Journal articles: 'Engineering as a profession'

1

Dixon, H., and K. Harker. "The engineering profession." Electronics and Power 32, no. 7 (1986): 510. http://dx.doi.org/10.1049/ep.1986.0298.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Young, A. "The engineering profession." Electronics and Power 32, no. 7 (1986): 511. http://dx.doi.org/10.1049/ep.1986.0299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Rojter, Josef. "Engineering Profession as a Social Practice: Impact on Professional Engineering Education." International Journal of Technology, Knowledge, and Society 2, no. 7 (2007): 135–40. http://dx.doi.org/10.18848/1832-3669/cgp/v02i07/55657.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Losty, Howard H. W. "The Engineering Profession 1990." IEE Review 37, no. 2 (1991): 56. http://dx.doi.org/10.1049/ir:19910025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Julien, Pierre Y. "Our Hydraulic Engineering Profession." Journal of Hydraulic Engineering 143, no. 5 (May 2017): 03117002. http://dx.doi.org/10.1061/(asce)hy.1943-7900.0001267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Stern, Sheldon M. "The Clinical Engineering Profession." Journal of Clinical Engineering 15, no. 4 (July 1990): 265–68. http://dx.doi.org/10.1097/00004669-199007000-00006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Yarmus, James J. "Ethics in Professional Engineering: The Profession with No Scandals." Leadership and Management in Engineering 11, no. 1 (January 2011): 7–8. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000090.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Parasonis, Josifas, and Andrej Jodko. "ARCHITECTURAL ENGINEERING AS A PROFESSION: REPORT ON RESEARCH LEADING TO A CURRICULUM REVISION." Journal of Civil Engineering and Management 19, no. 5 (October 29, 2013): 738–48. http://dx.doi.org/10.3846/13923730.2013.812980.

Full text

Abstract:

Modern design practice, where an architect works with engineers in a large team, lacks optimisation. Improvement of collaboration between the professions of architecture (A) and structural engineering (SE) would result in more efficient structures. Collaboration can be improved by professionals who have training and/or experience in both professions. The fact is proved by the professionals that either were separately trained in each field, or had integrated training in both fields, or successfully practised on the borderline between A and E. The concept of architectural engineering (AE) appeared in the late nineteenth century, and the profession has increasingly been developing from that time on. The Aim of the research is to develop a competence model (CM) for an AE professional, and scientifically substantiate the subject matter of the undergraduate AE programme. The Scope of the study is the analysis of collaboration issues relating to the civil engineering (CE) and A professions, studies on the development of CM, and development of the study programme curriculum. The authors developed a CM for an AE professional containing essential competences and courses of the curriculum for training of the modern professional proficient in the development of architectural and structural design projects.

APA, Harvard, Vancouver, ISO, and other styles

9

Denning, Peter J., and Richard D. Riehle. "The profession of ITIs software engineering engineering?" Communications of the ACM 52, no. 3 (March 2009): 24–26. http://dx.doi.org/10.1145/1467247.1467257.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Yadin, David, Saide Calil, Nicolas Pallikarakis, Mladen Poluta, Stefano Bergamasco, Daniel Clark, Tom Judd, et al. "Is Clinical Engineering an occupation or profession?" Global Clinical Engineering Journal 4, no. 2 (June 1, 2021): 26–35. http://dx.doi.org/10.31354/globalce.v4i2.131.

