8.07 Not give unfair treatment to anyone because of any irrelevant prejudices.

As I mentioned in the previous posts, we conducted the session for school children. So they behave as not as matured people but they behave as small children. That's why they were chatting meanwhile I was conducting the session. But we didn't punish anyone for that. Because we had to understand that it is the way of childish.


So we had to prepare for it without giving any unfair treatments. The thought of organizing games with winning prizes was came as the answer for that problem. Small children are more likely to be more competitive and having prizes among them as winners. So we thought to conduct more interactive and subject related games meanwhile losing their boring of teaching sessions. Actually those games were achieved our goal among them and students were more interactive to those lessons with regard to had prizes as winners.

7.05. Give a fair hearing to the opinions, concerns, or complaints of a colleague.

I was conduct this session with the help of my colleagues. They helped me very much to did this successfully. Actually we hadn't experiences of teaching before. So we prepared very well.

When making students notes and power points slides and more games for learning activities, they gave me advises to create them and we collaboratively designed them to gain more interactivity of the small students. Our main goal for this session was gaining the student attention for lessons.

When we prepared students notes for them, my colleagues helped me to do it very successful. Because they were more talented in it. I gave the more responsibility to designing them to my colleagues. As this, we shared our work to do the session successfully by listening to all ours openions.
 

5.12. Not punish anyone for expressing ethical concerns about a project.

We conducted the session at a rural area school and they didn't much concern about ethics. They behave in their ways. There also we saw it. When any one conduct a session for students, most of the time matured people try their best to concentrate on it.

But in school, we didn't see it. Because they are too small to understand the truth of life. Those small children shouted at the class room when we were conducting the session for them.

But actually, the teachers of the school very much help for us to make concentrate of them to the lesson by giving them restrictions to not to make chatting. We also concern about that matter and that's why we organized small games kind of things at the end of the lesson. Actually those games helped us to catch the soul of children with our lesson.

5.05. Ensure realistic quantitative estimates of cost, scheduling, personnel, quality and outcomes on any project on which they work or propose to work, and provide an uncertainty assessment of these estimates. 

 When the principal of R/Nivi/Illumbakanda Vidyalaya requested me to do the session for grade 6 students, I thought about the schedule that I could make this more productive.  So I talked with the principal again and asked about their necessities for the session. Then I prepared to it and gave the time slot for school. School has announced it to children and they were ready for the session when I arrived there.

We communicate with students through school and the communication medium is more powerful because all the school teachers and students were like to have an session for them.

In this session thoroughly we focused on providing some knowledge to students for their future developments. So we tried our best to provide knowledge with more quality. That's why we used many teaching methods to reach to students.

3.13. Be careful to use only accurate data derived by ethical and lawful means, and use it only in ways properly authorized.

 As we know, small children are who accept all the things that can be either right or wrong that are told by belief person.

As one day session conductors, we also had to win their belief towards us to teach easily. If didn't care about this matter, we would be fail at the beginning of the session.

But, After we earned their belief on behalf of us, we had to be more responsible to provide more accurate data about subject matters. That's why we referred school pupils books and teachers guide books for getting acknowledgement about what do we have to teach to them and how we do it properly? We proved that all our subject matters which are prepared for session had followed school syllabus and provide knowledge according to them by searching information even from internet.

3.05. Ensure an appropriate method is used for any project on which they work or propose to work.

When we conducted those sessions for grade 6 students, we used the methods of power point presentations, practical schedules and blackboard.

Black board was mostly used in English sessions as the traditional way of teaching. When we wrote on black board, it wasn't a easy task for us because the dust of chalk came towards eye. But we had to adopt that situation without being a difficulty party.

We used power point presentations for IT session. All the power point presentation were distributed to students as printed papers for their book keeping. We didn't get any fees from that for those printed papers and we both did it from our pure soul. Power point presentations helped us to keep the concentration of small children towards the lesson because it was a curiosity for them. I used so many colorful images to describe basic IT to them. The practicals which we organized with them were most successfully because most of the students didn't work with a computer either at one time.

Also we conducted small subject related games with the end of each small lesson and prize giving was also conducted. The prizes had been arranged by the parents of grade 6 students. It was a great opportunity to motivate students to grab all the subject matters for winning the lesson end game.

3.03. Identify, define and address ethical, economic, cultural, legal and environmental issues related to work projects.

As I mentioned earlier posts, the school is located in a rural village, so we haven't internet connection to the school due to inability to have 3G signal for our dongles. So we were unable to teach students about how to find knowledge from internet. But we discussed it with students at our best, but only in that case, we were unable  to provide a practical knowledge on it.

