Relevant bibliographies by topics / Engineering workplace

Academic literature on the topic 'Engineering workplace'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Engineering workplace"

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Rajhans, Gyan S. "Engineering control of workplace hazards." Accident Analysis & Prevention 20, no. 6 (December 1988): 467–68. http://dx.doi.org/10.1016/0001-4575(88)90046-2.

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Johri, Aditya. "Situated engineering in the workplace." Engineering Studies 2, no. 3 (December 2010): 151–52. http://dx.doi.org/10.1080/19378629.2010.536427.

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Zahoranský, Robert. "Supervisory Level of Managing of Automated Assembly Workplace." Applied Mechanics and Materials 282 (January 2013): 182–89. http://dx.doi.org/10.4028/www.scientific.net/amm.282.182.

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Department of Automation and Production Systems is aimed at the problem of computer aid and automation in engineering industry with emphasis on NC/CNC machines and robots programming, CAx systems and microelectronics and microcomputers practical application in industrial practice. The new specialised laboratory workplaces are building at our department to improve education process. The article presents actual state of building of the automated assembly laboratory workplace. The attention is aimed at the problem of the workplace control.
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a, Megha, and Jitendra Kogta. "GREEN BUILDING - ERGONOMICS & WORKPLACE ENGINEERING." International Journal of Advanced Research 7, no. 11 (November 30, 2019): 979–87. http://dx.doi.org/10.21474/ijar01/10101.

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Zhao, Peng, Shi Chuan Tang, Yu Qian Wang, Zai Yu, and Jie Min Liu. "Exposure Assessment of Nano-CaCO3 Manufacturing Workplaces." Advanced Materials Research 850-851 (December 2013): 38–44. http://dx.doi.org/10.4028/www.scientific.net/amr.850-851.38.

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Eight nanosized CaCO3 (nanoCaCO3) manufacturing workplaces in a plant were investigated for the possible exposure to nanoparticles (NPs). Personal sampling, area sampling, and real-time monitoring were performed using CPC (condensation particle counter) and OPC (optical particle counter) to characterize the mass exposure, particle size distribution, and particle number exposure. Only the mass concentration for area samplings in package and waste treatment workplaces were found to exceed the PNOS (particles not otherwise specified; 3 mg/m3) set by ACGIH (American Conference of Governmental Industrial Hygienists), but lower than the OELs (occupational exposure levels, 4.0 mg/m3) set by the China Ministry of Health for CaCO3 fine, other workplaces were relatively lower than existing occupational exposure limits. The NPs and fine particles were most frequently released in package and waste treatment workplaces lacking of the engineering control. The mass concentration for area sampling in waste treatment workplace reached their highest values at 3.2647 mg/m3, while the number concentration in package workplace reached their highest values at 4.07×1011 pt/m3. So the workplaces of package and recovering particles in nanoCaCO3 handling progress were the major emission sources of NPs.
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BRADSHAW, MELISSA. "Engineering for equality." Engineer 302, no. 7927 (May 2021): 12. http://dx.doi.org/10.12968/s0013-7758(22)90014-5.

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Komák, Martin, and Marian Králik. "Programming System for the Applications of Deployment Methods in an Engineering Company." Scientific Proceedings Faculty of Mechanical Engineering 22, no. 1 (December 1, 2014): 38–43. http://dx.doi.org/10.2478/stu-2014-0007.

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AbstractThis paper describes a software system for the application of spacing methods in engineering companies. As input, the system uses the material flows of the planned production. The solution is based on the triangle net method, which has been modified in this design. The main idea of the modifications of this method is to create a system that would locate each machine workplace based on a comparison and evaluation of all the possible locations in the given space. The system offers the possibility of creating a custom database of machine workplaces. The graphical output shows how the machine workplaces are spaced and the materials flow between them.
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Rickards, Jeremy. "The human factor in forest operations: Engineering for health and safety." Forestry Chronicle 84, no. 4 (August 1, 2008): 539–42. http://dx.doi.org/10.5558/tfc84539-4.

