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Professional Practice in Engineering and Computing: Preparing for Future Careers [Kietas viršelis]

2.50/5 (4 ratings by Goodreads)
(University of Ottawa, Ontario, Canada)
  • Formatas: Hardback, 413 pages, aukštis x plotis: 234x156 mm, weight: 625 g, 38 Tables, black and white; 134 Illustrations, black and white
  • Išleidimo metai: 28-Mar-2019
  • Leidėjas: CRC Press
  • ISBN-10: 0367180367
  • ISBN-13: 9780367180362
Kitos knygos pagal šią temą:
Professional Practice in Engineering and Computing: Preparing for Future CareersDidesnis paveikslėlis
  • Formatas: Hardback, 413 pages, aukštis x plotis: 234x156 mm, weight: 625 g, 38 Tables, black and white; 134 Illustrations, black and white
  • Išleidimo metai: 28-Mar-2019
  • Leidėjas: CRC Press
  • ISBN-10: 0367180367
  • ISBN-13: 9780367180362
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780367180362.html
Raktažodžiai:
This book has been developed with an intellectual framework to focus on the challenges and specific qualities applicable to graduates on the threshold of their careers. Young professionals have to establish their competence in complying with multifaceted sets of ethical, environmental, social, and technological parameters. This competence has a vital impact on the curricula of higher education programs, because professional bodies today rely on accredited degrees as the main route for membership.

Consequently, this four-part book makes a suitable resource for a two-semester undergraduate course in professional practice and career development in universities and colleges. With its comprehensive coverage of a large variety of topics, each part of the book can be used as a reference for other related courses where sustainability, leadership, systems thinking and professional practice are evident and increasingly visible.

Features











Identifies the values that are unique to the engineering and computing professions, and promotes a general understanding of what it means to be a member of a profession





Explains how ethical and legal considerations play a role in engineering practice





Discusses the importance of professional communication and reflective practice to a range of audiences





Presents the practices of leadership, innovation, entrepreneurship, safety and sustainability in engineering design





Analyzes and discusses the contemporary practices of project management, artificial intelligence, and professional career development.
Preface xxi
Acknowledgments xxix
Author xxxi
List of abbreviations
xxxiii
Module 1 The composite professional
1(34)
1.1 Knowledge and understanding
1(1)
1.2 Professional identity and practice
1(3)
1.3 Engineering practice
4(4)
1.3.1 Engineering defined
4(1)
1.3.2 History of engineering
5(2)
1.3.3 Engineering and the Industrial Revolution
7(1)
1.4 Computing practice
8(5)
1.4.1 IT and ICT defined
8(2)
1.4.2 Evolution of computers
10(1)
1.4.3 Data to information
11(1)
1.4.4 Information age to knowledge age
12(1)
1.5 Two disciplines, one profession
13(2)
1.6 Project management (PM) and practice management overlaps
15(4)
1.6.1 PM and practice management defined
16(1)
1.6.2 Evolution of PM
16(1)
1.6.3 Professional PM
17(2)
1.7 The composite professional
19(3)
1.7.1 Professionalism in science
20(1)
1.7.2 Professionalism in sociology
21(1)
1.7.3 Professionalism in design
21(1)
1.7.4 Professionalism in entrepreneurship
22(1)
1.8 Preparing students for professional practice
22(5)
1.8.1 Route to professional practice
22(2)
1.8.2 Lateral thinking versus vertical thinking
24(1)
1.8.3 Methodologies for professional practice instruction
25(2)
1.9 Knowledge acquisition
27(1)
1.10 Knowledge creation
27(8)
1.10.1 Alternative paradigm professional development
27(1)
1.10.2 Campaign for future engineering
28(1)
1.10.3 Inspiring pre-university students about engineering and computing
28(1)
1.10.4 Computing as a change agent
28(1)
1.10.5 Computing, IT, and ICT
29(1)
References
29(6)
Part I Professional, ethical, legal, and leadership practices
Module 2 Professionalism and ethical practice
35(40)
2.1 Knowledge and understanding
35(1)
2.2 Professionalism
35(2)
2.3 Approaches to professional practice
37(3)
2.3.1 Characteristics of practice
37(2)
2.3.2 Professional attributes, knowledge, and skills in practice
39(1)
2.4 The push toward professionalism
40(4)
2.4.1 Computing profession maturation
40(2)
2.4.2 Professional nature
42(1)
2.4.3 The future professional
43(1)
2.5 Professional programs accreditation
44(3)