Also we communicate with small children. They are not matured. So we also had to be small children when we taught them. Also we had be more decent in the school premises. Also we had to follow the rules of schools such as interval periods when we conduct the session.

3.02. Ensure proper and achievable goals and objectives for any project on which they work or propose. 

 The session which we organized was aimed at development of the basic IT and English knowledge of grade 6 students. They hadn't a teacher for achieving that purpose.

Because of that, the main goal of this session was after attending to this session, the students will be able to clearly describe the way of start a computer and how to do simple drawing or texting with computer and how to shut down a computer. Also with regards to English session, after attending to this session, students will be able to create simple sentences in English was the goal.

2.05. Keep private any confidential information gained in their professional work, where such confidentiality is consistent with the public interest and consistent with the law.

They had provide us the teachers guidance book which is issued by the government to schools for pre - preparation for the session. So we had to protect those professional books without giving any one from unauthorized.

They gave us the most sensitive data of the school that means the term test marks of the students of grade 6 on behalf of IT and English for analyzing the knowledge of the students with regards to those subjects. So we had to protect those also, because if they released out to the society it would make a higher affect of student's educational life.

2.03. Use the property of a client or employer only in ways properly authorized, and with the client's or employer's knowledge and consent.

Since the session was conducted in a rural village school, we didn't have many resources or properties to use. We conducted all the lessons with the help of our laptops and we had the ability to use only one computer from the school.

There we hadn't even enough space to conduct the session. But there they serve us as they can. They are very friendly and the principle of the school, Mr. Amarakoon gave us full freedom to conduct the session as our wish. Although they hadn't so many resources to use and deliver to us, we weren't sorrow about our difficulties because we have the ambition of giving something to all school children which would make their future bright.

How ever we were most satisfied with their serving methods for us at the moments of both when we arrived there and left there.

2.01. Provide service in their areas of competence, being honest and forthright about any limitations of their experience and education.


The school is the place which decides the future of every children. It is the desired future of a country. So we had to work hard to bring them forward always.

We hadn't any problem with their behavior as small children other than the childish behavior and the way of learning. But they were more silence in the subject manner and they were more louder as children. We had to understand that it was the way of children since we all were also been lived in our childish. There's nothing wrong with them rather than their childish activities.

But they have given advised to not to behave as children in the session from their principle and teachers. But they were not restricted and we made them to questioning from us very hardly. We are asked some questions by them about the things related IT. We described them clearly to them. In certain situations we also had to make them clear about some unclear factors but we won't be able to give them the whole from the IT industry but to make them reach to IT and English sooner or later.

1.08. Be encouraged to volunteer professional skills to good causes and contribute to public education concerning the discipline.

 We were so happy about our work towards them because we really tried to do our best for them very simply and interactively.

Although the school is located in very rural area which has not even a comfortable transportation facilities and we were in the university premises through out our university life. But we had to travel hundreds of kilometers from Colombo to Illumbakanda by paying our own money for all our necessities.

But at the last moment, when we finished our session, we saw only very thankful faces from children and almost from the teachers. The children talked to us as 'mis and sir', even though we discourage them to tell like so. Finally we got to know, there was a small function for me and my friend to appreciate our service. Actually we didn't hope such thing and it was an unexpected appreciation for us. So at the end, we had only very happy soul and smile with them when we left there.

1.07. Consider issues of physical disabilities, allocation of resources, economic disadvantage and other factors that can diminish access to the benefits of software.

When I started the session, I had only few resources to communicate with the students. There were about 20 students in grade 6 and all are small children. So they hadn't the ability to understand the things in deeply. So I had to be responsible for describing all the subject matters very simply and attractively. Also I had to concentrate on the language fluency of students. Although I was their IT and English teacher for that day, I couldn't operate with the language of English, because they were not much familiar to English because they were too small children and rural villagers.

Also there was only two computers with them in their school and one of them was not perfectly worked. I managed my laptop to conduct the sessions for them and group wisely, we allocated them to operate computer.

1.01. Accept full responsibility for their own work.

 I have to be more responsible with those children to make them to believe me. because small children don't like to any thing without clear reasoning.

firstly I have to identify the knowledge with regard to IT and English of these children before I started. So initially I asked simple questions such as Tell the English alphabet clearly and what are the English words for 'amma', 'thaththa'? and who invented the computer? and do you know how to start a computer?