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Human Factors Engineering is an interdisciplinary science concerned with the effect of work on the human body and its relationship to the workplace. Since the 1970s, UNB – Forest Engineering has been a major contributor to teaching and research in this discipline, and in its application to forest operations. Rapid advances in mechanized tree-harvesting systems resulted in significant new workplace issues for operator health, safety, and machine design. Researchers responded by creating a CSA standard, working cooperatively with FERIC, CPPA and more recently the CWF, and founding the International Journal of Forest Engineering, which is a unique source for research results and developments in this discipline. Future research will involve multi-national teams of Human Factors Engineers, supported by related disciplines in healthcare and engineering. Key words: human factors, forest engineering, workplace health, workplace safety, mechanized forest operations
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Toohey, R. P., and J. Whittaker. "Engineering Women: A View From The Workplace." Journal of Management in Engineering 9, no. 1 (January 1993): 27–37. http://dx.doi.org/10.1061/(asce)9742-597x(1993)9:1(27).

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Reid, David H. "Medical Program Re-engineering and Workplace Violence." Journal of Occupational & Environmental Medicine 38, no. 4 (April 1996): 425. http://dx.doi.org/10.1097/00043764-199604000-00069.

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Dissertations / Theses on the topic "Engineering workplace"

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Poltavtchenko, Elena. "Engineering design reports in upper-division undergraduate engineering courses and in the workplace." Thesis, Northern Arizona University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562160.

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The workplace success of new engineering graduates is ultimately affected by their oral and written communication skills. However, engineering students' academic preparation for industry's needs in terms of written communication has been widely acknowledged as inadequate. The present study is intended to improve our understanding of a prominent engineering genre, the engineering design report (EDR), and provide support for students learning to write this genre. The goals of this study are to (a) conduct a corpus-based register comparison between student and professional EDRs and (b) provide a more detailed description of professional EDRs, by determining their rhetorical organization and identifying linguistic features associated with this organization.

This research is based on two EDR corpora (N of texts=262, with approximately 1,119,186 words), one with upper-division engineering students' EDRs and the other with professional engineers' EDRs. The study examines both non-linguistic and linguistic features of student and professional EDRs. First, non-linguistic characteristics of EDRs are examined using the EDR situational framework developed for the study. Then, corpus-based methodologies are used to analyze core grammatical features and features associated with grammatical complexity in both corpora. Finally, to determine conventional discourse structures of professional EDRs, the study draws on the English for Specific Purposes tradition of genre analysis and then uses register analysis to investigate linguistic features associated with particular rhetorical structures.

The register analyses revealed complex patterns of linguistic variation, frequently influenced by the registers' situational characteristics. The results of these analyses indicate that two EDR registers fill different positions on the spoken-to-written continuum, with reports produced in the workplace being closer to professional written registers and student reports using more speech-like features. The genre analysis of professional EDRs uncovered the highly variable nature of this genre. Despite considerable variation in EDR rhetorical organization, 12 common moves were identified that cluster in specific ways to form EDR organizational units and rely on particular sets of linguistic features. A streamlined template of the EDR genre is introduced as are linguistic features associated with its organization. Study results may have pedagogical implications for teaching features of professional EDRs to students.

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Higgins, John Lawrence, and Sharen Elizabeth Dechard. "Study of the productivity enhancement initiative, engineering the workplace." Thesis, Monterey, California. Naval Postgraduate School, 1985. http://hdl.handle.net/10945/21564.

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Seth, Aileen. "Workplace learning through structured interactions." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/12128.

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Individuals need to keep learning to stay employable and compete in today’s job market, and organisations need to keep learning in order to maintain a competitive advantage in the economy. The workplace is thus being recognised as a legitimate environment for learning new skills and knowledge, through participation in everyday work activities. This recognition has led to numerous studies that connect learning and the workplace, giving rise concepts such as ‘the learning organisation’, ‘organisational learning’, ‘workplace learning’ and ‘informal learning’. All of which have created confusion, uncertainty and complexity in understanding how learning takes place. In order to understand how individuals learn in the workplace, and thus understand how organisations can enhance such learning, this study investigates individuals’ perceptions of their workplace as a learning environment and their experiences of learning through participation in work activities.
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Kotze, Sharon Jean. "Social diversity in an engineering workplace: a conflict resolution perspective." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1638.

