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When Sarah Worton and Joe Jaramillo opened the Copper Pot in July 2010 at 508 East Hampden Avenue, their motto was "comfort food times two" -- a reference to the "two families' experiences in the kitchen" that were blended in the independent, neighborhood restaurant.
But now the partners are really doubling down, opening a second Copper Pot not far away at 2796 South Broadway.
That spot as at the corner of Broadway and Amherst Avenue, and is the former home of Bites, which bit the dust in early January (and Marmalade and the Auld Dubliner before that).
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"It was a really good opportunity," Worton says. "There's a patio and parking lot. It's much larger than the place we have here, and we plan to start doing breakfast on the weekends." But first, she wants to get rid of the polka dots left by the former resident.
The second Copper Pot will have a soft opening at the end of the month, with a grand opening later this spring. As with the original, Worton and Jaramillo hope to serve regional American classics in a comfortable environment.
Visit the Copper Pot website to see hours, menu and news about the second location.


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Click here to be notified by email when LOLITA WINE GLASS "SUPERMOM" becomes available.
Hand painted "Supermom" wine glass. Each glass comes packaged in a signature gift box with unique recipe printed on it.
15 oz capacity.
This is your store's blog. You can use it to talk about new product launches, experiences, tips or other news you want your customers to read about. You can check...

subset: commoncrawl


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This week the City of Chula Vista received the Environmental Protection Agency's Organizational Leadership Award for reducing greenhouse emissions. Only two other organizations nationwide — the University of California, Irvine, and the Sprint telecommunications company — received the award.
The EPA said that Chula Vista is a city government "that not only [has] their own comprehensive GHG [greenhouse gas] inventories and aggressive emissions reduction goals, but also exemplify leadership in their internal response to climate change, through engagement of their peers, competitors, partners, and supply chain, and addressing climate risk in their enterprise strategies," according to an official statement.
Chula Vista was singled out by the EPA for implementing "climate mitigation and adaptation strategies" throughout the city government and the community. In 2000, the city adopted a "Climate Action Plan" that resulted in lower utility costs, improved air quality, and reduced traffic congestion, according to spokesperson Diane Howell.
Environmental resource manager Brendan Reed said the city's "Conservation Section" spends $300,000 every year "but most of this is reimbursed through grants and other external funding sources." Chula Vista keeps implementation costs low by "piggy-backing on existing city programs and plans within the city," Reed said; for example, by "working with our Housing Division to brainstorm ways to better integrate 'green' home retrofits into their services for low-income families."
More from SDReader
- More stories by Vincent Farnsworth
- San Diego climate cleanup report card is in — Dec. 8, 2016
- What's next for Union-Tribune real estate? — Sept. 11, 2015
- Greenhouse gas plan inadequate — Oct. 29, 2014
- "Sustainability program manager" would cost $200,000 — May 23, 2014
- San Diego big business and the city whistle past the greenhouse-gas graveyard — Nov. 28, 2012
Wow, talk about meaningless jargon speak: there's nothing that tells us what they actually did to receive this award or to improve the environment, but it must have looked good on paper:
"inventories…goals…exemplify leadership…[engage] their peers…[address] climate risk…adopted a "Climate Action Plan"…piggy-back[ed]…brainstorm[ed]"


text: Installation and Commissioning Installation The installation phase of a project is where all the work effort comes together. From logistics management, fabrication, outfitting interiors, engineering of stairs and platforms, integration of operating essentials such as water, sewage or power and fulfilling all the necessary permitting and certification requirements, installation is the most critical stage in project execution. Every project no matter how small has a lead person in charge. Very large installations will be managed by an experienced project manager whereas small projects, such as single module installation will be managed by a service technician. For large projects we will create an installation plan as based on an initial site survey but most projects do not allow for this opportunity as vessels and platforms are difficult to access. If we do not have an initial site survey many installation decisions are made when our personnel reach the site. We will start with a Job Safety Analysis (JSA) which lists all steps in the installation process and their associated hazards. The JSA also identifies corrective actions if hazards are encountered and the scope of the plan includes HB Rentals, client and third party personnel, if applicable. Before installation work commences, we make sure we have the necessary permits and approvals to proceed. The regulatory approval process is one of the most challenging aspects about managing a project as the regulatory rules are constantly evolving across the multiple certification bodies in the global markets that we serve. When on the project site, we ensure that we follow strict procedure with lock out/tag out permits as we conduct the physical installation work. Any energy source whether it be electric, water, pneumatic or any type of pressure is tagged and locked out as we conduct our work. We also have fall protection and rescue plans, which are prepared on site and advance of beginning the work. The plans are reviewed and approved by the client's representative (person in charge on the site) as is the JSA and all lock out permits. A critical understanding about the installation process is that each project is unique and unplanned or expected challenges are encountered with each vessel or platform project. Our personnel on site, whether it be a seasoned project manager or an experienced service technician with multi-disciplinary skills must have the judgment and ability to work through the challenges to ensure a smooth, safe and successful installation. Commissioning Once the installation work is complete – we start testing. We turn on all the electrical appliances, test the receptacles the lights, galley equipment, any of the operating essentials such as lift pumps, literally anything with an on/off switch. We test the water supply, hot water, lavatories, showers and water pumps, and source of supply or use of water. We conduct a complete inspection of communication equipment – VSAT, internet, phone and fax lines to ensure all communications are operational and up to our standards. If allowed by the client, we photograph the work for our records and at completion of commissioning submit a work order for client sign off and authorization of the installation and commissioning work.


