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Highrise with windturbine
Highrise with windturbine
This project is high-rise building with wind turbine. Entire mass is applied optimal design through the CFD simulation.High level community floors have a variety of space and ventilation to feel as base ground's activity.
WasteLESS Modular Housing
WasteLESS Modular Housing
This project aimed to create efficient housing for the average American with the ability to customize their home to their own needs, lifestyle, and aesthetics. In addition, the feasibility of pre-fabricated portions of the home made this more realistic in terms of cost and the quickness of its construct-ability for each potential home owner.
Conflicts of Interest in Engineering
This module begins by examining the Hydrolevel case, and uses this as a way to highlight relevant principles regarding conflict of interest in engineering, and to discuss the importance of these principles for engineers as professionals and moral agents. The module then considers four applications of these principles drawn from the “Opinions” of the Board of Ethical Review of the National Society of Professional Engineers. The module also includes ten short cases to be used in classroom discussion. It also includes professional codes from the National Society of Professional Engineers and the American Society of Mechanical Engineers., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.
Ethics and Biotechnology - Identifying Issues in the Face of Uncertainities
The aim of this paper is to delineate ethical issues raised by applications of recombinant DNA technology in agriculture.
A Case of "Gray Plagiarism" from the History of the History of Computing
Claiming as one's own what one knows to be the discovery of another is certainly plagiarism. But what about merely failing to acknowledge the work of another where one does not give the impression that the discovery is one's own? Does it matter how easy it was to make the discovery? This paper analyzes a case in this gray area in academic ethics. The focus is not on the failure to attribute itself but on the attempt of an independent scholar who, believing himself to be the victim of "gray plagiarism”, sought a forum in which to make his complaint. The story could be told from several perspectives. I shall tell it primarily from the perspective of the complainant, an outsider, because I believe that way of telling it best reveals the need to think more deeply about how we (acting for the universities to which we belong) assign credit, especially to scholars outside, and about how we respond when someone complains of a failure to assign credit. My purpose is not to indict individuals but to change a system. This paper updates a case I first described in 1993., Davis, M.  (2006).  “Gray Plagiarism”: A Case from the History of the History of Computing.  Plagiary:  Cross‐Disciplinary Studies in Plagiarism, Fabrication, and Falsification, 1 (7):  1‐18.   
Do the Professional Ethics of Chemists and Engineers Differ ?
This paper provides a sketch of my general way of understanding professions and then applies that sketch to a specific question, how to distinguish between two very similar professions, chemistry and engineering. I argue that the professional ethics of chemists do differ from the professional ethics of engineers and that the differences are important. The argument requires definition of both ‘ethics’ and ‘profession’ – as well delving into the details of chemistry and engineering., HYLE – International Journal for Philosophy of Chemistry Vol. 8, No . 1 (2002) http://www.hyle.org/journal/issues/8-1/davis.htm
Ethics in the Details : Communicating Engineering Ethics via Micro-Insertion
Work is described on a National Science Foundation grant that supports the development, assessment, and dissemination of “micro-insertion” problems designed to integrate ethics into the graduate engineering curriculum. In contrast to traditional modular approaches to ethics pedagogy, micro-insertions introduce ethical issues by means of a “low-dose” approach. Following a description of the micro-insertion approach, we outline the workshop structure being used to teach engineering faculty and graduate students how to write micro-insertions for graduate engineering courses, with particular attention to how the grant develops engineering students’ (and faculty members’) ability to communicate across disciplinary boundaries. We also describe previous and planned methods for assessing the effectiveness of micro-insertions. Finally, we explain the role that technical communication faculty and graduate students are playing as part of the grant team, specifically in developing an Ethics In-Basket that will disseminate micro-insertions developed during the grant., IEEE Transactions on Professional Communications Vol. 52, Issue 1, pp. 95-108.
