the student's
299			actual competency is probably lower than the employer would expect for
300			a degree-holder. This then lowers the value of a degree in the
301			employer's view, and gives the potential for employers to hold ANU
302			graduates in lower regard than perhaps they should me.
303			</P>
304
305	apollock	1.3	<H3>Case study 2: The employee with the work-related brilliant idea</H3>
306	apollock	1.2
307			<P>
308			In the case of the employee with the brilliant idea, if it is just an
309			idea, the organisation he works for cannot readily claim ownership of
310			it. If the employee develops anything on company time or resources,
311			based on that idea, then it rightly becomes property of the
312			organisation. If this is the case, and the employee wishes to take the
313			idea outside of the organisation, the only ethical thing to do would
314	apollock	1.3	be to seek permission from the employer to do so. Anything less would
315	apollock	1.2	constitute theft of the organisation's intellectual property.
316			</P>
317	apollock	1.3
318	apollock	1.6	<P>
319			There is nothing stopping the employee from using the idea for
320			improvement within the company he is working for, though. If the idea
321			he has had can be applied to other projects within his organisation,
322			then he is only being dilligent by raising the idea as an enhancement
323			to existing processes.
324			</P>
325
326	apollock	1.3	<H2>Bibliography</H2>
327	apollock	1.6
328			<P>
329			ACS Code of Ethics, Australian Computing Society, 2003,
330			http://www.acs.org.au/static/national/pospaper/acs131.htm
331			</P>
332
333			<P>
334			ACS Code of Professional Conduct And Professional Ethics, Australian
335			Computing Society, 2003,
336			http://www.acs.org.au/static/national/pospaper/codeprof.htm
337			</P>
338
339			<P>
340			ACM Code of Ethics, Association for Computing Machinery, 1992,
341			http://www.acm.org/serving/se/code.htm
342			</P>
343
344			<P>
345			IEEE Code of Ethics, Institute of Electrical and Electronic
346			Engineers, 1990,
347	apollock	1.7	http://www.ieee.org/portal/index.jsp?pageID=corp_level1&path=about/whatis&file=code.xml&xsl=generic.xsl
348	apollock	1.6	</P>
349
350			<P>
351			Academic Honesty in Learning and Teaching, The Australian National
352			University, 2003,
353			http://info.anu.edu.au/policies/Codes_Of_Practice/Education/Other/Academic_Honesty.asp
354			</P>
355	apollock	1.1	</BODY>
356
357			</HTML>