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Notice anything different around here? I've just moved from WordPress.com to WordPress.org and I LOVE the look of my new blog. I probably spent too much time on my laptop during this process and I definitely didn't give my boyfriend much attention, but YAY. Moving to Self Hosted WordPress was something I have wanted to do ever since I learnt what self-hosted WordPress was and I finally got around to it.
A few people have been asking me questions about moving to self hosted WordPress so I thought writing a post about it would be a good idea! The process sounds so much more complicated than what it is but I promise you that it's not. Saying that, you will stress a little and have a shout at your laptop but that's normal! There's nothing in the process that is difficult to get around once you have highlighted the problem.
Choosing a Hosting Provider and Buying a Domain
Before you get started you need to choose where you are going to purchase a domain and hosting from. I picked TSOHost as my hosting provider because they have 24/7 support and a few bloggers had recommended them to me. I'm on the Basic Hosting plan for £2.99 a month, can't go wrong really!
It is also available to pay yearly but my bank account seemed less broken into this way! They have been so easily contactable and have always replied within a few hours so I haven't been waiting around too long.
Transferring a Domain
If you haven't purchased your own domain yet, then ignore this step! Transferring my domain was the thing I was most worried about when moving to self hosted WordPress. However it turned out that it wasn't difficult at all! When purchasing WordPress hosting, I also added a Domain transfer to my cart. This basically meant that TSOHost would transfer my domain to their servers for me, so I don't have to do all that wacky-techy stuff. This cost £8.99 for the transfer, and £5.98 for ID protection.
TSOHost also extend the domain for another year, so essentially you get it for free. Yeeeees. The ID protection ensures no one can get your details from the WHOIS database and I would definitely recommend it!
To start the transfer I had to unlock my ID protection for my domain in my WordPress.com settings and update my contact information. You then need to get the EPP code for your domain from your current provider. Your new domain host will contact you and you just need to enter it like a password. Once this is verified the domain transfer process can start. On TSOHost they say it can take between 3 and 9 days, although it can be faster. My transfer took 6 days!
Alternatively, you can find the instructions on TSOHost's website here. The last step of managing your domain is connecting it to the TSO Host servers. It's really simple to do but if you email your hosting company they will offer to do it for you! Lovely.
I had a slight issue with the transfer once it had been connected to the servers. My site was unaccessible because of the insecure connection via https://. This is probably because my domain was used to connecting straight to https:// as it was through WordPress.com. I spent a long time emailing TSOHost about the problem and after twelve hours it finally got sorted. I ended up Tweeting them and they redirected it to always connect to http://. I can purchase an SSL certificate if people stumble upon https:// often, but it shouldn't be a problem anymore. Phew! I cleared my internet cache and refreshed my site and it worked.
Installing WordPress
Most hosting providers will give you a one-click install of WordPress from your account. After I'd installed it I was given a password to log in and voila: the WordPress dashboard! The dashboard is really easy to navigate once you know where everything is.
Migrating Content
Moving all of your blog content can seem like a hefty task. I promise you it isn't! To do it manually, you go into your current blog settings and find where it says "export." On WordPress, choose the free version and download an XML file of your blog. In the new WordPress panel, you simply go to Tools > Import and upload the XML file you just downloaded. It will copy all of your posts to your new blog – simple!
I took the easier way out and got a free website migration from TSOHost. They moved all of my published posts and drafts to my new blog, including the photos which was a nice surprise! It took no longer than a day to complete.
Choosing and Installing a Theme
This for me was the most exciting part of moving to self hosted WordPress. I hated the restriction on editing themes on WordPress.com because I always wanted to get in there and edit the HTML. I spent days browsing through Etsy to find the perfect theme as I can't afford a Pipdig one *cries*. I eventually found the Sahara theme from PishandPoshDesigns and I'm in love with it! The seller answered any questions I had, and an installation guide was included with the purchase.
To install this, in your WordPress dashboard go to Appearance > Themes. You can then click 'Add New' and simply upload your theme to WordPress. This took no time at all! For my theme I had to install two zip files. Customise away!
That's pretty much the basics for moving from WordPress.com to self hosted WordPress. I hope this post comes in useful if you're considering doing this! Do let me know if you have any questions or would like to see more posts like this. Maybe about which Plugins to install?
You may also be interested in reading:
2016 Blogging Goals | Blog Love #1 | 2017 Blogging Goals + 2016 Goals Reviewed
Are you moving to Self Hosted WordPress soon? Let me know!
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Already Breaking a Promise?
So Windows 10 went live a few days ago - telemetry is showing a VERY high success rate in updates with over 60 million PCs upgraded. This is good! There are a few (noisy) exceptions: I myself got the dreaded "Something Happened" error on PC #12. But, as a source informed me, less than 1% error rates is REALLY good. Now, businesses are starting to pay attention - actually it'd be great if they would pay more attention but that's another blog :) But now there is scuttle about Microsoft breaking application compatibility promises.
"If it runs on 7, it runs on 10." Period. This isn't just the apps like Office and Adobe that you open all the time - it's the OS itself. After all, one of the main things I've been talking about is that if EVERYONE runs the exact same code, then application compatibility will be easier. Enormous advocacy is in flight around the servicing model for Windows 10:
By the time an update gets to the businesses running Windows 10, some "hundreds of MEEEELION" PCs should have validated that all is well. That's why MSFT says that if you are in an enterprise deployment, and 95% of all enterprise deployments should be in Current Branch for Business (CBfB), you can only delay a patch twice then you have to take it. In doing all of the above, MSFT, in theory, can say: we guarantee a patch won't break anything.
Then this happened:
Windows has been RTM for six days now, and a patch has already been released that broke systems. The above patch, a faulty driver, regressed an earlier issue that basically caused touch screens to highlight words instead of register tactile touching. So what happened? Did MSFT break a promise?
Two things are at play here:
- This is a driver. Drivers are released via Update Services just like patches but these are not bits that came from MSFT. Splitting hairs? Probably, but it is the responsibility of BOTH Microsoft and the vendor to make sure regressions don't happen. Everyone relax - it's day six of a brand new world and they've got some kinks to work out.
- Remember the patch chain above? Before a patch makes it to businesses, "Hundreds of Millions of Users" will have tested a patch. Guess what? It isn't there yet! Hundreds of millions of people have yet to deploy Windows 10. 60 million is pretty good though! But guess what else? Just because MSFT says that all PCs (95% of them) should be on Current Branch for Business so they get patches quickly does NOT mean you are absolved from testing said patches in your enterprise. I posit the following:
When a patch is released to CBfB, it is incumbent upon all organizations to deploy the patch into their labs before releasing them to their general population. Sound familiar? It should - because MSFT says that organizations should deploy Windows 10 to labs first to test application compatibility. Those labs should NOT then be torn down. As most organizations have typically done, you still should test ALL patches (even though there are now far fewer) in your lab before releasing them. That way, if an issue does happen, call 1-800-MICROSOFT and tell them that something is up and they will help fix it - BEFORE you roll something bad out to your general population.
Bottom line? It's a whole new world for servicing. The offending driver above? Yep, that's bad. But here's the great thing - it was caught in Consumer branch before it landed with organizations in CBfB. The process worked. And it will work even better when hundreds of millions of PCs are field testing compatibility before a patch lands in the enterprise. And the ISVs get their drivers together. And enterprises get their labs deployed. Etc. :)


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Eyes of a Curator, Tips for Viewing the VR Exhibition (16) Sung Mi HONG, a former curator of the Gail Art Museum
2017-06-05 l Hit 376
Eyes of a Curator, Tips for Viewing the VR Exhibition (16)
Sung Mi HONG, a former curator of the Gail Art Museum
A view of the VR exhibition of artist Kyungmin NAM
Kyungmin NAM's Solo Exhibition
Kyungmin NAM is an artist who uses her imagination to recreate the workshops of grand masters such as Van Gogh, Matisse, Modigliani, and Rembrandt.
Sung Mi Hong, a former curator of the Gail Art Museum, who planned the exhibition, was personally acquainted with artist Kyungmin NAM, but had not yet had the opportunity to hold an exhibition with her. Through this project, the curator got the chance to work with the artist and understand her unique oeuvre.
Curator Hong explained that the artist's work has a dual structure and went on to explain, "A mirror, for example, is an object that appears often in the artist's work. From within, it reflects the space in front of it, leaving viewers to question whether they are seeing the real space or not, and mystifies the perception of what is inside and outside of it. It also blurs the boundary between reality and imagination while at the same time offering various possibilities."
This VR exhibition shows the artist's various series of work; from her early series 'Indoor landscapes', to her 'Artists' Studios' series, 'Butterfly Collection' series, and 'Study' series. Each one of the works is generally displayed with its accompanied series, but occasionally pieces are displayed with a separate series in order to expand the series into other rooms.
The space reflected in the mirror collapses the boundary between reality and imagination, the mirror and the space outside of it. 'Three Chairs-Pondered about Van Gogh', 2009, Oil on linen, 131 x 162cm
Curator Sung Mi Hong said, "Artist Kyungmin NAM's work is very large-scale and detail-oriented. Also, the objects in her pieces are placed like objects in a pictorial puzzle. Because it is an online exhibition, it is unfortunate that it is hard to gauge the scale of the work or to unravel each element of the pieces, but the artist's oeuvres can be seen at a glance and viewers can appreciate the vivid color of artist Kyungmin NAM's work."
The curator also mentioned the following, "The fact that the narrative structure of artist Kyungmin NAM's work draws viewers into virtual reality is also a good reason why her work can be shown well online. In the 'Artists' Studios' series, there are symbolic objects that disturb the real and virtual worlds by overlapping the real space with traces of the old masters' lives."
Meanwhile, since her solo exhibition at the Savina Museum of Contemporary Art in 2014, artist Kyungmin NAM has been creating pieces on the studies of old painters such as Gyeomjae Jeong Seon, Hong-do Kim, Yun-bok Shin, Sa-im-dang Shin, and King Jeongjo, who lead the cultural renaissance of the Joseon Dynasty. The artist will hold a solo exhibition at the LEEHWAIK Gallery next year.
2017.6.14 ⓒKorean Artist Project
Text and images may not be reproduced, reprinted, or redistributed without express consent.


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By now you know the drill.
Writing prompts are there so you can just dive right in and write. There's no pondering, no second thoughts, no stalling unnecessarily – you just open your mind and write.
Writing prompts have many uses and are highly versatile. A lot of writers use them before working on their main project, as a way to get those creative juices flowing. What better way to free your mind before you write than by writing? It's a dream come true if you ask me.
With writing prompts, that's essentially what you're doing. You're already given the inspiration and topic, you just have to put the words together to bring it to life.
This is such a great exercise to embark upon, and if you haven't tried it before, well, there's no time quite like the present.
The Prompt
Your usual seat feels a little different this morning, but at least the train is going forward. The rain could be an issue, but at this time on a Monday morning, you're sort of beyond caring.
Or at least you were.
Your glass of water starts to shudder and then topples over, falling into your lap. The train's brakes howl and it grinds to an instant halt.
Ready, Set; Write
What happens next? Does a Dementor board the train and start sucking out your soul? Oh wait, that's been done before… My bad.
Whatever you choose, make sure it is full of rich detail and lots of shuddering twists – that way, you'll really get to work on honing in those writing skills. That is the purpose of writing prompts after all.
Try this prompt for size and create something based on it. If you do write something, please share it with me in one way or another. Tag me in a post, post it in the comments, send it to me in an email – I'd love to read your work.
Who knows? If you send something my way and I really like the way you write, I might just offer you a discount on my editing services. Or I might even edit a few chapters for free. It's worth a try on your part.
You can reach me with your submission or with any questions/inquiries here.
Stay ConnectedFollow us to stay up to date with our writing tips/advice, schedule updates, special offers, prize giveaways, and writing-based competitions. Got any questions/inquiries? Hit that little email icon and send them over.