2.5.1 Why accreditation?
44(1)
2.5.2 Who benefits from accreditation?
45(1)
2.5.3 How does a professional program gain accreditation?
45(1)
2.5.4 Accreditation bodies
46(1)
2.6 Licensing and certification
47(3)
2.6.1 Licensing for practice
48(1)
2.6.2 Professional certification
49(1)
2.7 Morals and ethics
50(3)
2.7.1 Combination of morals, ethics, and law
51(1)
2.7.2 Evolution of morals and ethics
51(2)
2.8 Ethical theories and approaches
53(3)
2.8.1 Philosophical branches of ethics
53(1)
2.8.2 Ethical tools for problem-solving
53(3)
2.9 Codes of ethics and professional conduct
56(3)
2.9.1 Integrity and professional ethics
56(1)
2.9.2 Incorporating ethics into practice
57(1)
2.9.3 Codes and organizations
58(1)
2.9.4 Evolution of codes
58(1)
2.10 Examples of professional codes
59(3)
2.10.1 NSPE
59(1)
2.10.2 IEEE
59(1)
2.10.3 Engineers Canada
60(1)
2.10.4 Worcester Polytechnic Institute (WPI) code for robotics
61(1)
2.10.5 Australian Computer Society (ACS)
61(1)
2.11 Applied ethics
62(3)
2.11.1 Categories of engineering ethics
62(1)
2.11.2 Common ethical issues for computing
63(1)
2.11.3 Online resource on ethics
64(1)
2.12 Distinction between ethics
65(1)
2.12.1 Microethics and macroethics
65(1)
2.12.2 Preventive to aspirational ethics
66(1)
2.13 Knowledge acquisition
66(2)
2.14 Knowledge creation
68(7)
2.14.1 Case for discussion
68(1)
2.14.2 Preventive ethics and aspirational ethics
69(1)
2.14.3 Piece of art on macroethics
69(1)
2.14.4 Embedded ethics content on future technologies
69(1)
2.14.5 Online discussion forum
70(1)
References
70(5)
Module 3 Legal systems in practice
75(28)
3.1 Knowledge and understanding
75(1)
3.2 Legal system
75(2)
3.3 Why legal system for engineers?
77(2)
3.3.1 Thinking like a lawyer
77(1)
3.3.2 Law basics for a future career
78(1)
3.4 Employment law
79(2)
3.4.1 Employment obligations
79(1)
3.4.2 Examples of employment laws
80(1)
3.5 Contract and agreement practice
81(5)
3.5.1 What is a contract?
81(1)
3.5.2 Types of contracts
82(1)
3.5.3 Standard form contract
83(1)
3.5.4 Discharge and breach of contract
84(1)
3.5.5 Contract liability
85(1)
3.6 Law of tort
86(5)
3.6.1 What is a tort?
86(1)
3.6.2 Intentional torts
87(1)
3.6.3 Professional negligence
87(2)
3.6.4 Duty of care
89(1)
3.6.5 Product liability
90(1)
3.6.6 Strict liability
90(1)
3.7 Intellectual property (IP)
91(4)
3.7.1 IP law
92(1)
3.7.2 IP law building blocks
92(1)
3.7.3 IP management
93(2)
3.8 Technology transfer (TT) practice
95(2)
3.8.1 TT policy
96(1)
3.8.2 TT process
96(1)
3.9 Knowledge acquisition
97(1)
3.10 Knowledge creation
98(5)
3.10.1 IP for software
98(1)
3.10.2 Engineering trade secret
99(1)
3.10.3 Website or blog design
99(1)
3.10.4 IP guaranties the continuing process of renewable energy innovation
99(1)
3.10.5 Debate on IP and information age
100(1)
References
100(3)
Module 4 Professional practice leadership
103(36)
4.1 Knowledge and understanding
103(1)
4.2 Understanding leadership
103(2)
4.3 Leadership theories
105(1)
4.4 Theories of management and motivation
105(5)
4.4.1 Theory X and Theory Y
106(2)
4.4.2 Theory Z approach to management
108(1)
4.4.3 Maslow's hierarchy of needs
108(1)
4.4.4 The Hawthorne effect
109(1)
4.5 Emotional intelligence (EQ)
110(2)
4.5.1 The term EQ
110(1)
4.5.2 EQ competencies
111(1)
4.6 Effective leadership
112(1)
4.7 Positive psychology and leadership
113(1)
4.8 Authentic leadership practice
114(2)
4.9 Systems thinking (ST) practice
116(2)
