‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ‬
‫ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ‬
‫ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﻋﻀﻮ ﻫﻴﺎﺕ ﻋﻠﻤﻲ ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫‪[email protected]‬‬
‫ﺿﺮﻭﺭﺕ هﺎ‬
‫• ﮔﺬﺷﺖ ﺑیﺶ ﺍﺯ ﺷﺶ ﺩهﻪ ﺍﺯ ﺗﺪﻭ�ﻦ ﺍﻭﻟ�ﻥ ﻗﻮﺍﻧ�ﻥ ”ﮔﺮﺩﺵ‬
‫ﺁﺯﺍﺩﺍﻃﻼﻋﺎﺕ" ﺩﺭ ﺟهﺎﻥ‪.‬‬
‫• ﺗﻮﺟﻪ ﺑﻪ ﻗﺎﻧﻮﻥ ﺩﺭ ﺩﺳﺖ ﺗﺼﻮ�ﺐ "ﺍﺷﺎﻋﻪ ﻭ ﺩﺳ����ی ﺁﺯﺍﺩ ﺑﻪ‬
‫ﺍﻃﻼﻋﺎﺕ"‪ ،‬ﺗﺼﻮ�ﺐ ﻗﻮﺍﻧ�ﻥ "ﺣﻤﺎﯾﺖ ﺍﺯ ﭘﺪﯾﺪﺁﻭﺭﻧﺪ�ﺎﻥ ﻧﺮﻡ ﺍﻓﺰﺍﺭهﺎی‬
‫ﺭﺍﯾﺎﻧﻪ ﺍی" ‪" ،‬ﺟﺮﺍﺋﻢ �ﺎﻣﭙﯿﻮﺗﺮی" ﻭ "ﺗﺠﺎﺭﺕ ﺍﻟﮑ��ﻭﻧﯿ�ﯽ” ﻭ ﺩﺭ ﺁﺳﺘﺎﻧﻪ‬
‫�ﺸﮑﯿﻞ"ﭘﻠیﺲ ﺍﯾﻨ��ﻧ�ی“‪.‬‬
‫• ﻏﻔﻠﺖ ﭼﻨﺪﯾﻦ ﺳﺎﻟﻪ ﺩﺭ ﺯﻣﯿﻨﻪ ﺍﺭﺍﺋﻪ ﺩﺭﻭﺱ ﺩﺍ�ﺸ�ﺎ�� ﺑﺮﺭ��ی ﺍﺛﺮﺍﺕ‬
‫ﺍﺟﺘﻤﺎ��‪ ،‬ﺍﻗﺘﺼﺎﺩی ﻭ ﻓﺮهﻨ�ﯽ ﻓﻨﺎﻭﺭی ﺍﻃﻼﻋﺎﺕ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﭼﮑﻳﺩﻩ‬
‫• ﺑﺭﺭﺳﯽ ﺍﺑﻌﺎﺩ ﮔﻭﻧﺎﮔﻭﻥ ﻣﺿﻣﻭﻥ ﺍﺧﻼﻕ ﻭ ﺁﺩﺍﺏ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ‪.‬‬
‫• ﺗﺭﺳﻳﻡ ﭼﺎﺭﭼﻭﺑﯽ ﻣﺿﻣﻭﻧﯽ ﻭ ﺳﺎﺧﺗﺎﺭی ﺍﺟﺭﺍﺋﯽ ﺑﺭﺍی ﺁﻣﻭﺯﺵ ﺍﺧﻼﻕ‬
‫ﺭﺍﻳﺎﺳﭘﻬﺭی ﺑﺭﺍﺳﺎﺱ "ﭼﺎﺭﭼﻭﺏ ﺯﮐﻣﻥ"‪.‬‬
‫• ﭘﻳﺷﻧﻬﺎﺩ ﻁﺭﺡ ﺩﺭﺳﯽ ﺩﺍﻧﺷﮕﺎﻫﯽ ﺑﺭﺍی ﺩﻭﺭﻩ ﻫﺎی ﻣﻬﻧﺩﺳﯽ ﻓﻧﺎﻭﺭی‬
‫ﺍﻁﻼﻋﺎﺕ ﺩﺭ ﺍﻳﻥ ﺯﻣﻳﻧﻪ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺿﺭﻭﺭﺕ ﻫﺎی ﺷﻧﺎﺧﺕ ﻭ ﺳﻭﺍﺩﺁﻣﻭﺯی ﺍﺛﺭﺍﺕ ﺑﮑﺎﺭﮔﻳﺭی ﻓﻧﺎﻭﺭی ﻫﺎی ﻧﻭ‬
‫ﻭ ﺍﺧﻼﻕ ﭘﺎﻳﺷﮕﺭ ﺁﺳﻳﺏ ﻫﺎی ﻧﺎﺷﯽ ﺍﺯ ﺁﻧﻬﺎ‬
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‫ﮔﻔﺘﻪ "ﺍﺑﻦ ﺧﻠﺪﻭﻥ" ﺩﺭ ﺑﺎﺏ ﺿﺮﻭﺭﺕ ﺁ�ﺎ�� ﻭ ﺩﺍ�ﺶ ﻣﻌﻤﺎﺭﺍﻥ ﺩﺭ ﻣﺴﺎﺋﻞ ﺣﻘﻮ�� ﺑ�ﻥ هﻤﺴﺎﯾﻪهﺎ ‪.‬‬
‫ً‬
‫ﻧﻈﺮ "ﮐﺮﺍﻧ��گ" ﺩﺭ ﺑﺎﺏ ﻓﻨﺎﻭﺭی ﮐﻪ‪" :‬ﻓﻨﺎﻭﺭی ﻧﻪ ﺧﻮﺏ ﺍﺳﺖ ﻭ ﻧﻪ ﺑﺪ ﺍﻣﺎ ﻗﻄﻌﺎ ﺧﻨ�ی ﻧیﺴﺖ"‪.‬‬
‫ﻧ�ﺎﻩ ﻧﮕﺮﺍﻥ "ﻧﻮﺭ�ﺮﺕ ﻭ�ﻥ�" ﻣﺒﺪﻉ ﺩﺍ�ﺶ ﮔﺮﺩﺍ�ﺶ ﯾﺎ ﺳﯿ��ﻧﺕﯿﮏ ﺩﺭ ﻣﺮﺍﺟﻌﺖ ﺑﻪ ﻣﻮﻃﻦ ﺧﻮﺩ ‪.‬‬
‫ﻣﺼﺎﺣﺒﻪ "ﻭﺍﯾﺰﻥ ﺑﻮﻡ" ﺍﺯ ﻣﺒﺪﻋﺎﻥ ﻋﻠﻢ "هﻮﺵ ﻣﺼﻨﻮ��" ﺁﻧﺠﺎ ﮐﻪ ﻣﯽ�ﻮ�ﺪ‪" :‬ﺁﯾﺎ �ﺎﺭﺷﻨﺎﺳﺎﻥ‬
‫�ﺎﻣﭙﯿﻮﺗﺮ ﻣﺎﻧﻨﺪ ﭘﺪﺭﺍﻥ ﺑﻤﺐ ﺍﺗﻢ ﺑﺪﺁﻭﺍﺯﻩ ﺧﻮﺍهﻨﺪ ﺷﺪ؟"‬
‫ﻧ�ﺎﻩ ﻧﮕﺮﺍﻥ "ﺟﻮﺭﺝ ﺍﻭﺭﻭﻝ" ﺩﺭ ﮐﺘﺎﺏ "‪ "1984‬ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭی ﺑﺮﺍی �ﺴﻠﻂ ﺑﺮ ﺯﻧﺪ�ﯽ ﻭ‬
‫ﺭﻭﺍﻥ ﺍ�ﺴﺎﻥ ﻭ ﺍﻋﻤﺎﻝ ﺟﺒﺎﺭ�ﺖ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﮔﺴ��ﺵ ﺗﺒﻌﺎﺕ ﺑ�ﺎﺭﮔ��ی ﻓﻨﺎﻭﺭی ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﺟﻤﻠﻪ ﺍﻓﺰﺍ�ﺶ ﺟﺮﺍﺋﻢ ﺭﺍﯾﺎﻧﻪ‬
‫ﺍی ﻭ ﺷﺒﮑﻪﺍی‪ ،‬ﻟﺰﻭﻡ ﺗﺮﻭ�ﺞ ﺍﺧﻼﻕ ﻭ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭی ﺍﻃﻼﻋﺎﺕ‬
‫• ﻧﮕﺎﻩ ﻫﺎﻱ ﻧﮕﺮﺍﻥ ﻭ ﻟﺒﺨﻨﺪﻫﺎﻱ ﮔﺮﺍﻥ ‪":‬ﻣﺎ" ﺍﺛﺮ ﺩﺭﺧﺸﺎﻥ "ﺯﺍﻣﻴﺎﺗﻴﻦ" ‪،‬‬
‫"ﺟﻬﺎﻥ ﻗﺸﻨﮓ ﻧﻮ"ﻧﻮﺷﺘﻪ "ﺁﻟﺪﻭﺱ ﻫﺎﻛﺴﻠﻲ" ‪" ،‬ﺍﻟﻮﻳﻦ ﺗﺎﻓﻠﺮ"‪" ،‬ﺍﻣﺎﻧﻮﺋﻞ‬
‫ﻛﺎﺳﺘﻠﺰ"‪" ،‬ژﺍﻥ ژﺍﻙ ﺳﺮﻭﺍﻥ ﺷﺮﺍﻳﺒﺮ" ﻭ "ﻧﻴﻞ ﭘﺴﺘﻤﻦ"‪.‬‬
‫• ﻧﻘﺪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺷﻜﻞ ﺻﺮﻳﺢ ﺩﺭ ﻛﺘﺎﺏ ﺩﺭﺧﺸﺎﻥ "ﻓﺮﺍﻧﻚ ﺟﻮﺭﺝ" ﺑﺎ‬
‫ﻧﺎﻡ "ﺳﻠﻄﻪ ﻣﺎﺷﻴﻦ" ﺩﺭ ﺩﻫﻪ ﻫﻔﺘﺎﺩ ﻣﻴﻼﺩﻱ ﻛﻪ ﺩﺭ ﺁﻥ ﺑﺮﺍﻱ ﺍﻭﻟﻴﻦ ﺑﺎﺭ‬
‫ﻋﺒﺎﺭﺍﺗﻲ ﻧﻈﻴﺮ "ﺁﻟﻮﺩﮔﻲ ﺍﻃﻼﻋﺎﺕ" ﻭ "ﺟﺮﺍﺋﻢ ﺭﺍﻳﺎﻧﻪ ﺍﻱ" ﺑﻪ ﺻﺮﺍﺣﺖ ﺗﻌﺮﻳﻒ‬
‫ﻭ ﻧﻘﺪ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺗﻌﺎﺭﻳﻒ ﻭ ﻣﻔﺎﻫﻴﻢ ‪ :‬ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﻣﻬﻧﺩﺳﯽ ﺭﺍﻳﺎﻧﻪ‬
‫ﻓﻧﺎﻭﺭی ﺍﺭﺗﺑﺎﻁﺎﺕ‬
‫ﻣﻬﻧﺩﺳﯽ ﮐﻧﺗﺭﻝ ﻭ ﺧﻭﺩﮐﺎﺭی‬
‫ﻧﻅﺭﻳﻪ ﺍﻁﻼﻋﺎﺕ‬
‫ﻧﻅﺭﻳﻪ ﺳﺎﻣﺎﻧﻪ ﻫﺎ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺍﺧﻼﻕ )‪ (Moral‬ﻭ ﺁﺩﺍﺏ‬
‫)‪(Ethics‬‬
‫• ﺍﺧﻼﻕ ﺩﺭ ﺗﺮﺟﻤﻪ ﻭﺍژﻩ ‪ Moral‬ﺩﺭ ﺗﻌﺮﻳﻒ ﺑﻪ " ﻗﻮﺍﻋﺪ ﻭ ﺍﺻﻮﻝ ﺗﻌﻴﻴﻦ‬
‫ﻛﻨﻨﺪﻩ ﺭﻓﺘﺎﺭﻫﺎﻱ ﺧﻮﺏ ﻭ ﺑﺪ ﺍﺯ ﻣﻨﻈﺮ ﺍﺭﺯﺵ ﻭ ﺩﺍﻭﺭﻱ" ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ ‪.‬‬
‫• ﺁﺩﺍﺏ ﺩﺭ ﺗﺮﺟﻤﻪ ﻭﺍژﻩ ‪Ethics‬ﻧﺎﻇﺮ ﺑﺮ ” ﻗﻮﺍﻋﺪ ﺍﺧﻼﻗﻲ ﭘﺎﻳﺶﮔﺮ ﺭﻓﺘﺎﺭ‬
‫ﺣﺮﻓﻪﺍﻱ‪ ،‬ﻛﺎﺭﻱ ﺑﺮﺍﻱ ﺗﺮﺳﻴﻢ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﺿﻮﺍﺑﻂ ﺗﻮﺍﻓﻘﻲ" ﺍﺳﺖ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺍﺑﻌﺎﺩ ﺍﺧﻼﻗﻲ ﻭ ﻓﻨﺎﻭﺭﻱ‬
‫• ﻓﻠﺴﻔﻪ ﺍﺧﻼﻕ ﺑﻪ ﺳﻪ ﺣﻮﺯﻩ ﺍﺧﻼﻕ ﺗﻮﺻﻴﻔﻲ)‪ ،(Descriptive Ethics‬ﺍﺧﻼﻕ‬
‫ﺩﺳﺘﻮﺭﻱ ﻳﺎ ﻫﻨﺠﺎﺭﻱ)‪ (Normative/ Prescriptive Ethics‬ﻭ ﺍﺧﻼﻕ ﺗﺤﻠﻴﻠﻲ‬
‫ﻳﺎ ﻓﺮﺍ ﺍﺧﻼﻕ)‪ (Analytic/ Meta Ethics‬ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺣﻮﺯﻩ ﺍﺧﻼﻕ‬
‫ﺗﺤﻠﻴﻠﻲ ﻳﺎ ﻓﺮﺍ ﺍﺧﻼﻕ ﺑﻪ ﻣﺒﺎﺣﺜﻲ ﭘﺮﺩﺍﺧﺘﻪ ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﺒﻨﺎﻱ ﺍﺧﻼﻗﻲ‬
‫)‪ (Moral‬ﺩﺍﺭﻧﺪ‪.‬‬