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Get Educated and
Make a Difference
Make a Difference
Domestic Violence Awareness is every month for us. Get educated on domestic violence and abuse. Listen, support and never judge a victim.
Donate Your Old Cell Phone & Bags With Handles
We collect old cell phones to help victims of domestic violence become survivors. Also, new or gentle used handbags or any bags with handles.
Love By The Handles, Inc. is a growing 501 (c)(3) non-profit organization that serves individuals in transition within the D.C. Metro area. We are committed to support and encourage people in need! We also create Love Outreach events / programs for the community and partner with other local organizations to eradicate homelessness and domestic violence.
We are all about LOVE!
"Loving The Community One Bag At A Time"


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Mae West butts heads with Victor McLaglen in Raoul Walsh's Klondike Annie, but the real victor was the Legion of Decency, whose censorship strictures transformed a saucy and spicy gumbo into something closer to chicken noodle soup. West plays Rose Carlton...more
All Klondike Annie cast + crew photos
Movies.com, the ultimate source for everything movies, is your destination for new movie trailers, reviews, photos, times, tickets + more! Stay in the know with the latest movie news and cast interviews at Movies.com.
Copyright © 2020 FANDANGO MOVIES.


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The Sean Laura Scholarship $1000 award recognizes a South Suburban College student who is studying criminal justice, court reporting, or in the paralegal program.
- Preference given to any police officer who has become disabled as defined by the pension board of the officers police department. The applicant may be the spouse or child of a police officer killed or permanently disabled as a result of injuries received in the line of duty or the spouse or child of an active police officer. The applicant must supply proof. These candidates may be studying in any curriculum.
- Must maintain a 3.0 grade point average.
- May be either a full or part-time student.
- Must have completed a minimum of nine (9) credit hours.


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On Monday, Sean Reyes was sworn in as Utah's next Attorney General – here are some of his comments to the media.
As noted in the video, one of Reyes' first actions as Attorney General is to challenge the decision by Judge Shelby's to overturn Amendment 3 to the state constitution. Brandie Balkin, Executive Director of Equality Utah, gave a very measured response, saying that "it is our hope that Mr. Reyes will provide thoughtful, well-reasoned council to the Governor and the State of Utah. All Utahns should be able to have faith in the office of A.G., knowing that our resources are being used responsibly and that, above all, our constitution is upheld."


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Search Constraints
You searched for: Format Shapefile Remove constraint Format: Shapefile Subject Structure Remove constraint Subject: Structure Subject Dams Remove constraint Subject: Dams Subject Utilities and Communication Remove constraint Subject: Utilities and Communication
1 - 3 of 3
Search Results
1. Dams: Nairobi, Kenya, 2003
1992. This point shapefile shows the locations of dams serving Nairobi, Kenya. Data were compiled by WRI from 1:50,000 topographic maps and other sources... World Resources Institute.
2. Large Hydropower Dams: Kenya, 2006
2006. World Resources Institute. This polygon shapefile shows the locations of large hydropower dams in Kenya. Dams were located based on existing data from the Geological Survey o... World Resources Institute.
3. Micro-Hydropower Sites: Kenya, 2006
2006. World Resources Institute. This point shapefile shows locations of small micro-hydropower sites in Kenya.This data was used in Map 3.11 in Nature's Benefits in Kenya: An Atla... World Resources Institute.


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Matthew Burr has over ten years of experience working in the human resources field, starting his career as an Industrial Relations Intern at Kennedy Valve Manufacturing to most recently founding and managing a human resource consulting company; Burr Consulting, LLC. He specializes in labor and employment law, conflict resolution, performance management, employee relations and work with labor unions. Matthew also has a generalist background in HR and provides strategic HR services to his clients, focusing on small and medium sized organizations. Matthew is an Adjunct Professor at Elmira College........
This training will focus on the importance of I-9 compliance for small businesses. The training will introduce the I-9 forms, importance of filling out the forms correctly, retention process and proactive I-9 audits. We will also discuss common mistakes and how to correct.
Why should you attend this webinar?
This webinar will:
Areas Covered in the Session:
Who can Benefit:


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Great news! More awards given to Alpasion!
We are pleased to announce that Alpasion was given 2 Gold Medals and 1 Silver at the 74th Annual Wine & Spirits Wholesales of America (WSWA) Exposition that had taken place in Orlando Florida (April 18-21st)!
Both the Grand Cabernet Franc 2014 and the Granc Malbec 2014 received the Gold medal and the Malbec 2015 received the Silver.
We will be featured in the July 2017 issue of The Tasting Panel Magazine, but until that is out, here is an image of our awards!
As they say, can you "taste the excitement"?
We sure can!


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GROTON, Conn. (NNS) -- The nation's newest and most-advanced nuclear-powered attack submarine, Pre-Commissioning Unit (PCU) Missouri (SSN 780), returned to the General Dynamics Electric Boat Shipyard in Groton, Conn., July 4 following the successful completion of its first voyage in open seas.
Missouri's sea trials included a range of submarine and propulsion plant operations, submerging for the first time and high-speed runs on and below the surface to demonstrate that the ship's propulsion plant is fully mission-capable.
The sea trials were directed by Adm. Kirkland Donald, director, Naval Nuclear Propulsion. Also participating in the sea trials were Rear Adm. William Hilarides, Program Executive Officer for Submarines; Rear Adm. Michael McLaughlin, commander, Submarine Group 2; Capt. Leslie Elkin, supervisor of shipbuilding in Groton; and John P. Casey, president of Electric Boat.
"Taking a submarine out for the first time is challenging, and the crew and Electric Boat responded to that challenge very well," said McLaughlin. "I appreciate both organizations' teamwork as they prepare Missouri to join the fleet. Job well done."
"The crew and shipbuilders worked together seamlessly to take this submarine to sea and put it through its paces," said Casey. "It was a superb effort by everyone involved and reflects the commitment of the Navy/industry team to sustain the success of the Virginia-class submarine program. I deeply appreciate the contributions made by the Navy personnel, shipbuilders and suppliers who made it happen."
The successful completion of sea trials is another milestone on Missouri's journey toward officially joining the fleet, which will occur during a commissioning ceremony July 31 at 11 a.m. at Naval Submarine Base New London in Groton.
Construction on Missouri began in December 2004; the submarine's keel was authenticated during a ceremony Sept. 27, 2008, at the Electric Boat facility in North Kingstown, R.I. Missouri was christened during a late morning ceremony at Electric Boat Dec. 5, 2009.
Another milestone occurred April 16 during "In Service Day," when crew members moved aboard the submarine, bringing her systems to life, beginning general day-to-day operations and preparing for sea-trials, work-ups and commissioning.
Cmdr. Timothy Rexrode is the commanding officer of Missouri, the seventh ship of the Virginia class. He leads a crew of about 134 officers and enlisted personnel. A native of Spencer, W.Va., Rexrode graduated with honors in 1990 from West Virginia University, receiving a Bachelor of Science in aerospace engineering. In addition, Rexrode is a distinguished graduate of the U.S. Marine Corps Command and Staff College, holding a master's degree in military studies. Rexrode also received a master's degree in administration from Central Michigan University.
Becky Gates, wife of U.S. Defense Secretary Robert M. Gates, serves as the submarine's sponsor. She broke the traditional champagne bottle against the boat's sail during the christening ceremony in December 2009. Her initials were welded into a plaque inside the boat during last year's keel laying ceremony.
Missouri is the fifth Navy ship to be named in honor of the people of the "Show Me State." The last Missouri, the legendary battleship, was the site where Fleet Adm. Chester Nimitz, Gen. Douglas MacArthur and many other U.S. and Allied officers accepted the unconditional surrender of the Japanese at the end of World War II Sept. 2, 1945.
Missouri is built to excel in anti-submarine warfare; anti-ship warfare; strike warfare; special operations; intelligence, surveillance, and reconnaissance; irregular warfare; and mine warfare missions. Adept at operating in both the world's shallow littoral regions and deep waters, Missouri will directly enable five of the six Navy maritime strategy core capabilities - sea control, power projection, forward presence, maritime security and deterrence.
The 7,800-ton submarine Missouri is being built under a teaming arrangement between General Dynamics Electric Boat and Northrop Grumman Shipbuilding Newport News, Va. At 377-feet long, Missouri is slightly longer than a football field. It has a 34-foot beam, will be able to dive to depths greater than 800 feet and will operate at speeds in excess of 25 knots submerged.
Missouri is designed with a nuclear reactor plant that will not require refueling during the planned life of the ship, reducing lifecycle costs and increasing underway time.
The USS Missouri Commissioning Committee, an IRS-designated 501(c)3 nonprofit charity, was created to increase awareness of the submarine's commissioning. The committee offers information about the development of the submarine, as well as history on former Navy ships named for the "Show Me State."
For more news from Commander Submarine Group 2, visit www.navy.mil/local/Subgru2/.


