BER Case 97-12 12/17/97 -- Approved
1
REFERENCES:
II.1.c. - Code of Ethics: Engineers shall not reveal facts, data or information without the
prior consent of the client or employer except as authorized or
required by law or this Code.
II.1.e. - Code of Ethics: Engineers having knowledge of any alleged violation of this Code
shall report thereon to appropriate professional bodies and, when
relevant, also to public authorities, and cooperate with the proper
authorities in furnishing such information or assistance as may be
required.
II.4. - Code of Ethics: Engineers shall act for each employer or client as faithful agents or
trustees.
III.9. - Code of Ethics: Engineers shall give credit for engineering work to those to whom
credit is due, and will recognize the proprietary interests of others.
COPYRIGHT --- DUTY TO REPORT VIOLATION OF
COPYRIGHT LICENSING AGREEMENT
FACTS:
Engineer A is employed by SPQ Engineering, an engineering firm in private practice involved in
the design of bridges and other structures. As part of its services, SPQ Engineering uses a
CAD software design product under a licensing agreement with a vendor. Although under the
terms of the licensing agreement, SPQ Engineering is not permitted to use the software at
more than one workstation without paying a higher licensing fee, SPQ Engineering ignores this
restriction and uses the software at a number of employee workstations. Engineer A becomes
aware of this practice and calls a ‘‘hotline’’ publicized in a technical publication and reports his
employer’s activities.
QUESTION:
Was it ethical for Engineer A to report his employer’s apparent violation of the licensing
agreement on the ‘‘hotline’’ without first discussing his concerns with his employer?
DISCUSSION:
The facts and circumstances involved in this case are probably most analogous to earlier Board
of Ethical Review cases dealing with the issue of whistleblowing.
Over the years, the Board has considered two cases relating to the issue of whistleblowing.
The first, BER Case No. 82-5, involved the issue of whether an engineer had an ethical
obligation or an ethical right to continue his efforts to secure change in the policy of his
employer or to report his concerns to the proper authority. The case related to an engineer,
employed by a large industrial employer, who, after observing that certain subcontractor plan
submissions were inadequate, notified his employer of the problem. Following several
notifications to the employer, which were ignored, the engineer became insistent regarding the
problem, with the result that the employer placed a critical memo in the engineer’s file and
ultimately placed the engineer on probation and at risk for possible termination. After
reviewing earlier BER cases and appropriate NSPE Code provisions, the Board noted that ...
Example Ethics Case Solutions USE OF ALLEGED HAZARDOUS MAT.docxSANSKAR20
Example Ethics Case
Solution
s
USE OF ALLEGED HAZARDOUS MATERIAL
IN A PROCESSING FACILITY
Case 11
Facts:
Engineer A is a graduate engineer in a company’s manufacturing facility that
uses toxic chemicals in its processing operations. Engineer A’s job has nothing to
do with the use and control of these materials.
A chemical called "MegaX" is used at the site. Recent stories in the news have
reported alleged immediate and long-term human genetic hazards from
inhalation of or other contact with MegaX. The news items are based on findings
from laboratory experiments, which were done on mice, by a graduate student at
a well-respected university’s physiology department. Other scientists have
neither confirmed nor refuted the experimental findings. Federal and local
governments have not made official pronouncements on the subject.
Several colleagues outside of the company have approached Engineer A on the
subject and ask Engineer A to "do something" to eliminate the use of MegaX at
the processing facility. Engineer A mentions this concern to her manager who
tells Engineer A, "Don't worry, we have an Industrial Safety Specialist who
handles that."
Two months elapse and MegaX is still used in the factory. The controversy in the
press continues, but since there is no further scientific evidence pro or con in the
matter, the issues remain unresolved. The use of the chemical in the processing
facility has increased and now more workers are exposed daily to the substance
than was the case two months ago.
Question:
Does Engineer A have an obligation to take further action under the facts and
circumstances?
References:
Section II.1. - Code of Ethics: Engineers shall hold paramount the safety, health
and welfare of the public.
Section II.1.a. - Code of Ethics: If engineers’ judgment is overruled under
circumstances that endanger life or property, they shall notify their employer or
client and such other authority as may be appropriate.
Section II.2. - Code of Ethics: Engineers shall perform services only in the areas
of their competence.
Discussion:
The present case presents one of the most fundamental ethical issues that
engineers sometimes face in their professional careers – how far is an engineer
ethically required to go in order to comply with NSPE Code? This question
involves a variety of competing concerns and interests relating to the engineers
responsibilities to the public health and safety and the engineers obligations to
his or her employer or clients.
The Board has had at least one opportunity to consider the responsibilities of an
engineer in connection with hazardous material in the past. In Case 92-6,
Technician A was a field technician employed by a consulting environmental
engineering firm. At the direction of his supervisor Engineer B, Technician A
sampled the contents of drums located on the property of a client. Based on
Technician A's past experience, it was his opin ...
NSPE Board of Ethical Review 42606 - FINAL Case N.docxMARRY7
NSPE Board of Ethical Review
4/26/06 - FINAL
Case No. 05-3
Pg. 1
Failure to Respond to Client
Case No. 05-3
Facts:
Engineer A, an engineer in private practice was hired by Client X for the design of certain structural
members in connection with a warehouse. Following an initial meeting, Client X contacts Engineer A once
by e-mail and three times by phone to determine the time frame for completion of the structural design
work so that Client X can obtain financing for the project. Engineer A failed to respond to Client X on each
occasion for a three-week period due to other business. After three weeks, Engineer A contacts Client X
to respond to Client X’s question. Client X is inconvenienced by the delay and is unable to obtain the
favorable financing for the project, but the delay does not result in any other damage to Client X.
Question:
Was it unethical for Engineer A to fail to respond to Client X for a three-week period?
References:
Section I.6. - NSPE Code of Ethics: Engineers, in the fulfillment of their professional duties, shall conduct themselves
honorably, responsibly, ethically, and lawfully so as to enhance the honor,
reputation, and usefulness of the profession.
Section II.4. - NSPE Code of Ethics: Engineers shall act for each employer or client as faithful agents or trustees.
Section III.1.e. - NSPE Code of Ethics: Engineers shall not promote their own interest at the expense of the dignity and
integrity of the profession.
Section III.8. - NSPE Code of Ethics: Engineers shall accept personal responsibility for their professional activities,
provided, however, that engineers may seek indemnification for services arising
out of their practice for other than gross negligence, where the engineer's
interests cannot otherwise be protected.
Discussion:
Engineers have a fundamental obligation and responsibility to provide competent and timely services for
the benefit of their employers or clients. This obligation and responsibility is the essence of what an
employer or client expects when hiring or retaining an engineer to perform engineering services. How
those obligations and responsibilities are pursued and accomplished by the engineer are critical to a fuller
understanding of engineering professional practice.
