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Topic area |
Privacy and Spams |
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Target audience |
Undergraduate or graduate students in CS or CIS |
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Activity type |
Reading assignments, research, worksheet, class discussion |
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Time required |
Out of class 1-2 hours; In class - 30 minutes or more depending on how long you want the discussion to last |
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Attachments |
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Additional materials |
U.S. Helped Fund License Photo Database. The Washington Post, February 18, 1999. www.washingtonpost.com/wp-srv/business/daily/feb99/privacy18.htmDoors Fling Open to Public Records. The Washington Post, March 8, 1998. www.washingtonpost.com/wp-srv/frompost/march98/privacy9.htmMerging County Social Services Data Bases: Privacy Pitfalls and a Policy Solution. Speech by Beth Givens, Director of Privacy Rights Clearinghouse, April 9, 1998 . |
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Background needed to complete the assignment |
Students need to be able to use a browser to surf the net |
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References |
Fact Sheet #11: From Cradle to Grave: Government Records and Your Privacy. www.privacyrights.org/FS/fs11-pub.htm Privacy Act of 1974. www.usdoj.gov/foia/privstat.htm A Review of the Fair Information Principles: The Foundation of Privacy Public Policy www.privacyrights.org/AR/fairinfo.html Code of Fair Information Practice. www.epic.org/privacy/consumer/code_fair_info.html "Computer Matching is a Serious Threat to Individual Rights" in Computers, Ethics & Social Values. D. Johnson (ed.), H. Nissenbaum (ed.), Prentice-Hall pp. 305-310. "The Federal Right of Information Privacy: The Need for Reform" in Computers, Ethics & Social Values. D. Johnson (ed.), H. Nissenbaum (ed.), Prentice-Hall pp. 374-393. |
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Last modified |
August 99 |
Abstract: This assignment deals with both the ethical and legal issues surrounding dissemination and use of government database contents. Two articles deal with the misuse (or inappropriate use) of government database contents, and the third deals with guidelines for protecting privacy in a social services database.
Goals for the activity:
2. To understand our ethical responsibilities as computer professionals to protect and guard our privacy rights
3. To learn about the legal guidelines for government database compilations and use
Knowledge / skills / attitudes to be developed (behavioral objectives):
Procedure:
The students are given 3 articles to read (or sent to the appropriate web sites: www.washingtonpost.com, www.privacyrights.org). They are also encouraged to do research to locate additional relevant information and to look over material in the References. Students are also given the worksheet that is to be completed before the next class. (You can collect the worksheet in order to give a grade or to better insure completion). Class discussion (seminar style--in circle) should then be directed to cover the articles and the worksheet.
Assessing outcomes: Worksheet can be graded traditionally or points can be given for outstanding, basic or no work (e.g. 2,1,0 scale or comparable). Participation points for relevant class discussion are also suggested.
Additional remarks: None
Author contact information:
Mary Jane Peters
MCIS Department
Jacksonville State University
Jacksonville, Alabama 36265
Ph: (256) 782-5720
mjpeters@jsucc.jsu.edu
Page maintained by:
kwb@csee.usf.edu