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By now you may have read stories about new Dolphin William Hayes pertaining to mermaids, dinosaurs and the moon, but there's another unique side to him that's as serious as it gets.
Hayes was once homeless.
It was only for one night, and it wasn't for lack of money, which is where things really get interesting.
While playing for the Rams in St. Louis, Hayes and fellow defensive lineman Chris Long spent one night in 2015 as homeless men to get a better understanding of how difficult it could be.
Here's how difficult it was: They originally planned to do it for two days but cut it short.
After getting the idea when they spotted the homeless near the Rams' stadium, they put on raggedy clothes, donned a bit of makeup so they wouldn't be recognized, ditched their cellphones and headed out with $4 each and an ESPN hidden camera following them.
They begged for money.
Hayes didn't end up with even a dollar.
Rams' office personnel walked right past them without doing a double-take.
They visited a homeless shelter but ended up sleeping in the back of an abandoned van, cold.
"It was a very powerful event to go through," Hayes told his hometown paper, the High Point (N.C.) Enterprise.
Although ESPN did a segment on Hayes and Long, it was not a PR stunt or for publicity.
Hayes is a former Rams nominee for the Walter Payton NFL Man of the Year Award for his community work. He donated $1,000 for every sack to a resource center for the homeless in St. Louis. His Big Plays Hayes Foundation was dedicated in part to the homeless. Even his grandfather's old barber shop in High Point used to take the tip jar and hand it over to an urban ministry that served the homeless.
That night out on the streets was an experience of a lifetime for Hayes, albeit not a good one.
"It was the worst night I've ever had in my life for sure," Hayes told ESPN. "My body hurts so bad right now."
Miami Dolphins DE William Hayes brings 'lunch pail to work'
Lawrence Timmons isn't sure which Miami Dolphins LB position he'll play
Miami Dolphins agree to two-year deal with LB Lawrence Timmons
Miami Dolphins DL William Hayes believes in mermaids, not dinosaurs
Check out The Palm Beach Post's Miami Dolphins page on Facebook.


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The work of reviewing and updating Australian Folk Resources, undertaken as a joint project between the Australian Folklore Research Unit at Curtin University and the Australian Folklore Network, has now been completed and the results are presented here.
ARRANGEMENTThe entries are arranged alphabetically by institution and/or collector surname and, in most cases contain information about the scope of the collection, location and access.
DISAPPEARANCE OF COLLECTIONSIt became clear in conducting this project that a considerable number of the collections previously entrusted to libraries and other repositories around the country have been 'lost' since this survey was first undertaken in the 1980s. The disappearance of collections of Australia's folklore and folklife collections is obviously of considerable concern to folklorists and all involved with folk activities but is also a great loss for the record of Australia's cultural heritage. This situation inevitably raises the question of whether libraries would be so careless of collections deemed less 'trivial' than folklore.
Given the situation outlined above, researchers and others interested in accessing collections of Australian folklore and folklife are also referred to the original publications by the Australian Folk Trust for a full record of what was available in the 1980s, and where it was then. In the meantime the entries provided in this Register constitute the only available unified source of information on Australian folklore and folklife collections.
FURTHER ENTRIESThis Register is very much an evolving enterprise. We welcome new and additional entries and aim, over time, to build a comprehensive - and permanent - record of the nature and availability of Australian folklore collections. Anyone wishing to contribute to the Register can access an online template to record the information, which can then be emailed or posted to the Australian Folklore Research Unit, Australia Research Institute, Curtin University of Technology, Perth, WA.
Institutions and individuals wishing to make additions or amendments to their existing entries in the register should email them to email@example.com Hopefully researchers will find the information in this Register of interest and value.
Graham Seal


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"It's the simple things in life that are the most extraordinary, and only the wise man can see them."-Paulo Coelho
Recently, a friend told me that she enjoyed reading my blog. However, (oh no, here it comes…) I wasn't discussing the issues of our country and touching on the problems of real-life. That I should be focusing on politics, religion, global warming, etc.…etc.… She went on to tell me that it lacks the "nitty gritty" and "intellectual stimulation" that she finds important in articles that she reads and shares. My first reaction was to start giggling. To be honest, I really didn't know how to respond! Was this what she considered "constructive criticism"? Those of you who know me, already can guess what happened next…my lips tightened, I became angry and was at a loss for words. I shook my head and walked away. I knew that for me to "put her into her place" I was going to have to practice the "24 Hour Rule". I would not say a word to her for the next 24 hours. This would give me the opportunity to think if this was important enough for me to lose it! Well, I am here to tell you that during those first few hours, I thought of some great comebacks…wow, she was going to hear from me. How dare her…. this was my blog, not hers! If she thought it was so easy, she should put herself out there! I really was going to rock her world. BLAH!! BLAH!! BLAH!!
Then I remembered what my next blog was going to be about. Sunrises and Sunsets. They are two of my favorite things. I started appreciating them in my twenties when I realized that the simpler things in life were so important. I can remember sitting on the porch admiring the beauty of the early morning sun rise and the intense colors as the sun was setting. I soon found out that several of my family members and friends were "sky" watchers. We would call and remind each other to run outside and look at the vibrant colors that were stretched across the horizon. The funny thing is that we all would take pictures at the same time and the photos would look different. We would describe the colors of the sky and shapes of the clouds and no two descriptions would be the same. All my "sky" watching pals would be sitting on their own porches, looking up at the same sky, but we all saw something unique. I believe the best term for this is "in the eye of the beholder". We all had our opinions and thoughts about what the sky looked like, and guess what, no one was wrong.
When my "24 Hour Rule" was over, I took myself out of time-out and knew what I had to do. I brushed off the chip on my shoulder and called my friend. I thanked her and I told her how much I appreciated her opinion, but (yep, it has been said that I always must have the last word) she was going to be disappointed. I told her that I wouldn't be writing about politics, religion, global warming, etc.… etc.… I would be blogging about my "nitty gritty"; my family and friends, my 4-legged companions and how to encourage each other. I would write about hopes, dreams, memories and how everyone sees sunrises and sunsets differently….and you know what? That's ok!! Cheers!!


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Mon, 27 October 2008
October 27, 2008; Volume 04, Number 28
Click here for a transcript of today's program
Good Monday morning, and thanks for joining in today again. Today's show is a real treat. An interview with Mr. Gregg Rubinstein, Principle of GAR Associates in Washington, D. C. Gregg's a frequent contributor on this program. When I can get him! And always has something interesting to say about Japan's foreign relations and the U.S.-Japan relationship.
This interview was recorded via SkypePhone last Monday, the 20th, at just this time. And I'm finally getting it posted on the Web. Better late than never. So, enjoy Gregg's comments on the current situation.
Next time I'll return to the subject of political reform in Japan, and how we assess it.
Direct download: 081027JapanConsideredPodcastVol04No28.mp3
Category:podcasts -- posted at: 5:05pm EST


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- The Scarecrows' Wedding
- Show
Based on the book by Julia Donaldson and Axel Scheffler, creators of The Gruffalo.
Betty O'Barley and Harry O'Hay invite you to...
The best wedding ever, the best wedding yet,
The wedding that no one will ever forget.
"Betty O'Barley and Harry O'Hay are excellent scarecrows (they scare a lot of crows). Harry loves Betty, and Betty loves Harry - so they decide to get married and Harry sets off to search for their wedding day essentials including a dress of feathers, a bunch of flowers and a necklace made from shells.
However, when the farmer notices he is missing a scarecrow, he replaces Harry with the devilishly smooth but dangerous Reginald Rake. Dashing, daring and ever so cool, can Reginald persuade Betty that he is the scarecrow for her? Will Harry make it back in the nick of time before Reginald ruins their special day?"