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The global working environment has altered dramatically over the last decade, with the workforce now consisting of a diverse assortment of individuals. South Africa, in particular, has had to face major challenges as it adapts to the newly conceived "Rainbow Nation". It has also had to make amends for inequalities bred by the past discrimination and the segregation of Apartheid. Prior to this, businesses in general, were inward-looking in that they did not have to comply with or conform to the changing trends found in the international arena. Suddenly, issues such as Black Economic Empowerment, Affirmative Action, gender, age, faith and preferred sexual orientation have had to be accommodated as the new Employment Equity Act of 1998 was promulgated. Each individual coming into the workplace has his or her own cosmological, ontological and epistemological view, and although this facilitates a positive contribution by individuals with regard to varying ideas, skills, talents and expertise, more often than not, the reality is that the differences that exist within a staff complement often result in conflict. Furthermore, South Africa exhibits deep-rooted, social conflict as a result of the oppression of the apartheid years. Unemployment, poverty, poor education and service deliveries are far from being satisfactorily addressed. Therefore, it is assumed that unmet/frustrated basic human needs, as defined in Abraham Maslow‘s "Hierarchy of Needs", play a role in causing conflict both in the workplace and in society. It was felt that basic human needs, as articulated, had not been researched as a cause of workplace conflict and this research will explore the part that frustrated human needs may play in organisational conflict, alongside diversity conflicts.
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Flink, Kurt. "International APU (Workplace training)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30070.

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SAMMANFATTNINGSyftet med denna undersökning var att försöka hitta de eventuella positiva effekter som kunde tänkas uppstå vid genomförande av arbetsplatsförlagd utbildning internationellt (utlands APU) för att i en förlängning kunna använda det som ett pedagogiskt hjälpmedel för de elever som studerar på Allhamra gymnasieskolas industriprogram. Materialet till undersökningen grundar sig på rapporter från Utbildningsdepartementet och intervjuer från elever på Allhamra gymnasieskolas industriprogram.Metoden som valdes var kvalitativa intervjuer med halvstrukturerad intervjuform och ett fenomenografisk beskrivande perspektiv användes vid återgivande av informanternas svar där en hermeneutisk tolkning av intervjuerna gjordes. Det slutliga deltagarantalet uppgick till åtta personer. Resultatredovisningen och resultatsammanfattningen visar att informanter som har genomfört utlands APU har fått yrkesmässig utveckling därmed nya kunskaper, de har även förbättrat sina språkkunskaper och fått ett stärkt självförtroende Det framkom även idéer hur studiemotivationen kan förbättras.
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Gewirtz, Christopher Aaron. "Twelve Tales of Engineering in the "Real World:" Narratives of Newcomers' Agency in Transitions to Engineering Work." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104897.

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Reports that call for change in engineering education date back to the Mann report (1918), but more recent reports like "The Engineer of 2020" (NAE, 2004), and "Lean Engineering Education," (Flumerfelt et al., 2015) describe the need for engineers who are creative leaders, who have sustainability and ethics skills. Two narrative threads emerge from these reports: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is imperative in order to address problems in society. However, these threads conflict with research from engineering education, science and technology studies, and higher education. There may not be a gap between school and work (Modestino, Shoag and Balance, 2016), and if there is one, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the purpose for education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society. The goal of this study was to critique these narratives using narratives of newcomer engineers' lived experiences. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study (Paretti et al., 2021). Using the figured worlds framework of identity development (Holland et al., 1998), I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency, which they used to improvise identities within those constraints. The structures of engineering work that I examined required newcomers to acclimate to ongoing practices at their companies, which did not conform to newcomers' expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted: leaders, engineers working for environmental benefit, whole persons outside and inside of work. The results of this study suggest limitations of preparation narratives: They do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. This study suggests that we need to educate engineers in a way that recognizes them as human and prepares them for these realities. It also shows us that socio-technical change requires change at the structural level and cannot be limited to changes in education.
Doctor of Philosophy
Reports like "The Engineer of 2020", and "Lean Engineering Education," describe the need for engineers who are creative leaders, and who have sustainability and ethics skills. Engineering education researchers and practitioners use these preparation narratives to justify their funding to grant-awarding institutions, to develop research agendas, and to align their education efforts with these national calls. Two threads emerge from typical preparation narratives: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is necessary for engineering to address societal problems. These, however, conflict with research from engineering education, science and technology studies, and higher education. If there is a gap between school and work, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the primary purpose of education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society. This study critiques these narratives by referring to newcomer engineers' lived experiences and identity development. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study. Using the figured worlds framework of identity development, I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency in becoming different kinds of engineers within those constraints. Newcomers were generally required to acclimate to ongoing practices at their companies, which did not conform to their expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted. The results of this study suggest limitations of preparation narratives: they do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. Engineers should be educated in a way that recognizes them as human and prepares them for the realities of work. The study also confirms that efforts for socio-technical change cannot be limited to educational changes, because of structural constraints.
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Collins, Robert. "Engineering graduate preparedness for the workplace employer assessments of outcome based education /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339098.