Full text

Abstract:

In this paper, we examine the practice level of engineers and discuss whether Clinical Engineering is a profession or an occupation. Many think that occupation and profession are synonyms, but are they? One must explore the difference, if it exists, between these terms, and to accomplish that, clarification of these terms is being offered and established first. We conducted a review of the terms and proceeded to identify if the tenants that are expected to be associated with professional standing are included in applying clinical engineering practices and to what level if it is. Engineering is a profession that improves the quality of living and for the common good. The professional education of engineers requires the education to contain a body of specialized knowledge, problem-solving skills, ethical behavior, and good analytical judgment in the service of all people. The engineering education domains aim to form individuals who are intellectually trained, practically adept, and ethically accountable for their work. Especially within the healthcare delivery system, engineering work engages problem-solving dependent upon sufficient body of knowledge to deal with practical problems by understanding the why, knowing how and identifying the when. There are various levels of the expected body of knowledge within the clinical engineering field ranging from engineers with formal academic training at undergraduate and graduate levels to clinical engineering technologists and technicians having graduated from between 1-4 years of academic training. Engineers may further select to publicly proclaim their adequate preparation and mastering of knowledge to conduct their work through a credentialing process that can confer the term professional, registered, or certified engineer if successfully achieved. Once the differences of working characteristics and obligations between occupation and profession are understood, it is clear that clinical engineers must continuously commit to pursue and fulfill these obligations. Therefore, every professional engineer is called on to achieve a certain degree of intellectual and technical mastery and acquire practical wisdom that brings together the knowledge and skills that best serve a particular purpose for the good of humanity. Clinical engineers and technologists are critical for sustaining the availability of safe, effective, and appropriate technology for patient care. It is as important for their associations to collaborate on compliance with professional obligations that their jobs require.

APA, Harvard, Vancouver, ISO, and other styles

11

Jeffry Yuliyanto Waisapi. "Profesionalisme Keinsinyuran." Formosa Journal of Social Sciences (FJSS) 1, no. 3 (September 29, 2022): 299–314. http://dx.doi.org/10.55927/fjss.v1i3.1285.

Full text

Abstract:

The profession of a civil engineer or civil engineer in a project has a very broad impact on people's lives. A civil engineering graduate is required to have professional expertise and high dedication in carrying out his work so that he can produce quality products and serve the needs of the community, especially in the infrastructure sector. Written and Professional Engineering Ethics Based on the formulation of the problem, it is hoped that the following objectives can be achieved: Understanding what a profession is and what its characteristics are, knowing the code of ethics of the engineering profession in realizing the needs of society. Objectives Introduction and understanding of the ethics of the engineering profession needs to be done as early as possible, even some technical colleges have included it in the curriculum and special courses. The Accreditation Board for Engineering and Technology (ABET) itself specifically provides accreditation requirements which state that every engineering student must fully understand the ethical characteristics of the engineering profession and its application. in their field and must always think positively by upholding professional ethics and integrity. The civil engineering profession is a civil engineering job which in its implementation requires expertise to serve the needs of the community in the infrastructure sector. A profession usually has a professional association, a code of ethics, and a certification and licensing process that is specific to that profession. In the work of an engineering graduate (engineer) on a project, he must have the requirements as a competent and academically accountable professional in order to produce quality products, especially in the infrastructure sector so that it is expected to serve the needs of the community as well as possible. The existence of a code of ethics that regulates the actions of a civil engineer or engineering graduate to avoid all forms of action that will harm himself, society and the environment

APA, Harvard, Vancouver, ISO, and other styles

12

Allen, Herbert E. "Environmental Engineering-A Maturing Profession." Water Environment Research 66, no. 1 (January 1994): 3. http://dx.doi.org/10.2175/wer.66.1.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Mody, Rustom K. "Petroleum Engineering - The Best Profession." Journal of Petroleum Technology 71, no. 03 (March 1, 2019): 17–18. http://dx.doi.org/10.2118/0319-0017-jpt.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Foulsham, Norman. "The profession. What is engineering?" Electronics and Power 32, no. 1 (1986): 68. http://dx.doi.org/10.1049/ep.1986.0018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Flavell, Eric L., Howard Begbie, and Stephen G. Flowers. "Civil Engineering: A Changing Profession." Leadership and Management in Engineering 6, no. 3 (July 2006): 129–34. http://dx.doi.org/10.1061/(asce)1532-6748(2006)6:3(129).