‫• ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻭﺍژﻩ ﻣﻌﺎﺩﻝ ﺩﺭ ﻓﺎﺭﺳﻲ‪ ،‬ﺑﻨﻈﺮ ﻣﻴﺮﺳﺪﺁﺩﺍﺏ ﻋﺒﺎﺭﺕ ﻣﻨﺎﺳﺐﺗﺮﻱ‬
‫ﺍﺳﺖ ﻛﻪ ﻣﺮﺯﻫﺎﻱ ﺍﻳﻦ ﺩﻭ ﺭﺍ ﺗﻔﻜﻴﻚ ﻣﻲﻧﻤﺎﻳﺪ‪ ،‬ﻳﻌﻨﻲ‪ :‬ﺁﺩﺍﺏ ﺗﻮﺻﻴﻔﻲ‪ ،‬ﺁﺩﺍﺏ‬
‫ﻫﻨﺠﺎﺭﻱ ﻭ ﺁﺩﺍﺏ ﺗﺤﻠﻴﻠﻲ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺍﺧﻼﻕ ﺗﺣﻠﻳﻠﯽ ﻳﺎ ﻓﺭﺍ ﺍﺧﻼﻕ‬
‫• ﻣﻌﻧﺎ ﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ]‪.[Moral Semantics‬‬
‫• ﻣﻌﺭﻓﺕﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ]‪. [Moral Epistemology‬‬
‫• ﻫﺳﺗﺎﻥﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ]‪.[Moral Ontology‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﺑﺎﺣﺛﯽ ﺑﻳﻥ ﺭﺷﺗﻪﺍی ﺩﺭ ﺁﺩﺍﺏﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ‬
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‫ﺭﻭﺍﻥ ﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ‪.‬‬
‫ﺟﺎﻣﻌﻪ ﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ‪.‬‬
‫ﺗﺎﺭﻳﺦ ﺍﺧﻼﻕ ‪.‬‬
‫ﻭ ﻣﻔﺎﻫﻳﻣﯽ ﻧﻅﻳﺭ‪:‬‬
‫ﺍﺧﻼﻕ ﻫﻧﺭی‪.‬‬
‫ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی ﻳﺎ ﺍﺧﻼﻕ ﺭﺍﻳﺎﻧﻪﺍی‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﮔﺭﺍﻳﺵﻫﺎی ﺍﻣﺭﻭﺯﻳﻥ ﻭ ﮐﻠﯽ ﻓﻠﺳﻔﻪ ﺍﺧﻼﻕ‬
‫• ﺩﺭ ﺣﻭﺯﻩ ﻣﻌﻧﺎﺷﻧﺎﺳﯽ ﺑﻪ ﻫﻣﺳﺎﻧﯽ ﻳﺎ ﻧﺎﻫﻣﺳﺎﻧﯽ ﻣﻔﺎﻫﻳﻡ ﺩﺭ ﺣﻭﺯﻩﻫﺎی‬
‫ﺍﺧﻼﻗﯽ ﻭ ﻏﻳﺭﺍﺧﻼﻗﯽ‪.‬‬
‫• ﺩﺭ ﻣﻌﺭﻓﺕ ﺷﻧﺎﺳﯽ ﺑﻪ ﺭﺋﺎﻟﻳﺯﻡ ﻭ ﺁﻧﺗﯽ ﺭﺋﺎﻟﻳﺯﻡ ﺍﺧﻼﻗﯽ ﺍﺯ ﻣﻧﻅﺭ‬
‫ﺍﺳﺗﺩﻻﻝﭘﺫﻳﺭی ﻭ ﻧﺎﭘﺫﻳﺭی ﺁﻥ ‪.‬‬
‫• ﺩﺭ ﻭﺟﻭﺩ ﺷﻧﺎﺳﯽ ﺍﺧﻼﻕ ﺑﻪ ﻣﻭﺿﻭﻉ ﮐﺷﻑ ﻳﺎ ﺟﻌﻝ ﺍﺧﻼﻕ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﭼﻬﺎﺭ ﻣﻜﺘﺐ ﻣﻬﻢ ﻭ ﻣﻮﺭﺩ ﺍﻋﺘﻨﺎء ﺩﺭ ﻓﻠﺴﻔﻪ ﺍﺧﻼﻕ‬
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‫ﻗﺎﺋﻼﻥ ﺑﻪ ﻭﻇﻴﻔﻪ ﮔﺮﻭﻱ ﻳﺎ ﺍﺻﺎﻟﺖ ﻭﻇﻴﻔﻪ ﻛﻪ ﻗﺎﺋﻞ ﺑﻪ ﻛﺸﻒ ﺩﺭ ﺣﻮﺯﻩ ﻭﺟﻮﺩﺷﻨﺎﺳﻲ‬
‫ﺍﺧﻼﻕ]‪ [Deonotologism‬ﻫﺴﺘﻨﺪ ‪.‬‬
‫ﻗﺎﺋﻼﻥ ﺑﻪ ﻧﺘﻴﺠﻪﮔﺮﻱ ﻳﺎ ﺍﺻﺎﻟﺖ ﻧﺘﻴﺠﻪ )ﻏﺎﻳﺖ ﮔﺮﺍﻳﺎﻥ(]‪ [Teleologism‬ﻛﻪ ﺩﺭﺳﺘﻲ ﻭ‬
‫ﻧﺎﺩﺭﺳﺘﻲ ﺭﺍ ﺑﻪ ﺁﺛﺎﺭ ﻣﺮﺗﺐ ﺑﺮ ﺁﻥ ﺑﺮﻣﻴﮕﺮﺩﺍﻧﻨﺪ‪ .‬ﻛﻪ ﻗﺎﺋﻠﻴﻦ ﺑﻪ ﺍﺻﺎﻟﺖ‬
‫ﻓﺎﻳﺪﻩ]‪ [Utilitarianism‬ﻫﻢ ﺍﺯ ﺍﻳﻦ ﺩﺳﺘﻪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻃﺮﻓﺪﺍﺭﺍﻥ ﻣﻜﺘﺐ ﺍﺧﻼﻕ ﺣﻖ ﻣﺤﻮﺭ] ‪) [Right Based Ethics‬ﻛﻪ ﻣﻌﺘﻘﺪﻧﺪ ﺍﺧﻼﻕ‬
‫ﻣﺒﺘﻨﻲ ﺑﺮ ﻭﻇﻴﻔﻪ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﻣﺒﺘﻨﻲ ﺑﺮ ﺣﻖ ﺍﺳﺖ(‪.‬‬
‫ﻃﺮﻓﺪﺍﺭﺍﻥ ﻣﺴﻠﻚ ﺍﺧﻼﻗﻲ ﻓﻀﻴﻠﺖ ﻣﺤﻮﺭ] ‪ [Virtue- Based Ethics‬ﺗﺸﻜﻴﻞ‬
‫ﻣﻲﺩﻫﻨﺪ‪ .‬ﮔﺮﻭﻩ ﭼﻬﺎﺭﻡ ﺍﺯ ﻗﺎﺋﻠﻴﻦ ﺑﻪ ﻣﻜﺘﺐ ﺍﺧﻼﻕ ﻋﺎﻣﻞ]‪ [Agent Morality‬ﺗﻠﻘﻲ‬
‫ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻭﺟﻪ ﺩﻳﮕﺮ ﺁﻥ ﺍﺧﻼﻕ ﺑﺮﺍﻱ ﻧﺎﻇﺮ]‪ [Spectator Morality‬ﺍﺳﺖ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻧﻘﺶ ﻃﺒﻘﻪ ﺑﻨﺪﻳﻬﺎﻱ ﻓﻮﻕ ﺩﺭ ﺗﺪﻭﻳﻦ ﺁﺩﺍﺏ‬
‫ﺍﺷﺎﺭﻩ ﺑﻪ ﻁﺑﻘﻪ ﺑﻧﺩیﻫﺎی ﻓﻭﻕ ﺩﺭ ﻋﻣﻝ ﺑﺭﺍی ﺗﻧﻅﻳﻡ ﮐﻧﻧﺩﮔﺎﻥ ﺁﺩﺍﺏ‬
‫ﺣﺭﻓﻪﺍی ﻭ ﻓﻧﯽ ﻣﺑﻳّﻥ ﻭﺟﻭﻩ ﺍﺧﻼﻗﯽ ﺍﻧﺟﺎﻡ ﻋﻣﻝ ﺗﺧﺻﺻﯽ ﻭ ﺩﺭ ﭘﺎﺳﺦ‬
‫ﺑﻪ ﭘﺭﺳﺵ ﻫﺎﺋﯽ ﺩﺭ ﺣﻭﺯﻩ ﺍﺛﺭﺍﺕ ﺍﺟﺗﻣﺎﻋﯽ ﺑﮑﺎﺭﮔﻳﺭی ﻓﻧﺎﻭﺭی ﺩﺭ‬
‫ﮔﺳﺗﺭﻩ ﻫﻣﮕﺎﻧﯽ ﺍﺳﺕ ﮐﻪ ﺩﻏﺩﻏﻪ ﻓﻥﺳﺎﻻﺭﺍﻥ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻧﺎﺳﺎﻥ ﻭ ﺣﻘﻭﻕ‬
‫ﺩﺍﻧﺎﻥ ﺍﺳﺕ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻧﮕﺎﻫﻲ ﺑﻪ ﺁﺭﺍﻱ "ﭘﻞ ﺗﻴﻠﻴﺶ "‬
‫”ﻓﻨﺎﻭﺭﻱ ﺑﻪ ﻣﺜﺎﺑﻪ ﻳﻚ ﺷﻜﻞ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺍﻣﺮﻱ ﻏﻴﺮﺍﺭﺯﺷﻲ ﻭ ﺧﻨﺜﻲ ﻧﻴﺴﺖ‪ .‬ﺑﺮ‬
‫ﺧﻼﻑ ﺍﺩﻋﺎﻱ ﺭﺍﻳﺞ ﻭ ﻣﺘﻌﺎﺭﻑ ﻓﻨﺎﻭﺭﺍﻥ‪ ،‬ﻓﻨﺎﻭﺭﻱ ﺍﺑﺰﺍﺭﻱ ﻧﻴﺴﺖ ﻛﻪ ﻛﺎﺭﺑﺮﺩ‬
‫ﺧﻴﺮ ﻳﺎ ﺷﺮﺵ ﻣﻨﻮﻁ ﺑﻪ ﺍﻧﺘﺨﺎﺏ ﻣﺎ ﺑﺎﺷﺪ‪ .‬ﻫﺮ ﭼﻪ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﻫﻴﻢ ﻫﺪﻓﻲ‬
‫ﺩﺍﺭﺩ‪ ،‬ﺭﻓﻊ ﺍﻳﻦ ﻳﺎ ﺁﻥ ﻧﺎﺭﺿﺎﺋﻲ‪ ،‬ﻳﺎ ﺗﺤﻘﻖ ﺍﻣﺮﻱ ﺍﺭﺯﺷﻤﻨﺪ؛ ﻋﻼﻗﻪ ﻭ ﻧﻔﻊ ﻣﺎ ﺩﺭ‬
‫ﻓﻨﺎﻭﺭﻱ‪ ،‬ﺧﻮﺩ ﺫﺍﺗﺎً ﺍﻣﺮﻱ ﺍﺭﺯﺷﻲ ﺍﺳﺖ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻦ ﺭﺷﺪ ﻭ ﺗﺤﻮﻝ ﻓﻨﺎﻭﺭﻱ ﺑﺎ‬
‫ﺗﺨﺎﺻﻤﺎﺕ ﺍﺭﺯﺷﻲ ﻋﺠﻴﻦ ﺑﻮﺩﻩ ﺍﺳﺖ" ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺗﺒﻌﺎﺕ ﻋﻴﺎﻥ ﻭ ﻧﮕﺎﻫﻬﺎﻱ ﻧﮕﺮﺍﻥ‬
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‫ﻣﺑﺎﺣﺛﯽ ﻧﻅﻳﺭ "ﺷﮑﺎﻑ ﺭﻗﻣﯽ"]‪ [Digital Gap‬ﺍﺯ ﺟﺎﻣﻌﻪ ﺑﻪ ﺍﻓﺭﺍﺩ ﺗﺳﺭی ﺩﺍﺩﻩ‬
‫ﻣﯽﺷﻭﺩ ‪.‬‬
‫ﺻﺣﺑﺕ ﺍﺯ ﺍﻳﺟﺎﺩ ﮐﺎﺳﺕﻫﺎی ﻓﻧﺎﻭﺭی ﻣﯽ ﺷﻭﺩﮐﻪ ﮔﻭﻧﻪﺍی ﺟﺎﻣﻌﻪ ﻁﺑﻘﺎﺗﯽ ﻣﺩﺭﻥ‬
‫ﺍﺳﺕ‪.‬‬
‫‪":‬ﻫﻧﮕﺎﻣﯽ ﮐﻪ ﺍﻓﺭﺍﺩ ﺍﻣﮑﺎﻥ ﺩﺳﺗﺭﺳﯽ ﺑﻪ ﺷﺑﮑﻪ ﺟﻬﺎﻧﯽ ﺍﻁﻼﻋﺎﺕ ﺩﺍﺩﻩ ﻣﯽ ﺷﻭﺩ‪ ،‬ﺁﻧﻬﺎ‬