4.9.1 Why ST?
116(1)
4.9.2 How to practice ST?
117(1)
4.10 Leadership in professional practice
118(5)
4.10.1 Practices and relations
119(1)
4.10.2 Leadership for technical managers
120(1)
4.10.3 Leadership and design thinking
120(2)
4.10.4 Innovation leadership practice
122(1)
4.11 Lean leadership
123(2)
4.11.1 The Toyota model
123(1)
4.11.2 Lean principles and behaviors
124(1)
4.12 Leadership community of practice (CoP)
125(4)
4.12.1 CoP: Leadership in practice
125(2)
4.12.2 Entrepreneurial CoP .J
127(1)
4.12.3 Experiential learning CoPs
128(1)
4.13 Knowledge acquisition
129(1)
4.14 Knowledge creation
130(9)
4.14.1 Leadership portfolio
130(1)
4.14.2 Leadership as high EQ
130(1)
4.14.3 Critical evaluation of management and leadership
131(1)
4.14.4 Designing a CoP
131(1)
4.14.5 CoP: ST to co-create a sustainable place
131(1)
References
132(7)
Part II Communication skills and reflective practice
Module 5 Communication skills in practice
139(38)
5.1 Knowledge and understanding
139(1)
5.2 Communicating as a professional
139(2)
5.3 Communication skills for professional effectiveness
141(3)
5.3.1 Communicating ethically
141(1)
5.3.2 Communicating real-world skills versus academic skills
142(1)
5.3.3 Communicating professionally and effectively
143(1)
5.4 EQ to communicate and lead
144(1)
5.5 Learn to listen
145(3)
5.5.1 Active listening
146(1)
5.5.2 Reflective listening
147(1)
5.5.3 Critical listening
147(1)
5.5.4 Ethical listening
148(1)
5.6 Prepare to speak
148(4)
5.6.1 Ethical speaking
148(1)
5.6.2 Public speaking
149(1)
5.6.3 Learn to debate
150(1)
5.6.4 Prepare for interviews
151(1)
5.7 Viewing and representing
152(3)
5.7.1 Digital literacy
152(1)
5.7.2 Knowledge transformation
153(2)
5.8 Non-verbal communication (NvC)
155(2)
5.8.1 Facial expressions
155(1)
5.8.2 Eye contact
155(1)
5.8.3 Body movements and posture
156(1)
5.8.4 Gestures
156(1)
5.8.5 Touch
156(1)
5.8.6 Personal space
157(1)
5.8.7 Voice
157(1)
5.9 Write to learn: learn to write
157(6)
5.9.1 Writing to learn
158(1)
5.9.2 Journaling
159(1)
5.9.3 Technical reports
160(2)
5.9.4 Project proposals and grants
162(1)
5.10 Learn to present
163(3)
5.10.1 Preparing
163(2)
5.10.2 Practicing
165(1)
5.10.3 Presenting
166(1)
5.11 Learn to meet
166(3)
5.11.1 Effective meetings
167(1)
5.11.2 Meeting procedures
167(2)
5.12 Intercultural competence in practice
169(1)
5.13 Knowledge acquisition
170(1)
5.14 Knowledge creation
171(6)
5.14.1 Assessing communication skills
171(1)
5.14.2 Creating a funding proposal
171(1)
5.14.3 Debate to foster real-world communication
171(1)
5.14.4 Why are image-making skills important to engineering and computing students?
172(1)
