©2022 International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies

ISSN 2228-9860 eISSN 1906-9642 CODEN: ITJEA8

International Transaction Journal of Engineering,
Management, & Applied Sciences & Technologies
http://TuEngr.com

Ethical Aspects of Information and Communication

Technologies (ICT)
Dheya Al-Othmany1*

1
Faculty of Engineering, King Abdulaziz University, Jeddah, SAUDI ARABIA.
*Corresponding Author (Email: [email protected]).
Paper ID: 13A3L Abstract
Volume 13 Issue 3 This paper discusses and analyzes various aspects of ethics in ICT, and
Received 14 October 2021 the IFIP (International Federation for Information Processing) code of
Received in revised form 21 ethics. The focused aspects of ethics in ICT include privacy protection, data
January 2022 security, Lisbon Treaty, freedom of speech, intellectual property, virtual
Accepted 30 January 2022
university (ICT and education), virtual experiments and surveys, plagiarism:
Available online 05
February 2022
how to use ICT to detect and prevent it, ICT availability & problem of
inequality, and ethics in the Business classroom. It has further shed light on
Keywords:
the Lisbon Treaty and the African Commission on Human and Peoples’
ICT; IFIP code of ethics;
Privacy protection; Data
Rights. Referring to the IFIP, the author supports only a generic framework
security; Plagiarism; for the codes of its member societies, recommending that they develop their
Virtual university; own codes within that framework. The author holds the view that any
Absolute security; violations of ethics should be made punishable within the parameters of each
Lisbon Treaty; Freedom culture and society.
of Speech; Translated
plagiarism; Codes of
Disciplinary: Information Ethics, Law, and Policy.
ethics. ©2022 INT TRANS J ENG MANAG SCI TECH.

Cite This Article:

Al-Othmany, D. (2022). Ethical Aspects and Information and Communication Technologies (ICT).
International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies,
13(3), 13A3L, 1-10. http://TUENGR.COM/V13/13A3L.pdf DOI: 10.14456/ITJEMAST.2022.33

1 Introduction
The main objective of this paper is to discuss and analyze various aspects of ethics in ICT,
and the IFIP (International Federation for Information Processing) code of ethics. It focuses on the
following aspects of ethics in ICT: privacy protection; data security; Lisbon Treaty; freedom of
speech; intellectual property; virtual university (ICT and education); virtual experiments and
surveys; and plagiarism: how to use ICT to detect and prevent it; ICT availability & problem of
inequality; and ethics in the Business classroom. It further sheds light on the Lisbon Treaty and the
African Commission on Human and Peoples’ Rights.
The Information and Communication Technologies (ICT) sector is faced with the fact that
there are very different ideas of what is a "good" or "bad" use of ICT, e.g. concerning privacy issues,
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intellectual property rights, or the freedom of information. Only an open discourse can create a
common understanding of common principles. For this reason, the IFIP (International Federation
for Information Processing) has never tried to define a "global standard" but only a generic
framework for the codes of its member societies, recommending that they develop their codes
within that framework. Under the diversity of histories, cultures, social and political backgrounds of
IFIP member Societies, the IFIP regards it as essential that Codes of Ethics or Conduct (or
Guidelines) should always be developed and adopted within the member Societies themselves. [1]
Finally, the paper will seek to answer the following question: Is the teaching of ethics in the
classroom feasible?
2 Ethical issues
In this paper, the author has reviewed and analyzed some of the issues involved in ethics in
ICT.

2.1 Privacy Protection

Database technology and various surveillance technologies have given rise to a broad
discussion about the right to one’s own data. Privacy protection has now been included in the laws
of most countries. The debate over basic issues, however, such as under what conditions sensitive
data can be stored, processed and passed on to others and which data are considered sensitive
could go on for a long time yet. A new challenge for privacy protection is pervasive computing,
which can be used for such purposes as highly efficient surveillance.
Information Technologies have invaded many aspects of people’s daily lives, creating new
possibilities but also raising concerns in terms of privacy and trust. Protecting the privacy of
individuals is one of the main challenges of the Information Society but it is difficult to achieve as
individuals constantly leave digital traces of their lives, often without even being aware of this. If
an unauthorized entity gathers these digital traces, he (or she) can use them for malicious purposes
ranging from targeted spam to profiling, and even identity theft. From the technology viewpoint,
several Privacy Enhancing Technologies (PETs) and Privacy-Aware Architectures have been
proposed. So far, these technologies have not stimulated a strong public interest and are not widely
used yet. However, the European Commission is putting forward the “privacy by design” principle,
which integrates the privacy issues in the design phase of a system or application.
Security and trust can be seen as complementary requirements to privacy. Large-scale
adoption of digital devices, like in eHealth and smart cities, requires trustworthy products and
communication. These requirements are not (always) completely understood and off-the-shelf
solutions could not fulfill the security, trust, and privacy needs. There is a large gap between what
is applied, usability requirements, and the right level of security. This gap represents a strategic
opportunity where European players have recognized know-how and where leadership should be
leveraged and nurtured [2].