‫ﺩﺭ ﻣﯽﻳﺎﺑﻧﺩ ﺩﭼﺎﺭ ﺍﺣﺳﺎﺱ ﺍﻧﺯﻭﺍ ﻭ ﺍﻓﺳﺭﺩﮔﯽ ﺷﺩﻩ ﺍﻧﺩ"‪.‬‬
‫"ﻋﺩﻡ ﺗﺟﺳﺩ"]‪ [Disembodiment‬ﮐﻪ ﺛﻣﺭﻩ ﺍﺭﺗﺑﺎﻁ ﻣﺟﺎﺯی ﺩﺭ ﻏﻳﺎﺏ ﺣﺿﻭﺭ‬
‫ﻓﻳﺯﻳﮑﯽ ﺍﺳﺕ ﻧﻳﺯ ﻣﻭﺿﻭﻉ ﺑﺣﺙ ﻫﺎی ﺟﺩی ﺍﺳﺕ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﭘﻴﺸﻴﻨﻪ ﺳﻮﺍﺩ ﺁﻣﻮﺯﻱ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺭﺍﻩ ﺣﻞ‬
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‫ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﻛﻤﻴﺘﻪ ﻣﺸﺘﺮﻙ ﺩﻭ ﺍﻧﺠﻤﻦ ﻋﻠﻤﻲ ﻣﻌﺘﺒﺮ ﻳﻌﻨﻲ ‪ ACM‬ﻭ ‪ IEEE‬ﺩﺭ ﺯﻣﻴﻨﻪ ﺗﻮﻟﻴﺪ ﺩﺭﺱ ﺍﻓﺰﺍﺭﻫﺎﻱ‬
‫ﺍﺧﻼﻕ ﻭ ﺁﺩﺍﺏ ﺁﻣﻮﺯﻱ‪.‬‬
‫ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﺍﻳﻦ ﺩﺭﺱ ﺍﻓﺰﺍﺭﻫﺎ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎﻱ ﻣﻌﺘﺒﺮ ﺑﺎ ﻋﻨﻮﺍﻥ "ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ" ﺍﺳﺖ ﺍﺯ ﺟﻤﻠﻪ ﺩﺭ "ﺩﺍﻧﺸﮕﺎﻩ‬
‫ﻧﺒﺮﺍﺳﻜﺎ" )‪(www.isqa.unomaha.edu‬ﻛﻪ ﺩﺭ ﻃﺮﺡ ﺩﺭﺱ ﺁﻥ‪ ،‬ﻛﺘﺎﺏ ﺩﺭﺳﻲ ﻣﺸﺨﺺ‪ ،‬ﺩﺭﺱ ﭘﻴﺶ ﻧﻴﺎﺯ‪ ،‬ﻭ‬
‫ﻣﺤﺘﻮﺍﺋﻲ ﺷﺎﻣﻞ ﻗﻮﺍﻧﻴﻦ ﺣﺮﻓﻪ ﺍﻱ ﻭ ﻣﻮﺿﻮﻋﻲ ﭘﻴﺶﺑﻴﻨﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫"ﻣﺭﮐﺯ ﻣﻁﺎﻟﻌﻪ ﺁﺩﺍﺏ ﺣﺭﻓﻪ ﺍی"]‪ [1‬ﺩﺭ "ﻣﻭﺳﺳﻪ ﻓﻧﺎﻭﺭی ﺍﻳﻠﯽ ﻧﻭﻳﺯ"]‪ [2‬ﺩﺭ ﺷﻳﮑﺎﮔﻭ ﻭ ﭘﺎﻳﮕﺎﻩ ﺍﻳﻧﺗﺭﻧﺗﯽ ﺁﻥ ‪،‬‬
‫ﺍﺯﺟﻣﻠﻪ ﻣﻧﺎﺑﻌﯽ ﺍﺳﺕ ﮐﻪ ﻣﻳﺗﻭﺍﻧﺩ ﻣﻭﺭﺩ ﺍﺳﺗﻔﺎﺩﻩ ﺩﺍﻧﺷﺟﻭﻳﺎﻥ ﻭﻣﺩﺭﺳﺎﻥ ﺩﺭﻭﺱ ﺍﺧﻼﻕ ﻭ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﻗﺭﺍﺭ‬
‫ﮔﻳﺭﺩ)‪ .(www.iit.edu/department/csep‬ﺍﻳﻥ ﻣﺭﮐﺯ ﻣﺳﺗﻣﺭﺍ ﮐﺎﺭﮔﺎﻩ ﻫﺎﺋﯽ ﺩﺭ ﺯﻣﻳﻧﻪ ﺩﺭﺝ ﻭ‬
‫ﻳﮑﭘﺎﺭﭼﻪﺳﺎﺯی ﺁﺩﺍﺏ ﺣﺭﻓﻪﺍی ﻣﻭﺟﻭﺩ ﻓﻧّﺎﻭﺭی ﻫﺎی ﮔﻭﻧﺎﮔﻭﻥ ﺩﺭ ﺩﺭﻭﺱ ﻓﻧﯽ ﺭﺍ ﺁﻣﻭﺯﺵ ﻭ ﭘﺎﻳﮕﺎﻩ ﺍﻳﻧﺗﺭﻧﺗﯽ ﺁﻥ‬
‫ﺁﺩﺍﺏ ﺣﺭﻓﻪﺍی ﮐﺷﻭﺭﻫﺎی ﻣﺧﺗﻠﻑ ﺭﺍ ﮔﺭﺩﺁﻭﺭی ﺷﺩﻩ ﻭ ﺩﺭ ﮐﻧﺎﺭ ﺍﺳﺗﺎﻧﺩﺍﺭﺩﻫﺎی ﺗﺩﻭﻳﻥ ﺁﺩﺍﺏ ﺩﺭ ﺩﺳﺗﺭﺱ ﻗﺭﺍﺭ‬
‫ﻣﯽﺩﻫﺩ‪.‬‬
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‫‪[1] - CSEP : the Center for the Study of Ethics in the Professions‬‬
‫‪[2] - IIT : Illinois Institute of Technology‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺑﺭﻧﺎﻣﻪ ﺩﺭﺳﯽ ﮔﺭﻭﻩ ﻣﺷﺗﺭک ﮐﺎﺭی ﺍﻳﻥ ﺩﻭ ﺍﻧﺟﻣﻥ ﺩﺭ ﺳﺎﻝ ‪1991‬‬
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‫ﺣﻭﺯﻩ ﻣﻭﺿﻭﻋﯽ ﻣﺷﺧﺻﯽ ﺑﺎ ﻋﻧﻭﺍﻥ "ﺟﺎﻣﻌﻪ‪ ،‬ﺁﺩﺍﺏ ﻭ ﺗﺑﻌﺎﺕ‬
‫ﺣﺭﻓﻪﺍی" ﺷﺎﻣﻝ ﭼﻬﺎﺭ ﻭﺍﺣﺩ ﻣﻭﺿﻭﻋﯽ‪:‬‬
‫"ﭘﻳﺷﻳﻧﻪ ﻭ ﺯﻣﻳﻧﻪ ﺍﺟﺗﻣﺎﻋﯽ ﻣﺣﺎﺳﺑﺎﺕ ﻭ ﺭﺍﻳﺎﻧﻪ”‪.‬‬
‫"ﻣﺳﺋﻭﻟﻳﺕ ﺣﺭﻓﻪﺍی ﺭﺷﺗﻪ ﺭﺍﻳﺎﻧﻪ" ‪.‬‬
‫"ﺧﻁﺭﻫﺎ ﻭ ﺗﻌﻬﺩﺍﺕ" ‪.‬‬
‫"ﺣﻘﻭﻕ ﻓﮑﺭی" ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺑﺭﻧﺎﻣﻪ ﺩﺭﺳﯽ ﮔﺭﻭﻩ ﻣﺷﺗﺭک ﮐﺎﺭی ﺍﻳﻥ ﺩﻭ ﺍﻧﺟﻣﻥ ﺩﺭ ﺳﺎﻝ ‪2005‬‬
‫• ﺩﻭ "ﺣﻭﺯﻩ ﺩﺍﻧﺷﯽ"] ‪ [Knowledge Area‬ﺑﺭﺍی ﺭﺷﺗﻪﻫﺎی ﺭﺍﻳﺎﻧﻪ‬
‫ﻭ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﮐﻪ "ﺟﺎﻣﻌﻪ ﻭ ﺗﺑﻌﺎﺕ ﺣﺭﻓﻪﺍی" ﻋﻧﻭﺍﻥ ﺣﻭﺯﻩ‬
‫ﺩﺍﻧﺷﯽ ﺑﺭﺍی ﺭﺷﺗﻪ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺍﺳﺕ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻭﺍﺣﺩﻫﺎی ﺩﺍﻧﺷﯽ ﺣﻭﺯﻩ ﺩﺍﻧﺷﯽ "ﺟﺎﻣﻌﻪ ﻭ ﺗﺑﻌﺎﺕ ﺣﺭﻓﻪﺍی"‬
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‫"ﺍﺭﺗﺑﺎﻁﺎﺕ ﺣﺭﻓﻪﺍی”‪.‬‬
‫"ﭘﻳﺷﻳﻧﻪ ﺭﺍﻳﺎﻧﻪ”‪.‬‬
‫"ﺯﻣﻳﻧﻪﻫﺎی ﺍﺟﺗﻣﺎﻋﯽ ﻣﺣﺎﺳﺑﺎﺕ ﺭﺍﻳﺎﻧﻪﺍی”‪.‬‬
‫"ﻣﻔﺎﻫﻳﻡ ﻭ ﺗﺑﻌﺎﺕ ﮐﺎﺭ ﺟﻣﻌﯽ”‪.‬‬
‫"ﺣﻘﻭﻕ ﻓﮑﺭی”‪.‬‬
‫"ﺗﺑﻌﺎﺕ ﺣﻘﻭﻗﯽ ﻣﺣﺎﺳﺑﺎﺕ ﺭﺍﻳﺎﻧﻪﺍی”‪.‬‬
‫"ﻣﺿﺎﻣﻳﻥ ﺳﺎﺯﻣﺎﻧﯽ”‪.‬‬
‫"ﺗﺑﻌﺎﺕ ﺣﺭﻓﻪﺍی ﻭ ﺍﺧﻼﻗﯽ ﻭ ﻣﺳﺋﻭﻟﻳﺕﻫﺎ" ‪.‬‬
‫"ﺣﺭﻳﻡ ﺷﺧﺻﯽ ﻭ ﺁﺯﺍﺩﻳﻬﺎی ﺷﻬﺭﻭﻧﺩی"‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻭﺿﻭﻋﺎﺕ ﺍﺻﻠﯽ ﻭﺍﺣﺩ ﻫﺎی ﺩﺍﻧﺷﯽ‬
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‫ﺍﺭﺗﺑﺎﻁﺎﺕ ﺣﺭﻓﻪﺍی ‪ :‬ﻳﺎﺩﺩﺍﺷﺕﺑﺭﺩﺍﺭی ﻭ ﻣﺳﺗﻧﺩﺳﺎﺯی ﻭ ﻧﻳﺎﺯﻣﻧﺩﻳﻬﺎی ﺣﺭﻓﻪﺍی ‪.‬‬
‫ﭘﻳﺷﻳﻧﻪ ﺭﺍﻳﺎﻧﻪ ‪ :‬ﭘﻳﺷﻳﻧﻪ ﺗﺎﺭﻳﺧﯽ ﺳﺧﺕﺍﻓﺯﺍﺭ ﻭ ﻧﺭﻡﺍﻓﺯﺍﺭ‪ ،‬ﺍﺭﺗﺑﺎﻁﺎﺕ ﻭ ﺍﻳﻧﺗﺭﻧﺕ ‪.‬‬
‫ﺯﻣﻳﻧﻪﻫﺎی ﺍﺟﺗﻣﺎﻋﯽ ﻣﺣﺎﺳﺑﺎﺕ ﺭﺍﻳﺎﻧﻪﺍی ‪ :‬ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﺍﺟﺗﻣﺎﻋﯽ‪ ،‬ﺍﺛﺭﺍﺕ ﺍﺟﺗﻣﺎﻋﯽ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‪ ،‬ﺗﺎﺛﻳﺭﺍﺕ‬
‫ﺍﺟﺗﻣﺎﻋﯽ ﺍﺭﺗﺑﺎﻁﺎﺕ ﻟﺣﻅﻪﺍی‪ ،‬ﻓﻠﺳﻔﻪ ﻣﺣﺎﺳﺑﺎﺕ ﻭ ﺩﺳﺗﺭﺳﯽﭘﺫﻳﺭی ﻭ ﺟﻬﺎﻧﯽﺳﺎﺯی‪ ،‬ﺗﺑﻌﺎﺕ ﺍﻗﺗﺻﺎﺩی ﺟﻬﺎﻥ ﺭﺍﻳﺎﻧﻪ ﺍی ﻭ‬
‫ﺷﮑﺎﻑ ﺭﻗﻣﯽ ‪.‬‬
‫ﻣﻔﺎﻫﻳﻡ ﻭ ﺗﺑﻌﺎﺕ ﮐﺎﺭ ﺟﻣﻌﯽ ‪.‬‬
‫ﺣﻘﻭﻕ ﻓﮑﺭی ‪ :‬ﺗﻔﺎﻭﺗﻬﺎی ﺟﻬﺎﻧﯽ ﺍﻳﻥ ﺣﻘﻭﻕ‪ ،‬ﻗﻭﺍﻧﻳﻥ ﺣﻖ ﺗﮑﺛﻳﺭ‪ ،‬ﻣﺎﻟﮑﻳﺕ ﺍﻁﻼﻋﺎﺕ ﻭ ﺳﺭﻗﺕ ﺍﺩﺑﯽ‪ ،‬ﺣﻘﻭﻕ ﺗﮑﺛﻳﺭ ﻭ‬
‫ﺗﺎﻟﻳﻑ‪ ،‬ﻗﻭﺍﻧﻳﻥ ﺍﻣﺗﻳﺎﺯﺍﺕ ﻋﻼﺋﻡ ﺗﺟﺎﺭی ‪.‬‬