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Additive manufacturing might not be brand new anymore, but it's still new enough that for many industries, standards are still in development. Standards are an important part of any industry, but they're particularly crucial for industries like aerospace in which parts are being used to transport people thousands of miles above the Earth. Now, just a few months after SAE International announced work toward aerospace standards for polymer additive manufacturing, the Aerospace Material Specification Committee on Additive Manufacturing (AMS-AM) at SAE International has released its first suite of Aerospace Material Specifications for additive manufacturing materials and process specifications.
In 2015, Federal Aviation Administration (FAA) officials issued a task request asking SAE to form a standards committee to develop aerospace material specifications and related documents for the certification of additively manufactured parts used on aircraft. According to the FAA, there is "no room for error or inferior quality" on aircraft, which is why standards are of the utmost importance.
The AMS-AM committee is made up of more than 350 participants from over 15 countries representing aircraft, spacecraft, and engine original equipment manufacturers (OEMs), material suppliers, operators, equipment/system suppliers, service providers, regulatory authorities, and defense agencies. These committee members will continue to develop AMS for metal and polymer 3D printing in the aerospace industry.
"The industry consensus standards that SAE is generating through its AMS-AM Committee greatly facilitate the implementation of additive manufacturing in the aerospace sector," said Dave Abbott, Principal Engineer at GE Additive and AMS-AM committee member. "By establishing the appropriate level of rigor and control, the specifications will ensure both quality and consistency in AM products and services."
The four new standards are:
- AMS7000: Laser-Powder Bed Fusion (L-PBF) Produced Parts, Nickel Alloy, Corrosion and Heat-Resistant, 62Ni – 21.5Cr – 9.0Mo – 3.65Nb Stress Relieved, Hot Isostatic Pressed and Solution Annealed
- AMS7001: Nickel Alloy, Corrosion and Heat-Resistant, Powder for Additive Manufacturing, 62Ni – 21.5Cr – 9.0Mo – 3.65Nb
- AMS7002: Process Requirements for Production of Metal Powder Feedstock for Use in Additive Manufacturing of Aerospace Parts
- AMS7003: Laser Powder Bed Fusion Process
The initial AMS-AM standardization project, established in July 2015, addressed metallic materials and processes for laser powder bed fusion-produced nickel-based alloy 625.
"Tremendous effort was expended by industry and regulatory stakeholders from North America, Europe and beyond to develop this initial suite of material and process specifications which help address the regulatory authorities' request for guidance material for this emerging technology," said David Alexander, Director of Aerospace Standards at SAE International.
"SAE looks forward to assisting with the migration from point design to material qualification by continuing to develop additive manufacturing aerospace material and process documents containing statistically validated specification minimum values. Given that advanced materials and advanced manufacturing are strategic focus areas for SAE International, we are committed to supporting the aerospace industry's adoption of additive manufacturing technologies."
The primary objectives of the AMS-AM committee, according to SAE, are to:
- Develop Aerospace Material Specifications (AMS) for the procurement of additive precursor and manufactured materials (including metals, plastics, ceramics, composites, and hybrids) made by additive technologies
- Develop specifications for processing and fabrication of aerospace end products
- Establish a system to ensure material specifications are controlled and traceable to statistically substantiated data
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text:
Three issues complicate teaching computer ethics in an undergraduate course. The first relates to the often technically intensive knowledge required to fully understand the complexity of real world examples. The second relates to the pedagogic expectations of students who see ethical and professional issues as of little importance to their eventual degrees. The third revolves around the fact that the official accreditation that is required of many professions is not mandatory for computing professionals, and so professional codes of conduct are optional. In this reflective discussion, we discuss these issues and the approach we have taken to resolve them. Our philosophy for teaching computer ethics revolves around the use of social psychology to illuminate the importance of the topic, and case-studies to simultaneously lower the burden of technical expertise while also incorporating hooks for the discussion of real world incidents. We discuss several psychological studies which inform our discussions, and the way in which they are delivered to overcome initial student objections to the material. We then discuss both the Case of the Killer Robot and the Scandal in Academia as case studies appropriate for inclusion in most undergraduate and postgraduate courses on ethics and professional issues.
Awareness of relevant professional and ethical issues is an important part of many courses of higher education. For some professions, the accreditation of a formal body is a pre-requisite for being able to practise and as such the need to adhere to a code of ethics is something that can be easily understood by students. Within the field of computing however there are no professional accreditations required before one can practise and so these must be 'sold' on the basis of the perceived benefits available from membership. Accreditation, both individually and institutionally, from organisations such as the British Computer Society (BCS), the Institution of Electrical and Electronics Engineers (IEEE) or the Association of Computer Machinery (ACM) is perceived by many to be a valuable professional signifier (Williams, la Fosse, Harris & Thilthorpe, 2011; Denning & Frailey, 2011) and source of networking opportunities. Institutional or course accreditation allows for organisations to facilitate access to membership levels for graduates as well as codify a philosophy of continuous quality assurance (Durrani, 2011; Godweber, Davoli, Little, Riedesel, Walker, Cross & Von Konsky, 2011; Impagliazzo & Gorgone 2002). Students and their parents in turn perceive this as a valuable benefit of choosing one university over another. This in turn creates a pressure on universities to offer courses which meet these accreditation standards.
To offer such accreditation a university must meet the requirements of the professional body. These requirements will almost always come with a need to inculcate relevant professional and ethical values into graduates. The BCS requires ethical instruction as a core part of accreditation (British Computer Society, 2012). The joint task force of the ACM and the IEEE likewise stress the importance of teaching ethical issues within their guidelines for undergraduate accreditation (Joint Task Force on Computing Curricula, 2013).
However, while the prospect of professional accreditation often appeals to students, the reality of the instruction often represents a sticking point (Cajander, Daniels, McFermott, von Konsky, 2011). The technical requirements of the guidelines usually enjoy a tight match to student expectations, but this is rarely true of teaching professional values. A high level of institutional variation is to be expected, but within the field of computing and related topics it's often the case that ethical and professional issues are seen as less important than topics that teach practical skills (Makasiranondh, Maj & Veal 2011).
The authors of this paper have taught modules that are either fully or partially focused on professional issues at all levels of the higher education curriculum, from first year undergraduate to professional Masters degrees. For the latter, the module was delivered to serving police officers working with forensic computing and cybercrime and as such the importance of ethical context in their professional lives was already well understood.
For all other modules a certain degree of 'pushback' was expected and observed, where students (even for electives) questioned the relevance of the issues to their expected qualifications. A non-trivial portion of teaching time then is spent justifying the topic rather than exploring its complexities. Along with this issue goes the difficulty in relating theoretical instruction to real life. There are many examples of professional misconduct and ethical complexity to be drawn from the news and academic literature, but in a field as fast-moving and complex as computing they can be difficult to isolate and generalise to illustrate wider trends.
In this paper, the authors reflect upon several years of intensive teaching of ethical issues at undergraduate and postgraduate levels, and discuss both the techniques used and the results obtained. The authors argue that underpinning ethical discussion with examples drawn from the psychological literature helps provide context for the importance of the topic, and that the use of formal case studies helps contextualise analysis of the issues.
Specific issues in teaching computer ethics
Within computing three key issues complicate the teaching of ethics and professional conduct.
The first of these is that computing is a fast-moving and highly technical field, and as a consequence there are certain pre-requisites of understanding for the implications of professional or ethical misconduct to be fully appreciated. A similar argument could be made for the complexity of medical ethics (Sugarman & Sulmasy, 2010) or legal ethics (Jacobowitz & Rogers, 2013) – it is not an issue unique to computing, but one that must still be addressed within the topic. For first year undergraduates in particular, professional issues must be discussed before any detailed technical expertise has been built. The common vocabulary of the field may not be shared, and the experience needed to understand the subtle implications of real-world incidents is rarely present.
Consider for example the widely discussed systems design failure of the Mars Climate Observer (McCurdy, 2013; Kumar, Raghu & Kumar, 2013). To understand the professional issues that led to the crash of the probe into the Mars atmosphere one must understand the foundational elements of systems analysis and design, the realities of cross-team development, and the implications of testing at the boundaries. These are not insurmountable issues, but they do complicate the job of finding relevant real life examples and presenting them to students. The problem becomes less pronounced the further up the modules are in the degree structure, but they never fully go away. Even students within the last stages of their honours degree understand, in depth, only a subset of the technical issues across the field of computing. The case of the Nanniebot (Sumner, 2011) as an example requires a reasonable grasp of the state of the art in AI 'chatterbot' technology, and unless that topic has been covered as part of the course the knowledge cannot simply be assumed. Both of these examples would be valid topics for discussion within a course on professional and ethical issues, but the pre-requisites for understanding are rather high. The job of finding suitable examples for instructional discussion is complicated and may not be generalizable outside of a single course or institution.