While the NSPE Board of Ethical Review has not had an occasion to examine a case involving the
specific facts as described in this case, there have been BER opinions that have explored some of the
ethical principles involved in this case. One specific example is BER Case No. 78-6, where the Board
examined a case in which Engineers A and B on behalf of their respective firms, both of which were
engaged in a specialized field of engineering, were contenders for a contract with an out-of-state client.
Following submission of their respective statements of qualification, the client selected Engineer B's firm
for negotiations and subsequently exe ...
GENN001 FALL2013 Session #7 the engineer as a professionalEsmail Bialy
The third option is the most ethical choice. Jack should admit the original error and suggest repairing the structure to ensure safety in an earthquake.
This document discusses an ethical dilemma faced by an engineer working for Amazon. The engineer was asked by his supervisor to overlook some safety measures in the production of delivery drones, in order to increase economic efficiency. However, doing so could endanger both workers manufacturing the drones and the general public using the technology. The engineer must decide whether to uphold his ethical obligations or follow his supervisor's orders. The document analyzes the engineer's obligations to his employer, the public, and the law. It determines that the engineer's legal responsibility to warn the public about risks supersedes his loyalty to his employer. The engineer should report the ethical violation to the appropriate authorities, as required by the Code of Ethics for Engineers. If the company does not address
This document discusses construction safety and engineering liability. It begins by outlining current practice in the US, where contractors are responsible for workplace safety but have insurance to cover accidents, while engineers warrant their design meets standards of care. The document then examines ethics in engineering per the ASCE code, which states safety should be a top priority. Several case studies of infrastructure projects with construction-related deaths are provided, such as at World Cup venues. The document concludes by discussing strategies for preventing accidents through safer design and the implications of ethics for an engineer's liability regarding construction safety.
The following are guidelines for a good mark- 1- The student needs to.pdfJonathanh7yMathiss
The following are guidelines for a good mark. 1- The student needs to discuss important aspects
and the background of the case study. 2- The student needs to refer to the code provided at the
end of this document to compare and base it upon his argument. 3- The students make a
conclusion and recommendation. CASE STUDY 1 : Engineer A is in charge of a project to
install a new air conditioning system in order to save energy for his company buildings. A supply
manager from a well-known company learned about the company's intention to install the new
air-conditioning system and decided to invite Engineer A to dinner at a fancy restaurant to
discuss the project details. Discuss the ethical issues that might arise if Engineer A decided to
accept the invitation. [10 marks ] CASE 2 Engineer A, who is employed by a forensic
engineering firm, is called upon to serve as an expert witness in a lawsuit about the quality of
services provided by a manufacturer. Engineer B has the position of engineering manager at this
time. Engineer A testified at trial, based on his extensive background in safety engineering, that
the manufacturing company's safety policies were insufficient and likely led to the injuries
sustained by certain workers. Engineer B, several months later, made comments to the engineers
and others in which he accused Engineer A of acting unprofessionally and unethically, claiming
that Engineer A was biased because he had omitted key details from his testimony and instead
focused on circumstances that benefited his client. Engineer B did not provide any substantive
support for his claim that Engineer A has breached any of his professional duties. If Engineer A
testified as mentioned, is it unethical for Engineer B to comment without evidence that Engineer
A acted unprofessionally and unethically? [10 marks] Please use the ethics code provided on the
next page. Relevant codes Case 1 Section II.4.c. - NSPE. Code of Ethics: Engincers shall not
solicit or accept financial or other valuable consideration, directly or indirectly, from outside
agents in connection with the work for which they are responsible. Section III.2.a. - NSPE Code
of Ethics: Engineers shall seck opportunities to participate in civic affairs; career guidance for
youths; and work for the advancement of the safety, health and well-being of their community.
Section III.5.b. - NSPE Code of Ethics: Enginecrs shall not aceept commissions or allowances,
directly or indirectly, from contractors or other parties dealing with clients or cinployers of the
Enginect in connection with work for which the Engineer is responsible. Section III.9.e. - NSPE
Code of Ethics: Engineers shall continue their professional development throughout their cateers
and shodld kecp current in their specialty fields by engaging in professional practice,
participating in continuing education courves, reading in the technical literature and attending
professional meetings, and seminars Relevant codcs Case? III.8. .
Post one (two page) two responseThis is the discussion you hav.docxharrisonhoward80223
The document discusses several ethics case studies related to engineering practice, including situations where an engineer discovers environmental violations but is asked not to report them, potential conflicts of interest, and refusing to sign completed work. It also covers topics like defining ethics, codes of ethics, the engineering registration process, and tips for presentations. The case studies pose ethical dilemmas and questions around engineers' obligations and responsibilities.
An expert witness has the sole obligation to provide a complete and objective analysis based on their expertise. The engineer should inform the party who retained her of any findings, whether favorable or not, to fulfill this obligation.
Therefore, the correct answer is (A).
Example Ethics Case Solutions USE OF ALLEGED HAZARDOUS MAT.docxSANSKAR20
Example Ethics Case
Solution
s
USE OF ALLEGED HAZARDOUS MATERIAL
IN A PROCESSING FACILITY
Case 11
Facts:
Engineer A is a graduate engineer in a company’s manufacturing facility that
uses toxic chemicals in its processing operations. Engineer A’s job has nothing to
do with the use and control of these materials.
A chemical called "MegaX" is used at the site. Recent stories in the news have
reported alleged immediate and long-term human genetic hazards from
inhalation of or other contact with MegaX. The news items are based on findings
from laboratory experiments, which were done on mice, by a graduate student at
a well-respected university’s physiology department. Other scientists have
neither confirmed nor refuted the experimental findings. Federal and local
governments have not made official pronouncements on the subject.
Several colleagues outside of the company have approached Engineer A on the
subject and ask Engineer A to "do something" to eliminate the use of MegaX at
the processing facility. Engineer A mentions this concern to her manager who
tells Engineer A, "Don't worry, we have an Industrial Safety Specialist who
handles that."
Two months elapse and MegaX is still used in the factory. The controversy in the
press continues, but since there is no further scientific evidence pro or con in the
matter, the issues remain unresolved. The use of the chemical in the processing
facility has increased and now more workers are exposed daily to the substance
than was the case two months ago.
Question:
Does Engineer A have an obligation to take further action under the facts and
circumstances?
References:
Section II.1. - Code of Ethics: Engineers shall hold paramount the safety, health
and welfare of the public.
Section II.1.a. - Code of Ethics: If engineers’ judgment is overruled under
circumstances that endanger life or property, they shall notify their employer or
client and such other authority as may be appropriate.
Section II.2. - Code of Ethics: Engineers shall perform services only in the areas
of their competence.