The big challenge for me to teach them is how to make lessons more attractively for inspiring those small children to believe me. I have to be more careful because if I taught any thing in a wrong manner, they will surely consider it as correct. Then it will be huge mistake from me for their future lives.
So I pre prepared for the session by creating very attractive power point slides with simple images that they could understand by following their pupil's books and teacher guide books. Also I had to clearly describe those subject matter points in Sinhala, Because they were not familiar with English since small children and rural villagers. 

Also at the end of each and every lesson for them, I asked small questions and regarding the lesson and we conducted small attractive and funny games for gaining the attention of the students more. Actually the gaming method is more successful to gain the heavy attention of them because those people like to be more competitive among others and get the win. So they listen hard and keep what I taught there in their mind to get the prices which had arranged for the winners.

But the heavy challenge which I faced in creating games for them with the basic English. How ever I did it by developing games such as telling English letters for some Sinhala words, telling English letters for some English words.

Finally I imagine the success of my teaching style thoroughly with regards to the answers that they had given for the lesson end questions and I ask them whether they understand the subject matters that I taught to them.

So I have to be more responsible regarding those factors which I mentioned above meanwhile I successfully complete the session for primary school students of R/Nivi/Illumbakanda Vidyalaya.  

Introduction

One day Work shop for Basic IT and English for grade 6 students of R/Nivi/Illumbakanda Vidayalaya

On 2015.04.08, we arranged a session for teaching Basic IT and English for grade 6 students. Because there is no teacher for teaching IT and English for three months since the teacher in-charge of It and English has been transferred to another school and there was no appointment teacher instead of that transferred teacher. We had those connections to receive the opportunity to teach and IT and English in school through my mother, because she was a teacher in the school in that time.

The principle of R/Illumbakanda Vidyalaya who was mr.Amarakoon called me to conduct a session for Basic IT and English for primary students who were in grade 6. Actually at the moment that We got that invitation, I depressed about it and We were not sure whether We can do it successfully or not. However, because of my mother’s service for the school, We were unable to reject the request of them and finally we allocated the day of 08^th of April in 2015 for that session.

The school is surrounded in a fully diversified environment with lots of green nature. Actually it is a school which is located in very rural area. There we hadn’t a proper transportation method for reaching to school. So we have to go on foot for 9km or we have to go for another option for hiring a wheel for reaching to school. My mother had settle down her transportation problem by hiring a wheel for each and every day in her service time of 3 years. So We were lucky to have that transportation. We arrived to school at 8.00 am and then We prepared to conduct the session.

There was my colleagues with me for the support. Actually they were very supportive to me to achieve their goals about basic IT and English meanwhile I was conducting the session. It was very hard to talk more hours because it was out of my daily routine. So we have to adopt that situation very much since we had to be more attractive with small children. Both we and my colleagues allocated some particular parts to conduct the session for Basic IT and English time to time. We organized some more games regarding the basic IT and English Basics which we taught for increasing the interactivity of students to lessons. The parents of those students in Illumbakanda village had been collected gifts for the winners of those simple games.

Code Of Conduct

Code Of Conduct

 Referenced From

Software Engineering Code of Ethics and Professional Practice — Association for Computing Machinery . 2015. Software Engineering Code of Ethics and Professional Practice — Association for Computing Machinery . [ONLINE] Available at: https://www.acm.org/about/se-code. [Accessed 23rd June 2015].

 

 

Software Engineering Code of Ethics and Professional Practice — Association for Computing Machinery

PREAMBLE

The short version of the code summarizes aspirations at a high level of the abstraction; the clauses that are included in the full version give examples and details of how these aspirations change the way we act as software engineering professionals. Without the aspirations, the details can become legalistic and tedious; without the details, the aspirations can become high sounding but empty; together, the aspirations and the details form a cohesive code.

Software engineers shall commit themselves to making the analysis, specification, design, development, testing and maintenance of software a beneficial and respected profession. In accordance with their commitment to the health, safety and welfare of the public, software engineers shall adhere to the following Eight Principles:

1. PUBLIC - Software engineers shall act consistently with the public interest.

2. CLIENT AND EMPLOYER - Software engineers shall act in a manner that is in the best interests of their client and employer consistent with the public interest.

3. PRODUCT - Software engineers shall ensure that their products and related modifications meet the highest professional standards possible.

4. JUDGMENT - Software engineers shall maintain integrity and independence in their professional judgment.

5. MANAGEMENT - Software engineering managers and leaders shall subscribe to and promote an ethical approach to the management of software development and maintenance.