5.15.5 Can AI master interpersonal skills?
172(1)
References
172(5)
Module 6 Professional practice in reflection
177(28)
6.1 Knowledge and understanding
177(1)
6.2 Reflection
177(2)
6.3 Reflection "on", "in", and "for" action
179(2)
6.3.1 Reflection-on-action
180(1)
6.3.2 Reflection-in-action
180(1)
6.3.3 Reflection-for-action
181(1)
6.4 Critical reflection (CR)
181(2)
6.4.1 Definition and domain
181(1)
6.4.2 Traditions of thinking
182(1)
6.5 RP
183(3)
6.5.1 Common sense model
184(1)
6.5.2 ERA cycle
184(1)
6.5.3 The "What?" model
184(1)
6.5.4 Experiential learning model
185(1)
6.5.5 Iterative model
185(1)
6.6 Reflection categories in learning
186(4)
6.6.1 Reflective listening
187(1)
6.6.2 Reflective speaking
188(1)
6.6.3 Reflective reading
188(1)
6.6.4 Reflective writing
189(1)
6.7 Structured reflection on design
190(3)
6.7.1 Reflection on design education
191(1)
6.7.2 Reflection on design practice
192(1)
6.8 Reflection tools in learning
193(4)
6.8.1 Reflective journal
194(1)
6.8.2 Learning portfolio
194(1)
6.8.3 Reflection in studio
195(1)
6.8.4 Reflection on case study
196(1)
6.9 Knowledge acquisition
197(1)
6.10 Knowledge creation
198(7)
6.10.1 Reflection on reading
198(1)
6.10.2 Reflection on a course
198(1)
6.10.3 Reflection guiding questions
199(1)
6.10.4 Reflection on change about engineering and computing learning
199(1)
6.10.5 Designing a reflective classroom activity
199(1)
References
200(5)
Part III Practices of innovation, entrepreneurship, safety and sustainability in design
Module 7 Innovation and entrepreneurship practice
205(28)
7.1 Knowledge and understanding
205(1)
7.2 Creativity
205(2)
7.3 Innovation
207(2)
7.3.1 Invention and innovation
207(1)
7.3.2 Incremental or radical
208(1)
7.3.3 Disruptive and sustaining
209(1)
7.4 Paradigms of innovation
209(3)
7.4.1 Process innovation
210(1)
7.4.2 Product/service innovation
210(1)
7.4.3 Management innovation
211(1)
7.5 Innovation practice
212(2)
7.5.1 Closed innovation and open innovation
212(1)
7.5.2 Technological innovation
213(1)
7.5.3 Social innovation
213(1)
7.6 Entrepreneurship
214(4)
7.6.1 Mindset and habits of mind
215(1)
7.6.2 The entrepreneurial mindset
215(2)
7.6.3 Personality characteristics of successful entrepreneurs
217(1)
7.7 Intrapreneurship
218(1)
7.8 The entrepreneurial practice
218(6)
7.8.1 Innovation: Identifying and evaluating the opportunity
219(1)
7.8.2 Triggering: Developing the business plan
220(3)
7.8.3 Implementation: Launching a new venture
223(1)
7.8.4 Growth: Managing the new venture
223(1)
7.9 Entrepreneurial marketing
224(1)
7.10 Ethical practice in entrepreneurship
225(3)
7.10.1 Interface between ethics and entrepreneurship
225(1)
7.10.2 Approaches to ethical entrepreneurship
226(2)
7.11 Knowledge acquisition
228(1)
7.12 Knowledge creation
229(4)
7.12.1 Entrepreneurial mindset
229(1)
7.12.2 Entrepreneurial struggle
229(1)
7.12.3 Marketing a new technology venture
229(1)
7.12.4 Supporting employee intrapreneurs
230(1)
7.12.5 Case of ethics on entrepreneurship
230(1)
References
230(3)
Module 8 Safety in design practice
233(30)
8.1 Knowledge and understanding
233(1)
8.2 Engineering design
233(2)
8.3 Design landscape
235(2)
8.3.1 Design knowledge
235(1)
8.3.2 Design problems
235(1)
8.3.3 Engineering habits of mind (EHoM) in design
236(1)
8.4 Design methodology and design process
237(3)
8.4.1 Phases of engineering design
237(1)
8.4.2 Customer requirements and problem definitions
238(1)
8.4.3 Engineering design process
239(1)
8.5 Hazard and risk
240(4)
8.5.1 Hazards
240(1)
8.5.2 Risk
240(1)
8.5.3 Risk assessment (RA)
241(1)
8.5.4 Risk management (RM)
242(1)
8.5.5 Risk communication (RC)
243(1)