Discussion:
The present case presents one of the most fundamental ethical issues that
engineers sometimes face in their professional careers – how far is an engineer
ethically required to go in order to comply with NSPE Code? This question
involves a variety of competing concerns and interests relating to the engineers
responsibilities to the public health and safety and the engineers obligations to
his or her employer or clients.
The Board has had at least one opportunity to consider the responsibilities of an
engineer in connection with hazardous material in the past. In Case 92-6,
Technician A was a field technician employed by a consulting environmental
engineering firm. At the direction of his supervisor Engineer B, Technician A
sampled the contents of drums located on the property of a client. Based on
Technician A's past experience, it was his opin ...
NSPE Board of Ethical Review 42606 - FINAL Case N.docxMARRY7
NSPE Board of Ethical Review
4/26/06 - FINAL
Case No. 05-3
Pg. 1
Failure to Respond to Client
Case No. 05-3
Facts:
Engineer A, an engineer in private practice was hired by Client X for the design of certain structural
members in connection with a warehouse. Following an initial meeting, Client X contacts Engineer A once
by e-mail and three times by phone to determine the time frame for completion of the structural design
work so that Client X can obtain financing for the project. Engineer A failed to respond to Client X on each
occasion for a three-week period due to other business. After three weeks, Engineer A contacts Client X
to respond to Client X’s question. Client X is inconvenienced by the delay and is unable to obtain the
favorable financing for the project, but the delay does not result in any other damage to Client X.
Question:
Was it unethical for Engineer A to fail to respond to Client X for a three-week period?
References:
Section I.6. - NSPE Code of Ethics: Engineers, in the fulfillment of their professional duties, shall conduct themselves
honorably, responsibly, ethically, and lawfully so as to enhance the honor,
reputation, and usefulness of the profession.
Section II.4. - NSPE Code of Ethics: Engineers shall act for each employer or client as faithful agents or trustees.
Section III.1.e. - NSPE Code of Ethics: Engineers shall not promote their own interest at the expense of the dignity and
integrity of the profession.
Section III.8. - NSPE Code of Ethics: Engineers shall accept personal responsibility for their professional activities,
provided, however, that engineers may seek indemnification for services arising
out of their practice for other than gross negligence, where the engineer's
interests cannot otherwise be protected.
Discussion:
Engineers have a fundamental obligation and responsibility to provide competent and timely services for
the benefit of their employers or clients. This obligation and responsibility is the essence of what an
employer or client expects when hiring or retaining an engineer to perform engineering services. How
those obligations and responsibilities are pursued and accomplished by the engineer are critical to a fuller
understanding of engineering professional practice.
While the NSPE Board of Ethical Review has not had an occasion to examine a case involving the
specific facts as described in this case, there have been BER opinions that have explored some of the
ethical principles involved in this case. One specific example is BER Case No. 78-6, where the Board
examined a case in which Engineers A and B on behalf of their respective firms, both of which were
engaged in a specialized field of engineering, were contenders for a contract with an out-of-state client.
Following submission of their respective statements of qualification, the client selected Engineer B's firm
for negotiations and subsequently exe ...
GENN001 FALL2013 Session #7 the engineer as a professionalEsmail Bialy
The third option is the most ethical choice. Jack should admit the original error and suggest repairing the structure to ensure safety in an earthquake.
This document discusses an ethical dilemma faced by an engineer working for Amazon. The engineer was asked by his supervisor to overlook some safety measures in the production of delivery drones, in order to increase economic efficiency. However, doing so could endanger both workers manufacturing the drones and the general public using the technology. The engineer must decide whether to uphold his ethical obligations or follow his supervisor's orders. The document analyzes the engineer's obligations to his employer, the public, and the law. It determines that the engineer's legal responsibility to warn the public about risks supersedes his loyalty to his employer. The engineer should report the ethical violation to the appropriate authorities, as required by the Code of Ethics for Engineers. If the company does not address
This document discusses construction safety and engineering liability. It begins by outlining current practice in the US, where contractors are responsible for workplace safety but have insurance to cover accidents, while engineers warrant their design meets standards of care. The document then examines ethics in engineering per the ASCE code, which states safety should be a top priority. Several case studies of infrastructure projects with construction-related deaths are provided, such as at World Cup venues. The document concludes by discussing strategies for preventing accidents through safer design and the implications of ethics for an engineer's liability regarding construction safety.
The following are guidelines for a good mark- 1- The student needs to.pdfJonathanh7yMathiss
The following are guidelines for a good mark. 1- The student needs to discuss important aspects
and the background of the case study. 2- The student needs to refer to the code provided at the
end of this document to compare and base it upon his argument. 3- The students make a
conclusion and recommendation. CASE STUDY 1 : Engineer A is in charge of a project to
install a new air conditioning system in order to save energy for his company buildings. A supply
manager from a well-known company learned about the company's intention to install the new
air-conditioning system and decided to invite Engineer A to dinner at a fancy restaurant to
discuss the project details. Discuss the ethical issues that might arise if Engineer A decided to
accept the invitation. [10 marks ] CASE 2 Engineer A, who is employed by a forensic
engineering firm, is called upon to serve as an expert witness in a lawsuit about the quality of
services provided by a manufacturer. Engineer B has the position of engineering manager at this
time. Engineer A testified at trial, based on his extensive background in safety engineering, that
the manufacturing company's safety policies were insufficient and likely led to the injuries
sustained by certain workers. Engineer B, several months later, made comments to the engineers
and others in which he accused Engineer A of acting unprofessionally and unethically, claiming
that Engineer A was biased because he had omitted key details from his testimony and instead
focused on circumstances that benefited his client. Engineer B did not provide any substantive
support for his claim that Engineer A has breached any of his professional duties. If Engineer A
testified as mentioned, is it unethical for Engineer B to comment without evidence that Engineer
A acted unprofessionally and unethically? [10 marks] Please use the ethics code provided on the
next page. Relevant codes Case 1 Section II.4.c. - NSPE. Code of Ethics: Engincers shall not
solicit or accept financial or other valuable consideration, directly or indirectly, from outside
agents in connection with the work for which they are responsible. Section III.2.a. - NSPE Code
of Ethics: Engineers shall seck opportunities to participate in civic affairs; career guidance for
youths; and work for the advancement of the safety, health and well-being of their community.
Section III.5.b. - NSPE Code of Ethics: Enginecrs shall not aceept commissions or allowances,
directly or indirectly, from contractors or other parties dealing with clients or cinployers of the
Enginect in connection with work for which the Engineer is responsible. Section III.9.e. - NSPE
Code of Ethics: Engineers shall continue their professional development throughout their cateers
and shodld kecp current in their specialty fields by engaging in professional practice,
participating in continuing education courves, reading in the technical literature and attending
professional meetings, and seminars Relevant codcs Case? III.8. .