6. PROFESSION - Software engineers shall advance the integrity and reputation of the profession consistent with the public interest.

7. COLLEAGUES - Software engineers shall be fair to and supportive of their colleagues.

8. SELF - Software engineers shall participate in lifelong learning regarding the practice of their profession and shall promote an ethical approach to the practice of the profession.

Software Engineering Code of Ethics and Professional Practice (Full Version)

PREAMBLE

Computers have a central and growing role in commerce, industry, government, medicine, education, entertainment and society at large. Software engineers are those who contribute by direct participation or by teaching, to the analysis, specification, design, development, certification, maintenance and testing of software systems. Because of their roles in developing software systems, software engineers have significant opportunities to do good or cause harm, to enable others to do good or cause harm, or to influence others to do good or cause harm. To ensure, as much as possible, that their efforts will be used for good, software engineers must commit themselves to making software engineering a beneficial and respected profession. In accordance with that commitment, software engineers shall adhere to the following Code of Ethics and Professional Practice.

The Code contains eight Principles related to the behavior of and decisions made by professional software engineers, including practitioners, educators, managers, supervisors and policy makers, as well as trainees and students of the profession. The Principles identify the ethically responsible relationships in which individuals, groups, and organizations participate and the primary obligations within these relationships. The Clauses of each Principle are illustrations of some of the obligations included in these relationships. These obligations are founded in the software engineer’s humanity, in special care owed to people affected by the work of software engineers, and the unique elements of the practice of software engineering. The Code prescribes these as obligations of anyone claiming to be or aspiring to be a software engineer.

It is not intended that the individual parts of the Code be used in isolation to justify errors of omission or commission. The list of Principles and Clauses is not exhaustive. The Clauses should not be read as separating the acceptable from the unacceptable in professional conduct in all practical situations. The Code is not a simple ethical algorithm that generates ethical decisions. In some situations standards may be in tension with each other or with standards from other sources. These situations require the software engineer to use ethical judgment to act in a manner which is most consistent with the spirit of the Code of Ethics and Professional Practice, given the circumstances.

Ethical tensions can best be addressed by thoughtful consideration of fundamental principles, rather than blind reliance on detailed regulations. These Principles should influence software engineers to consider broadly who is affected by their work; to examine if they and their colleagues are treating other human beings with due respect; to consider how the public, if reasonably well informed, would view their decisions; to analyze how the least empowered will be affected by their decisions; and to consider whether their acts would be judged worthy of the ideal professional working as a software engineer. In all these judgments concern for the health, safety and welfare of the public is primary; that is, the "Public Interest" is central to this Code.

The dynamic and demanding context of software engineering requires a code that is adaptable and relevant to new situations as they occur. However, even in this generality, the Code provides support for software engineers and managers of software engineers who need to take positive action in a specific case by documenting the ethical stance of the profession. The Code provides an ethical foundation to which individuals within teams and the team as a whole can appeal. The Code helps to define those actions that are ethically improper to request of a software engineer or teams of software engineers.

The Code is not simply for adjudicating the nature of questionable acts; it also has an important educational function. As this Code expresses the consensus of the profession on ethical issues, it is a means to educate both the public and aspiring professionals about the ethical obligations of all software engineers.

PRINCIPLES

Principle 1: PUBLIC

Software engineers shall act consistently with the public interest. In particular, software engineers shall, as appropriate:

1.01. Accept full responsibility for their own work.

1.02. Moderate the interests of the software engineer, the employer, the client and the users with the public good.

1.03. Approve software only if they have a well-founded belief that it is safe, meets specifications, passes appropriate tests, and does not diminish quality of life, diminish privacy or harm the environment. The ultimate effect of the work should be to the public good.

1.04. Disclose to appropriate persons or authorities any actual or potential danger to the user, the public, or the environment, that they reasonably believe to be associated with software or related documents.

1.05. Cooperate in efforts to address matters of grave public concern caused by software, its installation, maintenance, support or documentation.

1.06. Be fair and avoid deception in all statements, particularly public ones, concerning software or related documents, methods and tools.

1.07. Consider issues of physical disabilities, allocation of resources, economic disadvantage and other factors that can diminish access to the benefits of software.

1.08. Be encouraged to volunteer professional skills to good causes and contribute to public education concerning the discipline.

Principle 2: CLIENT AND EMPLOYER

Software engineers shall act in a manner that is in the best interests of their client and employer, consistent with the public interest. In particular, software engineers shall, as appropriate:

2.01. Provide service in their areas of competence, being honest and forthright about any limitations of their experience and education.