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Griss, Martin. "Software engineering as a profession." ACM SIGSOFT Software Engineering Notes 23, no. 6 (November 1998): 203–4. http://dx.doi.org/10.1145/291252.288311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Gotterbarn, Don. "Software engineering as a profession." ACM SIGSOFT Software Engineering Notes 23, no. 6 (November 1998): 205–6. http://dx.doi.org/10.1145/291252.295145.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Preston, Christina. "Re-engineering the ICT profession." ACM Inroads 4, no. 2 (June 2013): 42–49. http://dx.doi.org/10.1145/2465085.2465099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

GOODMAN, GERALD. "The Profession of Clinical Engineering." Journal of Clinical Engineering 14, no. 1 (January 1989): 27–38. http://dx.doi.org/10.1097/00004669-198901000-00008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Holliday, Mark J. "Ethical Responsibilities of Engineering Profession." Journal of Professional Issues in Engineering Education and Practice 120, no. 3 (July 1994): 270–72. http://dx.doi.org/10.1061/(asce)1052-3928(1994)120:3(270).

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Davis, Michael. "Is Engineering a Profession Everywhere?" Philosophia 37, no. 2 (March 12, 2008): 211–25. http://dx.doi.org/10.1007/s11406-008-9125-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Martin-Nielsen, Janet. "The Very Model of a Modern Engineer: Status, Education, and the Engineering Institute of Canada, 1925-1932." Scientia Canadensis 30, no. 1 (June 30, 2009): 53–73. http://dx.doi.org/10.7202/800526ar.

Full text

Abstract:

Abstract Between 1925 and 1932, the Engineering Institute of Canada (EIC)—one of the oldest professional organizations for engineers in Canada—advocated vigorously for the inclusion of cultural and communications courses in university engineering curricula. Motivated by the perceived inferiority of engineering in comparison to the medical and law professions, this effort led to an important reconsideration of the social status and professional identity of engineers. The EIC challenged the self-identification of engineers as technical experts and forced the engineering profession to re-evaluate its pedagogical and public priorities. This paper documents changes in engineering mentalities between 1925 and 1932 and argues that, in these years, Canadian engineers fostered a broader understanding of their role in society.

APA, Harvard, Vancouver, ISO, and other styles

23

Cardador, M. Teresa, and Patrick L. Hill. "Career Paths in Engineering Firms." Journal of Career Assessment 26, no. 1 (December 5, 2016): 95–110. http://dx.doi.org/10.1177/1069072716679987.

Full text

Abstract:

Much attention has been paid to explaining the gender disparity in engineering. While significant research examines barriers to professional entry and retention among female engineers, there is a surprising lack of research on the nature of women’s career paths within the profession. In a sample of 274 industry engineers from multiple engineering subfields and firms, we examined the relationship between gender and career path and tested the implications of career path choice for five outcomes consequential to engineers’ experience of their profession and work. We also tested for gender differences in the effects of career path on these outcomes. Our findings show gendered career paths in engineering firms and suggest that some career paths may put women (but not men) at greater risk of professional attrition. Theoretical and practical implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

24

Eterović, I., and T. Buterin. "Bioethical analysis of sanitary engineering: a critical assessment of the profession at the crossroads of environmental and public health ethics." Ethics in Science and Environmental Politics 22 (March 3, 2022): 13–24. http://dx.doi.org/10.3354/esep00199.

Full text

Abstract:

Sanitary engineering is burdened by several challenges that attract bioethical attention: (1) there are many ambiguities regarding the definition of the profession; (2) its methodology seems to be a combination of several approaches from different sciences; and (3) it often appears to be an amalgam of different disciplines. We argue that the bioethical perspective helps to show that these features can be taken as a stimulating challenge. Moreover, bioethics may illuminate how these features can become an asset to sanitary engineering in light of the growing need for holistic approaches. First, we present a bioethical analysis of the aforementioned features as a useful way to clarify and strengthen the identity of the profession. Second, we argue that professional ethics have received the least attention, but are crucial to giving the profession stronger independence and professional identity and to creating a unique worldview at the crossroads of environmental and public health ethics. Finally, we propose a general framework of sound professional ethics of sanitary engineering as a necessary step towards rethinking the core values of the profession, clearly articulating a genuine professional ethic, and reforming educational politics related to professional education.