Post one (two page) two responseThis is the discussion you hav.docxharrisonhoward80223
The document discusses several ethics case studies related to engineering practice, including situations where an engineer discovers environmental violations but is asked not to report them, potential conflicts of interest, and refusing to sign completed work. It also covers topics like defining ethics, codes of ethics, the engineering registration process, and tips for presentations. The case studies pose ethical dilemmas and questions around engineers' obligations and responsibilities.
An expert witness has the sole obligation to provide a complete and objective analysis based on their expertise. The engineer should inform the party who retained her of any findings, whether favorable or not, to fulfill this obligation.
Therefore, the correct answer is (A).
This document discusses engineering ethics and provides background information. It covers several key points:
1. Engineering ethics examines engineers' obligations to the public, clients, employers, and the profession. Codes of ethics vary by discipline and jurisdiction.
2. In the US, licensed Professional Engineers are governed by statute and generally consistent codes, while industry engineers rely more on business ethics.
3. A primary principle of engineering ethics codes is to hold paramount public safety, health and welfare. Whistleblowing is also discussed as an important ethical issue.
4. Other common ethical issues include relationships with clients/others, ensuring legal compliance, conflicts of interest, and confidentiality. Business ethics also informs engineering ethics
Ethics in engineering lday to day lifes .pptBhupeshPant7
This document provides an overview of ethics in engineering. It begins by defining ethics as a system of moral principles that govern behavior. It notes that as engineers design products and processes that impact society, they must consider the ethical consequences. The document then discusses how ethics fits into the field of engineering through both social responsibility and professional responsibility. It introduces the Engineering Code of Ethics and its three components: fundamental canons, rules of practice, and professional obligations. The document discusses applying ethics as an engineering student by avoiding plagiarism, cheating, and upholding principles of academic integrity.
This document provides an overview of professional issues in software engineering. It discusses the engineering profession's two-tier structure, with engineering institutions covering disciplines and an umbrella Engineering Council. The document examines ethics and codes of conduct for software engineers. It outlines strands of ethical thinking around rules and consequences, moral authority, and more. The document also reviews weaknesses of professional codes for software engineering around poor drafting and inviting judgements outside engineers' competence.
1. The project description is inadequate as the site plan submitted does not meet safety codes and guidelines. Important details about safety risks and impacts of mitigation measures are not analyzed because the final design will be determined after project approval.
2. The DEIR only partially addresses comments submitted during the scoping process. More response is needed to questions about protecting groundwater and the effectiveness of regulatory oversight.
3. As voters will decide the project but not the EIR adequacy, more information should be provided to allow for an informed decision. Important issues raised in public comments must be addressed in detail.
The document discusses similarities and differences between engineering experiments and general experiments, as well as the moral responsibilities of engineers. It addresses several questions:
1) Engineering experiments and general experiments both have uncertainties and require monitoring, but engineering experiments generally do not have a control group due to human subjects being outside the experimenter's control.
2) Engineers must obtain informed consent when experiments involve humans and properly assess information to understand wider implications of their work and mitigate harm.
3) However, it can be difficult for engineers to develop a comprehensive perspective and exercise moral commitment due to constraints like workplace pressures prioritizing employer obligations over public welfare.
Super billing computers, ethics, social valuessuperb11b
Computer ethics involves addressing ethical issues that arise from the use of computer technology. As computers have become more integrated into society, questions have emerged regarding their appropriate uses. Some key issues in computer ethics include invisible abuse where computers are used to enable unethical conduct without being detected, as well as the potential for programmer bias to be embedded within software. The document discusses the importance of identifying social and ethical issues related to computing, having discussions about possible solutions, and taking action to address issues in a way that benefits society.
The document discusses how American legal systems regulate the engineering profession through licensing requirements. It explains that state boards were established to regulate engineers and protect public welfare by ensuring only qualified individuals can practice. Licensing laws require engineers to have an engineering degree from an accredited university, pass the Fundamentals of Engineering (FE) exam, gain work experience, and pass the Principles and Practice of Engineering (PE) exam. The goals of regulation are to increase engineer competence and ensure ethical conduct. Failure to comply with standards can result in disciplinary actions or license revocation. Overall, regulation aims to maintain high professional standards and public trust in the field.
Describe the key thrust of the first canon of the Engineers Code of.pdfakashcommunication
Describe the key thrust of the first canon of the Engineer\'s Code of Ethics. Describe activities
that the Engineer can perform throughout the project life cycle in support of the First canon (e.g.
in Design Phase, Bid Package Preparation, and Construction Phase Services). You can
summarize your list of activities/examples in a table, specifying for each activity which
requirements/sub-section(s) a) through f) are addressed by such activity. Listing of activities
addressing most sub sections a through f is a plus. list a case example of Canon i possible
violation and its potential negative impacts, and possible ways that its contents can be controlled,
i.e. engineers to act within their area of competence, both voluntarily, but also In a \"community
based\" approach. A- List the canons of the Code of Ethics which relate to Risk Avoidance/Risk
Management for the general public and/or the parties involved in the design/construction project
cycle. Illustrate with one or 2 examples. List the canons of the Code of Ethics which relate to
personal/moral ethics of the engineer (example: fraud avoidance, conflicts of interest) throughout
the design/construction project cycle. Illustrate with one or 2 examples. Which canon relates to
the Engineer\'s need for continuous Improvement and learning, and support of professional
groups? Which canon(s) lists the need for sustainable environment and a good stewardship of the
environment? What Is the rationale for these themes to be included in the Code of Ethics?
Solution
ANS 1):- Key Thrust of the First Cannon of the Engineer\'s Code of Ethics :-
Engineers shall hold paramount the safety, health, and welfare of the public and shall
strive to comply with the principles of sustainable development in the performance of
their professional duties.
a. Engineers shall recognize that the lives, safety, health and welfare of the general
public are dependent upon engineering judgments, decisions, and practices incorporated
into structures, machines, products, processes and devices.
b. Engineers shall approve or seal only those design documents, reviewed or prepared
by them, which are determined to be safe for public health and welfare in
conformity with accepted engineering standards.
c. Engineers whose professional judgment is overruled under circumstances where
the safety, health and welfare of the public are endangered, or the principles of
sustainable development ignored, shall inform their clients or employers of the
possible consequences.
d. Engineers who have knowledge or reason to believe that another person or firm
may be in violation of any of the provisions of Canon 1 shall present such information
to the proper authority in writing and shall cooperate with the proper
authority in furnishing such further information or assistance as may be required.
e. Engineers should seek opportunities to be of constructive service in civic affairs
and work for the advancement of the safety, health and well-being of their c.
This document outlines the content of an engineering ethics course, including:
1. Definitions of ethics, personal ethics, and professional ethics. Professional ethics refers to the standards accepted by an engineering community.
