A history of the Buffalo District Army Corps of Engineers and the work done in Buffalo, N.Y., Cleveland, Ohio, and Oswego, N.Y.

This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good professional capabilities that will translate successfully into contributions to human development. It challenges universities to produce professionals who have the knowledge, skills and values to improve the lives of people living in poverty in urban and rural settings. It covers issues such as: Conceptualising Public-Good Professionalism Global Issues and Professional Education South African Debates about Higher Education Institutional conditions and professional education arrangements Social Constraints on educating ethically aware public professionals By drawing on an approach that focuses on differing public-good professional capabilities in five professions, this book produces a crucial new framework for the preparation of professionals relevant to the global study of higher education policy. It expands higher education’s contribution to global social justice beyond a concern with human capital, administering a challenge to higher education internationally to address human development in the 21st century. This book will be of great interest to all scholars of higher education involved in higher education studies, comparative education, and development studies. It will also prove valuable to policy makers, higher education leaders and lecturers and graduate professionals in diverse organizations.

An exploration of the relationship between scientific ideas, technology, government and politics, demonstrated by examples from the last 150 years, including the birth of the NHS, the Channel Tunnel, radiation protection, the atomic bomb and power, and nuclear power in the US and USSR.

Engineering is a vital profession that has shaped the modern world and transformed countless aspects of our lives. From bridges to skyscrapers, from medical devices to digital technologies, engineers have been at the forefront of innovation and progress. Yet with this great power comes great responsibility. As engineers, we have an ethical obligation to use our skills and knowledge for the public good, and to behave in a manner that is consistent with the highest principles of integrity, honesty, and accountability. This book is intended as a comprehensive guide to the principles and practices of professional ethics for engineering graduate students. It is designed to provide a strong foundation for understanding the ethical challenges that engineers face, and to develop the skills and knowledge needed to navigate these challenges effectively. The book is structured around several key themes, including an overview of professional ethics, ethical decision-making frameworks, central responsibilities of engineers, and intellectual property rights and ethics. In each chapter, we explore the essential concepts and principles of professional ethics in engineering, drawing on real-world case studies and examples to illustrate the application of these principles in practice. We also provide exercises and worksheets to encourage students to reflect on and apply ethical principles to their own work. The goal of this book is not to provide a set of hard and fast rules, but rather to encourage critical thinking, reflection, and ethical awareness. We believe that ethical decision-making is a process that requires careful consideration of a range of factors, and that there are often no easy answers or simple solutions. By equipping students with the skills and knowledge needed to navigate these challenges, we hope to contribute to the development of a new generation of engineers who are committed to ethical conduct and the public good. We would like to express our gratitude to the many colleagues, students, and professionals who have provided valuable feedback and insights throughout the development of this book. We hope that it will serve as a valuable resource for engineering graduate students and others seeking to understand and navigate the complex ethical challenges of the engineering profession.

This volume, the result of an ongoing bridge building effort among engineers and humanists, addresses a variety of philosophical, ethical, and policy issues emanating from engineering and technology. Interwoven through its chapters are two themes, often held in tension with one another: “Exploring Boundaries” and “Expanding Connections.” “Expanding Connections” highlights contributions that look to philosophy for insight into some of the challenges engineers face in working with policy makers, lay designers, and other members of the public. It also speaks to reflections included in this volume on the connections between fact and value, reason and emotion, engineering practice and the social good, and, of course, between engineering and philosophy. “Exploring Boundaries” highlights contributions that focus on some type of demarcation. Public policy sets a boundary between what is regulated from what is not, academic disciplines delimit themselves by their subjects and methods of inquiry, and professions approach problems with unique goals and by using concepts and language in particular ways that create potential obstacles to collaboration with other fields. These and other forms of boundary setting are also addressed in this volume. Contributors explore these two themes in a variety of specific contexts, including engineering epistemology, engineers’ social responsibilities, engineering and public policy-making, engineering innovation, and the affective dimensions of engineering work. The book also includes analyses of social and ethical issues with emerging technologies such as 3-D printing and its use in medical applications, as well as social robots. Initial versions of the invited papers included in this book were first presented at the 2014 meeting of the Forum on Philosophy, Engineering, and Technology (fPET), held at Virginia Tech in Blacksburg, Virginia, USA. The volume furthers fPET’s intent of extending and developing the philosophy of engineering as an academic field, and encouraging conversation, promoting a sense of shared enterprise, and building community among philosophers and engineers across a diversity of cultural backgrounds and approaches to inquiry.

This text, first published in 1998, examines the ethical responsibilities of engineers for the environment - of interest to all engineers.

This book demonstrates how the theoretical concepts of the capabilities approach can be applied in the context of engineering education, and how this could be used to add nuance to our understanding of the contribution higher education can make to human flourishing. In demonstrating the usefulness of the capability approach as a lens through which to evaluate the outputs of engineering education, the author also shows how the capability approach can be informed by, and informs, the concept of ‘sustainable development’ and discusses what pedagogical and curricula implications this may have for education for sustainable development (ESD), particularly in engineering. As such, the book builds on the work of scholars of engineering education, and scholars of university education at the nexus of development and sustainability. Engineering employers, educators and students from diverse contexts discuss both the capabilities and functions that are enlarged by engineering education and the impact these can have on pro-poor engineering or public-good professionalism. The book therefore makes an original conceptual and empirical contribution to our thinking about engineering education research. The book provides inspiration for both engineering educators and students to orient their technical knowledge and transferable skills towards the public good. It will also be of great interest to students and researchers interested in education for sustainable development more generally and to engineers who are interested in doing work that is aligned with the goals of social justice. The book will also appeal to scholars of the capability approach within higher education.

This is the proceedings of the selected papers presented at 2011 International Conference on Engineering Education and Management (ICEEM2011) held in Guangzhou, China, during November 18-20, 2011. ICEEM2011 is one of the most important conferences in the field of Engineering Education and Management and is co-organized by Guangzhou University, The University of New South Wales, Zhejiang University and Xi’an Jiaotong University. The conference aims to provide a high-level international forum for scientists, engineers, and students to present their new advances and research results in the field of Engineering Education and Management. This volume comprises 122 papers selected from over 400 papers originally submitted by universities and industrial concerns all over the world. The papers specifically cover the topics of Management Science and Engineering, Engineering Education and Training, Project/Engineering Management, and Other related topics. All of the papers were peer-reviewed by selected experts. The papers have been selected for this volume because of their quality and their relevancy to the topic. This volume will provide readers with a broad overview of the latest advances in the field of Engineering Education and Management. It will also constitute a valuable reference work for researchers in the fields of Engineering Education and Management.

Ethics in ICT – An Australian perspective has been written for students studying the Ethics of Information and Computer Technology (ICT) and explores how the potential consequences of our actions can affect user communities. It addresses the topics of ethics, social implications, professional practice and interpersonal communications outlined in the Australian Computer Society (ACS) guidelines for professional accreditation of ICT courses. The authors of this wholly Australian text encourage students preparing for a career in the exciting and ever-changing ICT industry to consider ethical issues and social responsibility.