The context of these individual scenarios is important because best practice in pedagogy is to ensure participation rather than silent absorption of material, and meaningful participation in a discussion about an ethical issue requires informed viewpoints that can be expressed, challenged and debated. That in turn requires students who can insightfully assess a scenario from multiple angles. In the best discussions about ethical and professional issues, personal experience informs the analysis, which means that the wider the pool of opinions that can be solicited, the better the following discussion. When ethical scenarios require the instructor to provide the context, students are largely limited to discussing the issue from the viewpoint that was provided. Morality and ethics are often highly individualised (Heron and Belford, 2014) and meaningful analysis only occurs when competing viewpoints are compared and contrasted.
The second issue relates to the pedagogic expectations of computing students. The study of ethics and professional issues is widely considered to be dry and irrelevant. They have little time, in the main, for philosophical definitions or arguments. They have little interest, on the whole, in nuanced hypotheticals. They believe, more often that not, that ethics is a simple issue of common sense and that they are generally 'good people'. For many 'day to day' ethical 'dilemmas' this might even be true. Most students, after their first few weeks of university instruction, could give a perfect description of what constitutes plagiarism. However, our direct experience in investigating plagiarism over the years has shown that their theoretical appreciation is not necessarily matched by their practical understanding. Especially in disciplines such as programming, the line between what is and is not acceptable may be hard for novices to discern. In many respects, all programming is plagiarism – there are only so many ways to write a loop or construct a simple class, and all that follows is variation on a theme. Programming too inculcates, at its core, an appreciation of the value of reuse of code. It is not in the obvious cases where ethical decision making is complex, but instead in the real-world edge cases.
Thus, the educator must fight against the perception, widely held, that ethics are 'easy' and that we can all be trusted to do the right thing. The educator too must work to ensure that student understanding is on a firm theoretical basis so that the context of an activity can be properly evaluated as to its relevance to other situations. Generalising with respect to context is a powerfully important skill. A series of discussions about real-life incidences is not enough without providing the necessary underpinnings from which students can extrapolate.
Finally, the professional accreditation that is an important part of many careers is entirely opt-in within computing. One does not need accreditation to create a website, administer a database or write a computer program. Students and staff sometimes see progressing through a module designed around the requirements of these optional professional bodies as futile busywork.
Where the modules are electives, they are often taken as an 'easy option' by students who wish to shape their courses into being less technically intensive. It is rare, in our experience, that a class consists of those who have a deep desire to learn the topic. We have found too that guidelines for adherence to a professional code that students may have no deep commitment towards makes for dry content. Membership of professional bodies in computing is reasonably high but not absolute and many students will not take the trouble to seek out membership at even the lowest grades. Accreditation requires respect for an organisation's ethical codes, but students often see this as completely tangential – if they wish to join the organisation, they will make an effort then to learn the codes to which they must adhere.
None of these issues are unique to computing, but they do come together in such a way as to frustrate attempts to teach the topic. Computing is in many ways an applied subject area where students learn how to master technical content. This separates it in tone and expectation from, for example, law degrees where rhetoric is prized and medical degrees where legal implications are significant and understood to be important.
An approach to teaching ethical and professional issues in computer science
Within the ethical courses we have taught, we have followed a certain blueprint that allows for us to make overcoming the issues outlined above a core part of the module. To deal with the issue of contextualising real world examples we make use of a formal case study. This provides a scenario that is suitably complex whilst also accessible enough that those without deep technical knowledge can still meaningfully discuss the implications of the actions taken by the various protagonists. In previous years we have heavily used the Case of the Killer Robot (Epstein, 1994a; Epstein, 1994b; Epstein, 1996), but its age is such that it is no longer entirely relevant to modern computing. Instead, a bespoke scenario called The Scandal in Academia (Heron and Belford, 2014) was written as a 'spiritual successor'.
While there are technical aspects to the case study, they are delivered through the lens of a newspaper reporting on a growing academic scandal and thus our difficulty in truly understanding the workings of complex research algorithms plays a key part in the delivery of the scenario material (Heron and Belford, 2014). Within the scenario, we are given few technical details but this becomes an entrance point to a discussion about the replicability of research and the difficulty of truly understanding a technical ethical issue when we have no deep knowledge of the topic. Both case studies will be discussed more fully later in this paper.
The issue of pedagogic expectation is handled through directly challenging the core pre-suppositions of those in the classroom by incorporating findings of social psychology. The first question asked of students is 'How many of you feel that, on balance, you are good people?' Within most classes, a healthy majority of around 70-75% of the hands will go up, with the rest being either uncommitted or jokingly resistant to the idea.
The next question becomes 'How many of you think you could kill someone for a good enough reason?' Fewer hands go up, usually around 30-40%, and this becomes an introduction to a short discussion on what constitutes a 'good enough reason'. Views expressed here range quite widely, from stridently reactionary to equally strident progressiveness.
The third question becomes 'How many of you think you would kill someone just because a person in a white coat tells you to?' Usually, no hands go up at this point, which leads to the statement 'Statistically speaking, two thirds of you are wrong'. This then leads into a discussion of the Milgram Experiment (Milgram, 1965; Blass, 1999), a well-replicated study showing the power of obedience, authority and context. The Milgram Experiment leads into a discussion of the Stanford Prison Experiment (Zimbardo, 2007) and then into the Asch Line Conformity experiments (Asch, 1956). All three of these studies show the incredible power that social contexts can have on what we consider to be normal ethical behaviour and how someone doesn't have to be evil to perform evil actions. These will be discussed more fully in the next section.
This technique, while effective, is not to indicate that the psychological literature is key to understanding computer ethics. Instead it is to reinforce the idea that ethical study is relevant to their professional development by nullifying the argument that it's just a matter of common sense. The intention is to reinforce the idea that there are rarely such things as 'good people' and 'bad people', but instead 'people in different social contexts'. This rapidly disabuses classes of the idea that they as individuals can simply be trusted to do the right thing. It also serves a useful purpose for setting part of the theoretical context of an understanding of ethics – by examining the psychological basis of what might be considered 'evil actions', we rapidly discover that ethics, morality and professional conduct are more about social psychology than they are about philosophy. We need not follow through the philosophical reasoning of the great philosophers. While there is much of value in this area, it is difficult to inspire students with abstract logical reasoning if they are not already philosophically inclined.
Since these studies draw heavily from the psychological literature rather than the computing literature, the experiments are usually new to the students. The implications of the experiments are likewise somewhat shocking, and this serves as the jolt necessary to overcome initial resistance based on an expectation of what instruction on professional issues will involve. It also highlights that ethics need not be about academic abstractions or hypotheticals. The studies may not be full of hard data or quantifiable measures, but they reveal more than simple discussion or conjecture. They emphasise that understanding the importance of ethical and moral behaviour is more than simply talking about what other people have done, but considering what we might ourselves do if the social environment in which we function was different.
The last issue, that of the fact that professional codes may not be relevant to those who do not intend to join a professional body, is addressed by using an ethical code as a lens by which to evaluate the actions of others. The ethical code does not become a topic of passive instruction, but instead a tool for active evaluation. This in turn makes it possible for teaching material to be flexible and applicable to what may be subtly incompatible codes. 'With reference to the BCS code of conduct, discuss the ethical and professional implications of X's activities in the following scenario'. Thus, while the code must be discussed within the module its true weight is only tangible within the assessment activities. With all due respect to the work that went into creating these codes, it is difficult to interest students in a line-by-line analysis of the various guidelines. Such codes are best used as a tool, rather than a topic. This in turn has the benefit of making each of the guidelines something that gets scrutinised for its relevance – students give due consideration to nuance and the wider implications of the guidelines because they are the evaluative instrument which helps them gain the module grades they want.
Psychology and ethical issues
The use of a case study as a tool to bind together disparate elements of ethical and professional issues in a computer science course is uncontroversial. Pedagogic good practice argues that case studies are often relevant (McDade, 1995) and the ones that have been discussed in this paper have been used with considerable success. Grounding the discussion in the social psychological literature however may be more complicated. Generally, computing professionals will not be fully conversant in the psychological literature, and mastering a new discipline full of nuance and complexity may not be possible within institutional constraints and reasonable workloads.