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 Mobile devices play an important role in our everyday lives, not only by enabling us to
communicate but also by providing access to a large variety of pervasive services. While the scope
of mobile security is wide, the project is focused on the application of mobile devices to secure
access to services, such as financial and e-government services, or pervasive ones such as e-health
for personal monitoring. The focus is on the protection of the device itself to ensure secure access
to the services.
Cloud-based infrastructures enable seamless access to services and global availability of
information, giving enormous potential for improved levels of services as well as cost reductions.
Data security concerns form one of the main hindrances for cloud-based solutions. In this activity,
we aim to provide privacy protection and establish trust in the cloud by providing trust and security
mechanisms suitable for heterogeneous distributed service networks.

2.2 Scalable Security Intelligence

The main objective of this activity is to develop a new security service, based on the
application of business intelligence technology to the field of security. This service will provide
personalised security analysis and reports that can help a company to plan the deployment of
security patches based on its own risk assessment and not on generic security warnings. The service
will be offered also to smartphone users to detect and report in real-time attacks on normal user
activity.

2.3 Security and Privacy Location-based Services

The advent of ubiquitous devices equipped with geo-located capacities such as smartphones
has led to the growing development of location-based services (LBS) and the massive collection of
the mobility data of individuals. In this activity, we address questions of secure and privacy-
preserving implementations of location-based services, for instance in traffic monitoring, and the
development of tools that help users to prevent/limit privacy leaks [2].

2.4 Data Security

When networks were connected to the Internet, the door was opened for outsiders to intrude
into computer systems. Because there is always someone who has to try out every technical
possibility, hacking, viruses and other forms of intrusion have become a daily appearance. One
consequence of the trade-off between security and usability is that because of the unmastered
complexity of large software systems (especially operating systems), it will not be possible to have
absolute security. No other issue in ICT ethics shows so clearly that the challenge is to find
consensus about the borderline between "good" and "bad" in formerly undeveloped fields of action.
When does fun turn into criminal abuse? Is hacking without the intention to gain a material
advantage destructive or useful for society? Should information about safety gaps in operating
systems or the anatomy of computer viruses be published or not?
Viruses, Spyware, Trojans and Worms are all forms of malware that replicate, spread, steal
personal information, and inflict damage to computers. The private firewall detects activity

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characteristic of malware infection such as attempts to access protected file objects, execution of
WinAPI functions, and initiation of unknown processes, among others. Once detected, a private
firewall blocks the malware and alerts you of the security incident [3].
By simple definition, a rootkit is a collection of software tools that an intruder can install on
a computer to execute whatever criminal activity they have in mind. Rootkits are a particularly
tricky form of malware to detect and defend against, as they are nearly invisible to most types of
systems monitoring software. They allow an attacker to execute malicious programs invisibly as the
rootkit is able to conceal files, running processes, and/or system data. Rootkits are a growing
problem. According to Microsoft, approximately 20 percent of the malware deleted by its malicious
software removal tool are rootkits.
A private firewall can guard against rootkit-related attacks on many levels. A private firewall
can detect when a rootkit is being installed by identifying when a registry key value is being
modified. A private firewall can also detect rootkit activity based on the process, WinAPI call, or
executable that is launched as an output of the rootkit’s payload. [3]

2.5 Hacker Defense

Hackers are criminals who leverage system vulnerabilities, social engineering, and other
techniques to break into computer systems for amusement, theft, vandalism, or other crime. The
private firewall prevents hacker attacks by restricting access to unauthorized areas of your
computer and controlling how applications, processes, and other system features operate. In
addition, a private firewall provides additional layers of protection through system and email
anomaly detection components that baseline normal computer operation and detect unacceptable
deviations from typical use caused by intrusion (hackers) and viruses, spyware, and other forms of
malware. Hackers and their techniques continually evolve and become more effective at hiding. No
security solution provides 100% protection from attacks, but a private firewall offers unique
capabilities focused on deviations of typical behavior and can therefore adapt and evolve along
with the threats themselves. [3]