2. Engineering ethics deals with how engineers should act and make decisions according to these standards.
3. Two ethics cases are presented involving environmental pollution and conflicts of interest that engineers may face.
4. The document discusses differences between personal, professional, and common morality and aims to develop engineers' moral imagination and sense of responsibility.
This document outlines the content of an engineering ethics course, including:
1. Definitions of ethics, personal ethics, and professional ethics. Professional ethics refers to the standards accepted by an engineering community.
2. Engineering ethics deals with how engineers should act and make decisions according to these standards.
3. Two ethics cases are presented involving environmental pollution and conflicts of interest that engineers may face.
4. The document discusses differences between personal, professional, and common morality and aims to develop engineers' moral imagination and sense of responsibility.
This document discusses various legal issues in engineering design and practice. It introduces laws, regulations, and standards that engineers must consider. Laws come from legislation and court cases, while regulations are administrative rules from agencies enforcing laws. Standards can be voluntary guidelines set by professional groups or mandatory when referenced in regulations. Engineers must understand contract law, tort law principles like negligence and product liability, and how to comply with relevant statutes, regulations, and standards to avoid legal liability.
The document discusses claims that may arise under the new FIDIC Conditions of Contract, including procedures for extension of time claims, payment claims, and dispute resolution. It notes that the contractor must provide a notice of claim within 28 days of becoming aware of the issue, and must follow up within 42 days with full supporting particulars. It describes the requirements for particulars, including linking causes of delay to periods of delay and providing factual evidence like correspondence and photographs.
China is undergoing a massive growth and expansion, especially in manufacturing. While there are safety rules in place for state, multi-national, joint ventures, and other types of business, the enforcement of the rules is elusive. Information provided by the ILO and other organizations indicate that China has similar concerns to many other trading partners. It is important to understand where the concerns exist and how to develop best practices to reduce risk so that state and other organizations can achieve greater profitability and prosperity. In addition, China also realizes the future of work is changing and so is the capacity meet global production outcomes and stay ahead of the emerging innovations and technological advances.
This document contains 13 questions that may be asked in a professional interview for engineers regarding the Institution of Engineers Malaysia's (IEM) Regulations on Professional Conduct. The questions cover a range of scenarios that engineers may face, and examine how candidates would respond in a way that demonstrates their understanding of upholding integrity and avoiding conflicts of interest as outlined in the IEM regulations. Some example topics addressed include handling unreliable client information, dealing with valuable confidential discoveries, accepting gifts from clients, prioritizing safety and ethics over schedules, handling corruption, and maintaining impartiality in political matters. Candidates will be asked to discuss analyzing one of two randomly selected questions in their response.
Lecture 1 Bye Laws,codes and spatial data.pdfMairaNoor4
The document discusses building bye laws, regulations, and spatial data requirements. It notes the need for building authorities to establish rules regarding residential, commercial, and industrial building aspects like height, coverage, setbacks, and more. It provides preliminary sources for building data and discusses space programming. Key building bye law topics covered include structural design, consultant qualifications, submission drawings, and violations. The document also discusses codes, standards, regulations, and compliance. It defines these terms and notes the importance of following mandated codes and regulations. Finally, it discusses the significance of building codes in regulating construction for safety, services, and energy efficiency.
Developing Life Safety Plans for Health Care FacilitiesTodd Wyatt
There is no code or standard of practice specifying how to develop a life safety plan (LSP). A thorough and concise LSP provides a "picture" of the facility's design. This "picture" is used to determine if the intended design meets the minimum requirements of the applicable codes, standards, and regulations.
A “good” LSP identifies problems during design instead of construction, makes future inspections easier by starting with a code-compliant building, and provides the necessary documentation to facilitate future facility rehabilitations. A “bad” LSP may require compliance by demolition instead of eraser.
This presentation will focus on (4) major components of life safety design : means of egress components, fire-resistant rated construction, compartmentalization, and occupancy and use classifications.
The code of ethics outlines the responsibilities of engineers to uphold public health, safety, and welfare above all other concerns. It also requires engineers to act with integrity, competence, and in an environmentally sustainable manner. The code consists of 8 clauses that establish rules for objectively providing professional services, avoiding conflicts of interest, maintaining the honor of the profession, and continuing professional development throughout one's career.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
This document discusses engineering ethics and provides background information. It covers several key points:
1. Engineering ethics examines engineers' obligations to the public, clients, employers, and the profession. Codes of ethics vary by discipline and jurisdiction.
2. In the US, licensed Professional Engineers are governed by statute and generally consistent codes, while industry engineers rely more on business ethics.
3. A primary principle of engineering ethics codes is to hold paramount public safety, health and welfare. Whistleblowing is also discussed as an important ethical issue.
4. Other common ethical issues include relationships with clients/others, ensuring legal compliance, conflicts of interest, and confidentiality. Business ethics also informs engineering ethics
Ethics in engineering lday to day lifes .pptBhupeshPant7
This document provides an overview of ethics in engineering. It begins by defining ethics as a system of moral principles that govern behavior. It notes that as engineers design products and processes that impact society, they must consider the ethical consequences. The document then discusses how ethics fits into the field of engineering through both social responsibility and professional responsibility. It introduces the Engineering Code of Ethics and its three components: fundamental canons, rules of practice, and professional obligations. The document discusses applying ethics as an engineering student by avoiding plagiarism, cheating, and upholding principles of academic integrity.
This document provides an overview of professional issues in software engineering. It discusses the engineering profession's two-tier structure, with engineering institutions covering disciplines and an umbrella Engineering Council. The document examines ethics and codes of conduct for software engineers. It outlines strands of ethical thinking around rules and consequences, moral authority, and more. The document also reviews weaknesses of professional codes for software engineering around poor drafting and inviting judgements outside engineers' competence.
1. The project description is inadequate as the site plan submitted does not meet safety codes and guidelines. Important details about safety risks and impacts of mitigation measures are not analyzed because the final design will be determined after project approval.
2. The DEIR only partially addresses comments submitted during the scoping process. More response is needed to questions about protecting groundwater and the effectiveness of regulatory oversight.
3. As voters will decide the project but not the EIR adequacy, more information should be provided to allow for an informed decision. Important issues raised in public comments must be addressed in detail.
The document discusses similarities and differences between engineering experiments and general experiments, as well as the moral responsibilities of engineers. It addresses several questions:
1) Engineering experiments and general experiments both have uncertainties and require monitoring, but engineering experiments generally do not have a control group due to human subjects being outside the experimenter's control.
2) Engineers must obtain informed consent when experiments involve humans and properly assess information to understand wider implications of their work and mitigate harm.
3) However, it can be difficult for engineers to develop a comprehensive perspective and exercise moral commitment due to constraints like workplace pressures prioritizing employer obligations over public welfare.