8.5.6 Why RM for engineers?
244(1)
8.6 Safe design
244(2)
8.7 System safety
246(4)
8.7.1 Functional safety (FS)
247(1)
8.7.2 Safety integrity (SI)
248(1)
8.7.3 Safety requirement specification (SRS)
248(1)
8.7.4 Safety instrumented system (SIS)
249(1)
8.8 Safety analysis
250(1)
8.8.1 Failure mode and effects analysis (FMEA)
250(1)
8.8.2 Fault tree analysis (FTA)
250(1)
8.9 Safety factor and design margin
251(2)
8.10 Human factors and/or ergonomics
253(1)
8.11 Standards in professional practice
254(4)
8.11.1 What are standards?
256(1)
8.11.2 Why standards?
256(1)
8.11.3 Standardization guidelines
257(1)
8.11.4 Types of standards
258(1)
8.12 Knowledge acquisition
258(1)
8.13 Knowledge creation
259(4)
8.13.1 Handling risk
259(1)
8.13.2 Hierarchy of safety standards
259(1)
8.13.3 Power supply system with standby unit
260(1)
8.13.4 How to become a design entrepreneur
260(1)
8.13.5 Write-up of a professional cover letter
260(1)
References
260(3)
Module 9 Design for sustainability practice
263(30)
9.1 Knowledge and understanding
263(1)
9.2 Sustainable engineering design (SED)
263(2)
9.3 Triple bottom line (TBL)
265(2)
9.4 Green engineering (GE) practice
267(2)
9.4.1 The three Rs of GE practice
268(1)
9.4.2 The 12 principles of GE
268(1)
9.5 Design for sustainability (DfS)
269(5)
9.5.1 The Hannover Principles
269(3)
9.5.2 DfS redesign
272(1)
9.5.3 Benchmarking
272(1)
9.5.4 New product design
273(1)
9.6 Life cycle engineering (LCE)
274(1)
9.7 Life cycle-based sustainability assessment approaches
275(5)
9.7.1 Life cycle thinking (LCT)
275(1)
9.7.2 Carbon footprint (CF) and water footprint (WF)
276(1)
9.7.3 Life cycle assessment (LCA)
277(2)
9.7.4 Eco-efficiency versus eco-effectiveness
279(1)
9.7.5 Life cycle sustainability assessment (LCSA)
279(1)
9.8 Cradle-to-cradle (C2C) design framework
280(2)
9.9 Ethical context of sustainability
282(2)
9.9.1 Sustainability as an ethical principle in practices
282(1)
9.9.2 Sustainability in codes of ethics
283(1)
9.10 Knowledge acquisition
284(1)
9.11 Knowledge creation
285(8)
9.11.1 Dimensions of sustainability
285(1)
9.11.2 Electronic waste
286(1)
9.11.3 Water system
286(1)
9.11.4 The 12 Principles of GE
286(1)
9.11.5 Green buildings and LEED system
287(1)
References
287(6)
Part IV Contemporary issues in management, AI, and career development
Module 10 Project management practice
293(42)
10.1 Knowledge and understanding
293(1)
10.2 Project
293(3)
10.3 Management
296(3)
10.3.1 Functions of management
296(1)
10.3.2 Management practice
297(1)
10.3.3 Practice management
298(1)
10.4 Project management (PM)
299(4)
10.4.1 Phases of PM
299(1)
10.4.2 Project manager
300(1)
10.4.3 Integrated project team
301(1)
10.4.4 Project portfolio management (PPM)
302(1)
10.5 Project quality management (PQM)
303(3)
10.5.1 PQM principles
303(2)
10.5.2 PQM process
305(1)
10.6 Project risk management (PRM)
306(2)
10.6.1 Reactive, predictive, and proactive PRM
306(1)
10.6.2 PRM Process
307(1)
10.7 Change management (CM) practice
308(2)
10.7.1 Organizational CM
308(2)
10.7.2 Change control
310(1)
10.8 Configuration management
310(2)
10.9 Project management (PM) models
312(4)
10.9.1 The waterfall model
312(1)
10.9.2 Concurrent engineering (CE) model
313(1)
10.9.3 The V-cycle model
314(2)
10.10 Lean practice
316(8)
10.10.1 New paradigm of systems thinking (ST)
316(1)
10.10.2 Lean and green
317(2)
10.10.3 Lean manufacturing
319(1)
10.10.4 Lean product development (LPD)
320(2)
10.10.5 Lean six sigma (LSS)
322(2)
10.11 Agile practice
324(4)
10.11.1 Agile Methodology
324(2)
10.11.2 Agile principles
326(1)
10.11.3 Scrum and Kanban
326(2)
10.12 Knowledge acquisition
328(1)
10.13 Knowledge creation
328(7)
10.13.1 Project planning
329(1)
10.13.2 PRM
329(1)
10.13.3 CM
329(1)
10.13.4 Project objectives and activities
329(1)
10.13.5 Project summary
330(1)
References
330(5)
Module 11 Professional practice in artificial intelligence
335(36)
11.1 Knowledge and understanding
335(1)