2.02. Not knowingly use software that is obtained or retained either illegally or unethically.

2.03. Use the property of a client or employer only in ways properly authorized, and with the client's or employer's knowledge and consent.

2.04. Ensure that any document upon which they rely has been approved, when required, by someone authorized to approve it.

2.05. Keep private any confidential information gained in their professional work, where such confidentiality is consistent with the public interest and consistent with the law.

2.06. Identify, document, collect evidence and report to the client or the employer promptly if, in their opinion, a project is likely to fail, to prove too expensive, to violate intellectual property law, or otherwise to be problematic.

2.07. Identify, document, and report significant issues of social concern, of which they are aware, in software or related documents, to the employer or the client.

2.08. Accept no outside work detrimental to the work they perform for their primary employer.

2.09. Promote no interest adverse to their employer or client, unless a higher ethical concern is being compromised; in that case, inform the employer or another appropriate authority of the ethical concern.

Principle 3: PRODUCT

Software engineers shall ensure that their products and related modifications meet the highest professional standards possible. In particular, software engineers shall, as appropriate:

3.01. Strive for high quality, acceptable cost and a reasonable schedule, ensuring significant tradeoffs are clear to and accepted by the employer and the client, and are available for consideration by the user and the public.

3.02. Ensure proper and achievable goals and objectives for any project on which they work or propose.

3.03. Identify, define and address ethical, economic, cultural, legal and environmental issues related to work projects.

3.04. Ensure that they are qualified for any project on which they work or propose to work by an appropriate combination of education and training, and experience.

3.05. Ensure an appropriate method is used for any project on which they work or propose to work.

3.06. Work to follow professional standards, when available, that are most appropriate for the task at hand, departing from these only when ethically or technically justified.

3.07. Strive to fully understand the specifications for software on which they work.

3.08. Ensure that specifications for software on which they work have been well documented, satisfy the users’ requirements and have the appropriate approvals.

3.09. Ensure realistic quantitative estimates of cost, scheduling, personnel, quality and outcomes on any project on which they work or propose to work and provide an uncertainty assessment of these estimates.

3.10. Ensure adequate testing, debugging, and review of software and related documents on which they work.

3.11. Ensure adequate documentation, including significant problems discovered and solutions adopted, for any project on which they work.

3.12. Work to develop software and related documents that respect the privacy of those who will be affected by that software.

3.13. Be careful to use only accurate data derived by ethical and lawful means, and use it only in ways properly authorized.

3.14. Maintain the integrity of data, being sensitive to outdated or flawed occurrences.

3.15 Treat all forms of software maintenance with the same professionalism as new development.

Principle 4: JUDGMENT
Software engineers shall maintain integrity and independence in their professional judgment. In particular, software engineers shall, as appropriate:

4.01. Temper all technical judgments by the need to support and maintain human values.

4.02 Only endorse documents either prepared under their supervision or within their areas of competence and with which they are in agreement.

4.03. Maintain professional objectivity with respect to any software or related documents they are asked to evaluate.

4.04. Not engage in deceptive financial practices such as bribery, double billing, or other improper financial practices.

4.05. Disclose to all concerned parties those conflicts of interest that cannot reasonably be avoided or escaped.

4.06. Refuse to participate, as members or advisors, in a private, governmental or professional body concerned with software related issues, in which they, their employers or their clients have undisclosed potential conflicts of interest.

Principle 5: MANAGEMENT

Software engineering managers and leaders shall subscribe to and promote an ethical approach to the management of software development and maintenance . In particular, those managing or leading software engineers shall, as appropriate:

5.01 Ensure good management for any project on which they work, including effective procedures for promotion of quality and reduction of risk.

5.02. Ensure that software engineers are informed of standards before being held to them.

5.03. Ensure that software engineers know the employer's policies and procedures for protecting passwords, files and information that is confidential to the employer or confidential to others.

5.04. Assign work only after taking into account appropriate contributions of education and experience tempered with a desire to further that education and experience.

5.05. Ensure realistic quantitative estimates of cost, scheduling, personnel, quality and outcomes on any project on which they work or propose to work, and provide an uncertainty assessment of these estimates. 

5.06. Attract potential software engineers only by full and accurate description of the conditions of employment.

5.07. Offer fair and just remuneration.

5.08. Not unjustly prevent someone from taking a position for which that person is suitably qualified.

5.09. Ensure that there is a fair agreement concerning ownership of any software, processes, research, writing, or other intellectual property to which a software engineer has contributed.

