Topic:  “Internet of things (IoT) attracts and increases threats surface”

Total # of page(s): 11

Content

s:

Outline

Title

Keywords

Abstract 

Introductions

Annotations(should not be abstract)

Content

Issues

Solution(s)

Conclusion

Bibliography

References

Helpful URLs: 

https://sites.umuc.edu/library/libhow/bibliography_apa.cfm

https://www.bethel.edu/library/research/apa-annobib-sixth \

http://libguides.enc.edu/writing_basics/annotatedbib/apa    <<<< Check out the "Rules! rules! rules!" section

http://guides.library.cornell.edu/annotatedbibliography

https://owl.english.purdue.edu/owl/resource/614/03/

ResearchPaper Rubric

Component 100% 75% 50% 25% 0

Basic
Requirements

Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.

Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.

Thesis
Statement

Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.

Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.

Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.

Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.

Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.

Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.

Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.

Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.

Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.

Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.

Content

Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.

Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.

Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.

Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.

Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.

Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.

Well organized, but
may lack some
transitions between
ideas. Logical structure
of most ideas conveys
understanding of topic
and composition.

Ideas are logically
structured, but may
lack transitions
between ideas. Could
benefit from
reorganizing 1 or 2
ideas.

Some significant gaps in
organization are
present but the basic
framework of ideas is
logical. Overall
organization could be
improved.

Much of the paper lacks
organization of ideas,
making it difficult to
understand the ideas
expressed in the paper.

Citation Format APA format is used
accurately as needed
throughout the entire
paper.

APA format is used
throughout the entire
paper, but may show
variations or slight
inconsistencies of
format.

APA format is used
throughout the entire
paper, but may be
noticeably inconsistent
in format.

APA format is used
inaccurately and
inconsistently in the
paper.

APA is not used
(regardless of the
number of sources or
citations).

Conclusion Strongly and clearly
connects the thesis
statement to the
research to draw a
specific conclusion that
does not leave the
reader with questions
regarding the thesis.

Clearly connects the
thesis statement and
the research to draw a
clear conclusion that
draws the research to a
logical close.

Connects the thesis
statement and research
to draw a conclusion
regarding the research.
Restates the topic
statements throughout
the paper.

Restates the thesis and
the topic statements,
but does not draw any
specific conclusion
about the research or
the thesis.

There is no conclusion;
it restates the thesis at
best.

Conventions Conventions of
standard written
English are used with
accuracy; there are few,
if any, minor errors.

Conventions of
standard written
English are used; there
may be several minor
errors of usage.

Conventions of
standard written
English are used;
however, there may be
a few major errors and
few minor errors of
usage.

Conventions of
standard written
English are used with
numerous major errors
and several minor
errors of usage.

The paper shows
significant errors in
conventions of
standard written
English.

Issues in Information Systems

Volume XII, No. 2, pp.

6

7-73-, 2011

Information Technology Ethics: A Research Framework

Issues in Information Systems

Volume X, Issue X, pp. x-x, Year

INFORMATION TECHNOLOGY ETHICS: A RESEARCH FRAMEWORK

Richard V. McCarthy, Quinnipiac University, richard.mccarthy@quinnipiac.edu

Leila Halawi, Nova Southeastern University, lahalawi@nova.edu

Jay E. Aronson, The University of Georgia, jaronson@uga.edu

ABSTRACT

Information technology has become so pervasive that opportunities for abuses abound. IT Ethics has taken on increasing importance as the size and complexity of IT issues continues to grow. This paper outlines a research framework to analyze: Do significant ethical differences exist amongst undergraduate and graduate MIS students?

Keywords: Information Technology (IT), Ethics, IT and Ethics

INTRODUCTION

We live in an information society. Most people live and work within the context of information technology (Abratt, Nel, & Higgs,

19

92). IT enhances leisure time and enriches culture by expanding the distribution of information, relieves pressures on urban areas by enabling individuals to work from home or remote-site offices (Garcia, 2009), changes the way we work, and the way we work with one another. In terms of productivity and speed of communications, these changes have been mostly positive (Benham, 1995). But what have been the costs? IT introduces change that creates new ethical issues.

