On Engineering The Ethical Requirements of Machine Learning

Machine Learning is disrupting the current requirement-engineering paradigm and ethics of information technology. This is because of its ethical issues, humanoid proficiencies, learning skills, autonomy, self-redesign capabilities, and mixed-up hardware and software. Prominent philosophers, ethicists, and machine scholars suggest charging them with certain principles such as fairness, transparency, accountability, efficiency, competence, and beneficence. We suggest a tentative framework that employs traditions of requirement engineering for engineering these ethical principles. It also suggests employing an ethics engineer with the development team to elicit, analyze, negotiate& specify, validate, manage, and maintain ethical requirements for autonomous machines

Easier Debugging of Multithreaded Software

Software activation is a technique designed to avoid illegal use of a licensed software. This is achieved by having a legitimate user enter a software activation key to validate the purchase of the software. Generally, a software is a single-threaded program. From an attacker’s perspective, who does not wish to pay for this software, it is not hard to reverse engineer such a single threaded program and trace its path of execution. With tools such as OllyDbg, the attacker can look into the disassembled code of this software and find out where the verification logic is being performed and then patch it to skip the verification altogether. In order to make the attacker’s task difficult, a multi-threaded approach towards software development was proposed [1]. According to this approach, you should break the verification logic into several pieces, each of which should run in a separate thread. Any debugger, such as OllyDbg, is capable of single-stepping through only one thread at a time, although it is aware of the existence of other threads. This makes it difficult for an attacker to trace the verification logic. Not just for an attacker, it is also difficult for any ethical developer to debug a multithreaded program. The motivation behind this project is to develop the prototype of a debugger that will make it easer to trace the execution path of a multi-threaded program. The intended debugger has to be able to single-step through all of the threads in lockstep

Applying acceptance requirements to requirements modeling tools via gamification: a case study on privacy and security.

Requirements elicitation, analysis and modeling are critical activities for software success. However, software systems are increasingly complex, harder to develop due to an ever-growing number of requirements from numerous and heterogeneous stakeholders, concerning dozens of requirements types, from functional to qualitative, including adaptation, security and privacy, ethical, acceptance and more. In such settings, requirements engineers need support concerning such increasingly complex activities, and Requirements Engineering (RE) modeling tools have been developed for this. However, such tools, although effective, are complex, time-consuming and requiring steep learning curves. The consequent lack of acceptance and abandonment in using such tools, by engineers, paves the way to the application of RE techniques in a more error-prone, low-quality way, increasing the possibility to have failures in software systems delivered. In this paper, we identify main areas of lack of acceptance, affecting RE engineers, for such tools, and propose an approach for making modeling tools more effective in engaging the engineer in performing RE in a tool-based way, receiving adequate feedback and staying motivated to use modeling tools. This is accomplished by performing acceptance requirements analysis (through the Agon Framework) and using gamification to increase the engagement of engineers during the usage of RE modeling tools. Towards this end, we performed a case study, within the VisiOn European Project, for enhancing a tool for modeling privacy and security requirements. Our case study provides preliminary evidence that our approach supports in making RE modeling tools more engaging from the engineer perspective

Do Engineering Students Learn Ethics From an Ethics Course?

The goal of the present research is to develop machine-assisted methods that can assist in the analysis of students’ written compositions in ethics courses. As part of this research, we analyzed Social Impact Assessment (SIA) papers submitted by engineering undergraduates in a course on engineering ethics. The SIA papers required students to identify and discuss a contemporary engineering technology (e.g., autonomous tractor trailers) and to explicitly discuss the ethical issues involved in that technology. Here we describe the ability of three machine tools to discriminate differences in the technical compared to ethical portions of the SIA papers. First, using LIWC (Language Inquiry and Word Count) we quantified differences in analytical thinking, expertise and self-confidence, disclosure, and affect, in the technical and ethical portions of the papers. Next, we applied MEH (Meaning Extraction Helper) to examine differences in critical concepts in the technical and ethical portions of the papers. Finally, we used LDA (Latent Dirichlet Allocation) to examine differences in the topics in the technical and ethical portions of the papers. The results of these three tests demonstrate the ability of machine-based tools to discriminate conceptual, affective, and motivational differences in the texts that students compose that relate to engineering technology and to engineering ethics. We discuss the utility and future directions for this research.Cockrell School of Engineerin

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Idea-caution before exploitation:the use of cybersecurity domain knowledge to educate software engineers against software vulnerabilities

The transfer of cybersecurity domain knowledge from security experts (‘Ethical Hackers’) to software engineers is discussed in terms of desirability and feasibility. Possible mechanisms for the transfer are critically examined. Software engineering methodologies do not make use of security domain knowledge in its form of vulnerability databases (e.g. CWE, CVE, Exploit DB), which are therefore not appropriate for this purpose. An approach based upon the improved use of pattern languages that encompasses security domain knowledge is proposed