2.6 The Lisbon Treaty: Taking Data Protection into the 21st
Century?
The Lisbon Treaty, which has been described as the Treaty that takes Europe into the 21st
century, can be said to represent at the same time success and challenge for data protection. On
the one hand, its provisions are not revolutionary but mark an important and visible consolidation
in the European Union primary law of the data protection acquis developed in Europe over the last
27 years. In this perspective, the Lisbon Treaty pinpoints some crucial elements of the fundamental
right to the protection of personal data, within the context of the increased protection of
fundamental rights. Also, the need for independent supervision is solidly carved in primary law.
On the other hand, it develops instruments for stronger and more homogeneous data
protection across the different activities of the European Union, with greater involvement of the

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European Parliament, also with regard to international agreements. When it comes to finding a
delicate balance between conflicting values in crucial areas such as police and judicial cooperation,
political negotiations are now likely to play a more important role than litigation before the Court
of Justice.
In this perspective, the new tools laid down by the Lisbon Treaty represent a challenge for
data protection in the 21st century. Many horizons are possible with a view to building a data
protection legal framework that is comprehensive and general but at the same time able to
accommodate the specificities of certain areas. Many efforts are required to address the growing
demand for security and the immense possibilities offered by new technologies. Dialogue and
communication, also at the global level, are needed to involve citizens and explain to them the
important political choices made about their privacy.
Therefore, the new legal framework of the European Union is a challenge for the legislator,
but also for data protection authorities, that will be called not only to supervise rules having an
increasing degree of complexity but also to advise the legislator in making difficult and important
choices in new fields of activities. [4]

2.7 Freedom of Speech

In many countries today, individuals now have an unprecedented ability to exchange ideas
and information that bypass traditional media and communications controls. SMSs and instant
messaging allow for easy and quick sharing of information. Chat rooms and blogs provide people
with opportunities to meet and discuss current topical issues in a way that had never been available
before except in small rooms or under tight supervision. Easy access and sharing of photographs
and video can convey information in more powerful ways than before. These can have significant
impacts on how current events are understood and discussed. For example in Kenya, Internet
forums and SMS were widely used to disseminate information about the disputed 2007 election that
the mass media was prevented from discussing.
In an attempt to prevent these technologies from undermining their control, many
governments have imposed existing restrictions on speech, or adopted new legal and technical
measures on these new communications technologies.
Under international standards as set by the UN Human Rights Committee, any limitations on
freedom of expression must satisfy that the interference is provided in law and is clear and
accessible. The interference must pursue a legitimate aim as set out under Article 19 (3) of the
ICCPR and the restrictions must be necessary and proportionate.
This recognition of the importance of the right is echoed in regional instruments in Africa,
Europe, and the Americas. Article 9 of the African (Banjul) Charter on Human and Peoples’ Rights
states: 1. Every individual shall have the right to receive information. 2. Every individual shall have
the right to express and disseminate his opinions within the law. The African Commission on
Human and Peoples’ Rights set up under the charter has similarly held that freedom of expression
is fundamental: [5]

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 Freedom of Expression is a basic human right, vital to an individual's personal development,
political consciousness, and participation in the conduct of public affairs in his country. The
African Commission further detailed these rights in the Declaration of Principles on Freedom of
Expression in Africa. The principles adopt a broad recognition of freedom of expression across
technologies and borders: Freedom of expression and information, including the right to seek,
receive and impart information and ideas, either orally, in writing or print, in the form of art, or
through any other form of communication, including across frontiers, is a fundamental and
inalienable human right and an indispensable component of democracy.
The African Commission on Human and Peoples’ Rights has also appointed a Special
Rapporteur on Freedom of Expression with a mandate to investigate and promote freedom of
expression across the continent.
The right of freedom of expression is also found in nearly every national constitution in
Africa. For example, Article 32 of the Constitution of Angola (1992) states: (1) Freedom of
expression, assembly, demonstration and all other forms of expression shall be guaranteed. (2) The
exercise of the rights set out in the foregoing clause shall be regulated by law. (3) Groupings whose
aims or activities are contrary to the fundamental principles set out in Article 158 of the
Constitutional Law and penal laws, and those that, even indirectly, pursue political objectives
through organizations of a military, paramilitary, or militarized character, secret organizations and
those with racist, fascist or tribalist ideologies shall be prohibited.
Article 35 further states: (1) Freedom of the press shall be guaranteed and may not be subject
to any censorship, especially political, ideological, or artistic. (2) The manner of the exercise of
freedom of the press and adequate provisions to prevent and punish any abuse thereof shall be
regulated by law.
The Constitution of Sierra Leone similarly has a broad recognition of the rights of
expression. Article 25 (1) states: (1) Except with his own consent, no person shall be hindered in
the enjoyment of his freedom of expression, and the said freedom includes the freedom to hold
opinions and to receive and impart ideas and information without interference, freedom from
interference with his correspondence, freedom to own, establish and operate any medium for the
dissemination of information, ideas and opinions, and academic freedom in institutions of
learning. [5]