‫ﺗﺑﻌﺎﺕ ﺣﻘﻭﻗﯽ ﻣﺣﺎﺳﺑﺎﺕ ﺭﺍﻳﺎﻧﻪﺍی ‪ : :‬ﻣﻘﺭﺭﺍﺕ ﭘﺫﻳﺭﺵ ﻭ ﺗﻭﺍﻓﻘﺎﺕ‪ ،‬ﻫﮑﺭﻫﺎ ﻭ ﮐﺭﺍﮐﺭﻫﺎ‪ ،‬ﺟﺭﺍﺋﻡ ﺭﺍﻳﺎﻧﻪﺍی ﻭ ﻭﻳﺭﻭﺳﻬﺎ‪،‬‬
‫ﻣﺷﯽﻫﺎی ﺍﺳﺗﻔﺎﺩﻩ ﻭ ﻧﻅﺎﺭﺕ ﺑﺭ ﺭﺳﺎﻧﻪﻫﺎ‪ ،‬ﺧﻁﺭ ﻭ ﺗﻌﻬﺩ ﺩﺭ ﺳﺎﻣﺎﻧﻪﻫﺎی ﻣﺑﺗﻧﯽ ﺑﺭ ﺭﺍﻳﺎﻧﻪ‪ ،‬ﺗﻌﻬﺩ‪ ،‬ﻣﺳﺋﻭﻟﻳﺕ ﻭ ﭘﺎﺳﺧﮕﻭﺋﯽ‪.‬‬
‫ﻣﺿﺎﻣﻳﻥ ﺳﺎﺯﻣﺎﻧﯽ ‪ :‬ﺁﻣﻭﺯﺵ ﻓﺭﺁﻳﻧﺩﻫﺎی ﮐﺎﺭی‪ ،‬ﻣﺣﻳﻁ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‪ ،‬ﻓﺭﻫﻧﮓ ﺳﺎﺯﻣﺎﻧﯽ ﻭ ﺣﺭﻓﻪ ﺍی ﮔﺭی ‪.‬‬
‫ﺗﺑﻌﺎﺕ ﺣﺭﻓﻪﺍی ﻭ ﺍﺧﻼﻗﯽ ﻭ ﻣﺳﺋﻭﻟﻳﺕﻫﺎ ‪ : :‬ﺍﺭﺗﺑﺎﻁ ﺑﺎ ﺟﻭﺍﻣﻊ ﺣﺭﻓﻪ ﺍی‪ ،‬ﺿﻭﺍﺑﻁ ﻭ ﻗﻭﺍﻧﻳﻥ ﺣﺭﻓﻪﺍی ﻣﻌﺗﺑﺭ ﺟﻬﺎﻥ‪،‬‬
‫ﺍﺧﻼﻕ ﻭ ﭘﻳﺷﻳﻧﻪ ﺁﻥ‪ ،‬ﺷﻧﺎﺳﺎﺋﯽ ﺳﺭﻗﺕ ﻭ ﺁﺩﺍﺏ ﺳﺭﮐﺷﯽ ‪.‬‬
‫ﺣﺭﻳﻡ ﺷﺧﺻﯽ ﻭ ﺁﺯﺍﺩﻳﻬﺎی ﺷﻬﺭﻭﻧﺩی ‪:‬ﻣﻁﺎﻟﻌﻪ ﻗﻭﺍﻧﻳﻥ ﻭ ﺿﻭﺍﺑﻁ ﻣﻭﺟﻭﺩ ﻭ ﻣﺻﻭﺏ ﻭ ﺁﺷﻧﺎﺋﯽ ﺑﺎ ﺁﻧﻬﺎ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺳﺎﺧﺗﺎﺭ ﻭ ﻧﻅﺎﻡ‬
‫• ﺑﺭﺍی ﺗﻌﻳﻳﻥ ﭼﺎﺭﭼﻭﺏ ﻣﻭﺿﻭﻋﺎﺕ ﺁﻣﻭﺯﺷﯽ ﺩﺭ ﺣﻭﺯﻩ ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی‬
‫ﺍﻁﻼﻋﺎﺕ ﺍﺑﺗﺩﺍ ﻻﺯﻣﺳﺕ ﻣﻭﻟﻔﻪ ﻫﺎی ﺍﻳﻥ ﻧﻅﺎﻡ ﻭ ﻫﻣﺑﻧﺩی ﺁﻧﻬﺎ ﺗﺭﺳﻳﻡ‬
‫ﮔﺭﺩﺩ‪ .‬ﺍﻳﻥ ﺳﺎﺧﺗﺎﺭ ﺗﻌﺎﻣﻼﺕ ﻭ ﮔﺭﺩﺵ ﺍﻁﻼﻋﺎﺗﯽ ﺑﻳﻥ ﺁﻧﻬﺎ ﺭﺍ ﻣﺷﺧﺹ‬
‫ﻣﯽ ﺳﺎﺯﺩ ﺗﺎ ﺳﻬﻡ ﻫﺭ ﻳﮏ ﺍﺯ ﻋﻭﺍﻣﻝ ﺩﺭ ﺗﺎﻣﻳﻥ ﺍﻳﻥ ﺍﻁﻼﻋﺎﺕ ﻭ ﻧﻘﺵ‬
‫ﺁﻧﻬﺎ ﺩﺭ ﺗﻭﻟﻳﺩ ﻭ ﻣﺻﺭﻑ ﺁﻥ ﻣﺷﺧﺹ ﮔﺭﺩﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺎﻟﻭﺩﻩ ﻫﺎی ﺳﺎﺧﺗﺎﺭی‬
‫• ﺍﻳﻥ ﺳﺎﺧﺗﺎﺭ‪ ،‬ﺍﺑﻌﺎﺩ ﺍﻁﻼﻋﺎﺕ ﻭ ﺁﻣﻭﺯﺵ ﻣﻭﺭﺩ ﻧﻳﺎﺯ ﻫﺭ ﻋﺎﻣﻝ ﺭﺍ‬
‫ﻣﺷﺧﺹ ﺧﻭﺍﻫﺩ ﮐﺭﺩ‪ .‬ﺑﺭﺍی ﺍﻳﻥ ﺗﻌﻳﻳﻥ ﺳﺎﺧﺗﺎﺭ ﺳﻪ ﺷﺎﻟﻭﺩﻩ ﺍﻧﺳﺎﻧﯽ‪،‬‬
‫ﺳﺎﺯﻣﺎﻧﯽ ﻭ ﭘﻳﺎﺩﻩ ﺳﺎﺯی ﻳﺎ ﺗﺣﻘﻖ ﺭﺍ ﺑﺭﺍﺳﺎﺱ ﻭﺍﻗﻌﻳﺕ ﻣﻭﺟﻭﺩ ﺑﺧﺵ‬
‫ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﮐﺷﻭﺭ‪ ،‬ﭘﻳﺷﻧﻬﺎﺩ ﻭ ﺳﭘﺱ ﺍﺯ ﺗﺟﻣﻳﻊ ﺁﻧﻬﺎ ﻣﺩﻝ‬
‫ﺳﺎﺧﺗﺎﺭی ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ ﺭﺍ ﺗﺭﺳﻳﻡ ﻭ ﻧﺳﺑﺕ ﻋﻭﺍﻣﻝ ﻭ ﺍﻁﻼﻋﺎﺕ ﺩﺭ‬
‫ﮔﺭﺩﺵ ﺑﻳﻥ ﺁﻧﻬﺎ ﺭﺍ ﻣﺷﺧﺹ ﻣﯽ ﮐﻧﻳﻡ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺎﻟﻭﺩﻩ ﺍﻧﺳﺎﻧﯽ‬
‫ﻣﺘﺸﻜﻞ ﺍﺯ ﻣﺮﺑﻊ ﭼﻬﺎﺭ ﻭﺟﻬﻲ ﺭﺍﻳﺞ ﺍﻧﺠﺎﻡ ﻛﺎﺭ‪ ،‬ﺷﺎﻣﻞ ﭘﻴﻤﺎﻧﻜﺎﺭ‪ ،‬ﻛﺎﺭﻓﺮﻣﺎ‪ ،‬ﻧﺎﻇﺮ ﻭ‬
‫ﻣﺸﺎﻭﺭ ﺍﺳﺖ ﻛﻪ ﻣﺎ ﻧﺎﻇﺮ ﻭ ﻣﺸﺎﻭﺭ ﺭﺍ ﺑﻪ ﻟﺤﺎﻅ ﺳﻨﺨﻴﺖ ﻛﺎﺭﻱ ﺩﺭ ﻳﻚ ﺭﺍﺱ‬
‫ﺷﺎﻟﻮﺩﻩ ﻭ ﻛﺎﺭﺷﻨﺎﺱ ﺭﺳﻤﻲ ﺩﺍﺩﮔﺴﺘﺮﻱ ﻛﻪ ﻧﻤﺎﻳﻨﺪﻩ ﻧﻈﺎﻡ ﻗﻀﺎﺋﻲ ﻭ ﺣﻘﻮﻗﻲ‬
‫ﺍﺳﺖ ﺩﺭ ﻛﻨﺎﺭ ﺿﺎﺑﻂ ﻗﻀﺎﺋﻲ )ﻣﺜﻼً ﭘﻠﻴﺲ ﺍﻳﻨﺘﺮﻧﺘﻲ ﺩﺭ ﺩﺳﺖ ﺗﺎﺳﻴﺲ( ﻳﺎ‬
‫ﺣﻘﻮﻕﺩﺍﺩﻥ ﺍﻧﻔﻮﺭﻣﺎﺗﻴﻜﻲ ﻭ ﻗﺎﺿﻲ ﻣﺴﻠﻂ ﺑﻪ ﻣﺒﺎﺣﺚ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ‬
‫ﺭﺍﺳﻲ ﺩﻳﮕﺮ ﻗﺮﺍﺭﺩﺍﺩﻩ ﺍﻳﻢ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺎﻟﻭﺩﻩ ﺳﺎﺯﻣﺎﻧﯽ‬
‫• ﻣﺗﺷﮑﻝ ﺍﺯ ﻧﻅﺎﻣﺎﺕ ﺩﺭﮔﻳﺭ ﺩﺭ ﻣﺿﻣﻭﻥ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﻫﺳﺗﻧﺩ ﮐﻪ‬
‫ﺷﺎﻣﻝ ﻧﻅﺎﻡ ﻣﻬﻧﺩﺳﯽ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ )ﺗﺩﻭﻳﻥ ﺷﺩﻩ ﻭ ﺩﺭ ﺣﺎﻝ‬
‫ﺗﺎﺳﻳﺱ(‪ ،‬ﻧﻅﺎﻡ ﺻﻧﻔﯽ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ )ﻣﻭﺟﻭﺩ(‪ ،‬ﻧﻅﺎﻡ ﻋﻠﻣﯽ ﺷﺎﻣﻝ‬
‫ﺩﺍﻧﺷﮕﺎﻫﻬﺎ ﻭ ﻣﻭﺳﺳﺎﺕ ﺁﻣﻭﺯﺷﯽ ﻭ ﺍﻧﺟﻣﻥ ﻫﺎی ﻋﻠﻣﯽ ﻭ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ‬
‫ﺷﺎﻣﻝ ﺳﺎﺯﻣﺎﻧﻬﺎی ﺩﻭﻟﺗﯽ ﻣﺗﻭﻟﯽ ﺍﻣﻭﺭ ﺑﺧﺵ‪ ،‬ﻣﯽ ﺑﺎﺷﺩ‪ .‬ﺗﺻﻭﻳﺭ ﺍﻳﻥ‬
‫ﺷﺎﻟﻭﺩﻩ ﻧﺷﺎﻥ ﺩﻫﻧﺩﻩ ﺍﺭﺗﺑﺎﻁﺎﺕ ﻣﺳﺗﻘﻳﻡ ﻭ ﻏﻳﺭﻣﺳﺗﻘﻳﻡ ﻋﻭﺍﻣﻝ ﺁﻥ ﺑﺭﺍی‬
‫ﺷﮑﻝ ﮔﻳﺭی ﺍﻳﻥ ﺷﺎﻟﻭﺩﻩ ﺳﺎﺯﻣﺎﻧﯽ ﺍﺳﺕ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺎﻟﻭﺩﻩ ﭘﻳﺎﺩﻩ ﺳﺎﺯی‬
‫• ﺷﺎﻟﻭﺩﻩ ﭘﻳﺎﺩﻩ ﺳﺎﺯی ﻭ ﻳﺎ ﺗﺣﻘﻖ ﺑﺎ ﻣﺣﻭﺭﻳﺕ ﺁﺩﺍﺏ ﺣﺭﻓﻪ ﺍی ﻣﺗﺧﺫﻩ ﺍﺯ‬
‫ﻣﻭﺍﺯﻳﻥ ﺍﺧﻼﻗﯽ ﻓﻧﺎﻭﺭی ﺍﺳﺕ ﮐﻪ ﻗﻭﺍﻧﻳﻥ ﻻﺯﻣﻪ ﺭﺍ ﺑﻪ ﻋﻧﻭﺍﻥ ﭘﺷﺗﻳﺑﺎﻥ‬
‫ﺑﺎﻳﺩ ﺩﺭ ﺍﺧﺗﻳﺎﺭ ﺩﺍﺷﺗﻪ ﺑﺎﺷﺩ‪ .‬ﺩﻭ ﺭﺍﺱ ﺩﻳﮕﺭ ﺍﻳﻥ ﺷﺎﻟﻭﺩﻩ ﺑﺧﺵ ﻫﺎی‬
‫ﺧﺻﻭﺻﯽ ﻭ ﺩﻭﻟﺗﯽ ﻫﺳﺗﻧﺩ ﮐﻪ ﺑﻌﻧﻭﺍﻥ ﭘﻳﻣﺎﻧﮑﺎﺭ ﻭ ﮐﺎﺭﻓﺭﻣﺎ ﺑﺭ ﻣﺑﻧﺎی‬
‫ﺍﻳﻥ ﺁﺩﺍﺏ ﺑﻪ ﻓﻌﺎﻟﻳﺕ ﻣﯽ ﭘﺭﺩﺍﺯﻧﺩ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺎﻟﻭﺩﻩ ﻫﺎی ﺳﺎﺧﺗﺎﺭ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ‬
‫ﺷﮑﻝ ‪ :1‬ﺷﺎﻟﻭﺩﻩ ﺍﻧﺳﺎﻧﯽ‬
‫ﺷﮑﻝ ‪ :2‬ﺷﺎﻟﻭﺩﻩ ﺳﺎﺯﻣﺎﻧﯽ‬
‫ﺷﮑﻝ ‪ :3‬ﺷﺎﻟﻭﺩﻩ ﭘﻳﺎﺩﻩ ﺳﺎﺯی‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺳﺎﺧﺗﺎﺭ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ‬
‫ﺑﻌﻧﻭﺍﻥ ﻣﺩﻝ ﺗﺟﻣﻳﻌﯽ ﮐﻪ ﺗﻠﻔﻳﻘﯽ ﺍﺯ ﺍﻳﻥ ﺳﻪ ﻣﺩﻝ ﻭ ﻣﺑﻳﻥ ﺗﻌﺎﻣﻼﺕ ﺑﻳﻥ ﻣﻭﻟﻔﻪﻫﺎ ﻭ ﺍﻁﻼﻋﺎﺕ ﺩﺭ ﮔﺭﺩﺵ‬
‫ﺑﻳﻥ ﺁﻧﻬﺎﺳﺕ‪.‬‬
‫ﺩﺭ ﺍﻳﻥ ﻣﺩﻝ ﻣﻬﻧﺩﺳﯽ ﺣﺭﻓﻪﺍی ﺩﺭ ﻣﻌﺭﺽ ﻗﻭﺍﻧﻳﻥ‪ ،‬ﻧﻅﺎﻣﺎﺕ ﻭ ﭘژﻭﻫﺵﻫﺎی ﺣﻭﺯﻩ ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺩﺭ‬
‫ﺁﻣﻭﺯﺷﻬﺎی ﺩﺍﻧﺷﮕﺎﻫﯽ ﺧﻭﺩ ﺑﻭﺩﻩ ﻭ ﺍﻳﻥ ﺍﻁﻼﻋﺎﺕ ﺭﺍ ﺍﺯ ﻧﻅﺎﻡ ﻋﻠﻣﯽ ﺍﺧﺫ ﮐﺭﺩﻩ ﺍﺳﺕ‪ ،‬ﺩﺭ ﻣﺳﻳﺭ ﺩﺍﻧﺵ ﺍﻓﺯﺍﺋﯽ‬