Super billing computers, ethics, social valuessuperb11b
Computer ethics involves addressing ethical issues that arise from the use of computer technology. As computers have become more integrated into society, questions have emerged regarding their appropriate uses. Some key issues in computer ethics include invisible abuse where computers are used to enable unethical conduct without being detected, as well as the potential for programmer bias to be embedded within software. The document discusses the importance of identifying social and ethical issues related to computing, having discussions about possible solutions, and taking action to address issues in a way that benefits society.
The document discusses how American legal systems regulate the engineering profession through licensing requirements. It explains that state boards were established to regulate engineers and protect public welfare by ensuring only qualified individuals can practice. Licensing laws require engineers to have an engineering degree from an accredited university, pass the Fundamentals of Engineering (FE) exam, gain work experience, and pass the Principles and Practice of Engineering (PE) exam. The goals of regulation are to increase engineer competence and ensure ethical conduct. Failure to comply with standards can result in disciplinary actions or license revocation. Overall, regulation aims to maintain high professional standards and public trust in the field.
Describe the key thrust of the first canon of the Engineers Code of.pdfakashcommunication
Describe the key thrust of the first canon of the Engineer\'s Code of Ethics. Describe activities
that the Engineer can perform throughout the project life cycle in support of the First canon (e.g.
in Design Phase, Bid Package Preparation, and Construction Phase Services). You can
summarize your list of activities/examples in a table, specifying for each activity which
requirements/sub-section(s) a) through f) are addressed by such activity. Listing of activities
addressing most sub sections a through f is a plus. list a case example of Canon i possible
violation and its potential negative impacts, and possible ways that its contents can be controlled,
i.e. engineers to act within their area of competence, both voluntarily, but also In a \"community
based\" approach. A- List the canons of the Code of Ethics which relate to Risk Avoidance/Risk
Management for the general public and/or the parties involved in the design/construction project
cycle. Illustrate with one or 2 examples. List the canons of the Code of Ethics which relate to
personal/moral ethics of the engineer (example: fraud avoidance, conflicts of interest) throughout
the design/construction project cycle. Illustrate with one or 2 examples. Which canon relates to
the Engineer\'s need for continuous Improvement and learning, and support of professional
groups? Which canon(s) lists the need for sustainable environment and a good stewardship of the
environment? What Is the rationale for these themes to be included in the Code of Ethics?
Solution
ANS 1):- Key Thrust of the First Cannon of the Engineer\'s Code of Ethics :-
Engineers shall hold paramount the safety, health, and welfare of the public and shall
strive to comply with the principles of sustainable development in the performance of
their professional duties.
a. Engineers shall recognize that the lives, safety, health and welfare of the general
public are dependent upon engineering judgments, decisions, and practices incorporated
into structures, machines, products, processes and devices.
b. Engineers shall approve or seal only those design documents, reviewed or prepared
by them, which are determined to be safe for public health and welfare in
conformity with accepted engineering standards.
c. Engineers whose professional judgment is overruled under circumstances where
the safety, health and welfare of the public are endangered, or the principles of
sustainable development ignored, shall inform their clients or employers of the
possible consequences.
d. Engineers who have knowledge or reason to believe that another person or firm
may be in violation of any of the provisions of Canon 1 shall present such information
to the proper authority in writing and shall cooperate with the proper
authority in furnishing such further information or assistance as may be required.
e. Engineers should seek opportunities to be of constructive service in civic affairs
and work for the advancement of the safety, health and well-being of their c.
This document outlines the content of an engineering ethics course, including:
1. Definitions of ethics, personal ethics, and professional ethics. Professional ethics refers to the standards accepted by an engineering community.
2. Engineering ethics deals with how engineers should act and make decisions according to these standards.
3. Two ethics cases are presented involving environmental pollution and conflicts of interest that engineers may face.
4. The document discusses differences between personal, professional, and common morality and aims to develop engineers' moral imagination and sense of responsibility.
This document outlines the content of an engineering ethics course, including:
1. Definitions of ethics, personal ethics, and professional ethics. Professional ethics refers to the standards accepted by an engineering community.
2. Engineering ethics deals with how engineers should act and make decisions according to these standards.
3. Two ethics cases are presented involving environmental pollution and conflicts of interest that engineers may face.
4. The document discusses differences between personal, professional, and common morality and aims to develop engineers' moral imagination and sense of responsibility.
This document discusses various legal issues in engineering design and practice. It introduces laws, regulations, and standards that engineers must consider. Laws come from legislation and court cases, while regulations are administrative rules from agencies enforcing laws. Standards can be voluntary guidelines set by professional groups or mandatory when referenced in regulations. Engineers must understand contract law, tort law principles like negligence and product liability, and how to comply with relevant statutes, regulations, and standards to avoid legal liability.
The document discusses claims that may arise under the new FIDIC Conditions of Contract, including procedures for extension of time claims, payment claims, and dispute resolution. It notes that the contractor must provide a notice of claim within 28 days of becoming aware of the issue, and must follow up within 42 days with full supporting particulars. It describes the requirements for particulars, including linking causes of delay to periods of delay and providing factual evidence like correspondence and photographs.
China is undergoing a massive growth and expansion, especially in manufacturing. While there are safety rules in place for state, multi-national, joint ventures, and other types of business, the enforcement of the rules is elusive. Information provided by the ILO and other organizations indicate that China has similar concerns to many other trading partners. It is important to understand where the concerns exist and how to develop best practices to reduce risk so that state and other organizations can achieve greater profitability and prosperity. In addition, China also realizes the future of work is changing and so is the capacity meet global production outcomes and stay ahead of the emerging innovations and technological advances.
This document contains 13 questions that may be asked in a professional interview for engineers regarding the Institution of Engineers Malaysia's (IEM) Regulations on Professional Conduct. The questions cover a range of scenarios that engineers may face, and examine how candidates would respond in a way that demonstrates their understanding of upholding integrity and avoiding conflicts of interest as outlined in the IEM regulations. Some example topics addressed include handling unreliable client information, dealing with valuable confidential discoveries, accepting gifts from clients, prioritizing safety and ethics over schedules, handling corruption, and maintaining impartiality in political matters. Candidates will be asked to discuss analyzing one of two randomly selected questions in their response.
Lecture 1 Bye Laws,codes and spatial data.pdfMairaNoor4
The document discusses building bye laws, regulations, and spatial data requirements. It notes the need for building authorities to establish rules regarding residential, commercial, and industrial building aspects like height, coverage, setbacks, and more. It provides preliminary sources for building data and discusses space programming. Key building bye law topics covered include structural design, consultant qualifications, submission drawings, and violations. The document also discusses codes, standards, regulations, and compliance. It defines these terms and notes the importance of following mandated codes and regulations. Finally, it discusses the significance of building codes in regulating construction for safety, services, and energy efficiency.