However, psychology and computer science have always had numerous areas in which they overlap – particularly in areas such as usability and artificial intelligence. There are various well-replicated findings in the social psychological literature that illuminate modern issues of computer ethics as well as help overcome the initial resistance that students may feel towards the topic. There are numerous online videos that show the experiments and their implications and these can be used to confront students with the reality of psychology. These have the added benefit of often being more effective than a simple description of the experiment and the findings. Seeing how participants within the Milgram experiments squirm and prevaricate before eventually progressing through the experiment illustrates the internal tensions better than any lecture content could. For many of these experiments, the findings are so shocking that only direct exposure to the studies really convinces.
Consider the key element of the Milgram Experiment. The experiment was repeated in many variations, but in the best known version 65% of research participants delivered what was likely to be fatal electric shock to someone they thought was another research participant simply because they had been repeatedly instructed to do so by a man in a white coat. The Milgram Experiment sets the context of the power of authority even when such authority is transient or illusory. However, relating it directly to students illustrates only one part of the important message – that many of us, under the right circumstances, could be compelled to do terrible things. It communicates that the 'right circumstances' need not be extreme or even outside our every-day experiences, but it shows only the impact of social context on those who are its victims. It shows how authority can be misused, but the findings relate to the one subject to authority rather than the one wielding it. Milgram's own documentary Obedience (1965) includes much useful and harrowing footage.
The Stanford Prison Experiment on the other hand is useful in exploring the other side of the equation. Within the Stanford Prison Experiment, twenty-four male students were selected as participants from a volunteer pool of seventy-five. All participants were screened for psychological, medical and physical issues and then randomly assigned to one of two experimental conditions – half were selected as guards and half were selected as prisoners. The prisoners were then picked up by police car from their homes, handcuffed, strip-searched and deloused, and then placed in a replica prison built within Stanford University itself. The guards were given a set uniform consisting of khaki shirts, truncheons and shades. They were then told their job was to control the prisoners.
The experiment was scheduled to last two weeks, but ended after only six days because of a constant escalation of authoritarian measures enacted by the guards to control the prisoners, including psychological and physical harassment, and the turning of prisoners against each other through victimisation and the encouragement of peer pressure. While the study has numerous critics, and its findings cannot be easily generalised, it shows at least one perspective as to how quickly 'normal' people can become brutally sadistic. The random assignment of individuals to guard and prisoner conditions offers some protection against a self-selection bias. It suggests strongly that we are all susceptible in a scenario where we are given power, little oversight, and an adversarial environment where we are only one of a number charged with retaining control. Seeing the footage from the experiment, along with Zimbardo's commentary, allows for the study to be incorporated into a course without necessitating expertise in social psychology. The documentary (Zimbardo & Musen, 1989) contains much useful content.
Within the Asch line conformity experiments, we see the difficulty of standing out in a crowd. As with the Milgram Experiment, the participant in the research study is a patsy, and is placed in a room with seven 'confederate' allies of the researcher. They are shown a series of three lines, and their job is to say which is the longest, with the patsy being the last to answer in all conditions. For the first few charts, all confederates are told to reply correctly. As the experiment continues, confederates are asked to declare the same wrong answer to see what happens to the answers provided by the patsy. In the control condition, where no collusion amongst confederates occurs, the error rate of the patsy is less than 1%. In the experimental group, 75% of participants give a wrong answer to at least one of the questions, known in the literature as a 'conformity rate'. In total, a third of the answers given were wrong. The lesson here is that it is difficult to speak out when there is a wall of disagreement, and that instead many people will simply 'go with the crowd' to avoid standing out. However, many variations of this experiment have been conducted, and shown that if even one confederate goes against the rest of the group then the patsy is emboldened and conformity rates plummet. The experiment shows that peer pressure is not simply a schoolyard phenomenon and there are difficulties in being the 'outsider voice' in even a simple scenario where we are absolutely sure we are right. However, it also shows that if we speak out we are likely not alone in our views– it's hard to be the first, but it is likely that being the first will mean that we will not remain alone.
No psychological study of the importance of Milgram, Stanford or Asch escapes their long decades of scrutiny without being questioned, however – students should be encouraged to query the findings, the methodology, and the interpretation of the results. Perry (2013) for example argues that the results of the Milgram experiment should be dismissed because the 'researcher' within the study was actively prompting participants for compliance. There are reasonable questions to be raised here as to whether that makes a difference to the key findings. Perry also argues that most participants 'saw through' the whole thing based on post-study debriefing – here a class can meaningfully discuss the nature of recall, false recall, social desirability bias and the hindsight effect. For the Stanford Prison Experiment, other studies (such as Haslam and Reicher, 2006) fail to replicate the results, but examination within class of the methodological differences in the two studies can offer considerable insight into the conditions under which societal pressure can be brought to bear, or not. The key benefit to be had in deploying these experiments is to build student buy-in. We need not insist they are unquestionable or even that they are correct – we simply need to ensure that students have suitably discussed the issues and implications that lead to that judgement.
Other valuable tools exist to deconstruct the idea that we are wholly responsible for our actions. The bystander effect demonstrates that diffusion of responsibility can create situations in which passive inaction leads to tragedy (Fischer et al, 2011). The reciprocity effect (Falk & Fischbacher, 2006) explains much of the viral property of social network engagement and beyond, eloquently summed up in Sheldon's complaint in the television sitcom The Big Bang Theory that, "You didn't get me a gift! You gave me an obligation!" The concept of deindividuation (Diener, 1980) addresses why discussion on the internet can be so toxic on controversial topics such as discussed in Heron, Belford and Goker (2014). Social proofing (Sherif, 1935), or the human strategy of looking to those around us to see how we should behave in uncertain situations, underlines memetic propagation and the driving power of Internet bandwagons. All of these studies have implications that directly inform the teaching of computer ethics and provide an academic weight to the topic that is grounded in empirical evaluation.
Case studies
By the far the most important tool we have when teaching ethics is a coherent case study. A good case study offers a way to reduce the technical knowledge required of students while also showing the wider implications of professional and ethical misconduct. A good case study is layered, introducing new complexity and revisiting previous judgements to see if they still hold true in the light of new data. We live in a world of imperfect information, and it is rarely the case that we will have all the facts available to form a flawless impression in any given scenario. Instead, we must work with limited facts, weight them accordingly, and then arrive at an opinion based on what we know. With scenarios drawn from real life, we rarely get any further insights into the nuance of the incident once the initial interest has worn off – we are rarely given an opportunity to revisit our opinions and have them challenged by new revelations. A well-designed case study can permit that to happen.
Within our teaching we have used the Case of the Killer Robot very heavily and with considerable success. It has been a staple of our modules on ethics and professional issues for over a decade, and as such we have experimented widely over the best way to handle it. The case study consists of a core of nine newspaper articles for a fictional incident in which a robot kills its operator as a result of programmer incompetence. The programmer is indicted for manslaughter, and the newspaper then charts the gradually evolving story. We find out about the culture of fear at the company, the slipping standards for 'correctness' of software, the institutional politics, personality conflicts, faked test data, insufficient training, and so on. The study gradually layers these revelations on top of others until we end up with a large cast of characters, all of whom have a role to play in the death of the robot operator. By the end, the best we can say is 'Nobody is to blame because everybody is to blame', but we begin with a very clear villain – the programmer who wrote the code that malfunctioned.
Each of the nine revelations is delivered within our classes in isolation. We treat each class as if the new article was just published, and then the lecture content of the module is an overview of how it all relates together and where real life has inspired the content. The Case of the Killer Robot drew heavily from real life incidences, but fictionalised them and used the modified versions as a kind of 'unit of ethical instruction' that could be incorporated into the on-going narrative. As such, each article brings with it a range of very interesting discussions about, for example, programmer liability in the development of computer software or real world incidences of deadly malfunctioning robots. The case study itself was inspired by the infamous THERAC-25 incident (Epstein, 2010; Zeikowitz, 2012). Each class within the module is focused on only one of the articles, which builds two key things into the class discussions:
- Natural pauses in the exploration of the case study, which means students have time outside the class to contemplate the story so far and to solidify their judgements before they are challenged by later story elements.