APA, Harvard, Vancouver, ISO, and other styles

25

Ferraresi, Alessandra. "La scuola militare di Modena: un modello di formazione professionale." SOCIETÀ E STORIA, no. 124 (October 2009): 325–30. http://dx.doi.org/10.3280/ss2009-124006.

Full text

Abstract:

- The paper focuses, in Napoleonic Italy, on the innovative role of the Modena Military School in the complete education of Artillery officials and Engineers and the legacy it left in engineering culture and the profession during the first modernization of Italy.Parole chiave: scuole militari; ingegneri; formazione; professioni; modernizzazione.Key words: Military Institutions; engineers; education; professions; modernization.

APA, Harvard, Vancouver, ISO, and other styles

26

Wenming, Liu. "The Design Education of the New Era Urgent Needs to Cultivate Engineering Ethics Consciousness." MATEC Web of Conferences 176 (2018): 02004. http://dx.doi.org/10.1051/matecconf/201817602004.

Full text

Abstract:

By expounding the inseparable relationship between design and engineering ethics, and comparing the current situation of the development of engineering ethics education at home and abroad, we find that there is a big gap between China's design professional education and western developed countries in the training of engineering ethics awareness. It is proposed that the domestic engineering profession, especially the design profession, is in urgent need of cultivating the designer's engineering ethic awareness, so as to improve the professionalism of the design talents and promote the better development of our country's design education.

APA, Harvard, Vancouver, ISO, and other styles

27

Marcu, Daniela, Dan Laurenţiu Milici, and Mirela Danubianu. "Software Engineering Ethics." Postmodern Openings 11, no. 4 (2020): 248–61. http://dx.doi.org/10.18662/po/11.4/233.

Full text

Abstract:

Over the past 30 years, computer engineering has developed a lot. Currently, computer and software applications have a central role in business, medicine, security, communications, industry, education, and everyday life. Software developers, peoples who manage computer networks, data security analysts can do well, but they also have the potential to cause suffering and harm to the clients or ordinary peoples, willingly or not. For this reason, IT activities must be regulated by specific laws. From the beginning, we argue that the law is not the same thing as ethics, even if both promote the good. Certain ethical principles can be strengthened by law. In the field of computer science and technology, can exists theft, privacy violations, violence and harassment. To combat and punish such actions and behaviors, law is needed. But is software engineering a profession? If so, are there codes of professional ethics whereby specialists in the field can regulate their professional activity, as is the case, for example, in areas such as justice or medicine? In relation with that, Gibbs and Ford have identified 8 components of a professional infrastructure. Some of that is: initial vocational training, professional accreditation, licensing, continuous vocational training, the existence of code of ethics. (Ford & Gibbs, 1996). With the fact that software engineering is a profession, in this article we present the main principles of behavior. The principles are not legally binding. This are grouped by interest categories depending on who or what is involved in the interaction with software engineering.

APA, Harvard, Vancouver, ISO, and other styles

28

Behn, Bruce. "Toward a learned profession: The future of accounting research." FINANCIAL REPORTING, no. 2 (September 2017): 23–27. http://dx.doi.org/10.3280/fr2017-002002.

Full text

Abstract:

The Pathways Commission (2012) recommended that we devote significant efforts to building a learned profession by purposeful integration of accounting research, education, and practice for students, accounting practitioners and educators. The reason this goal is so important for our broadly defined accounting profession is that we are in market for talent with other traditional learned professions such as medicine, law and engineering (and other future learned professions). Potential students want rewarding successful careers so they will migrate to learned professions that help make a difference in the world. The key aspect to a learned profession is intellectual technique (research) that informs practice and teaching. If our accounting profession can enhance the link between research, practice and teaching, we can move towards a learned profession.