Developing Life Safety Plans for Health Care FacilitiesTodd Wyatt
There is no code or standard of practice specifying how to develop a life safety plan (LSP). A thorough and concise LSP provides a "picture" of the facility's design. This "picture" is used to determine if the intended design meets the minimum requirements of the applicable codes, standards, and regulations.
A “good” LSP identifies problems during design instead of construction, makes future inspections easier by starting with a code-compliant building, and provides the necessary documentation to facilitate future facility rehabilitations. A “bad” LSP may require compliance by demolition instead of eraser.
This presentation will focus on (4) major components of life safety design : means of egress components, fire-resistant rated construction, compartmentalization, and occupancy and use classifications.
The code of ethics outlines the responsibilities of engineers to uphold public health, safety, and welfare above all other concerns. It also requires engineers to act with integrity, competence, and in an environmentally sustainable manner. The code consists of 8 clauses that establish rules for objectively providing professional services, avoiding conflicts of interest, maintaining the honor of the profession, and continuing professional development throughout one's career.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. BER Case 97-12
12/17/97 -- Approved
1
REFERENCES:
II.1.c. - Code of Ethics: Engineers shall not reveal facts, data or
information without the
prior consent of the client or employer except as authorized or
required by law or this Code.
II.1.e. - Code of Ethics: Engineers having knowledge of any
alleged violation of this Code
shall report thereon to appropriate professional bodies and,
when
relevant, also to public authorities, and cooperate with the
proper
authorities in furnishing such information or assistance as may
be
required.
II.4. - Code of Ethics: Engineers shall act for each employer or
client as faithful agents or
trustees.
2. III.9. - Code of Ethics: Engineers shall give credit for
engineering work to those to whom
credit is due, and will recognize the proprietary interests of
others.
COPYRIGHT --- DUTY TO REPORT VIOLATION OF
COPYRIGHT LICENSING AGREEMENT
FACTS:
Engineer A is employed by SPQ Engineering, an engineering
firm in private practice involved in
the design of bridges and other structures. As part of its
services, SPQ Engineering uses a
CAD software design product under a licensing agreement with
a vendor. Although under the
terms of the licensing agreement, SPQ Engineering is not
permitted to use the software at
more than one workstation without paying a higher licensing
fee, SPQ Engineering ignores this
restriction and uses the software at a number of employee
workstations. Engineer A becomes
aware of this practice and calls a ‘‘hotline’’ publicized in a
technical publication and reports his
employer’s activities.
QUESTION:
Was it ethical for Engineer A to report his employer’s apparent
violation of the licensing
agreement on the ‘‘hotline’’ without first discussing his
4. To request permission to reproduce this NSPE Board of Ethical
Review Case, please contact the NSPE Legal Department
([email protected]).
BER Case 97-12
12/17/97 -- Approved
2
concluded that, in the type of situation presented in Case No.
82-5, the ethical duty or right of
the engineer becomes a matter of personal conscience. The
Board was not willing to make a
blanket statement that there is an ethical duty in these kinds of
situations for the engineer to
continue his campaign within the company and make the issue
one for public discussion. Said
the Board, ‘‘the NSPE Code only requires that the engineer
withdraw from a project and report
to proper authorities when the circumstances involve
endangerment of the public, health,
safety, and welfare.’’
More recently, in Case No. 88-6, which involved a city engineer
who learned of wastewater
ponds overflowing into a river, the Board, in reviewing the
reasoning in Case No. 82-5,
concluded that the facts involved a danger ‘‘to the public health
and safety --- the contamination
of a community water supply.’’ On that basis, the Board,
tracing its rationale in Case No. 82-5,
noted that where an engineer determines that a case may involve
5. a danger to the public safety,
the engineer has not merely an ‘‘ethical right’’ but has an
‘‘ethical obligation’’ to report the
matter to the proper authorities and withdraw from further
service on the project. Importantly,
the Board acknowledged that it is difficult to say exactly at
what point the engineer should have
reported her concerns to the appropriate authorities. However,
it was suggested that such
reporting could have occurred when the engineer was
reasonably certain that no action would
be taken concerning her recommendations and that, in her
professional judgment, a probable
danger to the public health and safety existed.
We believe these two cases are instructive and relevant to the
matter presently before the
Board, for at least two significant reasons. First, the two cases
draw a clear distinction between
those matters that involve possible apparent improprieties and
those that involve a probable or
imminent danger to the public health and safety. Although not
stated directly in either earlier
case, adding further support to this basic principle is the fact
that the language in NSPE Code
Section II.1.e. is within the Rule of Practice section specifically
relating to the engineer’s
paramount obligation to protect the public health and safety.
Second, the circumstances involved in both BER Case Nos. 82-5
and 88-6 appear to involve
situations where the engineers have at least made an effort to
exhaust all internal mechanisms
before contemplating taking action by reporting the dangers to
the proper authorities.
6. Under the facts in the present case, the Board concludes that the
facts and circumstance are not
of a character that involve any danger -- direct or indirect -- to
the public health and safety.
Instead, the facts and circumstances relate to matters of a legal
nature and do not relate to
engineering judgment or expertise. NSPE Code Section II.4.
places a basic obligation on
engineers to be faithful agents and trustees in professional
matters with their employers. It is
the Board’s opinion that Engineer A’s actions in reporting his
employer’s apparent violation
was directly in conflict with the NSPE Code of Ethics. We are
troubled that Engineer A did not
consider other less adversarial and surreptitious alternatives.
For example, Engineer A could
have first discussed this matter with his employer, pointing out
the possible damages that the
violation posed to SPQ Engineering, and suggesting that SPQ
Engineering confer with its legal
counsel before continuing its current actions. Instead, Engineer
A took a course of action that
could cause significant damage to SPQ Engineering and
ultimately to Engineer A himself. One
is inclined to wonder about the motivation for Engineer A’s
actions without his first exploring
other less adversarial and surreptitious alternatives, in view of
the lack of any direct danger to
the public health and safety. While, in the context of the facts
of this case, we cannot conclude
that this provision compels Engineer A to ignore an apparent
violation of the law and the NSPE
Code (See NSPE Code Section III.9.), by the same token,
Engineer A could have easily exercised
far greater judgment and professional discretion before taking
action.
8. NOTE: The NSPE Board of Ethical Review (BER) considers
ethical cases involving either real or
hypothetical matters submitted to it from NSPE members, other
engineers, public officials and
members of the public. The BER reviews each case in the
context of the NSPE Code of Ethics
and earlier BER opinions. The facts contained in each case do
not necessarily represent all of
the pertinent facts submitted to or reviewed by the BER.
Each opinion is intended as guidance to individual practicing
engineers, students and the public.
In regard to the question of application of the NSPE Code of
Ethics to engineering organizations
(e.g., corporations, partnerships, sole-proprietorships,
government agencies, university
engineering departments, etc.), the specific business form or
type should not negate nor detract
from the conformance of individuals to the NSPE Code. The
NSPE Code deals with
professional services -- which services must be performed by
real persons. Real persons in
turn establish and implement policies within business
structures.