2.8 Intellectual Property

The World Wide Web has simplified the use of text, images, and sounds and thus made it
questionable as to whether intellectual property rights can still be enforced. It is hard to distinguish
pirated copies and plagiarism from legitimate uses of information. One reaction to this problem is a
trend to stronger regulation, as can be seen in how the EU Directive 2001/29/EG of the European
Parliament on "Harmonization of Certain Aspects of Intellectual Property Law..." is turning out. It
is feared that regulation that is too strong will run contrary to the “primary interest of science,

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namely to let knowledge become public." (Kuhlen, 2001) Then, the excitement about the
contribution of the Internet to free access to information and knowledge could become negative in
the long run. The “innovation commons” referred to by Lessig [12] would be destroyed or severely
hampered. In the United States, the 1998 Digital Millennium Copyright Act (DMCA) has come up
against serious criticism, as have its provisions for Digital Rights Management (DRM).

2.9 Virtual University: ICT and Education

Voronkov [6] examines the use of ICTs in education and associates ICTs with expanding new
cultural, social, cognitive, and professional horizons of education at national, regional, and global
levels. (p. 10) Rapid growth in the use of ICTs in education, the establishment of open and virtual
universities offering courses to hundreds of thousands of students worldwide provide ample proof
of global integration. (p. 19) He argues that many hundred thousand students engaged in virtual
forms of education may serve to undermine the academic process, erode the academic culture, and
lessen the quality of education. The nature and scale of these existing and potential pitfalls and
possible ways to overcome them require concerted efforts at every organizational level ranging
from individual universities and their consortia to the world community. A qualitatively new type
of international cooperation is required – not only to define and analyze the situation but also to
take action such as by developing specific projects that radically reform education to ensure
sustainable development. [6]

2.10 Virtual Experiments and Surveys

Is it possible to conduct virtual experiments and surveys? On traditional university
campuses, there are “ethics committees” to ensure the following issues: ethical principles, safe
research, consent and confidentiality, and obtaining ethical approval. These bodies are comprised
of academics from within the institution and they monitor research activity at undergraduate and
graduate levels. In addition to approving applications to conduct research, they also hear appeals
where approval has not been granted, provide guidance on unclear cases, and refer cases of
research misconduct to higher institutional authority. Their procedures are recorded in writing and
are available for public scrutiny. The question arises as to how to ensure ethical is research
(experiments and surveys conducted via e-mail) in online university education. [7]
The validity of data can be questionable. Further, Walther [8] raises the issues such as
research methods and human subjects.
The widespread use of the Internet provides new vantage points from which to observe
conventional behavior, views of new kinds of behavior, and new tools with which to observe it all.
Accompanying these opportunities come two specific concerns about research approaches: how
new research methods using the Internet may or may not affect the ethical protections to which
human subjects are entitled, and the validity of data collected using the Internet.