- A requirement to explore the full depth and nuance of the newspaper articles, avoiding shallow judgements.
Previous modules using the case study, primarily those where it is only a portion of the module rather than the key educational vehicle, have experimented with providing 'packages' of articles. However, in these accelerated variations the discussions tend to be less edifying because of the need to progress onto the next – contemplation is truncated, judgements do not get the necessary time to settle, and new revelations have diminished impact because we have not yet fully internalised the previous revelations.
Along with the discussion of the case study itself, students are encouraged to build a map of relationships between the cast of characters and the incidents that occur. By the end we find this map is huge and full of subtleties that the text does not explicitly outline. We see at a glance which characters are peripheral and which are deeply embedded in what happened, and along the way we need to consider the way in which the actions of one participant impacted on the outcome of the whole incident. By requesting students 'start afresh' each time, we get an evolving diagrammatic overview of the growing complexity of the case study – early charts have four or five major participants. Later ones may have thirty or more, with a complex web of relationships. By comparing the current chart against the previous chart, we are presented with a high level view of what our new article has told us about the context of what has happened.
Short lectures linking to real world scenarios, inter and intra group discussions and the development of organisational charts are the default activities of these classes, although several variations have been adopted.
However valuable the Case of the Killer Robot has been though, it is now at the point where its age begins to show. Contrary to helping deal with the knowledge deficit of technical issues, several parts of the case study require a short lesson in historical context – controversies that once raged wildly during the 90s have long since been resolved. Technologies and techniques mentioned in the study have faded into obscurity and are only occasionally taught. Articles purporting to relate to an analysis of modern computer interfaces are anachronistic. It remains a valuable and fascinating case study, but it is hard to convince someone who has not seen its use first-hand that it is worth adopting because of its age.
Having decided that too much time was being spent explaining the historical context of the case study, a spiritual successor to the Case of the Killer Robot was written. It's called 'A Scandal in Academia' (Heron & Belford, 2014) and adopts the same style of delivery but with a brand new scenario that incorporates many ethical issues that modern technology has introduced. These include the issue of permanence of online information and the dangers of social networking. It also emphasizes numerous issues that were less prominent during the nineties – the issues of accessibility, misogyny and corporate influences are important parts of the Scandal in Academia.
The story in the Scandal of Academia is that a prominent university academic, Professor John Blackbriar, is suspended by his institution as a result of allegations of academic misconduct. As the case study progresses, we find out that he has been 'smoothing' his research data by subjectively identifying 'outliers' that worked against his previous conclusions, and then publishing his results based on what the newspaper reporting on the allegations terms 'fake data'. Each newspaper article introduces new ethical issues, within the context of an evolving crisis at a fictional university, and links these back to previous revelations. The Scandal in Academia consists of fourteen parts, with the intention that these are delivered in the same way one might use the Case of the Killer Robot. An illustrative discussion of the first two articles in the case study is available (Heron & Belford, 2014) to show the academic context that may underpin use of the study within undergraduate courses.
The Scandal in Academia has been trialled with second and third year students taking a module on ethics as part of their undergraduate computing courses. The intention of these trials was to assess its applicability as a replacement for the Case of the Killer Robot. While it is inappropriate to generalise based on the subjective view of the author, the discussions that followed the classes were marked by how much more inclusive they were in terms of viewpoints expressed. The Case of the Killer Robot suffers somewhat in focusing on a reasonably technical context and many of the students with whom we have used it do not self-identify as programmers, software designers, or any of the other user archetypes that emerge throughout the story. It becomes difficult for students to truly empathise with the protagonists of the Case of the Killer Robot because both their current context and presumed career trajectories are widely divergent.
However, within the context of a university course everyone has experience of academics. Students are aware of the importance of research to many universities, and can empathise with the plight of postgraduate students and undergraduates buffeted by the political and reputational winds of the Higher Education institute they attend. The Scandal in Academia, judged on its initial informal exposure, would seem to offer more opportunities for non-technical students – the ones who tend to opt-in to elective modules on ethical and professional issues – to appreciate the relevance of the struggles the characters undergo.
The Scandal in Academia was used in two ways – the second year students were given the study in a phased delivery model, where articles were delivered one at a time and then discussed in groups. No formal lecture discussion of the case study was provided for these – the intention was to explore the views expressed by students without prompting or contextualising. A wide range of conflicting views were expressed including many that the authors of the case study had not considered.
The third year students were also given the article content in a phased delivery model and asked to discuss it in groups For the final class on the case study they were separated into 'prosecution' and 'defendant' and told that their job was to argue for the culpability, or otherwise, of Professor John Blackbriar. They would be given ten minutes to make an opening statement, then ten minutes to refute the arguments of their opponents, and then ten minutes to make a closing statement.
Students were allocated to groups, and not allowed to select their own. This adversarial model required many students to reconsider the evidence from an alternate perspective and this in turn required them to consider counter-arguments against both their own initial beliefs and those that they expected their 'competitor' group would express. Thus, rather than simply focusing on their own conclusions they were forced to consider those of an alternate perspective and find the best way to nullify them in debate.
Overall, student responses to the updated case study were positive, with several students asking if they would be able to get a copy of the study to consider outside of class time. The reduction of time required to contextualise the study translates directly into more time discussing the ethical and professional issues at the core of the scenario. Its increased accessibility offers an opportunity for a wider range of perspectives to be addressed because students can see the relevance of the discussions to dilemmas they may face in their own lives.
However, this was not intended to be a full evaluation of an experimental trial – the impression gained as to the value of the case study is entirely subjective, and since one of the authors of the study also conducted the classes it is hard to argue convincingly that the impressions gained are unbiased. Whether one prefers the Case of the Killer Robot or the Scandal in Academia, it is the use of the case study at all that is a powerful tool for contextualising ethical and professional issues. The authors believe that, when used in conjunction with effective lectures aimed at relating these fictionalised examples to real life scenarios and the psychological literature, case studies offer the best mechanism for challenging students to fully engage with the topic.
Teaching ethics to students who are not inherently interested in the topic is challenging. First, we must convince them that ethics is a topic worthy of discussion, which requires us to overcome the impression that it is merely a matter of common sense. We must disabuse students of the belief that being a 'good person' is enough to protect against ethical and professional misconduct. We must examine how our actions are influenced by the actions of others. We must discuss the pressures of the social contexts in which we function. The social psychological literature, rather than philosophical or scattered real life examples, helps communicate this lesson.
Once the value of the topic is appreciated, there is more value in moving to a formal case study that offers an opportunity to explore in depth the ethical and professional issues encountered in day-to-day life. Both the Case of the Killer Robot and the newer Scandal in Academia are appropriate here, although the former requires a considerable investment of time in explaining the historical context in which the incident is located. Case studies offer an opportunity to explore issues divorced of irrelevant real-life context and complexities. They also permit for the activities of the participants to be revisited in light of future revelations in a way that is rarely possible for real world examples. The best case studies are heavily inspired by real life, and so the revelations contained within both the Case of the Killer Robot and the Scandal in Academia permit for the original examples to be brought in to reinforce the relevance and 'believability' of the narrative.
A case study then provides a context in which we can examine, in depth, the actions and motivations of agents within an ethically complex scenario. Coupling that case study to the psychological literature permits for the discussions that follow to have a tangible weight without the abstraction or unwieldy terminology of ethical philosophy.
Linking professional ethical codes to this model of delivery is best done as an evaluative tool rather than as a topic of discussion in and of itself. Since membership of professional bodies is optional, and computing practitioners may be members of one, all or none, it is rarely appropriate except for the purposes of external accreditation to incorporate one specific code within the teaching content. The requirements of accreditation can be addressed more appropriately within assessment.
This is a reflective practitioner account of an approach to teaching computer ethics. As such the success we have personally had cannot necessarily be generalised beyond the environments in which it was used. However, the high quality of discussions along with the incorporation and facilitation of varied viewpoints argued persuasively for an adoption of this or a similar model when the formal delivery of ethical and professional content is required with a technical computing course.
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