‫ﻣﺳﺗﻣﺭ ﺁﺩﺍﺏ ﻓﻧﯽ ﺍﺯ ﻁﺭﻳﻖ ﻧﻅﺎﻡ ﻣﻬﻧﺩﺳﯽ ﻓﺎ )ﮐﻪ ﺁﺋﻳﻥ ﻧﺎﻣﻪﻫﺎی ﺍﺳﺗﺎﻧﺩﺍﺭﺩﻫﺎی ﻋﻣﻠﻳﺎﺕ ﺭﺍ ﺗﺩﻭﻳﻥ ﻣﯽ ﮐﻧﺩ(‬
‫ﻗﺭﺍﺭ ﻣﯽﮔﻳﺭﺩ‪ .‬ﮐﺎﺭﻓﺭﻣﺎ ﺑﻪ ﻋﻧﻭﺍﻥ ﻣﺎﻟﮏ ﭘﺭﻭژﻩ ﺍﺯ ﻧﻅﺎﻡ ﻋﻠﻣﯽ ﺩﺭ ﺩﻭﺭﺍﻥ ﺗﺣﺻﻳﻝ ﺍﺳﺗﺎﻧﺩﺍﺭﺩﻫﺎی ﺍﺧﻼﻗﯽ ﻓﻧﯽ‬
‫ﺭﺍ ﺍﺧﺫ ﻭ ﺍﺯ ﻁﺭﻳﻖ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ ﻳﺎ ﺻﻧﻔﯽ ﺍﺯ ﺁﺧﺭﻳﻥ ﻗﻭﺍﻧﻳﻥ ﻭ ﻣﻘﺭﺭﺍﺕ ﺩﺭ ﭼﺎﺭﭼﻭﺏ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ ﮐﺷﻭﺭ‬
‫ﻣﻁﻠﻊ ﻣﯽ ﺷﻭﺩ‪ .‬ﻧﺎﻅﺭ ﻭ ﻣﺷﺎﻭﺭ ﻧﻳﺯ ﺑﻪ ﻋﻧﻭﺍﻥ ﻣﻬﻧﺩﺱ ﺣﺭﻓﻪﺍی ﺍﺯ ﻧﻅﺎﻡ ﻣﻬﻧﺩﺳﯽ‪ ،‬ﺻﻧﻔﯽ‪ ،‬ﻋﻠﻣﯽ ﻭ ﺍﺟﺭﺍﺋﯽ‬
‫ﻣﻘﺭﺭﺍﺕ ﻭ ﺁﺩﺍﺏ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺭﺍ ﺷﻧﺎﺳﺎﺋﯽ ﻭ ﺩﺭ ﺭﺍﺑﻁﻪ ﺑﺎ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ ﻭ ﺻﻧﻔﯽ ﺩﺭ ﺩﺍﻭﺭﻳﻬﺎی ﻣﻭﺭﺩی‬
‫ﺑﮑﺎﺭ ﻣﯽﺑﺭﻧﺩ‪ .‬ﺑﺭﺍی ﻗﻭﺍﻧﻳﻥ ﺣﻘﻭﻗﯽ ﮐﻪ ﺿﺎﻣﻥ ﺗﺣﻘﻖ ﺁﺩﺍﺏ ﻣﺻﻭﺏ ﻫﺳﺗﻧﺩ ﮐﺎﺭﺷﻧﺎﺱ ﺭﺳﻣﯽ ﺩﺍﺩﮔﺳﺗﺭی‪ ،‬ﺍﺯ‬
‫ﻣﻧﺎﺑﻊ ﺣﺎﻣﯽ ﺷﺎﻣﻝ ﻗﻭﺍﻧﻳﻥ ﻣﻭﺿﻭﻋﻪ ﻣﺻﻭﺏ ﮐﺷﻭﺭ‪ ،‬ﺣﻘﻭﻕﺩﺍﻧﺎﻥ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮑﯽ ﻭ ﺿﺎﺑﻁﻳﻥ ﻗﺿﺎﺋﯽ ﻧﻅﻳﺭ ﭘﻠﻳﺱ‬
‫ﺍﻳﻧﺗﺭﻧﺗﯽ ﺑﻬﺭﻩ ﻣﯽﮔﻳﺭﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺳﺎﺧﺗﺎﺭ ﻧﻅﺎﻡ ﺍﺟﺭﺍﺋﯽ ﺍﺧﻼﻕ ﻭ ﺁﺩﺍﺏ ﻓﺎ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺍﺑﻌﺎﺩ ﺍﺧﻼﻕ ﺩﺭ ﻋﺼﺮ ﺍﻃﻼﻋﺎﺕ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﭼﺎﺭﭼﻮﺏ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﺑﺭﺍی ﻣﺩﻳﺭﻳﺕ ﻣﻬﻡ ﺧﻭﺍﻫﺩ ﺑﻭﺩ ﮐﻪ ﺑﺗﻭﺍﻧﺩ ﺗﺣﻠﻳﻠﯽ ﺍﺧﻼﻗﯽ ﻭ ﺟﺎﻣﻌﻪ‬
‫ﺷﻧﺎﺧﺗﯽ ﺍﺯ ﺗﺎﺛﻳﺭ ﻓﻧّﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺩﺍﺷﺗﻪ ﺑﺎﺷﺩ ﺯﻳﺭﺍ ‪:‬‬
‫‪ ‬ﺗﻐﻳﻳﺭ ﺳﺭﻳﻊ ﻓﻧﺎﻭﺭی ﺑﺩﺍﻥ ﻣﻌﻧﺎﺳﺕ ﮐﻪ ﮔﺯﻳﻧﻪ ﻫﺎی ﭘﻳﺵ ﺭﻭی ﺍﻓﺭﺍﺩ‬
‫ﻧﻳﺯ ﺑﻪ ﺳﺭﻋﺕ ﺗﻐﻳﻳﺭﻣﻳﮑﻧﺩ‪.‬‬
‫‪ ‬ﺗﻭﺍﺯﻥ ﺧﻁﺭ‪ ،‬ﺍﻣﺗﻳﺎﺯ ﻭ ﺍﺣﺗﻣﺎﻻﺕ ﺩﺭک ﺍﻋﻣﺎﻝ ﺍﺷﺗﺑﺎﻩ ﻧﻳﺯ ﺗﻐﻳﻳﺭ‬
‫ﻣﯽﮐﻧﻧﺩ‪.‬‬
‫‪ ‬ﻣﺣﺎﻓﻅﺕ ﺍﺯ ﺯﻧﺩﮔﯽ ﺧﺻﻭﺻﯽ ﻓﺭﺩی ﺩﻗﻳﻘﺎ ﺑﻪ ﺍﻳﻥ ﺩﻟﻳﻝ ﻳﮏ ﻣﻭﺿﻭﻉ‬
‫ﺍﺧﻼﻗﯽ ﺟﺩﻳﺩ ﺷﺩﻩ ﺍﺳﺕ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺭﻭﻧﺩﻫﺎی ﮐﻠﻳﺩی ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺑﺭ ﺍﻧﮕﻳﺯﺍﻧﻧﺩﻩ ﻧﻳﺎﺯ ﺑﻪ‬
‫ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‬
‫‪ ‬ﺍﻓﺯﺍﻳﺵ ﺳﺭﻋﺕ ﺭﻳﺯ ﭘﺭﺩﺍﺯﻧﺩﻩ ﻫﺎ ‪.‬‬
‫‪ ‬ﺍﻓﺯﺍﻳﺵ ﻗﺩﺭﺕ ﺭﺍﻳﺎﻧﻪ ﻫﺎ‪.‬‬
‫‪ ‬ﮐﺎﻫﺵ ﺳﺭﻳﻊ ﻫﺯﻳﻧﻪ ﻫﺎی ﺫﺧﻳﺭﻩ ﺳﺎﺯی ‪.‬‬
‫‪ ‬ﭘﻳﺷﺭﻓﺕ ﺩﺍﺩﻩ ﮐﺎﻭی ‪.‬‬
‫‪ ‬ﮔﺳﺗﺭﺵ ﮐﺎﺭ ﺍﺯ ﺩﻭﺭ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺟﺎﻣﻌﻪ ﺍﻁﻼﻋﺎﺗﯽ ﺑﺭ ﺍﺳﺎﺱ ﻧﻅﺎﻡ ﺍﺧﻼﻗﯽ‬
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‫‪ .‬ﺑﺭ ﺍﻳﻥ ﻧﻅﺎﻡ ﺍﺧﻼﻗﯽ ﻳﮏ ﺟﺎﻣﻌﻪ ﺍﻁﻼﻋﺎﺗﯽ ﺑﺭﺍی ﭘﺎﺳﺧﮕﻭﺋﯽ ﺑﻪ ﭘﺭﺳﺵ ﭼﮕﻭﻧﮕﯽ ﺍﻧﺗﺧﺎﺏ‬
‫ﺍﺧﻼﻗﯽ ‪ ،‬ﻣﻔﺎﻫﻳﻡ ﻣﺳﺋﻭﻟﻳﺕ ‪ ،‬ﭘﺎﺳﺧﮕﻭﺋﯽ ﻭ ﺗﻌﻬﺩ ﻣﻁﺭﺡ ﻣﯽ ﺷﻭﺩ ﮐﻪ‪:‬‬
‫ﻓﺭﺁﻳﻧﺩ ﻗﺎﻧﻭﻧﯽ ﺗﺻﻭﻳﺏ ﺣﻘﻭﻕ ﻓﻭﻕ ﺍﺯ ﻭﻅﺎﻳﻑ ﺟﺎﻣﻌﻪ ﻣﺩﻧﯽ ﺍﺳﺕ‪.‬‬
‫ﺗﺣﻠﻳﻝ ﺍﺧﻼﻓﯽ ﺩﺭ ﺍﻳﻥ ﻣﻳﺎﻥ ﺷﺎﻣﻝ ﺷﻧﺎﺳﺎﺋﯽ ﻭ ﺗﻭﺻﻳﻑ ﻭﺍﻗﻌﻳﺗﻬﺎ ‪ ،‬ﺗﻌﺭﻳﻑ ﮔﺯﻳﻧﻪﻫﺎ ﻭ ﺍﺭﺯﺷﻬﺎی‬
‫ﮔﺯﻳﻧﺵ ﮔﺭ ﻭ ﺷﻧﺎﺳﺎﺋﯽ ﭘﻳﺎﻣﺩﻫﺎی ﺑﺎﻟﻘﻭﻩ ﻗﺑﻝ ﺍﺯ ﺗﺻﻣﻳﻡ ﮔﻳﺭی ﺍﺳﺕ ‪.‬‬
‫ﺍﺻﻭﻝ ﺍﺧﻼﻗﯽ‪ ،‬ﺗﺻﻣﻳﻡﮔﻳﺭی ﻣﺑﺗﻧﯽ ﺑﺭ "ﺍﻧﺻﺎﻑ" ﺭﺍ ﺗﻭﺻﻳﻪ ﻣﻳﮑﻧﺩ ‪.‬‬
‫ﺍﻳﻥ ﺍﺻﻭﻝ ﻋﺎﻣﻧﺩ ﻭ ﺍﺯ ﻣﻭﺍﺭﺩی ﻧﻅﻳﺭ "ﻗﺎﻋﺩﻩ ﻗﻁﻌﯽ ﮐﺎﻧﺕ"‪ " ،‬ﻗﺎﻧﻭﻥ ﺗﻐﻳﻳﺭ ﺩﮐﺎﺭﺕ" ﻭ "ﺍﺻﻝ‬
‫ﺍﺻﺎﻟﺕ ﻓﺎﻳﺩﻩ" ﺳﺭﭼﺷﻣﻪ ﮔﺭﻓﺗﻪ ﺍﻧﺩ‪.‬‬
‫ﺩﺭ ﻋﻳﻥ ﺣﺎﻝ ﺗﮑﻳﻪ ﺑﺭ ﻣﻘﺭﺭﺍﺕ ﺣﺭﻓﻪ ﺍی‪ ،‬ﺭﺍﻩ ﺣﻠﯽ ﺑﺭﺍی ﮐﺎﻫﺵ ﺗﺻﻣﻳﻡ ﮔﻳﺭی ﻓﺭﺩی ﺍﺳﺕ ﮐﻪ ﺩﺭ‬
‫ﻓﺿﺎی ﺍﻧﺗﺧﺎﺏ‪ ،‬ﻭﺟﻭﻩ ﺍﺧﻼﻗﯽ ﻣﯽ ﻳﺎﺑﺩ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﭘﻳﺷﻳﻧﻪ ﺑﺭﭘﺎﺋﯽ ﻧﻅﺎﻣﻬﺎی ﺍﺧﻼﻗﯽ ﻓﺎ ﺩﺭ ﺍﻣﺭﻳﮑﺎ ﻭ ﺍﺭﻭﭘﺎ‬
‫• ‪ .‬ﺍﺑﻌﺎﺩ ﺍﺧﻼﻗﯽ ﺳﺎﻣﺎﻧﻪ ﻫﺎی ﺍﻁﻼﻋﺎﺗﯽ ﺷﺎﻣﻝ ﺣﻘﻭﻕ ﺍﻁﻼﻋﺎﺗﯽ ﻣﺷﺗﻣﻝ‬
‫ﺑﺭ ﺣﺭﻳﻡ ﺷﺧﺻﯽ ﻭ ﺁﺯﺍﺩی ﮔﺭﺩﺵ ﺍﻁﻼﻋﺎﺕ ﺍﺳﺕ‪ .‬ﺑﺭﺍی ﺭﻋﺎﻳﺕ ﺍﻳﻥ‬
‫ﺣﻘﻭﻕ ﺍﺻﻭﻟﯽ ﻧﻅﻳﺭ "ﺗﺟﺎﺭﺏ ﺍﻁﻼﻋﺎﺗﯽ ﻣﻌﻘﻭﻝ ﺑﺭ ﺍﺳﺎﺱ ﺍﺷﺗﺭﺍک‬
‫ﻣﻧﺎﻓﻊ" ﺍﺯ ﺳﺎﻝ ‪. 1973‬‬
‫• ﻗﺎﻧﻭﻥ "ﺣﺭﻳﻡ ﺷﺧﺻﯽ" ﺩﺭ ﺳﺎﻝ ‪. 1974‬‬
‫• ﻗﻭﺍﻧﻳﻥ ﺣﺭﺍﺳﺕ ﺍﺯ ﺩﺍﺩﻩ ﻫﺎ ﺩﺭ ﺍﺭﻭﭘﺎ ‪،‬ﺣﺭﻳﻡ ﺷﺧﺻﯽ ﺭﺍ ﮔﺳﺗﺭﺩﻩ ﺗﺭ‬
‫ﻣﻭﺭﺩ ﺗﻭﺟﻪ ﻗﺭﺍﺭ ﺩﺍﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺭﺍﻩ ﺣﻝ‬
‫• ﺑﺎ ﺗﻭﺟﻪ ﺑﻪ ﺍﺑﻌﺎﺩ ﮔﺳﺗﺭﺩﻩ ﻣﺳﺎﺋﻝ ﺍﺧﻼﻗﯽ ﺩﺭ ﺣﻭﺯﻩ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‬
‫ﺑﺭﺍی ﺗﺩﻭﻳﻥ ﺭﺋﻭﺱ ﻣﻁﺎﻟﺏ ﺩﻭﺭﻩ ﻫﺎی ﺁﻣﻭﺯﺷﯽ ﻣﻧﺎﺳﺏ ﮔﺭﻭﻩ ﻫﺎی‬
‫ﻣﺗﻔﺎﻭﺕ ﮐﺎﺭﺑﺭی ﭼﺎﺭﭼﻭﺑﯽ ﺑﻬﻧﺟﺎﺭ ﺷﺎﻣﻝ ﺳﻁﻭﺡ ﮐﺎﺭﺑﺭی ﻭ ﺟﻧﺑﻪ‬
‫ﻫﺎی ﺑﺎﺯﺑﻳﻧﯽ ﻭ ﻋﻣﻖ ﺁﻧﻬﺎ ‪ ،‬ﺑﺭ ﺍﺳﺎﺱ "ﭼﺎﺭﭼﻭﺏ ﺯﮐﻣﻥ" ﺑﺭﺍی‬
‫ﻣﻌﻣﺎﺭی ﭘﻳﺷﻧﻬﺎﺩ ﻭ ﺗﺭﺳﻳﻡ ﻣﯽﮐﻧﻳﻡ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻭﻳژﮔﻳﻬﺎی ﭼﺎﺭﭼﻭﺏ ﺯﮐﻣﻥ ﻭ ﻣﻧﺎﺳﺏ ﺳﺎﺯی‬
