Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed (...) and piloted four modules during the academic year 2004–2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility. (shrink)

Research from the fields of criminology and social psychology suggests that the deterrent effect of security countermeasures is not uniform across individuals. In this study, we examine whether certain individual characteristics (i. e., computer self-efficacy) or work arrangement (i. e., virtual status) moderate the influence of security policies, security education, training, and awareness (SETA) program, and computer monitoring on information systems misuse. The results suggest that computer savvy individuals are less deterred by SETA programs and computer monitoring, while these countermeasures (...) are also less influential (from a deterrence perspective) on employees that spend more working days outside the office. Implications for both the research and practice of information security are discussed. (shrink)

My colleague, Professor W. M. Lindsay, invites, or challenges, me to reply to his note on ‘Ciris’ ; I can but take him at his word. Professor Lindsay seeks to identify the two birds Haliaetus and Ciris, and finds the task an easy one; he identifies Ciris with a Tern confidently and categorically. We learn ‘from Gallus' epyllium … that it was a sea-bird with red legs, so rapid in flight that it always evaded the swoop of the sea-eagle. What (...) can this be but a tern?’. (shrink)