IIT's Workshops for Integrating Ethics into Technical Courses : Some Lessons Learned
In 1990, IIT's Center for the Study of Ethics in the Professions received a grant of more than $210,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum; in 1996, the Center received another $100,000 to continue the project, with the emphasis on passing along to other institutions what was learned at IIT; and, in 2000, the Center received a third grant for three years, with the same emphasis, for $244,000. Between 1990 and 2004, more than 160 faculty “graduated” from the workshop and another dozen or so attended as unofficial volunteers. I was the principal investigator under all three grants, but shared the work with three co-PIs, the “we” in what follows. Though I generally prefer to emphasize what we did right, emphasizing what I now think we should have done differently should be more helpful here. There are at least three reasons why that should be so. First, I have already made many presentations, including several in Japan, arguing the (very real) merits of what we did. While repetition can help to make a point, sooner or later, though usually sooner, the effect of repetition ceases to repay the effort. I fear I may have reached that point. Second, I have nowhere before said much about what now seem mistakes —or, at least, lost opportunities. Discussing them here should add to what is known about ethics workshops. Adding to that knowledge seems worthy in itself. Third, you are already committed to ethics across the curriculum. The question before you now is how to carry out that commitment. I believe there is much to learn from our mistakes. We certainly learned much from the mistakes of those whose workshops we studied before undertaking our own. Running that workshop included the following activities: recruiting, scheduling, content, and research. For each activity, I will first briefly explain what we did and then what I now think we should have done., Teaching Ethics, Vol. 7, Issue 2, 1-14
The Moral Status of Loyality
This module looks at the moral issue of putting one’s loyalty to his or her company before other moral demands, such as one’s professional judgment and questions of public welfare. Focusing on the issues specific to engineers, the module analyzes the concept and nature of loyalty, isolates its positive and negative features, and determines, within broad parameters, when it is right to act loyally and when other moral considerations take precedence. Includes a bibliography of related materials., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.
Proceedings of the XLIII International Symposium on Multiparticle Dynamics
This Proceedings of the XLIII International Symposium on Multiparticle Dynamics (ISMD 2013) contains summaries of some of the outstanding research presented at the 2013 meeting. The 2013 Symposium was held at the Illinois Institute of Technology (IIT) in Chicago, Illinois over September 15–20. The Symposium was jointly organized by the IIT College of Science and the High Energy Physics Division of Argonne National Laboratory. More than 100 participants from nearly 20 countries participated in the Symposium to review progress and discuss upcoming issues in the fields of high-energy physics, nuclear physics and astrophysics. The International Symposium on Multiparticle Dynamics (ISMD) is a major international high-energy conference which attracts participants with a common interest in reactions involving a large number of particles. From the beginning, the goal was to bring experimentalists and theorists together to discuss all aspects multiparticle dynamics, from new analysis techniques to the latest discoveries., Sponsorship: IIT College of Science, High Energy Physics Division of Argonne National Laboratory
University Research and the Wages of Commerce.
This is a response to a talk given by Ralph Nader on "The Relationship Between the University and Business and Industry." The author acknowledges that a problems do come up when universities have close ties with industry. However, the author explores the reality of these partnerships through some examples of his own experience at the Illinois Institute of Technology., Journal of College and University Law, Vol. 19, No. 2, 1991. pp. 29-38.
The Usefulness of Moral Theory in Practical Ethics: A Question of Comparative Cost (A Response to Harris)
I find myself agreeing with almost everything in Harris’s defense of moral theory except the end: moral theories can often be useful in resolving moral dilemmas. Both students and practitioners of practical ethics should be constantly reminded of this, because in practical ethics we need all of the help we can get. If (as it seems) these two sentences state the conclusion, Harris has committed a non sequitur. While making a good argument for the general usefulness of moral theory in practical ethics, he has not made any argument for its usefulness to students or practitioners as such. He has simply assumed that what is true of some who engage in practical ethics is true of students and practitioners in particular. In theory, of course, moral theory should be useful even to students and practitioners, helping them to identify issues they might have overlooked, to seek information they might otherwise not have thought relevant, and to formulate courses of action that might not otherwise have occurred to them. In practice, however, moral theory will seldom, if ever, be useful (or, at least, useful enough). We do not (as Harris claims) need all the help we can get in practical ethics. What we need is all the help we can get at reasonable cost. We should only invest the time and effort needed to learn and use moral theory when the investment is no greater than for an otherwise equally useful alternative. Since there is at least one equally useful alternative requiring much less investment, the time and effort students and practitioners would have to invest in moral theory will (in general) be much greater than necessary for their purposes. So, neither students nor practitioners need moral theory., Teaching Ethics Vol. 10, Issue 1, pp. 69-78
Doing the Minimum as an Alternative to Exercising Reasonable Care in a Professional Role
In the second edition of ENGINEERING ETHICS:CASES AND CONCEPTS (Wadsworth, 2000), Harris, Pritchard, and Rabins distinguish three conceptions of professional responsibility: the "minimalist," the "reasonable care" and the "good works". Of the minimalist conception, they say (among other things) that it "holds that engineers have a duty to conform to the standard operating procedures of their profession and to fulfill the basic duties of their job defied by the terms of their employment." (p.101). In contrast, the reasonable care conception "moves beyond the minimalist view's concern to 'stay out of trouble'. (p.103) I will argue that this distinction is incoherent, that the "minimalist conception" (so defined) necessarily includes not only reasonable care but at least some of what Harris, Pritchard, and Rabins classify as "good works". I conclude with a suggestion for what they might say instead about a certain "minimalist attitude" one finds in business (though it truth, it should be called "sub-minimalist"., Paper presented at the annual meeting of the Association for Professional and Practical Ethics (A.P.P.E.), Washington, DC, February 26, 2000.