‫ﺁﻥ ﺑﻌﻧﻭﺍﻥ ﭼﺎﺭﭼﻭﺏ ﻣﻁﺎﻟﺏ ﺳﻭﺍﺩ ﺁﻣﻭﺯی‬
‫ﻣﻭﺭﺩ ﻧﻳﺎﺯ ﻳﮏ ﺧﺎﻧﻭﺍﺩﻩ ﮐﺎﺭﺑﺭﺍﻥ‬
‫• ﭼﺎﺭﭼﻭﺏ ﺯﮐﻣﻥ ﻗﺎﺑﯽ ﺭﺍﻫﺑﺭﺩی ﺑﺭﺍی ﻣﻁﺎﻟﻌﺎﺕ ﻣﻌﻣﺎﺭی ﺍﺳﺕ ﮐﻪ ﺩﺭ‬
‫ﺁﻥ ﺑﺭﺍی ﻫﺭﺣﻭﺯﻩ ﭘﺭﺳﺵ ﻫﺭ ﻣﺧﺎﻁﺏ ﺩﺭ ﭘﺎﺳﺦ ﺑﻪ ﻭﺟﻭﻩ ﻧﻳﺎﺯ ﺍﻭ ﺭﺍﻩ‬
‫ﺣﻝ ﻳﺎ ﻣﺳﺗﻧﺩﺍﺕ ﺗﻭﺻﻳﻑ ﮔﺭ ﻳﺎ ﻣﻭﺍﺩ ﻭ ﺣﻭﺯﻩ ﻫﺎی ﺩﺍﻧﺷﯽ ﻣﻭﺭﺩ ﻧﻳﺎﺯ‬
‫ﺑﻪ ﺍﻧﺩﺍﺯﻩ ﻻﺯﻡ ﭘﻳﺵ ﺑﻳﻧﯽ ﻣﻳﮕﺭﺩﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺿﺮﻭﺭﺕ ﺩﺭﺱ‬
‫• ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺑﻪ ﻋﻧﻭﺍﻥ ﻳﮏ ﻓﻧﺎﻭﺭی ﻧﻭ ﻭﺍﺟﺩ ﻧﻘﺎﻁ ﻗﻭﺕ ﻭ ﺿﻌﻑ ﺩﺭ‬
‫ﺑﮑﺎﺭﮔﻳﺭی ﻭ ﻓﺭﺻﺕ ﻭ ﺗﻬﺩﻳﺩ ﺑﺭﺍی ﮐﺎﺭﺑﺭﺍﻥ ﺍﺳﺕ ﺩﺭ ﻋﻳﻥ ﺣﺎﻝ ﺑﻪ ﻋﻧﻭﺍﻥ ﻳﮏ‬
‫ﻓﻧﺎﻭﺭی ﭘﺭ ﻣﺻﺭﻑ ﺩﺭ ﺣﻭﺯﻩ ﺣﻳﺎﺕ ﻓﺭﺩی ﻭ ﺍﺟﺗﻣﺎﻋﯽ ﻏﻳﺭ ﺧﻧﺛﯽ ﻭ ﺗﺎﺛﻳﺭﮔﺫﺍﺭ‬
‫ﺍﺳﺕ‪ .‬ﺟﻧﺑﻪﻫﺎی ﺣﺭﻓﻪﺍی ﻓﻌﺎﻟﻳﺗﻬﺎی ﺁﻥ ﺑﺎ ﮔﺳﺗﺭﺵ ﺑﮑﺎﺭﮔﻳﺭی ﺍﻫﻣﻳﺕ ﻭﻳژﻩ ﺍی‬
‫ﻳﺎﻓﺗﻪ ﺍﺳﺕ ﺑﻧﺎﺑﺭﺍﻳﻥ ﻧﻅﻳﺭ ﺳﺎﻳﺭ ﻓﻧﺎﻭﺭﻳﻬﺎ ﺩﺭ ﺗﻭﻟﻳﺩ‪ ،‬ﺳﺎﺧﺕ‪ ،‬ﺑﮑﺎﺭﮔﻳﺭی ﻣﺻﺭﻑ‬
‫ﭼﻧﺎﻧﭼﻪ ﺍﺯ ﺁﺩﺍﺏ ﻓﻧﯽ ﻣﺗﺎﺛﺭ ﺍﺯ ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭﺍﻧﻪ ﺑﻬﺭﻩ ﻧﮕﻳﺭﺩ‪ ،‬ﺍﺯ ﻭﺟﻭﻩ ﮔﻭﻧﺎﮔﻭﻥ ﺍﺯ‬
‫ﺟﻣﻠﻪ ﺗﻭﺍﻥ ﺟﺫﺏ ﺩﺭ ﺯﻧﺩﮔﯽ ﻓﺭﺩی ﻭ ﺍﺟﺗﻣﺎﻋﯽ ﺷﻬﺭﻭﻧﺩﺍﻥ ﺑﺎ ﺩﺷﻭﺍﺭی ﻣﻭﺍﺟﻪ‬
‫ﻣﯽﺷﻭﺩ ﻭ ﻋﻣﻼً ﮐﺎﺭﺍﺋﯽ ﺧﻭﺩ ﺭﺍ ﺍﺯ ﺩﺳﺕ ﻣﯽ ﺩﻫﺩ‪ .‬ﺑﻧﺎﺑﺭﺍﻳﻥ ﻣﻬﻧﺩﺳﺎﻥ ﺭﺍﻳﺎﻧﻪ ﻭ‬
‫ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﻧﻅﻳﺭ ﺳﺎﻳﺭ ﻣﻬﻧﺩﺳﺎﻥ ﻧﻳﺎﺯﻣﻧﺩ ﮐﺳﺏ ﺳﻭﺍﺩ ﺁﺩﺍﺏ ﺣﺭﻓﻪ ﺍی ﻭ‬
‫ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺑﻪ ﺷﮑﻝ ﻣﻧﺿﺑﻁ ﻭ ﺩﺭ ﻗﺎﻟﺏ ﺩﺭﺳﻬﺎی ﺩﺍﻧﺷﮕﺎﻫﯽ ﻫﺳﺗﻧﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
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‫ﺍﻫﺪﺍﻑ ﺩﺭﺱ‬
‫ﺁﺷﻧﺎﺋﯽ ﻣﻬﻧﺩﺳﺎﻥ ﺭﺍﻳﺎﻧﻪ ﻭ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺑﺎ ﺗﺣﻠﻳﻝ ﻫﺎی ﺭﺍﻫﺑﺭﺩی ﺍﻳﻥ ﻓﻧﺎﻭﺭی ﺟﻬﺕ ﺷﻧﺎﺳﺎﺋﯽ ﻧﻘﺎﻁ ﻗﻭﺕ ﻭ‬
‫ﺿﻌﻑ ﻭ ﻓﺭﺻﺕ ﻭ ﺗﻬﺩﻳﺩ‪.‬‬
‫ﺁﺷﻧﺎﺋﯽ ﺑﺎ ﺍﻟﮕﻭﻫﺎی ﻣﻬﻧﺩﺳﯽ‪،‬‬
‫ﺣﺭﻓﻪﺍی ﻭ ﺻﻧﻔﯽ ﺍﻧﺟﺎﻡ ﮐﺎﺭ‪،‬‬
‫ﺿﻭﺍﺑﻁ ﺣﻘﻭﻗﯽ ﻭ ﻗﺎﻧﻭﻧﯽ ﻓﻌﺎﻟﻳﺕ ﻫﺎ‪،‬‬
‫ﺗﺑﻌﺎﺕ ﺍﺧﻼﻗﯽ ﻭ ﺣﺭﻓﻪ ﺍی ﺍﻋﻣﺎﻝ ﻭ ﻣﺳﺋﻭﻟﻳﺕﻫﺎ‪،‬‬
‫ﺟﺭﺍﺋﻡ ﻭ ﺧﺳﺎﺭﺍﺕ ﻭ ﻣﺟﺎﺯﺍﺗﻬﺎی ﺭﺍﻳﺎﻧﻪﺍی‪،‬‬
‫ﺣﻘﻭﻕ ﺍﻁﻼﻋﺎﺗﯽ ﻭ ﮔﺭﺩﺵ ﺁﺯﺍﺩ ﺍﻁﻼﻋﺎﺕ‪،‬‬
‫ﺣﻘﻭﻕ ﺗﻭﻟﻳﺩ‪ ،‬ﺗﮑﺛﻳﺭ ﻭ ﺍﺑﺩﺍﻉ ﻣﺣﺻﻭﻻﺕ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‪،‬‬
‫ﻣﻔﺎﻫﻳﻡ ﺣﺭﻳﻡ ﺷﺧﺻﯽ ﻭ ﺍﻣﻧﻳﺕ ﻣﻠﯽ ﻭ ﺍﻁﻼﻋﺎﺕ ﻣﺣﺭﻣﺎﻧﻪ ﻭ ﻏﻳﺭﻣﺣﺭﻣﺎﻧﻪ ﺩﺭ ﺩﺳﺗﺭﺳﯽ ﻭ ﺍﺷﺎﻋﻪ ﺁﺯﺍﺩ‬
‫ﺍﻁﻼﻋﺎﺕ ﻭ‬
‫ﺗﻭﺍﻧﺎﺋﯽ ﺑﺭﺁﻭﺭﺩ ﺗﺑﻌﺎﺕ ﺑﮑﺎﺭﮔﻳﺭی ﺍﻳﻥ ﻓﻧﺎﻭﺭی ﺍﺯ ﻣﻧﻅﺭ ﻣﻭﺍﺯﻳﻥ ﺍﺧﻼﻗﯽ ﻭ ﻣﻌﻳﺎﺭﻫﺎی ﺁﺩﺍﺑﯽ ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﺷﺧﺻﺎﺕ ﺩﺭﺱ‬
‫• ﺑﻬﺗﺭﻳﻥ ﺷﮑﻝ ﺍﺭﺍﺋﻪ ﺍﻳﻥ ﺩﺭﺱ‪ ،‬ﺩﺭ ﺷﮑﻝ ﭼﻧﺩ ﻣﺩﺭﺳﯽ ﺩﺭ ﻁﯽ ﻳﮏ ﺗﺭﻡ ﺗﺣﺻﻳﻠﯽ‬
‫ﺩﺭ ﺳﺎﻝ ﭘﺎﻳﺎﻧﯽ ﺗﺣﺻﻳﻝ ﺩﺭ ﺩﻭﺭﻩ ﮐﺎﺭﺷﻧﺎﺳﯽ ﺍﺳﺕ ﮐﻪ ﻫﺭ ﻣﺩﺭﺱ ﻁﯽ ﺟﻠﺳﺎﺗﯽ ﺑﻪ‬
‫ﺷﮑﻝ ﺍﻧﻔﺭﺍﺩی ﻳﻪ ﻫﻣﺭﺍﻩ ﺑﺎ ﺑﺭﺧﯽ ﻳﺎ ﺳﺎﻳﺭ ﻣﺩﺭﺳﺎﻥ ﺑﻪ ﺷﮑﻝ ﮔﺭﻭﻫﯽ ﻭ ﺑﺣﺙ‬
‫ﮐﺎﺭﺷﻧﺎﺳﯽ ﻭﺟﻭﻩ ﺍﺧﻼﻗﯽ‪ ،‬ﺍﺟﺗﻣﺎﻋﯽ‪ ،‬ﺣﻘﻭﻗﯽ ﻭ ﻓﺭﻫﻧﮕﯽ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺭﺍ‬
‫ﻣﻁﺭﺡ ﻧﻣﺎﻳﻧﺩ‪ .‬ﻧﻳﻣﯽ ﺍﺯ ﺍﻣﺗﻳﺎﺯﺍﺕ ﺩﺭﺳﯽ ﺩﺭ ﻣﺩﻝ ﺍﺭﺯﻳﺎﺑﯽ ﻣﯽ ﺗﻭﺍﻧﺩ ﺑﻪ ﺁﺷﻧﺎﺋﯽ‬
‫ﻫﺎی ﺍﻁﻼﻋﺎﺗﯽ ﻭ ﺩﺍﻧﺷﯽ‪ ،‬ﻳﮏ ﭼﻬﺎﺭﻡ ﺁﻥ ﺑﻪ ﻣﻁﺎﻟﻌﻪ ﺍﻧﻔﺭﺍﺩی ﻣﺿﺎﻣﻳﻥ ﻧﻭ ﻭ ﻣﺎﺑﻘﯽ‬
‫ﺑﻪ ﺷﮑﻝ ﭘﺭﻭژﻩ ﮔﺭﻭﻫﯽ ﺟﻬﺕ ﮐﺳﺏ ﺗﺟﺭﺑﻪ ﻣﻬﺎﺭﺗﯽ ﺑﻪ ﺷﻧﺎﺳﺎﺋﯽ ﺍﺛﺭﺍﺕ ﻭ ﺗﺩﻭﻳﻥ‬
‫ﺑﺭﺍﺳﺎﺱ ﺍﻟﮕﻭی ﺁﺩﺍﺏ ﻻﺯﻡ ﺍﻟﺭﻋﺎﻳﻪ ﺩﺭ ﻳﮏ ﺣﻭﺯﻩ ﻳﺎ ﺑﺭﺍی ﻳﮏ ﭘﺭﻭژﻩ ﻓﻧﺎﻭﺭی‬
‫ﺍﻁﻼﻋﺎﺕ‪ ،‬ﺍﺧﺗﺻﺎﺹ ﻳﺎﺑﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺭﻳﺯ ﻣﻭﺍﺩ ﺩﺭﺳﯽ‬
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‫ﺗﻌﺎﺭﻳﻑ ﭘﺎﻳﻪ ﻭ ﭘﻳﺷﻳﻧﻪ ﻓﻠﺳﻔﻪ ﻓﻧﺎﻭﺭی‪.‬‬
‫ﺍﺛﺭﺍﺕ ﺭﺍﻫﺑﺭﺩی ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺩﺭ ﺣﻳﺎﺕ ﻓﺭﺩی ﻭ ﺟﻣﻌﯽ ﻭ ﻧﻘﺩ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‪.‬‬
‫ﺿﺭﻭﺭﺕﻫﺎی ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭﺍﻧﻪ ﻭ ﻣﻔﺎﻫﻳﻡ ﭘﺎﻳﻪ ﺍﺧﻼﻕ ﻭ ﺁﺩﺍﺏ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‪.‬‬
‫ﺣﻘﻭﻕ ﺍﻁﻼﻋﺎﺗﯽ ﺩﺭ ﺟﺎﻣﻌﻪ ﺍﻁﻼﻋﺎﺗﯽ )ﺣﻖ ﺩﺳﺗﺭﺳﯽ ﺁﺯﺍﺩ ﻭ ﺣﻣﺎﻳﺕ ﺍﺯ ﺩﺍﺩﻩ ﻫﺎ(‪.‬‬
‫ﺍﻧﻭﺍﻉ ﺟﺭﺍﺋﻡ ﺭﺍﻳﺎﻧﻪ ﺍی ﻭ ﻗﻭﺍﻧﻳﻥ ﻣﺟﺎﺯﺍﺗﻬﺎی ﺭﺍﻳﺎﻧﻪ ﺍی‪.‬‬
‫ﻧﻅﺎﻣﺎﺕ ﺣﺭﻓﻪﺍی‪ ،‬ﺻﻧﻔﯽ‪ ،‬ﻋﻠﻣﯽ ﻭ ﺍﺟﺭﺍﺋﯽ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺩﺭ ﺍﻳﺭﺍﻥ ﻭ ﺟﻬﺎﻥ‪.‬‬
‫ﺿﻭﺍﺑﻁ‪ ،‬ﻗﻭﺍﻧﻳﻥ ﻭ ﺁﺩﺍﺏ ﺍﻧﺟﺎﻡ ﮐﺎﺭ ﺣﺭﻓﻪ ﺍی ﻭ ﺍﺳﺗﺎﻧﺩﺍﺭﺩﻫﺎی ﺁﻥ‪.‬‬
‫ﺣﺭﻳﻡ ﺷﺧﺻﯽ‪ ،‬ﺣﻘﻭﻕ ﺷﻬﺭﻭﻧﺩی ﻭ ﻧﻅﺎﺭﺕ ﻫﺎی ﺣﮑﻭﻣﺗﯽ‪.‬‬