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2.11 Plagiarism: How to use ICT to Detect and Prevent It?
With the development of ICT, plagiarism becomes an ever more serious problem in the
academic community. According to Pupovac [9], plagiarism rates among students are quite high
and students mostly ignore or allow plagiarism because of a lack of knowledge, lack of
consequences, or simply because ICT makes plagiarism easy to commit.
The findings of the studies presented in this paper indicate that strict policies against
plagiarism need to be introduced at universities. We believe that the problem of plagiarism should
be brought to public attention and discussed at a higher level and that effective measures against
plagiarism should be implemented. The prevalence of plagiarism among students and their
attitudes towards plagiarism are influenced by the cultural environment as well as the academic
setting. In multicultural communities, such as the European community, it is necessary to
investigate and compare academic behavior in different countries to establish equivalent standards
in education across Europe.
The studies revealed that plagiarism is deeply rooted in the academic environment of some
European universities. Students are generally aware that plagiarism is a form of dishonest behavior,
but they still commit it, especially if they have a tight deadline or too much work to do and not
enough time. In such circumstances, most students exploit the benefits of ICT and commit cyber-
plagiarism. Easily accessible information on the internet, the development of IT and the simple
copy/paste command facilitate plagiarism [9].
Websites that sell student essays, master’s theses and doctoral dissertations as ready-made
commodities are a new and increasingly worrying problem.
Most students believe that plagiarism will not be detected by their tutors, so they resort to it
despite warnings and rules against it. According to the results of the Croatian study, only an
objective plagiarism detection method and penalty for perpetrators will deter students from
plagiarizing. This finding is consistent with the results of another study conducted among students
in the USA. Although it is easier to plagiarize in the age of ICT, it is also easier to detect and
measure plagiarism. Plagiarism detection software (e.g., WCopyfind) and internet-based search
engines (e.g., iTechnicate or EVE) can be used effectively in anti-plagiarism strategies in the
academic environment. Faced with the obvious limitations of internet-based search engines in
non-English contexts, some tools can reveal blatant plagiarism by comparing two or more texts,
such as WCopyfind. Translated plagiarism is also a growing problem [9].
One of the important findings presented was that more than three-quarters of students
would not report plagiarism to their tutors, even if they witnessed it. Some of the students probably
feel that plagiarism is not a big deal” and others do not want to be whistleblowers. In an academic
and scientific context, the question of reporting unethical and immoral behaviour to tutors is
especially sensitive. Whistleblowers are often scorned by other students. Tutors and teachers
should find methods to deter students from plagiarizing. Allowing or ignoring plagiarism among
students does not contribute to better knowledge or education; on the contrary, it allows students

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to find the easy way out. Once this kind of behaviour is encouraged, it cannot be expected that
those who plagiarized become honourable members of scientific and academic society. Plagiarized
data are misleading and allow the perpetrator to gain undeserved benefits. This type of behaviour
should be recognized with the help of ICT and strongly discouraged. [9]
According to the study on academic misconduct in Croatia, significant predictors of
misconduct include attitude toward cheating, the behaviour of the group that the student belongs
to, and the year of studies. Senior students tend to cheat more often than junior students. Cultural
environment and attitudes within wider society have a great influence on the prevalence and
attitudes toward plagiarism. The results of the studies presented, revealing that almost 20% of
students in Bulgaria and Croatia vs.7% in the UK find cheating on exams acceptable behaviour, are
consistent with findings of a study on attitudes toward plagiarism and reporting plagiarism in
Russia, the USA, the Netherlands, and Israel, which indicated that the tolerance toward academic
misconduct was more pronounced in post-communist countries (Magnus, 2002). The cultural
environment of post-communist countries, with a high rate of corruption, is characterized by a
high level of tolerance toward cheating, which in turn creates inappropriate attitudes toward
academic and scientific integrity.
One of the characteristics of an authoritarian regime is the lack of individual responsibility –
one is allowed to do anything that society or leaders tolerate; maturity, independence, and
responsibility are not encouraged; and individuals do not do wrong not because of their inner
beliefs, but because of fear of punishment or authority. Considering that Europe as a multilingual
and multicultural community strives to create the best possible education and scientific practice in
all European countries, it is important to ensure a solid basis for such a development. Attempts at
eradicating academic misconduct and rewarding creativity and real acquisition of knowledge in
universities and schools will undoubtedly contribute to achieving this goal. Due to the vast cultural
diversity in Europe, it will not be easy to harmonize academic standards and attitudes among
different countries. However, the results of research such as that presented in this paper may
provide a valuable contribution to the development of proper ethical education policies. [9]

2.12 ICT Availability and the Problem of Inequality

Alexeyeva [10] analyzed ICT availability and problem on inequality. With personal
computers and computer networks, ICTs became accessible to an enormous number of people. The
problem of a user-friendly computer acute in the 70s, seemed to have been resolved successfully by
the end of 20th century. “User-friendly” and “barrier-free” technologies were rapidly growing.
Computer-based multimedia integrated graphic, print, audio, video, and computer technologies
into an easily accessible delivery system. It gave new impetus to ICT implementation in education.
Now computers are considered to be suitable not only in learning mathematics, natural sciences,
and engineering but in humanities and arts as well. Interactive video and CD-ROM technologies are
incorporated into instructional units and lessons; a lot of undergraduate and graduate courses rely
on the resources available on CD-ROM and the World Wide Web.