11.2 What is AI?
335(3)
11.3 History of AI
338(4)
11.3.1 Early history
338(2)
11.3.2 Modern AI
340(1)
11.3.3 Current enablers of AI
341(1)
11.4 AI technology landscape
342(2)
11.5 Applications of AI
344(5)
11.5.1 Intelligent automation
344(1)
11.5.2 Autonomous driving
345(1)
11.5.3 Healthcare
346(1)
11.5.4 Education
346(1)
11.5.5 Intelligent product design and smart manufacturing
347(1)
11.5.6 Retail
348(1)
11.6 Concerns with AI
349(3)
11.6.1 Elements of concern
349(1)
11.6.2 Technology
349(2)
11.6.3 Accountability, responsibility, and transparency
351(1)
11.6.4 Safety
351(1)
11.6.5 Privacy and human/robot rights
352(1)
11.7 Impact of AI on employment
352(2)
11.8 Ethical engineering of robotics and AI
354(4)
11.8.1 Ethical issues and challenges
354(2)
11.8.2 Ethical responsibility
356(1)
11.8.3 Ethical initiatives
357(1)
11.9 Legal implications of AI
358(5)
11.9.1 Clarifying the legal status
360(1)
11.9.2 Will AI replace lawyers?
361(1)
11.9.3 The role of AI in IP
361(2)
11.10 Knowledge acquisition
363(1)
11.11 Knowledge creation
364(7)
11.11.1 Autonomous weapons
364(1)
11.11.2 Robots' rights
364(1)
11.11.3 AI security and safety
364(1)
11.11.4 The AI technology landscape
365(1)
11.11.5 Unemployment
365(1)
References
366(5)
Module 12 Professional and career development
371(29)
12.1 Knowledge and understanding
371(1)
12.2 The changing nature of work
371(2)
12.3 Types and categories of work
373(4)
12.3.1 What influences future work?
374(1)
12.3.2 Major types of work
375(1)
12.3.3 Major categories of workers
376(1)
12.4 Future Workforce
377(3)
12.4.1 Future workforce skills
377(1)
12.4.2 Workforce skill
378(2)
12.5 Future workplace
380(4)
12.5.1 The evolving digital workplace
380(1)
12.5.2 Networking and social media
381(2)
12.5.3 Ethics in the workplace
383(1)
12.6 Digital platforms and entrepreneurship
384(3)
12.6.1 Platform economy
384(1)
12.6.2 Digital platforms
385(1)
12.6.3 Phygital platforms
386(1)
12.6.4 Entrepreneurship in digital platforms
387(1)
12.7 Digital leadership
387(2)
12.7.1 Doing digital to becoming digital
388(1)
12.7.2 High-performing digital leaders
388(1)
12.8 Work readiness
389(4)
12.8.1 Model of long-term career readiness
389(1)
12.8.2 Graduate attributes and new tools
390(2)
12.8.3 Foundational milestones
392(1)
12.9 The career path
393(3)
12.9.1 The perfect candidate
393(2)
12.9.2 Possible employers
395(1)
12.9.3 Career path planning
395(1)
12.9.4 Skills gap analysis
396(1)
12.10 Keys for a successful career
396(2)
12.11 Knowledge acquisition
398(1)
12.12 Knowledge creation
399(1)
12.12.1 What does the workforce look like after 10 or 15 years?
399(1)
12.12.2 Undergraduate experience for the future workplace
399(1)
12.12.3 Future digital workplace toolbox
399(1)
12.12.4 Social networking and employment law
399(1)
12.12.5 Workplace ethics
400(1)
References 400(5)
Index 405
Riadh Habash is an engineering educator and researcher at the University of Ottawa,Canada. The author of several books and research papers, he is the recipient of the National Wighton Fellowship and five university interdisciplinary initiatives awards. He has taught for more than 35 years at various universities worldwide. He has initiated learning activities that provide a learning environment for inquiring minds through collaboration with industry to develop student design projects and entrepreneurial activities.