‫ﺗﻭﺻﻳﻑ ﻣﺩﻝ ﺗﺟﻣﻳﻌﯽ ﻣﻭﻟﻔﻪ ﻫﺎی ﻣﺭﺗﺑﻁ ﺑﺎ ﺁﺩﺍﺏ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺩﺭ ﺍﻳﺭﺍﻥ‪.‬‬
‫ﭼﺎﺭﭼﻭﺏ ﻣﺿﻣﻭﻧﯽ ﺳﻁﻭﺡ ﮐﺎﺭﺑﺭﺩی ﻭ ﻣﺣﺗﻭﺍی ﺁﻣﻭﺯﺵ ﻫﺎی ﺍﺧﻼﻗﯽ ﻣﻭﺭﺩ ﻧﻳﺎﺯ ﻓﻧﺎﻭﺭﺍﻥ ﺍﻁﻼﻋﺎﺕ‪.‬‬
‫ﺍﻗﺗﺻﺎﺩ ﻭ ﺟﺎﻣﻌﻪ ﺷﻧﺎﺳﯽ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﻭ ﺗﺑﻌﺎﺕ ﺣﺿﻭﺭ ﺩﺭ ﻣﺣﻳﻁ ﻣﺟﺎﺯی‪.‬‬
‫ﺣﻘﻭﻕ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮑﯽ ﻭ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﺣﻘﻭﻗﯽ ﻭ ﻧﻘﺵ ﮐﻧﻭﺍﻧﺳﻳﻭﻥﻫﺎی ﺑﻳﻥﺍﻟﻠﻣﻠﯽ‪.‬‬
‫ﺍﻳﻧﺗﺭﻧﺕ ﻭ ﺍﺧﻼﻕ ﺷﺑﮑﻪﺍی‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻧﺎﺑﻊ ﺩﺭﺳﯽ‬
• [1] George Reynolds, "Ethics in Information
Technology" ,THOMSON , 2006.
• [2] J.Harris, M.J. Rabins, C.E.Harris ,
"Engineering Ethics : Concepts & Cases",
THOMSON , 2004.
• [3 ] M.W.Martin , "Ethics in Engineering", Mc
Graw Hill, 2005.
(‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﻣﻭﺧﺭﻩ‬
‫ﺷﺭﻭﻉ ﺍﺭﺍﺋﻪ ﺩﺭﻭﺱ ﺍﺧﻼﻕ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ ﺍﺑﺗﺩﺍ ﺭﺍﻩ ﺍﻧﺩﺍﺯی ﺍﺭﺍﺋﻪ‬
‫ﺩﻭﺭﻩ ﺩﺭ ﺩﻭﺭﻩ ﻫﺎی ﮐﺎﺭﺷﻧﺎﺳﯽ ﻣﻬﻧﺩﺳﯽ ﺭﺍﻳﺎﻧﻪ ﻭ ﻓﻧﺎﻭﺭی ﺍﻁﻼﻋﺎﺕ‬
‫ﺩﺭ ﺳﺎﻝ ﭘﺎﻳﺎﻧﯽ ﺗﺣﺻﻳﻝ ‪ ،‬ﺗﻭﺻﻳﻪ ﻣﯽ ﺷﻭﺩ‪ .‬ﺑﻌﺩ ﺍﺯ ﺍﺭﺯﻳﺎﺑﯽ ﺍﻭﻟﻳﻪ‬
‫ﻧﺗﺎﻳﺞ ﺁﻣﻭﺯﺷﯽ ﺣﺎﺻﻠﻪ ‪ ،‬ﻣﻳﺗﻭﺍﻥ ﺑﻪ ﺗﻌﻣﻳﻡ ﺁﻥ ﺑﻪ ﻫﻣﻪ ﺭﺷﺗﻪ ﻫﺎی‬
‫ﻣﻬﻧﺩﺳﯽ ﺍﻗﺩﺍﻡ ﻧﻣﻭﺩ‪ .‬ﻧﮕﺎﺭﻧﺩﻩ ﺍﻣﻳﺩﻭﺍﺭ ﺍﺳﺕ ﺍﻳﻥ ﺩﺭﺱ ﺭﺍ ﺑﺎ ﻁﺭﺡ‬
‫ﺩﺭﺳﯽ ﻣﺷﺎﺑﻪ ﻣﻁﺎﻟﺏ ﻣﻭﺿﻭﻉ ﺍﻳﻥ ﻣﻘﺎﻟﻪ ﺩﺭ ﺗﺭﻡ ﺍﻭﻝ ﺳﺎﻝ ﺗﺣﺻﻳﻠﯽ‬
‫‪ 86-87‬ﺩﺭ ﺩﺍﻧﺷﮑﺩﻩ ﻣﻬﻧﺩﺳﯽ ﮐﺎﻣﭘﻳﻭﺗﺭ ﺩﺍﻧﺷﮕﺎﻩ ﺻﻧﻌﺗﯽ ﺷﺭﻳﻑ ﺍﺭﺍﺋﻪ‬
‫ﻧﻣﺎﻳﺩ‪.‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻧﺎﺑﻊ ﻣﻘﺎﻟﻪ‬
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‫]‪" ،------- [1‬ﻗﺎﻧﻭﻥ ﺣﻣﺎﻳﺕ ﺍﺯ ﭘﺩﻳﺩﺁﻭﺭﻧﺩﮔﺎﻥ ﻧﺭﻡ ﺍﻓﺯﺍﺭﻫﺎی ﺭﺍﻳﺎﻧﻪ ﺍی"‪ ،‬ﺍﻧﺟﻣﻥ ﺷﺭﮐﺗﻬﺎی ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ‬
‫ﺍﻳﺭﺍﻥ‪ ،‬ﻣﺭﺩﺍﺩﻣﺎﻩ ‪.1383‬‬
‫]‪ [2‬ﻓﺭﻫﺎﺩ ﺷﻣﺱ ﻭ ﻣﺭﺗﺿﯽ ﻭﺻﺎﻟﯽ ﻧﺎﺻﺢ‪" ،‬ﻗﺎﻧﻭﻥ ﺗﺟﺎﺭﺕ ﺍﻟﮑﺗﺭﻭﻧﻳﮏ ﺑﻪ ﺍﻧﺿﻣﺎﻡ ﻗﻭﺍﻧﻳﻥ ﻭ ﻣﻘﺭﺭﺍﺕ‬
‫ﻣﺭﺑﻭﻁﻪ"‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﺁﻓﺭﻳﻧﺵ‪.1383 ،‬‬
‫]‪" ،------- [3‬ﮐﻧﻭﺍﻧﺳﻳﻭﻥ ﺟﺭﺍﻳﻡ ﻣﺣﻳﻁ ﺳﺎﻳﺑﺭ‪ ،‬ﺟﺭﺍﻳﻡ ﺍﻳﻧﺗﺭﻧﺗﯽ ﻭ ﺭﺍﻳﺎﻧﻪ ﺍی ﻭ ﭘﻠﻳﺱ ﺍﻳﻧﺗﺭﻧﺗﯽ"‪ ،‬ﻣﺭﮐﺯ‬
‫ﻣﻁﺑﻭﻋﺎﺕ ﻭ ﺍﻧﺗﺷﺎﺭﺍﺕ ﻗﻭﻩ ﻗﺿﺎﺋﻳﻪ‪ ،‬ﺑﻬﺎﺭ ‪.1383‬‬
‫]‪ [4‬ﻣﻬﺩی ﻓﺭﺷﺎﺩ‪" ،‬ﺗﺎﺭﻳﺦ ﻣﻬﻧﺩﺳﯽ ﺩﺭ ﺍﻳﺭﺍﻥ"‪ ،‬ﻧﺷﺭ ﺑﻠﺦ‪ ،‬ﭼﺎپ ﺳﻭﻡ‪.1376 ،‬‬
‫]‪ [5‬ﺍﻣﺎﻧﻭﺋﻝ ﮐﺎﺳﺗﻠﺯ‪" ،‬ﺍﻗﺗﺻﺎﺩ‪ ،‬ﺟﺎﻣﻌﻪ ﻭ ﻓﺭﻫﻧﮓ ﻋﺻﺭ ﺍﻁﻼﻋﺎﺕ"‪ ،‬ﺗﺭﺟﻣﻪ‪ :‬ﺣﺳﻥ ﭼﺎﻭﻭﺷﻳﺎﻥ‪ ،‬ﺍﺣﻣﺩ ﻋﻠﻳﻘﻠﻳﺎﻥ‬
‫ﻭ ﺍﻓﺷﻳﻥ ﺧﺎﮐﺑﺎﺯ‪ ،‬ﻁﺭﺡ ﻧﻭ‪.1380 ،‬‬
‫]‪ [6‬ﻧﻭﺭﺑﺭﺕ ﻭﻧﻳﺯ‪" ،‬ﻣﻥ ﺭﻳﺎﺿﻳﺩﺍﻧﻡ ﻳﺎ ﺳﺭﮔﺫﺷﺕ ﺳﻳﺑﺭﻧﺗﻳﮏ"‪ ،‬ﺗﺭﺟﻣﻪ ﭘﺭﻭﻳﺯ ﺷﻬﺭﻳﺎﺭی‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﻓﺎﻁﻣﯽ‪،‬‬
‫‪.1370‬‬
‫• ]‪ [7‬ﺳﻳﺩ ﺍﺑﺭﺍﻫﻳﻡ ﺍﺑﻁﺣﯽ‪" ،‬ﻓﻧﺎﻭﺭی ﺑﺯﺭﮔﺭﺍﻫﻬﺎی ﺍﻁﻼﻋﺎﺗﯽ"‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﻭﺯﺍﺭﺕ ﮐﺷﺎﻭﺭﺯی‪.1376 ،‬‬
‫• ]‪ [8‬ﻭﻳﺯﻥ ﺑﻭﻡ‪" ،‬ﺁﻳﺎ ﮐﺎﺭﺷﻧﺎﺳﺎﻥ ﮐﺎﻣﭘﻳﻭﺗﺭ ﻣﺎﻧﻧﺩ ﺑﻣﺏ ﺍﺗﻡ ﺑﺩﺁﻭﺍﺯﻩ ﺧﻭﺍﻫﻧﺩ ﺷﺩ؟"‪ ،‬ﺗﺭﺟﻣﻪ ﺁﺭﺵ ﺑﺭﻭﻣﻧﺩ‪ ،‬ﮐﺗﺎﺏ‬
‫ﺗﻭﺳﻌﻪ ﺷﻣﺎﺭﻩ ‪ ،10‬ﻧﺷﺭ ﺗﻭﺳﻌﻪ‪.1374 ،‬‬
‫• ]‪ [9‬ﺟﻭﺭﺝ ﺍﻭﻭﻝ‪، "1984" ،‬ﺗﺭﺟﻣﻪ ﻣﻬﺩی ﺑﻬﺭﻩ ﻣﻧﺩ‪ ،‬ﻧﺷﺭ ﻓﺭﺯﺍﻥ‪.1361،‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫• ]‪ [10‬ﻳﻭﮔﻧﯽ ﺯﺍﻣﻳﺎﺗﻳﻥ‪" ،‬ﻣﺎ"‪ ،‬ﺗﺭﺟﻣﻪ ﺑﻬﺭﻭﺯ ﻣﺷﻳﺭی‪،‬ﭼﺎپ ﺗﺻﻭﻳﺭ ‪.1352،‬‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻧﺎﺑﻊ ﻣﻘﺎﻟﻪ‬
‫•‬
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‫•‬
‫•‬
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‫•‬
‫•‬
‫]‪ [11‬ﺁﻟﺩﻭﺱ ﻫﺎﮐﺳﻠﯽ‪" ،‬ﺟﻬﺎﻥ ﻗﺷﻧﮓ ﻧﻭ"‪ ،‬ﺗﺭﺟﻣﻪ ﺳﻌﻳﺩ ﺣﻣﻳﺩﻳﺎﻥ ‪ ،‬ﻧﺷﺭ ﭘﻳﺎﻡ ‪.1352 ،‬‬
‫]‪ [12‬ﺍﻟﻭﻳﻥ ﺗﺎﻓﻠﺭ‪" ،‬ﻣﻭﺝ ﺳﻭﻡ"‪ ،‬ﺗﺭﺟﻣﻪ ﺷﻬﻧﻳﺩﺧﺕ ﺧﻭﺍﺭﺯﻣﯽ‪،‬ﻧﺷﺭ ﻧﻭ‪.1362،‬‬
‫‪[13] Frank George, "Machine Takeover", Pergamon, 1997‬‬
‫]‪ [14‬ﻣﻧﺻﻭﺭﮐﻳﺎﻧﭘﻭﺭ ﺭﺍﺩ‪،‬ﮔﻠﻧﺎﺯ ﺣﺟﺎﺯی‪"،‬ﺳﻘﻭﻁ ﺍﺧﻼﻕ ﻋﻠﻣﯽ"‪،‬ﻓﺻﻠﻧﺎﻣﻪ ﻋﻠﻡ ﺁﻳﻧﺩﻩ‪،‬ﺳﺎﻝ ﺳﻭﻡ‪،‬ﺷﻣﺎﺭﻩ ‪.1383 ، 9‬‬
‫]‪ [15‬ﺣﺳﻥ ﺣﺑﻳﺑﯽ‪ " ،‬ﺣﻘﻭﻕ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮑﯽ ﻭ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﺣﻘﻭﻗﯽ"‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﺍﻁﻼﻋﺎﺕ ‪.1373،‬‬