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Crussell, Matthew. "Workplace Posture Assessment and Biofeedback with Kinect." DigitalCommons@CalPoly, 2017. https://digitalcommons.calpoly.edu/theses/1710.

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With the prevalence of computing, many workers today are confined to desk within an office. By sitting in these positions for long periods of time, workers are prone to develop one of many musculoskeletal disorders (MSDs), such as carpal tunnel syndrome. In order to prevent MSDs in the long term, workers must employ good sitting habits. One promising method to ensure good workplace posture is through camera monitoring. To date, camera systems have been used in determining posture in a clean environment. However, an occluded and cluttered background, which is typical in an office setting, imposes a great challenge for a computer vision system to detect desired objects. In this thesis, we design and propose components that assess good posture using information gathered from a Microsoft Kinect camera. To do so, we generate a data set of posture captures to test and train, applying crowd-sourced voting to determine ratings for a subset of these captures. Leveraging this data set, we apply machine learning to develop a classification tool. Finally, we explore and compare the usage of depth information in conjunction with a traditional RGB sensor array and present novel implementations of a wrist locating method.
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D'SOUZA, VINOD DONATUS. "WORKPLACE DESIGN AND EVALUATION GUIDE." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin994963607.

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Rogers, Neal L. Umphress David A. "Discrete event role playing simulation of small team software engineering projects." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/ROGERS_NEAL_18.pdf.

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Books on the topic "Engineering workplace"

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Moore, Deborah J. Manager's guide to workplace ergonomics. Madison, CT: Business & Legal Reports, 1991.

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1959-, O'Neill Michael J., ed. Measuring workplace performance. 2nd ed. Boca Raton, Fla: CRC/Taylor & Francis, 2007.

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Measuring Workplace Performance. London: Taylor and Francis, 2006.

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Mueller, James. The workplace workbook 2.0: An illustrated guide to workplace accommodation and technology. Washington, D.C. (1819 H St., N.W., Suite 850, Washington 20006): Dole Foundation, 1992.

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Wadden, Richard A. Engineering design for the control of workplace hazards. New York: McGraw-Hill, 1987.

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1949-, Robinson J. Gregg, ed. Women in engineering: Gender, power, and workplace culture. Albany: State University of New York Press, 1992.

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Jones, Ray A. Electrical safety in the workplace. Quincy, Mass: National Fire Protection Association, 2000.

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1953-, Karwowski Waldemar, and Salvendy Gavriel 1938-, eds. Ergonomics in manufacturing: Raising productivity through workplace improvement. Dearborn, Mich: Society of Manufacturing Engineers, 1998.

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Ostrom, Lee T. Creating the ergonomically sound workplace. San Francisco: Jossey-Bass Publishers, 1994.

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1948-, Young Suzanne, ed. Beyond engineering: How to work on a team. Belmont, CA: Professional, 2006.

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Book chapters on the topic "Engineering workplace"

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Jespen, Torben. "ATEX—Workplace Legislation." In Springer Series in Reliability Engineering, 7–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31367-2_2.

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O’Donovan, Deirdre. "Diversity and Inclusion in the Workplace." In Management and Industrial Engineering, 73–108. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66864-2_4.

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Pulkkinen, Johanna. "Workplace Violence in Finnish Emergency Departments." In Human Systems Engineering and Design, 804–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02053-8_122.

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Berka, Sigrid, and Yu (Joyce) Wu. "The Chinese International Engineering Program." In Chinese for Business and Professionals in the Workplace, 73–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003014690-8.

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Watanabe, Kentaro, Takeshi Takenaka, and Takashi Okuma. "Digitalization Toward Innovative Workplaces: Service Engineering Research in Japan." In The Palgrave Handbook of Workplace Innovation, 243–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59916-4_13.

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Thelen, Anne Carina, Sascha Daniel Herr, Frank Hees, and Sabina Jeschke. "Microtraining for Workplace-Related Learning." In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 347–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_31.

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Milchus, Karen, and Carrie Bruce. "Computer Access in the Workplace." In The Engineering Handbook of Smart Technology for Aging, Disability, and Independence, 237–61. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2008. http://dx.doi.org/10.1002/9780470379424.ch13.

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Terkowsky, Claudius, Isa Jahnke, Christian Pleul, Dominik May, Thorsten Jungmann, and A. Erman Tekkaya. "PeTEX@Work: Designing CSCL@Work for Online Engineering Education." In Computer-Supported Collaborative Learning at the Workplace, 269–92. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-1740-8_13.