Ethical Theories and IT

Gates (1995) suggested that the study of computer ethics is needed because there is a vacuum of policies surrounding the new possibilities. He defines computer ethics as the analysis of the nature and social impact of computer technology and the corresponding formulation and justification of policies for the ethical use of such a technology.

RESEARCH METHODOLOGY

Our research centered upon the following research question: Do significant ethical differences exist amongst undergraduate and graduate MIS students in the United States?

The research hypotheses to be tested are as follows:

H1: Computer information systems undergraduate and graduate students have the same ethical beliefs

H2:

Female

computer information systems students and male computer information systems students have the
same ethical beliefs.

To test these hypotheses a subset of five ethical scenarios that were utilized by Athey (2011) to test if significant ethical differences existed amongst manager was used along with one ethical scenario that was developed based upon an actual case from the researcher’s university. According to Jones (201

4

), “the scenario technique has been shown to be useful in eliciting attitudes by personalizing the issues” (p.

15

).

RESULTS

Eighty-seven scenarios were administered and the demographics of the sample population are shown in Table 1. The sample population had more males (70.1%) than females (29.9%).

A Chi-Square test was performed to test each of the three hypotheses. The first hypothesis tested whether undergraduate and graduate computer information systems students hold the same ethical beliefs. Responses from MBA students were not considered as part of this analysis. A p-value was calculated for each of the six scenarios

and any value less than .05 was rejected. Scenarios 2 and 6 were rejected on this basis, but scenarios 1, 3, 4, and 5 were accepted.

Table 1. Demographics

Undergraduate CIS student

Graduate CIS student

Graduate MBA student

The second hypothesis tested whether female and male computer information systems students hold the same ethical beliefs. Responses from MBA students were not considered as part of this analysis. A p-value was calculated for each of the six scenarios and any value less than .05 was rejected. Scenarios 1, 2, 3 and 6 were rejected on this basis, but scenarios 4 and 5 were accepted.

Figure 1. Technology Adoption Life Cycle

The third hypothesis tested whether computer information systems graduate students and masters of business administration graduate students hold the same ethical beliefs. Responses from undergraduate students were not considered as part of this analysis. A p-value was calculated for each of the six scenarios and none of the scenarios exhibited a value less than .05.

SUMMARY

It was very clear from the responses that there were no significant differences in ethical beliefs amongst MBA and MS-CIS graduate students. It should be noted that in both cases the students had not received formal training related to computer ethics within there program of study, though in both cases the topic was covered in sections within their curriculum. The curriculum for the MBA students is changing next year to include a formal course in business ethics that will include information technology related topics.

Based upon the results of our study, we concluded that significant differences existed between male and female computer information systems students in their ethical beliefs. Though as noted previously, there was a small sample population of female students. This is significant because it supports the industry study gender differences that show that software piracy and hacking tend to be more prevalent amongst males than females.

REFERENCES

Abratt, R., Nel D., & Higgs, S. N. (1992). An examination of the ethical beliefs of managers using selected scenarios in a cross-cultural environment. Journal of Business Ethics, 11(1), 29-35.

Benham, H. C., & Wagner, J. L. (1995). Ethical attitudes of business students and MIS personnel. Proceedings of the ACM SIGCPR Conference [online], Nashville TN USA, 44-49. Available: www.acm.org/pubs/articles/proceedings/cpr/212490/p44-wagner/p44-wagner

Gates, B. (1995). The road ahead. New York, NY: Viking Penguin Group.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Eager

Beavers

Early

Adopters

Early

Majority

Late Majority

Technically

Adverse

Percentage

Traditional TALC

Surveyed Individuals

Surveyed Organizations