‫‪[16] -------, "Oxford Advanced Learners Dictionary, 7th Edition, Oxford, 2005.‬‬
‫]‪ [17‬ﻣﺻﻁﻔﯽ ﻣﻠﮑﻳﺎﻥ‪" ،‬ﺑﺣﺭﺍﻥ ﺍﺧﻼﻕ ﻭ ﻣﻌﻧﻭﻳﺕ"‪ ،‬ﻳﮏ ﮔﻔﺗﮕﻭ ﺍﺯ ﮐﺗﺎﺏ ﻣﺷﺗﺎﻗﯽ ﻭ ﻣﻬﺟﻭﺭی‪ ،‬ﻧﺷﺭ ﻧﮕﺎﻩ ﻣﻌﺎﺻﺭ‪ ،‬ﭼﺎپ‬
‫ﺍﻭﻝ‪.1385 ،‬‬
‫]‪ [18‬ﻓﺭﺍﻧﮏ ﻭﺑﺳﺗﺭ‪" ،‬ﻧﻅﺭﻳﻪ ﻫﺎی ﺟﺎﻣﻌﻪ ﺍﻁﻼﻋﺎﺗﯽ"‪ ،‬ﺗﺭﺟﻣﻪ ﺍﺳﻣﺎﻋﻳﻝ ﻗﺩﻳﻣﯽ‪ ،‬ﻧﺷﺭ ﻗﺻﻳﺩﻩ ﺳﺭﺍ‪.1380 ،‬‬
‫]‪ [19‬ﺁﺭﻧﻭﻟﺩ ﻭﺗﺷﺗﺎﻳﻥ‪" ،‬ﺍﻟﻬﻳﺎﺕ ﺩﺭ ﻋﺻﺭ ﻓﺭﻫﻧﮓ ﺗﮑﻧﻭﻟﻭژﻳﮏ‪ :‬ﻣﺭﻭﺭی ﺑﺭﺁﺭﺍی ﭘﻝ ﺗﻳﻠﻳﺵ"‪ ،‬ﺗﺭﺟﻣﻪ ﻣﺭﺍﺩ ﻓﺭﻫﺎﺩﭘﻭﺭ‪،‬‬
‫ﻓﺻﻠﻧﺎﻣﻪ ﺍﺭﻏﻧﻭﻥ ﺷﻣﺎﺭﻩ ﺍﻭﻝ‪ ،‬ﺳﺎﻝ ﺍﻭﻝ‪ ،‬ﺑﻬﺎﺭ ‪.73‬‬
‫]‪ [20‬ﻣﺟﺗﺑﯽ ﺻﺩﺭ ﻳﺎ ﻭ ﻋﻠﻳﺭﺿﺎ ﭘﺎﺭﺳﺎ‪" ،‬ﻧﮕﺎﻫﯽ ﺩﻳﮕﺭ ﺑﻪ ﺟﻬﺎﻥ ﺍﻣﺭﻭﺯ ﻭ ﺁﻳﻧﺩﻩ‪ :‬ﺳﺭﺍﺏ ﺍﻣﺭﻳﮑﺎی ﻧﻭ‪ ،‬ﻓﺭﺩﻳﺕ ﻭ ﺍﺧﻼﻕ"‪،‬‬
‫ﻧﺷﺭ ﺩﻳﮕﺭ‪.1384 ،‬‬
‫]‪ [21‬ﺑﺎﺑﮏ ﺩﺭﻳﺎ ﺑﻳﮕﯽ‪" ،‬ﭼﺎﻟﺵ ﻫﺎی ﺣﻘﻭﻗﯽ‪ ،‬ﺍﺧﻼﻗﯽ ﻭ ﺍﺟﺗﻣﺎﻋﯽ ﻓﺿﺎی ﺭﺍﻳﺎﻧﻪ ﺍی"‪ ،‬ﺧﺎﻧﻪ ﮐﺗﺎﺏ‪1380 ،‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻧﺎﺑﻊ ﻣﻘﺎﻟﻪ‬
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‫]‪ [22‬ﻫﻳﻭﺑﺭﺕ ﺩﺭﻳﻔﻭﺱ‪" ،‬ﻧﮕﺎﻫﯽ ﻓﻠﺳﻔﯽ ﺑﻪ ﺍﻳﻧﺗﺭﻧﺕ"‪ ،‬ﺗﺭﺟﻣﻪ ﻋﻠﯽ ﻣﻼﺋﮑﻪ‪ ،‬ﻧﺷﺭ ﮔﺎﻡ ﻧﻭ‪.1383 ،‬‬
‫‪[23] ACM/IEEE CS joint curriculum Task Force, "Curicula 1991", IEEE Computer Society‬‬
‫‪Press,1991.‬‬
‫‪[24] ACM/IEEE CS joint curriculum Task Force, "Curicula 2005", IEEE Computer Society Press,‬‬
‫‪2005.‬‬
‫]‪ [25‬ﺳﻳﺩ ﺍﺑﺭﺍﻫﻳﻡ ﺍﺑﻁﺣﯽ ‪ "،‬ﺍﺯ ﻓﺎﻍ ﺍﻟﺗﺣﺻﻳﻝ ﻣﻬﻧﺩﺳﯽ ﺗﺎ ﻣﻬﻧﺩﺱ ﺣﺭﻓﻪ ﺍی"‪ ،‬ﻧﺷﺭﻳﻪ ﮔﺯﺍﺭﺵ ﮐﺎﻣﭘﻳﻭﺗﺭ ‪ ،‬ﻣﺎﻫﻧﺎﻣﻪ ﺍﻧﺟﻣﻥ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﺍﻳﺭﺍﻥ‬
‫‪ ،‬ﺷﻣﺎﺭﻩ ‪ ، 167‬ﺍﺭﺩﻳﺑﻬﺷﺕ ﻭ ﺧﺭﺩﺍﺩﻣﺎﻩ ‪.1385‬‬
‫‪[26] K.Laudon, "Management Informations Systems: Managing the Digital Firm", 9th Edition,‬‬
‫‪Prentice Hall, 2005.‬‬
‫‪[27] O'Rourke, Fisherman, Selkow, "Enterprise Architecture Using the Zachman Framework",‬‬
‫‪THOMSON Course Technology, 2003.‬‬
‫]‪ [28‬ﺑﺭﻭﻣﻧﺩ ﺑﺎﺳﺗﺎﻧﯽ‪" ،‬ﺟﺭﺍﺋﻡ ﮐﺎﻣﭘﻳﻭﺗﺭی ﻭ ﺍﻳﻧﺗﺭﻧﺗﯽ‪ ،‬ﺟﻠﻭﻩ ﺍی ﻧﻭﻳﻥ ﺍﺯ ﺑﺯﻫﮑﺎﺭی"‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﺑﻬﻧﺎﻣﯽ‪.1383 ،‬‬
‫]‪ [29‬ﻣﺣﻣﺩ ﻋﻠﯽ ﻧﻭﺭی ﻭ ﺭﺿﺎ ﻧﺧﺟﻭﺍﻧﯽ‪" ،‬ﺣﻘﻭﻕ ﺗﺟﺎﺭﺕ ﺍﻟﮑﺗﺭﻭﻧﻳﮑﯽ"‪ ،‬ﮐﺗﺎﺑﺧﺎﻧﻪ ﮔﻧﺞ ﺩﺍﻧﺵ‪.1382 ،‬‬
‫]‪" ،------- [30‬ﺣﻘﻭﻕ ﭘﺩﻳﺩﺁﻭﺭﻧﺩﮔﺎﻥ ﻧﺭﻡ ﺍﻓﺯﺍﺭ"‪ ،‬ﺩﺑﻳﺭﺧﺎﻧﻪ ﺷﻭﺭﺍی ﻋﺎﻟﯽ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﮐﺷﻭﺭ‪ ،‬ﺁﺑﺎﻥ ﻣﺎﻩ ‪.1373‬‬
‫]‪ [31‬ﺯﻫﺭﺍ ﺧﺩﺍﻗﻠﯽ‪" ،‬ﺟﺭﺍﺋﻡ ﮐﺎﻣﭘﻳﻭﺗﺭی"‪ ،‬ﺍﻧﺗﺷﺎﺭﺍﺕ ﺁﺭﻳﺎﻥ‪.1383 ،‬‬
‫]‪ [32‬ﺍﻣﻳﺭ ﺻﺎﺩﻗﯽ ﻧﺷﺎﻁ‪" ،‬ﺣﻣﺎﻳﺕ ﺍﺯ ﺣﻘﻭﻕ ﭘﺩﻳﺩﺁﻭﺭﻧﺩﮔﺎﻥ ﻧﺭﻡ ﺍﻓﺯﺍﺭﻫﺎی ﮐﺎﻣﭘﻳﻭﺗﺭی"‪ ،‬ﺩﺑﻳﺭﺧﺎﻧﻪ ﺷﻭﺭﺍی ﻋﺎﻟﯽ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﮐﺷﻭﺭ‪،‬‬
‫‪.1376‬‬
‫]‪ [33‬ﺳﻳﺎﻣﮏ ﻗﺎﺟﺎﺭ ﻗﺑﻭﻧﻠﻭ ‪" ،‬ﺟﺭﻳﺎﻥ ﺁﺯﺍﺩ ﺍﻁﻼﻋﺎﺕ ‪ :‬ﺩﺳﺗﺭﺳﯽ ﺑﻪ ﺍﻁﻼﻋﺎﺕ ﺩﻭﻟﺗﯽ ‪ ،‬ﺣﻣﺎﻳﺕ ﺍﺯ ﺩﺍﺩﻩ ﻭ ﻣﻘﺩﻣﻪ ﺍی ﺑﺭ ﻣﺳﺎﺋﻝ ﺣﻘﻭﻗﯽ‬
‫ﺍﻳﻧﺗﺭﻧﺕ " ‪ ،‬ﺩﺑﻳﺭﺧﺎﻧﻪ ﺷﻭﺭﺍی ﻋﺎﻟﯽ ﺍﻧﻔﻭﺭﻣﺎﺗﻳﮏ ﮐﺷﻭﺭ ‪.1375 ،‬‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ ﭘﻮﻳﺎ ﺑﺮﺍﻱ ﻃﺮﺡ ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺁﻣﻮﺯﺵ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )ﻓﺎ(‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻣﻧﺎﺑﻊ ﻣﻘﺎﻟﻪ‬
• 34] M.W. Martin , "Ethics in Engineering", Mc Graw Hill, 2005.
• [35] George Reynolds, "Ethics in Information Technology",
THOMSON, 2006.
• [36] J.Harris, M.J.Rabins, C.E.Harris, "Engineering Ethics: Concepts
& Cases",
• THOMSON, 2004.
• [37] R.N. Stichler, R.Hauptman, "Ethics, Information and
Technology", Robert Hauptman Philosophy, 1997.
•
[38] J. G. Anderson, K. W. Goodman, "Ethics and Information
Technology", Medical Press, 2002.
• [39] R. A. Schultz, "Contemporary Issues in Ethics and Information
(‫)ﻓﺎ‬Technology",
‫ ﺁﺩﺍﺏ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‬Idea
‫ ﺁﻣﻮﺯﺵ‬Group
‫ﺩﺭﺱ ﺩﺍﻧﺸﮕﺎﻫﻲ‬
‫ﭘﻮﻳﺎ ﺑﺮﺍﻱ‬
‫ﭼﺎﺭﭼﻮﺏ ﺑﻬﻨﺠﺎﺭ ﺁﻣﻮﺯﺵ ﺍﺧﻼﻕ ﺭﺍﻳﺎﺳﭙﻬﺮﻱ ﺷﺎﻟﻮﺩﻩﺍﻱ‬
Inc.‫ﻃﺮﺡ‬
(IGI),
2005
‫ﺩﺍﻧﺸﻜﺪﻩ ﻣﻬﻨﺪﺳﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺳﻴﺪ ﺍﺑﺮﺍﻫﻴﻢ ﺍﺑﻄﺤﻲ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