APA, Harvard, Vancouver, ISO, and other styles

29

Parnas, David Lorge. "Software Engineering: A Profession in Waiting." Computer 54, no. 5 (May 2021): 62–64. http://dx.doi.org/10.1109/mc.2021.3057685.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Baryeh, E. A., R. Y. Obu, D. L. Lamptey, and N. Y. Baryeh. "Ghanaian Women and the Engineering Profession." International Journal of Mechanical Engineering Education 28, no. 4 (October 2000): 334–46. http://dx.doi.org/10.7227/ijmee.28.4.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

STRONG, W. A. "ACADEMIA AND THE CIVIL ENGINEERING PROFESSION." Proceedings of the Institution of Civil Engineers - Municipal Engineer 98, no. 3 (September 1993): 139–42. http://dx.doi.org/10.1680/imuen.1993.24445.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

David, Yadin, Fred Jaramillo, and Robert H. Stiefel. "Educational Challenges in Clinical Engineering Profession." Journal of Clinical Engineering 33, no. 3 (July 2008): 154–58. http://dx.doi.org/10.1097/01.jce.0000315068.23115.5b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Castenshiold, R., and D. J. Love. "Electro-forensic engineering: an emerging profession." IEEE Industry Applications Magazine 3, no. 2 (1997): 46–53. http://dx.doi.org/10.1109/2943.579136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Davis, Michael. "Is there a profession of engineering?" Science and Engineering Ethics 3, no. 4 (December 1997): 407–28. http://dx.doi.org/10.1007/s11948-997-0044-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Heydt, G. T., and V. Vittal. "Feeding our profession [power engineering education]." IEEE Power and Energy Magazine 1, no. 1 (January 2003): 38–45. http://dx.doi.org/10.1109/mpae.2003.1180359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Basheer, Imad A., and Bruce E. Marsh. "Discussions: Ethical Responsibilities of Engineering Profession." Journal of Professional Issues in Engineering Education and Practice 122, no. 1 (January 1996): 45–46. http://dx.doi.org/10.1061/(asce)1052-3928(1996)122:1(46.x).

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Cifuentes, C. "Reverse engineering and the computing profession." Computer 34, no. 12 (2001): 168, 166–167. http://dx.doi.org/10.1109/2.970595.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Piner, M. G. "Advancing Software Engineering as a Profession." Computer 32, no. 5 (May 1999): 84. http://dx.doi.org/10.1109/mc.1999.762807.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hoschette, J. A. "Looking good-whatever happens [engineering profession]." IEEE Spectrum 31, no. 12 (December 1994): 42–44. http://dx.doi.org/10.1109/6.335818.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Balakshina, Yelena V. "PROFESSIONAL ENGINEERING: RELIABILITY." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 114–21. http://dx.doi.org/10.20323/1813-145x-2020-6-117-114-121.

Full text

Abstract:

The intensive development of new technologies creates special conditions for the implementation of labor functions by specialists in various professional fields. The most active introduction of innovations and technological advances takes place in the activities of large and small industries. It is at this stage that a peculiar assessment of the quality and «usefulness» of the results of engineering solutions introduced into practical operation takes place. This is fully felt in the form of reliable operation of products, increased labor efficiency, saving working time, leveling production risks and improving the economic well-being of the enterprise. An engineer, as a representative of senior technical professions, able to optimize and improve the work of an individual workshop and organization as a whole, becomes a key figure for the entire general production cycle. It should be noted that a huge number of engineering professions are represented on the modern labor market. At the same time, an engineer of different professional orientation, involved in various fields, carries fundamentally different loads and can perform functions different from the descriptions of classical engineering work. The intensive participation of an engineer, as a representative of technical professions in such fields as medicine, education, testifies to the high social importance of engineering work, and supports the relevance of the growing interest in the profession of engineer. In turn the direct relation to creation of technologies (designing, design, planning) or direct – the indirect relation to technical support of work of the enterprise staff, brings up the questions concerning reliability of engineering activity. The main developments of theoretical and applied nature, reflecting the specific features of engineering activities, its reliability, were carried out within the framework of engineering psychology and ergonomics. Traditionally, they reveal the essence of operator labor («man-operator») and the work of a specialist operating complex automated complexes («man-technician»). However, the replenishment of the list of engineering professions with new types, as well as the complication of professional tasks of generally recognized ones, the inclusion of new functions in them creates an applicant for a more detailed study of it.