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Dupláková, Darina, and Ján Duplák. "Implementation of Digital Ergonomic Transformation in the Engineering Industry." In Digital Transformations for Lighting in the Workplace, 41–59. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003359937-4.

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McKinnon, Ron C. "Root Cause Analysis – Job (Organizational, Engineering, or Workplace) Factors." In A Practical Guide to Effective Workplace Accident Investigation, 145–66. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003220091-23.

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Conference papers on the topic "Engineering workplace"

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Bankston, Noah, Sandy Jarkas, Tara Jubran, Noah Pape, Sterling Walker, Terrell Brooks, and Mohammed Mahmoud. "Engineering Cloud Applications for the Workplace." In 2021 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2021. http://dx.doi.org/10.1109/csci54926.2021.00138.

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van der Stappen, Esther. "Workplace learning analytics in higher engineering education." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363102.

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Douglas, Elliot P., Gretchen A. Dietz, and Erica D. McCray. "Whiteness and Race in the Engineering Workplace." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274174.

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Schmidt, Carssen, Claus-Peter Praeg, and Jochen Gunther. "Designing Digital Workplace Environments." In 2018 IEEE International Conference on Engineering, Technology and Innovation (ICE/ITMC). IEEE, 2018. http://dx.doi.org/10.1109/ice.2018.8436349.

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Epstein, Richard G. "Workplace Issues in an Undergraduate Software Engineering Course." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.17.

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Jirakoonsombat, Arpa, Kamonwan Monkanphai, Laliphat Wongchinsri, Nattacha Juengwattanasirikool, Phisonlaya Kasemkolsonsri, and Nattharika Rittippant. "SOCIAL MEDIA IN THAI WORKPLACE." In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2013. http://dx.doi.org/10.32738/ceppm.201310.0058.

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Flumerfelt, Shannon, Franz-Josef Kahlen, Anabela Alves, Javier Calvo-Amodio, and Chris Hoyle. "Systems Competency for Engineering Practice." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40142.

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Affecting holistic development of the early engineer practitioner is a topic of concern emanating from the Academy, the workplace and engineering organizations alike. For example, concerns over gaps in ethics competency, communication abilities, and team management have been documented. The gap between the rapidly growing body of knowledge in the engineering profession and the effectiveness of early engineering practice does exist. This means that while early career engineers generally know enough about engineering sciences, they are lacking in the ability to connect that information to effective engineering practice in the workplace. The shortfall in the holistic development of the early career engineer, therefore, is based in the problematic technical-behavioral relationship expressed in differences in engineering knowledge versus workplace practice. This problem has been recognized by many organizations such as the American Society of Mechanical Engineers (V2030), the National Academy of Engineering (Grand Challenges for Engineering; Engineer of 2020; Educating the Engineer of 2020; and Changing the Conversation), the Royal Academy of Engineers, and the National Science Foundation/University of Michigan (5XME Project).
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Rhoulac, Tori, and Pamela Crenshaw. "Preparing Civil Engineering Students to Meet Workplace Writing Expectations." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322658.

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Ефимова, Н. В., Н. А. Судейкина, and В. Р. Моторов. "Individual carcinogenic risk for "end-to-end" engineering professions." In III International Scientific Forum "Health And Safety At The Workplace". Polikraft, 2019. http://dx.doi.org/10.31089/978-985-7153-76-3-2019-1-3-109-112.

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Coffel, Scott. "Ethical Aerobics: Preparing Engineers for the Global Workplace." In Engineering Something More. Iowa City, Iowa: University of Iowa, 2014. http://dx.doi.org/10.17077/aseenmw2014.1051.

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Reports on the topic "Engineering workplace"

1

Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Collett, Clementine, Gina Neff, and Livia Gouvea. The Effects of AI on the Working Lives of Women. Inter-American Development Bank, March 2022. http://dx.doi.org/10.18235/0004055.

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Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses. As the use and development of Artificial Intelligence (AI) continues to mature, its time to ask: What will tomorrows labor market look like for women? Are we effectively harnessing the power of AI to narrow gender equality gaps, or are we letting these gaps perpetuate, or even worse, widen? This collaboration between UNESCO, the Inter-American Development Bank (IDB) and the Organisation for Economic Co-operation and Development (OECD) examines the effects of the use of AI on the working lives of women. By closely following the major stages of the workforce lifecycle from job requirements, to hiring to career progression and upskilling within the workplace - this joint report is a thorough introduction to issues related gender and AI and hopes to foster important conversations about womens equality in the future of work.
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