5.10. Provide for due process in hearing charges of violation of an employer's policy or of this Code.

5.11. Not ask a software engineer to do anything inconsistent with this Code.

5.12. Not punish anyone for expressing ethical concerns about a project.

Principle 6: PROFESSION

Software engineers shall advance the integrity and reputation of the profession consistent with the public interest. In particular, software engineers shall, as appropriate:

6.01. Help develop an organizational environment favorable to acting ethically.

6.02. Promote public knowledge of software engineering.

6.03. Extend software engineering knowledge by appropriate participation in professional organizations, meetings and publications.

6.04. Support, as members of a profession, other software engineers striving to follow this Code.

6.05. Not promote their own interest at the expense of the profession, client or employer.

6.06. Obey all laws governing their work, unless, in exceptional circumstances, such compliance is inconsistent with the public interest.

6.07. Be accurate in stating the characteristics of software on which they work, avoiding not only false claims but also claims that might reasonably be supposed to be speculative, vacuous, deceptive, misleading, or doubtful.

6.08. Take responsibility for detecting, correcting, and reporting errors in software and associated documents on which they work.

6.09. Ensure that clients, employers, and supervisors know of the software engineer's commitment to this Code of ethics, and the subsequent ramifications of such commitment.

6.10. Avoid associations with businesses and organizations which are in conflict with this code.

6.11. Recognize that violations of this Code are inconsistent with being a professional software engineer.

6.12. Express concerns to the people involved when significant violations of this Code are detected unless this is impossible, counter-productive, or dangerous.

6.13. Report significant violations of this Code to appropriate authorities when it is clear that consultation with people involved in these significant violations is impossible, counter-productive or dangerous.

Principle 7: COLLEAGUES
Software engineers shall be fair to and supportive of their colleagues. In particular, software engineers shall, as appropriate:

7.01. Encourage colleagues to adhere to this Code.

7.02. Assist colleagues in professional development.

7.03. Credit fully the work of others and refrain from taking undue credit.

7.04. Review the work of others in an objective, candid, and properly-documented way.

7.05. Give a fair hearing to the opinions, concerns, or complaints of a colleague.

7.06. Assist colleagues in being fully aware of current standard work practices including policies and procedures for protecting passwords, files and other confidential information, and security measures in general.

7.07. Not unfairly intervene in the career of any colleague; however, concern for the employer, the client or public interest may compel software engineers, in good faith, to question the competence of a colleague.

7.08. In situations outside of their own areas of competence, call upon the opinions of other professionals who have competence in that area.

Principle 8: SELF

Software engineers shall participate in lifelong learning regarding the practice of their profession and shall promote an ethical approach to the practice of the profession. In particular, software engineers shall continually endeavor to:

8.01. Further their knowledge of developments in the analysis, specification, design, development, maintenance and testing of software and related documents, together with the management of the development process.

8.02. Improve their ability to create safe, reliable, and useful quality software at reasonable cost and within a reasonable time.

8.03. Improve their ability to produce accurate, informative, and well-written documentation.

8.04. Improve their understanding of the software and related documents on which they work and of the environment in which they will be used.

8.05. Improve their knowledge of relevant standards and the law governing the software and related documents on which they work.

8.06 Improve their knowledge of this Code, its interpretation, and its application to their work.

8.07 Not give unfair treatment to anyone because of any irrelevant prejudices.

8.08. Not influence others to undertake any action that involves a breach of this Code.

8.09. Recognize that personal violations of this Code are inconsistent with being a professional software engineer.

This Code was developed by the ACM/IEEE-CS joint task force on Software Engineering Ethics and Professional Practices (SEEPP):

Executive Committee: Donald Gotterbarn (Chair), Keith Miller and Simon Rogerson;
Members: Steve Barber, Peter Barnes, Ilene Burnstein, Michael Davis, Amr El-Kadi, N. Ben Fairweather, Milton Fulghum, N. Jayaram, Tom Jewett, Mark Kanko, Ernie Kallman, Duncan Langford, Joyce Currie Little, Ed Mechler, Manuel J. Norman, Douglas Phillips, Peter Ron Prinzivalli, Patrick Sullivan, John Weckert, Vivian Weil, S. Weisband and Laurie Honour Werth.

This Code may be published without permission as long as it is not changed in any way and it carries the copyright notice. Copyright (c) 1999 by the Association for Computing Machinery, Inc. and the Institute for Electrical and Electronics Engineers, Inc.