APA, Harvard, Vancouver, ISO, and other styles

41

Walsh, Michael J. "Re-Engineering the Engineering Profession For the 21st Century." Proceedings of the Water Environment Federation 2010, no. 2 (January 1, 2010): 466–86. http://dx.doi.org/10.2175/193864710798284382.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Shafikova, I. R. "LINGUISTIC FEAURES AND LINGUODIDACTIC VALUE OF PROFESSION-ORIENTED PRECEDENT TEXTS WHEN TEACHING FOREIGN LANGUAGE READING TO ENGINEERING POSTGRADUATES." Educational Psychology in Polycultural Space 57, no. 1 (2022): 115–24. http://dx.doi.org/10.24888/2073-8439-2022-57-1-115-124.

Full text

Abstract:

The increased importance of reading professional literature in English coupled with the avalanche-like increase in access to information justifies the search for new approaches to profession-oriented foreign language education, including profession-oriented reading. A secondary linguistic persona can be formed in the course of study in a Master of Engineering program, among other things, through reading profession-oriented precedent texts. We define profession-oriented precedent texts as the ones that possess special significance for the research or professional activity of a specialist, primarily authentic scientific articles. The purpose of this study was to analyze the lexical structure of professional precedent texts through the Vocabprofile resource. The analysis revealed the following categories: the first thousand most frequent English words (K1); the second most frequent thousand English words (K2), vocabulary found in the Academic Word List (K3), words not included in any of the previous categories, mainly terms and professional lexis (K4).The results of the analysis and the comparison with popular and instructional technical texts offered to the engineering undergraduates in the English-language course reveal a larger percentage and a wider and more diverse lexical repertoire of the Academic Word List for the precedent texts. The percentage of terms and professional lexis in both types of texts is approximately the same, which indicates the adequacy of the profession-oriented course of English taught to the undergraduates of the Bauman MSTU. The results also point to the importance of the Academic Word List when teaching reading of professional precedent texts in English.

APA, Harvard, Vancouver, ISO, and other styles

43

White, Richard. "Canadian Civil Engineers Pre-1850: Professionals Before Professionalization." Scientia Canadensis 24 (June 29, 2009): 73–95. http://dx.doi.org/10.7202/800416ar.

Full text

Abstract:

Abstract This article argues for a thorough re-thinking of the origins of the civil engineering profession in Canada. Working from a variety of sources, the richest being the public works papers in the National Archives of Canada, the author has assembled a list of forty-three men who practised as civil engineers in Canada before the railway boom of the 1850s and for whom biographical details are known. They are overwhelmingly men of the upper middle class who received good academic educations before their professional apprenticeships in engineering. Almost none were tradesmen. The civil engineering profession thus appears of much higher status, and much closer to the other traditional gentlemanly professions of the early nineteenth century, than others have recognized. The author goes on to explore to what extent this first generation of civil engineers might be considered true professionals, and what their existence suggests about the society in which they lived and practised.

APA, Harvard, Vancouver, ISO, and other styles

44

Haghighattalab, Sakineh, An Chen, and Mohammadreza Saghamanesh. "Is Engineering Ethics Important for Aerospace Engineers?" MATEC Web of Conferences 179 (2018): 03009. http://dx.doi.org/10.1051/matecconf/201817903009.

