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Introduction to Engineering Ethics

Mcgraw Hill (2000)

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  1. Using Democratic Values in Science: An Objection and Response.Andrew Schroeder - 2017 - Philosophy of Science 84 (5):1044-1054.
    Many philosophers of science have argued that social and ethical values have a significant role to play in core parts of the scientific process. This naturally suggests the following question: when such value choices need to be made, which or whose values should be used? A common answer to this question turns to democratic values—the values of the public or its representatives. I argue that this imposes a morally significant burden on certain scientists, effectively requiring them to advocate for policy (...)
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  • Senior Capstone Design and Ethics: A Bridge to the Professional World.George D. Catalano - 2004 - Science and Engineering Ethics 10 (2):409-415.
    A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving the technical communications skills of the graduating senior class (...)
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  • Web-Based Education in Science and Engineering Ethics — Topic and Technology Barriers.Missy Cummings - 2005 - Science and Engineering Ethics 11 (3):386-388.
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  • Engineering with Uncertainty: Monitoring Air Bag Performance.Jameson M. Wetmore - 2008 - Science and Engineering Ethics 14 (2):201-218.
    Modern engineering is complicated by an enormous number of uncertainties. Engineers know a great deal about the material world and how it works. But due to the inherent limits of testing and the complexities of the world outside the lab, engineers will never be able to fully predict how their creations will behave. One way the uncertainties of engineering can be dealt with is by actively monitoring technologies once they have left the development and production stage. This article uses an (...)
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  • A Team-Taught Interdisciplinary Approach to Engineering Ethics.Glenn C. Graber & Christopher D. Pionke - 2006 - Science and Engineering Ethics 12 (2):313-320.
    This paper outlines the development and implementation of a new course in Engineering Ethics at the University of Tennessee. This is a three-semester-hour course and is jointly taught by an engineering professor and a philosophy professor. While traditional pedagogical techniques such as case studies, position papers, and classroom discussions are used, additional activities such as developing a code of ethics and student-developed scenarios are employed to encourage critical thinking. Among the topics addressed in the course are engineering as a profession (...)
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  • Climate Change and Professional Responsibility: A Declaration of Helsinki for Engineers.Rob Lawlor & Helen Morley - 2017 - Science and Engineering Ethics 23 (5):1431-1452.
    In this paper, we argue that the professional engineering institutions ought to develop a Declaration of Climate Action. Climate change is a serious global problem, and the majority of greenhouse gas emissions come from industries that are enabled by engineers and represented by the engineering professional institutions. If the professional institutions take seriously the claim that a profession should be self-regulating, with codes of ethics that go beyond mere obedience to the law, and if they take their own ethical codes (...)
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  • What is the Point of Thinking of New Technologies as Social Experiments?Martin Peterson - 2017 - Ethics, Policy and Environment 20 (1):78-83.
    In this paper I respond to van de Poel’s claim that new technologies should be conceived as ongoing social experiments, which is an idea originally introduced by Schinzinger and Martin in the 1970s. I discuss and criticize three possible motivations for thinking of new technologies as ongoing social experiments.
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  • Ethics Education for Professionals in Japan: A Critical Review.Yasushi Maruyama & Tetsu Ueno - 2010 - Educational Philosophy and Theory 42 (4):438-447.
    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional (...)
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