The Engineering Significance of Limit Analysis
By definition, the limit load on a structure is the unique magnitude of the given loads under which a structure can first deform if it is made of a rigid-perfectly plastic material. The significance of the limit load for a structure made of a real material is discussed in relation to a simple truss., Sponsorship: Contract No. Nonr 140604, This research was sponsored by the federal government. The appropriate Department of Defense database, DTIC Online Access Controlled, was consulted prior to submission to confirm that the report has no distribution limitations and may therefore be made available to the public online.
Professional Responsibility for Harmful Actions
This module discusses the professional responsibility for harmful action, and the legal and moral duty of due care to avoid harming others or risking their harm. The module discusses the relations and differences between legal and moral duty to avoid causing harm, and the differences between intentional and unintentional harm. The author uses examples and cases to illustrate different types of negligence that can occur in the engineering profession, and includes commentary and discussion questions. Includes a bibliography of related materials and legal cases., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.
Professionalism Means Putting Your Profession First
Ask a lawyer what "professionalism" means and you are likely to hear that professionalism means putting your client first or acting as an officer of the court. Only rarely will a lawyer say that professionalism means putting justice first. Never, I think, will a lawyer even suggest that professionalism means putting your profession first. Yet this is the thesis of this paper. The paper has three parts. Section I makes certain distinctions necessary to prevent misunderstanding my thesis. Section II and III develop the thesis into a conception of professionalism. Sections IV and V use that conception to help with the most difficult of undertakings, justifying professional discipline to someone convicted of professional misconduct which harmed neither her client nor an identifiable third party., Georgetown Journal of Legal Ethics. Vol. 2, Issue 1. Summer 1988. pp.341-357.
"China's unwritten code of engineering ethics": Table list (1)
Risk-Benefit Analysis Concerning Public Safety and Health
This module looks at the use of risk-benefit analysis to answer questions engineers often face when making decisions about public safety and health. It explains how risk-benefit analysis can be used in answering questions such as “how safe is safe enough?” and then defends the thesis that this form of analysis cannot provide answers to questions about public safety and health. While risk-benefit analysis offers guidance for policy decisions, it does not provide an adequate basis for reaching or for justifying these decisions. The module looks at the ethical basis and free market justification of this form analysis, and then looks at the practical methods that risk-benefit analysis employs and the difficulties faced in using these methods, such as the predictability of harmful events occurring, and the human factor. Includes bibliography of related materials., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.
Some Paradoxes of Whistleblowing
By "paradox" I mean an apparent- and in this case, real-inconsistency between theory (our systematic understanding of whistleblowing) and the facts (what we actually know, or think we know, about whistleblowing). What concerns me is not a few anomalies, the exceptions that test a rule, but a flood of exceptions that seem to swamp the rule. This paper has four parts. The first states the standard theory of whistleblowing. The second argues that the standard theory is paradoxical, that it is inconsistent with what we know about whistleblowers. The third part sketches what seems to me a less paradoxical theory of whistleblowing. The fourth tests this new theory against one classic case of whistleblowing, Roger Boisjoly's testimony before the presidential commission investigating the Challenger disaster (the "Rogers Commission"). I use that case because the chief facts are both uncontroversial enough and well-known enough to make detailed exposition unnecessary. For the same reasons, I also use that case to illustrate various claims about whistleblowing throughout the paper., Business and Professional Ethics Journal, Vo. 15, No.1. pp.3-19.
Technology Assessment : A Historical Approach
This module discusses the unique role engineers play in technology assessment; or the “process of discovering the potential benefits and risks of new technologies, weighing the social gains against the social costs, and then taking steps to influence the rate and direction of technological change.” This module deals with the ethical decisions of James Watt and his assessment of the steam engine, and Thomas Edison and his assessment of electricity. The module then looks at the more modern example of nuclear power, and shows the problems that arise when engineers fail to properly access the moral and ethical issues raised by the technologies they develop. Includes discussion questions and an annotated bibliography of related materials., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.

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