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 In many countries, governmental and non-governmental organizations pursue the policy
aimed at widening the access to ICTs for larger numbers of individuals and groups; in this context,
education is considered a sphere of special importance. Nevertheless, schools are unable to provide
equal access to computer and communication technologies.” [10]

2.13 Ethics in the Business Classroom

Although the inclusion of ethics in the business curriculum is becoming increasingly
important, little is known about the impact classroom discussion of ethics has had on student
sensitivity to ethical issues. Using both self-assessment and objective assessment measures, a study
found that students who had been exposed to ethics in five or more classes considered themselves
more knowledgeable about ethics and reported higher confidence in their ability to make ethical
decisions than students who had less exposure to ethics in business courses. In addition, students
with increased exposure to ethics in the classroom were found to be more sensitive to business
ethics and consumer ethics than students with less classroom exposure. Areas for future research
on this topic are suggested. [11]
3 Conclusion
In this paper, the author has reviewed and analyzed some of the issues involved in ethics in
ICT, and the IFIP (International Federation for Information Processing) code of ethics. It has
particularly focused on the following aspects of ethics in ICT: privacy protection; data security;
Lisbon Treaty; freedom of speech; intellectual property; virtual university (ICT and education);
virtual experiments and surveys; plagiarism: how to use ICT to detect and prevent it; ICT
availability & problem of inequality; and Ethics in the Business classroom. It has further shed light
on the Lisbon Treaty and the African Commission on Human and Peoples’ Rights.
The author supports only a generic framework for the codes of its member societies,
recommending that they develop their codes within that framework. The author holds the view that
any violations of ethics should be made punishable within the parameters of each culture and
society.
Further, the author views Ethics in ICT as growing in importance in a global society. The
ICT sector as a driver of globalization contributes to removing geographical barriers between
cultures and, in doing so, is faced with the fact that there are very different ideas of what is a "good"
or "bad" use of ICT, e.g. concerning privacy issues, intellectual property rights or the freedom of
information. Only an open discourse can create a common understanding of principles. Codes of
ethics or of conduct (or guidelines) must always be developed and adopted within the member
societies themselves. With regard to an IFIP code of ethics, Dr. Holvest comments as follows: “This
does not mean that IFIP should do nothing. It only means that it is impossible for the 1990 Draft
IFIP code of ethics to be accepted. IFIP needs general principles that will be accepted by all national
societies. In my view, these principles must consist of deontological statements. One of the

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statements might be the suggestion that every national society produces a national Code of Ethics,
taking into account what has already been discussed by many national constituencies.” [1]
4 Availability of Data and Material
Data can be made available by contacting the corresponding author.

5 References
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security-trust-in-information-society/
[3] Privacyware. PrivacyWare: The ultimate web server security. 2021. https://www.privacyware.com
[4] Scirocco A. The Lisbon Treaty and the Protection of Personal Data in the European Union. 2009.
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[5] Banisar D. Linking ICTs, the Right to Privacy, Freedom of Expression and Access to Information. East African
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[6] Voronkov Y. State-of-the-art in Ethical and Legal Aspects of ICTS in Education. Ethical, Psychological and
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[7] McMillan K, and Weyers J. How to Write Dissertations & Project Reports. 2 nd Ed. London: Pearson.
2011:185-193.
[8] Walther JB. Research ethics in Internet-enabled research: Human subjects issues and methodological myopia.
Ethics and information technology. 2002;4(3):205-16.
[9] Pupovac V, Bilic-Zulle L, Petrovecki M. On academic plagiarism in Europe: An analytical approach based on
four studies. Digithum. 2008(10). http://www.uoc.edu/digithum/10/dt/eng/pupovac_bilic-
zulle_petrovecki.pdf
[10] Alexeyeva I. History of the Problem. Ethical, Psychological and Societal Problems of the Application of ICTs
in Education. 2004:21. http://iite.unesco.org/pics/publications/en/files/3214629.pdf
[11] Sojka J, & Gupta A. Teaching Ethics in the Business Classroom: Is Anybody Listening? The Institute for
Applied & Professional Ethics Archives, Ohio University. 2009. http://www.ohio.edu/ethics/ethics-
modules/teaching-ethics-in-the-business-classroom-is-anybody-listening/index.html
Professor Dr. Dheya Shuja'a Al-Othmany is a full professor of Nuclear Engineering in the Faculty of Engineering, King
Abdulaziz University, Jeddah, Saudi Arabia. He holds a Ph.D. in Nuclear Engineering (Radiation Protection) from the
University of Aberdeen, UK. He serves as a member of a lot of national and international societies. His research interest
lies in Energy Engineering, Nuclear Engineering.

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