Full text

Abstract:

Engineering as a profession has a direct effect on society and the environment. Engineering ethics is a part of the essence of engineering. One of the important branches of engineering profession is aerospace engineering. Furthermore, aerospace industry achievements play an undeniable role in our lives. Research and development in the aerospace domain have contributed to the progress of some new technologies in the last decades. The purpose of this study is to emphasize the importance of engineering ethics as an essential part of aerospace engineering. Engineering ethics examines professional responsibilities and ethical decision making of engineers. Moreover, codes of ethics help the engineers to apply ethical principles in critical conditions. The poor ethical decision-making of engineers leads to engineering failures which jeopardized human life and the environment. This paper by examining two case studies related to the field of aerospace engineering (Challenger and Columbia disasters) describes the role of the negligence of engineering ethics on the occurrence of engineering disasters.

APA, Harvard, Vancouver, ISO, and other styles

45

Augusti, Giuliano. "Subject-Specific Quality Assurance And Accreditation Of Engineering Education In Europe." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 411–16. http://dx.doi.org/10.2478/cplbu-2014-0067.

Full text

Abstract:

AbstractQuality Assurance (QA) of Higher Education (HE) is a major objective of the “Bologna Process”. However, QA often tends to assess more the “process” than the “contents” of the education: therefore, especially in subjects that lead towards a “profession” (“engineering” first among them), the practice of “accreditation” is also increasing throughout the world. “Accreditation” can follow the “programme” and the “institutional” approach, that are not in contrast, but can usefully complement each other. “Programme accreditation” of an engineering programme can be identified with the process “to ensure the suitability of that programme as the entry route to the engineering profession”, and defined as “pre-professional accreditation”. Recent European initiatives along these lines will be illustrated: (i) the EUR-ACE® system for the “European accreditation of engineering programmes”, (ii) the “European Alliance for Subject-Specific and Professional Accreditation and Quality Assurance” (EASPA), (iii) QUACING, the new Italian Agency for QA and Accreditation of engineering programmes.

APA, Harvard, Vancouver, ISO, and other styles

46

Seron, Carroll, Susan Silbey, Erin Cech, and Brian Rubineau. "“I am Not a Feminist, but. . .”: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering." Work and Occupations 45, no. 2 (March 1, 2018): 131–67. http://dx.doi.org/10.1177/0730888418759774.

Full text

Abstract:

Engineering is often described as an enduring bastion of masculine culture where women experience marginality. Using diaries from undergraduate engineering students at four universities, the authors explore women’s interpretations of their status within the profession. The authors’ findings show that women recognize their marginality, providing clear and strong criticisms of their experiences. But these criticisms remain isolated and muted; they coalesce neither into broader organizational or institutional criticisms of engineering, nor into calls for change. Instead, their criticisms are interpreted through two values central to engineering culture: meritocracy and individualism. Despite their direct experiences with sexism, respondents typically embrace these values as ideological justifications of the existing distributions of status and reward in engineering and come to view engineering’s nonmeritocratic system as meritocratic. The unquestioned presumption of meritocracy and the invisibility of its muting effects on critiques resembles not hegemonic masculinity—for these women proudly celebrate their femininity—but a hegemony of meritocratic ideology. The authors conclude that engineering education successfully turns potential critics into agents of cultural reproduction. This article contributes to ongoing debates concerning diversity in STEM professions by showing how professional culture can contribute to more general patterns of token behavior—thus identifying mechanisms of cultural reproduction that thwart institutional change.

APA, Harvard, Vancouver, ISO, and other styles

47

Fouad, Nadya A., Michael B. Kozlowski, Romila Singh, Nina G. Linneman, Samantha S. Schams, and Kristin N. Weber. "Exploring the Odds: Gender Differences in Departing the Engineering Profession." Journal of Career Assessment 28, no. 3 (September 23, 2019): 446–61. http://dx.doi.org/10.1177/1069072719876892.