This Opinion is for educational purposes only. It may be
reprinted without further permission,
10. Public Health and Safety—Observing Off-Site Safety Issues
Case No. 10-5
Facts:
Engineer A works for ES Consulting, a consulting engineering
firm. In performing
engineering services for ES Consulting, Engineer A performs
construction observation
services on a project for Client X. During the performance of
the construction
observation services for Client X, Engineer A observes potential
safety issues relating to
the performance of work by a subcontractor on a project being
constructed on an
adjacent piece of property for Owner Y, a party with whom
neither Engineer A, ES
Consulting, or Client X has any direct relationship.
Question:
What are Engineer A’s ethical obligations under the
circumstances?
References:
Section I.1 - NSPE Code of Ethics: Engineers, in the fulfillment
of their professional duties, shall hold
paramount the safety, health, and welfare of the public.
Section I.6 - NSPE Code of Ethics: Engineers, in the fulfillment
of their professional duties, shall
conduct themselves honorably, responsibly, ethically, and
11. lawfully so as to enhance the honor, reputation, and usefulness
of the profession.
Section II.1.f. - NSPE Code of Ethics: Engineers having
knowledge of any alleged violation of this Code
shall report thereon to appropriate professional bodies and,
when
relevant, also to public authorities, and cooperate with the
proper
authorities in furnishing such information or assistance as may
be
required.
Section III.2. - NSPE Code of Ethics: Engineers shall at all
times strive to serve the public interest.
Discussion:
An engineer’s role in protecting the public health and safety is
fundamental and basic to
the overall ethical responsibilities of all engineers. The NSPE
Code of Ethics places the
obligation to hold paramount the safety, health, and welfare of
the public as the
engineer’s first and primary obligation. Because of their
education, experience, and
training, engineers possess unique qualifications which often
permit them to identify
situations and circumstances that may raise serious risks.
The NSPE Board of Ethical Review has reviewed a variety of
cases over the years that
have explored the scope and bounds of that obligation. The duty
to hold paramount the
13. refusing to participate in the
processing or production of the product in question. The Board
recognized that such action
by the engineers would likely lead to loss of employment, but
the engineers had a right to
maintain their position based upon the provisions of the NSPE
Code.
In BER Case No. 82-5, where an engineer employed by a large
defense industry firm
documented and reported to his employer excessive costs and
time delays by
subcontractors, the Board ruled that the engineer did not have
an ethical obligation to
continue his efforts to secure a change in the policy after his
employer rejected his reports,
or to report his concerns to a proper authority, but had an
ethical right to do so as a matter
of personal conscience.
The Board noted that the case did not involve a danger to the
public health or safety, but
instead related to a claim of unsatisfactory plans and the
unjustified expenditure of public
funds. The Board indicated that it could have dismissed the case
on the narrow ground that
the Code does not apply to a claim not involving public health
and safety, but the Board
decided that such was too narrow a reading of the ethical duties
of engineers engaged in
such activities. The Board also stated that if an engineer feels
strongly that an employer's
course of conduct is improper when related to public concerns,
and if the engineer feels
compelled to “blow the whistle” to expose facts as he sees
them, he may well have to pay
15. NSPE Board of Ethical Review
2/10/11 – APPROVED
Case No. 10-5
Pg. 3
In ruling that the engineer failed to fulfill her ethical
obligations by informing the city
administrator and certain members of the city council of her
concern, the Board found that
the engineer was aware of a pattern of ongoing disregard for the
law by her immediate
supervisor, as well as by members of the city council. After
several attempts to modify the
views of her superiors, the engineer knew, or should have
known, that "proper authorities"
were not the city officials, but more probably, state officials.
The Board could not find it
credible that a city engineer/director of public works for a
medium-sized town would not be
aware of this basic obligation. The Board said that the
engineer's inaction permitted a
serious violation of the law to continue and made the engineer
an "accessory" to the
actions of the city administrator and others.
The facts in the present case are somewhat different from the
earlier cited cases, notably
because the unsafe condition observed by Engineer A is not
within the professional scope
of responsibility of Engineer A. The Board is of the view that
16. this is a key factual distinction
from the earlier BER cases. As a general rule, an engineer
cannot be expected to take on
personal or professional responsibility for each and every
potential health and safety risk
they may be exposed to during the course of a day, which are
essentially unrelated to the
services for which the engineer is being professionally engaged.
To impose such a
responsibility upon an engineer could thrust the engineer into a
never-ending scope of
activities that are beyond what is reasonable, and could expose
the engineer to unlimited
personal and professional liability.
Having said that, the facts in the present case suggest that
Engineer A’s recognition of
potential safety issues in connection with the adjacent
construction project might cause
Engineer A to decide that the matter requires some level of
response on Engineer A’s part.
One potential response could include bringing the matter to the
attention of Engineer A’s
superiors in ES Consulting and Client X to explore informing
appropriate responsible
parties on the adjacent site (e.g., project superintendent),
particularly if the safety issues
involved could cause some disruption and have some bearing on
the progress of the work
on Client X’s property. However, in the Board of Ethical
Review’s opinion, this is a personal
judgment and does not constitute an ethical obligation that can
be imposed on Engineer A
to take immediate or direct action. To do otherwise would make
Engineer A accountable
for a wide range of public duties and responsibilities that are
18. Robert C. Gibson, P.E., F.NSPE
Monte L. Phillips, Ph.D., P.E., F.NSPE
Michael L. Shirley, P.E., F.NSPE
Samuel G. Sudler III, P.E., NSPE
Mumtaz A. Usmen, Ph.D., P.E., F.NSPE
Curtis A. Beck, P.E., F.NSPE, Chair
NOTE: The NSPE Board of Ethical Review considers ethical
cases involving either real or hypothetical matters submitted to
it from
NSPE members, other engineers, public officials, and members
of the public. The BER reviews each case in the context of the
NSPE Code and earlier BER opinions. The facts contained in
each case do not necessarily represent all of the pertinent facts
submitted to or reviewed by the BER.
Each opinion is intended as guidance to individual practicing
engineers, students, and the public. In regard to the question of
application of the NSPE Code to engineering organizations
(e.g., corporations, partnerships, sole proprietorships,
government
agencies, and university engineering departments), the specific
business form or type should not negate nor detract from the
conformance of individuals to the NSPE Code. The NSPE Code
deals with professional services, which must be performed by
real
persons. Real persons in turn establish and implement policies
within business structures.
This opinion is for educational purposes only. It may be
reprinted without further permission, provided that this
statement is included
before or after the text of the case and appropriate attribution is
provided to the National Society of Professional Engineers’
Board of