Full text

Abstract:

Women’s departure or nonentrance into science, technology, engineering, and mathematics professions, particularly engineering, has been a lively source of scholarly inquiry for the past three decades. Much of the literature in this area has been with solely female samples of participants, begging the question as to whether or not men and women either choose to leave the profession or not enter for the same or similar reasons. This present study collected a large sample of men ( n = 1,273) who had either left or never entered the engineering profession and compared their responses to a large sample of women ( n = 1,235) on a set of categorical response variables. Using the perspective of the Theory of Work Adjustment, our results suggest that there are gender differences in reasons for departure, raising the possibility that engineering climates differentially reinforce needs for men and women. Implications of this research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

48

Horton, Marie. "Trends in secondary education in the UK and what they mean for civil engineering." Proceedings of the Institution of Civil Engineers - Civil Engineering 176, no. 1 (February 1, 2023): 13. http://dx.doi.org/10.1680/jcien.2023.176.1.13.

Full text

Abstract:

More UK secondary school children are studying science, technology, engineering and mathematics subjects but this has had little effect on the numbers going into civil engineering careers. Marie Horton of EngineeringUK looks at the reasons why and what this means for the profession.

APA, Harvard, Vancouver, ISO, and other styles

49

Masadeh, Thouqan Saleem. "Attitudes of Prospective EFL Teachers toward Teaching Profession." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 30, 2022): 327. http://dx.doi.org/10.21093/ijeltal.v6i2.1120.

Full text

Abstract:

This study aimed to investigate Saudi Pre-service EFL teachers' attitudes toward the teaching profession. Viewpoints of Forty-two student teachers enrolled in the "Practicum" course offered by Najran University were investigated. Results of gathered data analysis showed that the attitudes of participating subjects were positive due to many factors. Among these factors is their belief that the EFL teaching profession is one of the most popular professions in Saudi Arabia. They seemed sure that EFL teaching as a noble, prestigious, and interesting profession would make them proud of themselves as teachers of English. In addition, their hope to be able to try applying their gained pedagogical and academic knowledge from teacher training courses at university significantly affected their positive attitudes. Therefore, the majority of them believed that with some kind of professional commitment, they would be successful EFL teachers.

APA, Harvard, Vancouver, ISO, and other styles

50

Vassos, Troy D., and Daniel W. Smith. "Environmental engineering registration in Canada The expectations of the professional engineer working in this field." Canadian Journal of Civil Engineering 28, S1 (January 1, 2001): 8–17. http://dx.doi.org/10.1139/l00-076.

Full text

Abstract:

The practice of environmental engineering in Canada is regulated by the 12 individual provincial and territorial associations/ordre, who are also members of the national Canadian Council of Professional Engineers (CCPE). Although CCPE has no regulatory authority over the engineering profession in its own right, it is responsible for establishing national guidelines for registration and for accrediting university engineering programs. The criteria for professional registration in Canada are presented in detail and include both educational and experience components. The educational requirements can be met through graduation from a Canadian Engineering Accreditation Board approved environmental engineering degree program or by passing mandatory examinations assigned by the individual associations/ordre from CCPE's national Environmental Engineering Syllabus. Generally a minimum of four years of satisfactory engineering experience, which has been supervised by a professional engineer who takes direct responsibility for the work carried out, is required. Public interest and public protection go hand in hand with the concept of professional registration for environmental engineers. Problems encountered by the associations/ordre in reviewing environmental engineering registration applications are discussed, and the approach taken by the Association of Professional Engineers and Geoscientists of British Columbia (by example) in addressing these problems is reviewed. Environmental engineering requires a wide range of knowledge in both engineering and science, as well as effective communication skills. Life-long learning is essential to the profession, particularly considering the rapid introduction of new technologies and the advances occurring in scientific and engineering knowledge in the environmental sector.Key words: environmental engineering, registration, professional engineer, education, undergraduate, graduate, certification, professional experience, academic criteria.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Engineering as a profession'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles