(12 BEM Mandatory Course on CODE OF ETHICS/REGULATIONS Organised by: IEM Training Centre Sdn. Bhd. (Wholly owned subsidiary of The Institution of Engineers, Malaysia) No. 33-1A (1* Floor), Jalan 52/18 P.O, Box 224 (Jalan Sultan P.O.) 46720 Petaling Jaya, Selangor Darul Ehsan Telephone number: 603-79586851 Fax Number: 603-79582851 Email: linda@iemtc.comBEM Mandatory Course on CODE OF ETHICS/REGULATIONS Organized by. Board of Engineers, Malaysia JEM Training Centre Sdn. Bhd. BEM approved CPD/PDP Hours = 12. Ref: IEM10/PP/059/C OVERVIEW This programme is specially designed in respect to the Code of Ethics in which engineers have to oblige. This is to ensure that the Engineering Professionalism in our country is enhanced and as competent as that of their counterpart globally, This programme will critically explain the role of engineers in facing crucial situation at their workplace. Besides that, the programme will also touch on the most appropriate way of dealing with difficult scenario that arise at workplace which may have some conflicts of engineering ethical. Since the conflict of interests between organization and engineers varies from one to another, cases and facts from real job situation will be highlighted and discussed, which covers six elements of engineering aspects. OBJECTIVES To promote awareness of engineers’ code of ethics at the workplace. To highlight responsibilities of engineers towards their organization and community. To provide guidance on code of ethics to engineers in their respective branch of engineering. To expose the importance of environmental preservation in any projects undertaken’ To create understanding of the need to adhere to Ethics. To inform the importance of Ethics for Professionals, To highlight the expectations of Public and Society towards Engineering Professionalism vy vyy v COURSE CONTENTS Engineering in Education and R & D Engineering in Manufacturing Engineering in Environmental Areas. Engineering in Consultancy Practice. Engineering in Construction. Engineering in Community Service. oococeoENGINEER IN EDUCATION AND R& D-ENGINEERING IN EDUCATION and R&D BACKGROUND OF INDUSTRY a Most Productive Industry * 4% - 9% of GNP of countries * 14% - 18% of government expenditure in Malaysia PROBLEMS 2 Slips in engineering work 2 Cost over nuns a Training period cuts JOB REQUIREMENTS Competency Design Inspection Expert systems Technological obsolesce INTERPERSONAL RELATIONS oo0000 SOLUTION Q ACTIVE LEARNING 2 Learn on own @ More creative @ Learn more efficiently NEED FOR CPD 2 Knowledge is dynamic 2 Obsolesce @ Not in same job forever LINKS WITH INDUSTRY a CATERS FOR CHANGE IN NEEDS OF INDUSTRY a ACCESS TO R&D a STATE OF ART TECHNOLOGYENGINEER IN MANUFACTURINGENGINEERING IN MANUFACTURING WHAT’S ETHICS ALL ABOUT? a Competent discharge of duties Only accept professional obligations in areas of competence Accept responsibility for all work under him Give professional opinion to the best of his ability Take all reasonable steps to inform clients of the possible danger of neglecting advice eR Take reasonable care to protect life, property and the environment and to the efficient use of resources . Respects all laws applicable to the design, operations and maintenance of installation 2 Not injure the reputation of fellow professionals a Disclose to clients or employers all benefits or interests-he may have the matter in which he is engaged a Not fo communicate to others any confidential information a Not to improperly solicit services a Not to act on behalf of employers in matters of payment or placement of contracts, unless authorized a To abide with local Code of Conduct a Beamentor to graduate engineers Uphold the dignity of the profession TENETS Community before self’ Act so as to merit the trust of the community, membership and profession Areas of competence and due diligence Fair, honest and in good faith to community Excellence in the application of knowledge without compromising community welfare Inform on consequences of projects to community Fair and honest opinion on adequate knowledge a Continuous self improvement and training of others a Uphold these tenets and support others doing so pocoo ooTypical Manufactur 4 beeee u o ng Organisational Structure Admin & HRM Operations Technical Services HSE Finance & Accounts Maintenance Marketing Materials and procurementENGINEER IN ENVIRONMENTAL AREAS| CURRICULUM-VITAE Ir. Dr. Ruelan Hassan Professor/Specialist Consultant P1-A19-3C, Science & Technology Complex FACULTY OF CIVIL ENGINEERING Universiti Teknologi Mara (UiT™) e-mail: ruslan290esalam.uitm.edu-my br. Ruslan Hassan holds a B. Eng (Hons) (Civil Engineering) (UiT™), M.S (env. Eng) (Syracuse University), and Ph-D. (Soil and Water Bng) (UPM) . He has been on the Faculty of Civil Engineering since 1980. He was the Hon. Research Fellow, Birmingham University, UK (1991). pr. Ruslan Hassan taught graduate level courses in Bavironmental Assessment, Advanced Wastewater Treatment and Environmental Management. He is the author of Environmental Pollution: Assessment and Management and Wastewater Engineering: Principles and Design (UPENA) br. Ruslan’s current field of active research include Won-Point Sources Pollution, Estuarine Studies and Sustainability Design Dr. Ruslan has served as consultant to government and private organizations in relation to wastewater treatment plants ranging in size from 6P.B. to 1.2 Mill. P.E., as well as Environmental Impact Assessments. He is a Fellow Member of T.B.M., T-A.M., and.A.S.C.B br. Ruslan is currently the president of T.A.M., Vice-President of I-E.M. and C.0.S.T.A.M. and Board Member, B.B.M. He was the recipient of IRM Tan Sri Yusuf (2000) and British High Commissioner’s Awards (991).7 ETHICS, ENGINEERS a AND THE Sree eames ete ENVIRONMENT : i } J 12 AACN: MOFESSOR (Iva. ENG) (UH EMESEITLAT Committee Responsibilities © President, T-A.M (2003/05, 05/07) © Vice-President, LLE.M., 2000/02, __ 2002/4, 2005/07 (0 Board Member, 8.E.M. (2004/06) (© Chairman-Advisor, LEM, Environmental Eng. Tech. Div. (1897/03) 0 Vice-President, C.0.S.T-A.M.(2005/06) eeCONTENTS ‘0 INTRODUCTION ‘© ENVIRONMENTAL PROBLEMS & SOLUTION: STRUCTURAL & NON- STRUCTURAL AND THE LAWS © ETHICS, ENGINEERS, & SUSTAINABLE DEVELOPMENT (© CONCLUDING REMARKS 4. INTRODUCTION © WHERE ARE YOU NOW? © HISTORY OF ENVIRONMENTAL, DISASTERS ENVIRONMENT ‘© 1900-INDUSTRIAL REVOLUTION London factories emit acid pollution, leading to mass fatalities and grime still evident todayA Century of Disaster -- | © 1944 Hiroshima 0 1576 ~ Sevesco SEEPS p Peer ere fi and Nagasakl ‘A Hoftnan- It 1961-71. agent (aoa Se E Orange released in Pharmaceutical ge released in Plant in Milan has : - ot defotint has since Sinitine dein OS {3 bean linked ta into the air. The ; bith detects | ‘est year, bith ee defects are up by {} over 40 % if ee U Vy i A Century of Disaster | ‘A Century of Disaster @.1579-Three Mile 0 1981 — Artartica —_W_———_ i] Island Selenite test ‘db There ts an alscover a gaping ee ‘a explosion atthe lente ozone Inuclea reactor at ayer over this 1 Gis steimthe us content —_w tr$- A Century of Disaster 0 1984 - Bhopal “1885 - Chernabyt Union Carbide, an The Soviat Union ties TRanetican factory, ao over facto an explosion athe in Tada releases asain se 30 tonnes of a tihch rales eae Pesticide kiling oud of redeativg ‘oases over ch of Enea (6,000°8,000 sesthe) over 3,500 people and injuring tens of thousands A Century of Disaster 9 1999-Exxon —o 1991 - Guit War Valdez oft spilt The “confict” ‘The spill occurred causes the largest off the pristine cil spill in history, coast of Prince among other Wiliams Sound, assaults Alaska, and ‘affected milions of animals A Century of Disaster © 1991 - Chelyabinsk The Russian teak nuclear plant fs found to be the ‘most polluted spot on EarthRadioactive Issue : Bukit Merah © Monazite from ‘amang’ yttrium {electronic components & tv tubes) (0 Factory decommissfoning ‘9 Waste : Parit - Papan- ending at hilltop ‘Kledang Dump fo 1982 - 1992 (9 Court ease ~ 32 months 1994 ~ closed © Thorium : half-life of 1.4 bition years 2._ENVIRONMENTAL AREAS |ASPECTS & IMPACTS, srs semmessmaner — Etmuterr mera, sets moovere® Shou cRPaRTA, ‘grates wc ca Rema mont Genre (0 1403) PROCLETS om SECS A. AIR POLLUTION EEE ECE EEE EEE Impacts from Air Pollutants « Benzene, lee, carbon monoxide, volatie nitrites, pestildes and herbicides © Benzene — leukemia and lymphoma © Lead = inhibiting important enzymes, damages red bleod ea ; © CO binds to hemogibin ieSMOKE TEST ‘© RM 400,000 OR JAILED TO A MAXIMUM OF FIVE YEARS © ENVIRONMENT QUALITY (CONTROL OF EMISSION FROM DIESEL AND PETROL ENGINES) REGULATIONS 1996 OZONE HOLE. eer & eae ceecpose gence setae, seaee Femtesad, cereeen iemearant Tent Saree SpeeHow do CFC’s destroy ozone? Rh ocl+0,— 0040, oclo+0 ——~ A+0;, Catalytic action ~ each CFC molecule can-destroy 100,000 ‘ozone molecules OZONE 03 ATOMS OF OXYGEN ARE COMBINED 0 CHEMICAL REACTION BETWEEN OXIDES OF NITROGEN AND. VOLATILE ORGANIC COMPOUNDS © GOOD' AND "BAD" SOLUTION ‘0 REPLACEMENT OF OZONE- DEPLETING SUBSTANCES. © 1987- MONTREAL PROTOCOL PHASE-OUT PRODUCTION AND USE OF CFC'sGLOBAL WARMING Greenhouse Effects coming solar radiation pass through ie atmosphere unimpeded-but-long ave terrestial radiation emitted by the warm. surface.of the earth.is. partially adsorbed and then remitted by a number of trace gases, {greenhouse gases) Greenhouse Gases Water vapour, Carbon dioxide, Methane, Nitrous oxide, Ozone CFCs (CO2 restricts the outflow of radiative energy1 This aguives spptomate CO. encins of 8.608 Brseatiacead pcan ly ee + Pu tne tomas rg perconal decom the et © Auchitects and engineers contribute fo the “Hadlvony aid sersices Environmental Tobacco Smoke © 1000 milion adults smoke worlwide © ETS exposure increases risk of lung cancer and ischaemic heart disease © WHO estimates that 700 mition children breath air potluted hy. tobacco smoke, particularly at home 10Tobacco Use 0 Adolescence, adulthood, sustained by addiction to nicotine © causes about 4 million deaths arinualy © cardiovascular disease, lung cancer and chronic lung disease ‘0 important source of air pollution Cancer survivor 0 Grady Carter, 68 had lung cancer ‘and-had.part of one lung removed, 0 25 years Lucky Strike smoker © Brown 8- Williamson "Cigarette: papers” (1994) ...selling nicotine, an addictive drug effective in the release of stress mechanisms. Regutations ‘0 *..whosoever shall be found guilty of burning coal shall suffer the loss of his head.” King Edward II, circa AD 1300 1 |B. WATER POLLUTION Water Pollution © Definition : The Contamination of Water Resources by Harmful Wastes © Non-point sources © Point Sources cts of water pollution ‘Oxygen demanding algal blooms Phatogens increase accumulation of pollutants in the sediments. ceoe 2Uptake of Species Swimming [H9, Pb [Exceed MPL (crab Karama (PD Exceed HPI. Prawn oe Sureat Pe Exceed MPL [Swamp cerith Blood clam Exceed MPL | ¢ 7 if Malaysian Recreational Waters 1 T T A Oil Pottution an MGIVR OF ON, EACH SOURCE PUTS INTO ‘THE OCEANS WORLDWIDE 4 0 Big Spills: 37 © Routine Maintenance : 137 © Down inthe Drain : 362 (0 Upin Smoke: 92 © Offshore Driting : 15 O Natural Sepa’ 62 TDISCUSSION OF SOLUTION © WATERSHED-BASED PLANNING & MANAGEMENT 9 POLLUTION © INCREASED ‘* COLLECTIVE RESPONSIBILITY PREVENTION INDIVIDUAL AND C. SOLID WASTES & LAND. POLLUTION © 1991 - 200 Malaysia’s: Selangor’s: % Population Growth 0 2.6 % per year an incredible 6.1Land Pollution 6 Littering © Tilegal dumping of domestic waste © Poor waste management from construction sites and industriat estates Controt of non-point sources © Preventing sediment loss Reducing peak surface run-off: © Eliminating run-off oils, wastewaters, solids: © Fitting development to particular sites © Control measurese ; [iomensnemcnrncro aeons fovhorme mde 1D. NOISE POLLUTION Noise Pollution © Defined simply as ‘unwanted’ sound. © Also defined as any sound that is undesirable because it interferes with speech and hearing, is intense. enough to damage hearing, or is otherwise annoying‘Sound Pressure Level © SPL = 210g (P/P,) where SPL= sound pressure fevel, 48. P = sound pressure, ubar P, = reference pressure, 0.0002 micronbar Effects © Hearing Impairment TTS — removal of the noise over- stimulation will result in graduat return to the base line hearing thresholds: proportional to the length of time Noise-induced permanent threshold shift = 0 Unprotected exposures of 8 hr/day for several years to noise above 105 dBA will produce NIPTS (© Hearing loss for which there is no recovery Hn Al i : Re be Le IResponses to sound levels PprEerrEeeeEEEeeE a 4 [300 06 (Shout at 0.15 m |Very - annoying i at j120.d8 [Discotheque [Very annoying Hy [130.d8 |Cimit of amplified [Painfully loud speech [70° d8 Yfioad Wate at 16 annoying SEE | ) f t 1 | i i e t r EE t \ f 2 ENGINEERS, ETHICS AND SUSTAINABLE DEVELOPMENT EEE EEE EEE CREEP eee eeeDefinition of Engineering © The application of the fruits and Knowledge of science to the benefit of humankind Code of ethics © Hallmark of the Professions © Asserting their independence from business 0 Prioritising the public interest Ethical Pressure fights a battle with {ate and inevitably loses © Engineering = Failures are visible, accountabity és Teave We scope. for maneuvering (oF interpretation | 19 fee| ' | 1 i ' | Continuation... lt Advonany 0 Busine roceeangeresutin° Hesteice 1 Helierefaaraes Maximise profits pia gar mieten Soyer, lalty as mach Tthteretne lad as possible, or den ot Eke nonce Sevoracy and strength aqainct ‘of personaly, na ‘sed ta Somewhere Between ceropeting vines ETHICS (LAYMAN'S TERM) ‘0 INDIVIDUAL CHARACTER, INCLUDING WHAT IT MEANS TO BE *A GOOD PERSON” ‘0 THE SOCIAL RULES THAT GOVERN AND LIMIT OUR CONDUCT, ESPECIALLY THE ULTIMATE RULES CONCERNING RIGHT AND WRONG, WHICH WE CALL MORALITY ETHICAL THEORIES © TELEOLOGICAL (BENTHAM, P STUART) WHICH HOLDS THAT THE RIGHTNESS OF ACTIONS IS DETERMINED SOLELY BY THE AMOUNT OF GOOD CONSEQUENCES THEY PRODUCE \ETHICAL THEORIES ‘@ DEONTOLOGICAL THEORIES (KANT) IGNORED THE CONSEQUENCES OF ACTIONS AND FOCUSED ON THE NATURE OF ACTIONS AND THE RULES FROM WHICH THEY FOLLOW: PRINCIPLE OF UNIVERSALIZABILITY AND RESPECT FOR PERSONS KANTS: (© PRINCIPLE OF UNIVERSALIZABILITY Te. - what makes an action right is that agent ‘would be willing to be so treated were the positions of the parties reversed ‘© RESPECT FOR PERSONS, i an action right is that the ‘human beings as ends in Ethical Egoism © Social welfare Is best served by individuals pursuing their own interests and companies pursuing maximum profits Adam Senith Nene eee (a¢ | Utilitarianism ‘0 To produce the most good for the most people, giving equal consideration to everyone affected 0 The standard of right conduct is maximisation of good consequences DOMINANT ETHICAL THEORY ~ ‘9 ROOT FOUNDATION OF ‘BENEFIT/COST AND ENG. ECONOMY LIES IN UTILITARTAN ETHICAL THEORY FOUNDED BY BENTHAM 200 YEARS AGO The Ethics of Sustainable Development o Intergenerationat equity © Sustainable development: Development that meets the needs of the present without compromising the ability of the future generations to meet their ‘own needs- Brundtland CommissionThe Sustainable Development © Sustainable development: Development that meets the needs of the present without ‘compromising the ability of the future generations to meet their ‘own needs- Brundtland Commission Same complex regional or globat systems show signs of failing + Tratne congestion ‘+ Wortdwiae fish resources > stocks collapse 1+ Gtobat warnsingiclimate change + ood KYOTO PROTOCOL © 1997 KYOTO AGREEMENT SIGNED BY 150 GOVERNMENTS TO REDUCE ‘CARBON EMISSIONS TO 5.2 % BELOW 1990 LEVEL BY 2012 JKyoto Protocol and CO, 3.000 Be 2986) = To meet Kyote Protocol ET” geCOyyeariperson 7 = Bot indiviguat connitiurion espita conteybutens = Sefteuiruee, ere 1 only 13 of per ieindacn tnuial goal woud be 21.590 Ibs fentste are ealling tor mck Kyoto Protocol and CO, + To meet Kyote Protocol: 11.000 Ibs of COsyear‘person (7% from 1999)" ‘+ This i approximately equivalent to By ‘oacteiceCeconoony elas) Drive 1.000 snilet 20 mpg} Urel0 yd ofcenctete = Ge Lie of seet = Ure #( of alanine OTO PROTOCOL + Oule about 13 comes from personal decisions, the rest isdiete chy andeerteg © Architects and engineei's contribute ' to.the “industre and services” 24Defining Sustatnable Development Engineers and Sustainability ‘Reactor anecee ees eee DESIGN FOR SUSTAINABILITY + Sustuirable the ably to aint nia perpen: cacatis of oeing malate ed + Sustairasle cesign - goat is» prosuce ‘objects vst orly renewab'eresauweces ano which operation , depete ony (renewable "esaueees HM TET 25 3sp Energy and Buildiogs x a seein pking Lig Dest Hossag —Powrssid ——arertaaanan Reaeeahle crs sing Un cedining Saat eatin Wari eqated? 9 Sinn e526 LESSONS FROM HISTORY © Sustainable tracers imu coustdar the “end of Te" ofthe racine © 2466 a¢ solid ana, swaste fu he US generated bs de SeaSteat tio industry Up ro 9544 of censeruerion sweacte Be reeptisbles and tnasticleam and fmindsed ‘TWO EXTREME APPROACHES TO SUSTAINABLE STRUCTURES Permanence: Ver high qualicy consi ‘edhe manevials whieh cam be reused in fonure ‘Temporary: Less expensive couse-verion swith ashore lifespan. Materials wiese be lon impact 2IMPORTANCE OF HISTORY Cave sudles can esate 1 The designs of cesterday are the role o ede + Ho do we desigu wit he forure fevaind? DESIGN QUESTIONS TO CONSIDER 1 Ta chaoting seructaral sy ten = Recihiyglo DESIGN QUESTIONS TO CONSIDER ‘In choostng materia: What hearer for he teri? fcr De da mateish conmthare tone oer sign gent? learparney eens manned |What is “Green” Design? ena Design and construction practices that significantly reduce or eliminate te negative impact of brlamgs on the fenvronment and occupants in ve broad areas: + Sustahable site planning + Safeguaroing water and water emency + Energy eftcrency and renewable energy * Conservation of materials and resources + Indoor environmental quay Benefits of Green Building Environmental benetts + Reduce ne impacts of natural resource consuraetion Economic benents = Improve te botiom tne Health and safety benents + Enhance occupant eomton and heath Community benents + Mrinize stain on toe intcstructtes ant improve quay tte . Engineering for sustainability yele assessment A the process of evaluating the effects thata proauet has 97 che environment aver the entire pensd of t's fe cycle covers al processes recuited extracton “processing manufacture istration use reuse. mainienance f cisposal Grave" approachIntergenerational equity © Long term consequences of today’s action © Right of future generation a. Cost-benefit Analysis ‘© Incorporating environmental costs anid benents 0 Values of Future Consequences is discounted (reduced) © Any costs/benefits > 30 years almost vatueless oN a. Cost-benefit Analysis © Contingent valuation ‘method/ willingness to pay surveys willing to pay higher for real estate in non-polluted areas © Siting a dirty industry in an already dirty area © Reduction of human values to individualism 29COST BENEFIT ANALYSIS of public ‘were not bemg accented for xn -svaluanon and decistoa-matiag. bat rache:, economic efficiency te 2 vwiltansaa values was the ouly decision Values: ihtanamsi, Envizsumearalison, ~ Sestarsabihry J Cains - + Eiborage se ofteronce fe Se fpr + Exvomaulon + Erstad carted: peering fe menial wn + Brose Virs wesc tana igh densa andaoe Soe sop eon tao + Semiate + Exe Sa mdi emerson ae + Bela ene essupmml ona a b. Economic Instruments © Prices of resources should reflect the true cost, including the environmental costs involved ia their extraction and manufacture © Pollution charges 9 Tradeable pollution rights i 30b. Economic Instruments 0 Individuals and firms continue to pursue their self interest and the environment will be protected at the same time © Free market © Making a virtue out of the profit motive and ethical egoism Sustainable Development 0A way of endorsing market morality ‘and is-inadequate to the solution of. modern environmental-problems Environmental Ethics © The discipline that studies the moral relationship of human beings to, and afso the value and moral status of the, the environment and its nonhuman contents 31 Peete eae 7 feet geeENVIRONMENTAL ETHICS 0 HUMAN-CENTRED 0 SENTIENT-CENTRED 0 BIOCENTRIC-CENTRED © ECOCENTRIC HUMAN CENTRED © HUMANITY’ NEEDS AND INTERESTS ‘ARE OF SUPREME AND EXCLUSIVE VALUE AND IMPORTANCE IN NATURE OTHERS OF INSTRUMENTAL VALUES Sentient Centred Ethics © ALL SENTIENT ANIMALS HAVE INHERENT WORTH © ANIMALS THAT FEEL PAIN AND PLEASURE AND HAVE DESIRES ‘© ACTIONS MAXIMISES GOODNESS TO SENTIENT ANIMALS AS WELL AS | HUMANSria BIOCENTRIC ETHICS. © ALL LIVING ORGANISMS AS HAVING INHERENT WORTH © INSTINCTIVE TENDENCIES TO SURVIVE AND DEVELOP 0 NONMALEFICENCE, NONINTERFERENCE, FIDELITY AND RESTITUTION ECOCENTRIC ETHICS o INHERENT VALUE IN ECOLOGICAL, SYSTEMS ‘ © ATHING IS RIGHT WHEN IT TENDS TO PRESERVE THE INTEGRITY, STABILITY AND BEAUTY OF THE BIOTIC COMMUNITY. IT1S WRONG WHEN TIT IS OTHERWISE, (0 LAND ETHIC © Monetary Price © Environment belongs to everybody and to nobody Sustainable Development : Reality ATI fae feet ee7 i GOOD ENVIRONMENTAL MANAGEMENT MAKES GOOD BUSINESS SENSE Intemalised Cost © Lathe redesigned to be vibration- free and manufactured to dose tolerance ‘© Met occupational safety and health standard for noise ~ predecessor had not © More reliable, longer useful life offsetting the additional costs of ‘manufacturing BUSINESS CASE FOR EMS ‘© 3M CORPORATION. SAVED US$750 MILLION OVER 20 YEARS THROUGH ELIMINATING HALF A BILLION. TONNES OF POLLUTANTS AND REDUCING MANUFACTURING RELEASES TO WATER BY 84 %BUSINESS CASE, 0 TEXAS INSTRUMENTS REAPED US$23 MILLION FROM RECYCLING PROGRAMME 0 NORTEL COMMUNICATIONS MADE US$1 MILLION INVESTMENTS IN CFC REDUCTION THAT RETURNED US$4MILLION IN ITS FIRST YEAR ° ‘THE LARGEST COMMERCIAL, ‘CARPET MANUFACTURER HAS. ELIMINATED >05§165 MILLION IN WASTE SINCE 1994 © HARTMAN MALAYSIA, PACKAGING ‘SPECIALIST, AFTER MODIFYING ITS ANNUAL SAVINGS OF RM42,000 WHILE RECYCLING OF PALLET SAVES RM4B,000, ANSUALY BUSINESS CASE 0 UK COOPERATIVE BANK REUSED. 687 TONNES OF WASTES IN 2002 RESULTING IN ANNUAL SAVINGS IN WASTE COSTS OF US§85,000 0 TELCO BT GROUP GENERATED INCOME OF US$4.2 MILLION FROM RECYCLING IN 2002 35 j | LFo Engineering Ethics is the activity and "discipline aimed at understanding the moral values that ought to g engineering practice TT : ‘Moral Values So eee eeee eee eee Eee PE “1 See een | of Mischief is preferred to oO the acquisition of benefits *% © A wrong must be redressed for the —_—- a sake of justice even though there may be economic benefits in the — perpetuation of the wrong fi \ eueeieseiieee K ho Those for whose benefits the Sa environmental degradation had bccurred be charged diecty for - | corrective actions 1 © Truly self-correcting procedures _—_—ewoao ee ' iEquilibrium © Interrelationship between things © Unicity of nature ‘0 Synthesis and vision of the whole within which alone the parts have meanings —_ Gradualism ‘© Moral freedom of choice Inner directed Law ‘© Education and exhortation prior to the-actuat institution of change ‘© Secondary reliance on external forms HH I | Se a eee . (a 37Consider that... fF 01. Apress at your facility is working 24 hours a day for the next month to meet a large order. One day you notice that a small continous leak in a fountain solution tank containing a chlorinated solvent. Fortunately, the leak is directly beside a floor drain ‘and the liquid is ... Continuation .. © ....pouring right into it. Would you report the leak if you knew that it would risk stopping the line and possibly.cause you to delay the order? Or, would do nothing since the liquid és going down the drain, and the leak can be fixed as soon as, the order is finished. Consider that... © 2. Your plant sometimes must Subcontract Jobs when your work foad ‘xeeeds plant ou have an ‘obligation ta check on the bidders" ‘environmental status. What would you do it you did review the environmental status of the bidders and found thet the low bidder could meet the product ‘specifications, but they used the most ‘environmentally dangerous raw materials. 3tAnd consider that... © Your facility disposes of 30 tons per year of a solid waste that fs not listed as hazardous waste. Currently, you and your competitors dispose of the waste at very little cost in focal landfils. You receive information that the waste contains high concentrations of an unregulated substances that is dangerous to heath and the environment. What would you ‘do? e CONCLUDING REMARKS] © A revolution of Ethics is needed to displace the powerful ethical egoism that rationalises the market as the predominant decision-making toot © Are Engineers expected to manifest higher ethical conduct than the norm throughout the community? 0 Inadequacy of Sustainable Development ‘approach orustan290@salam.uitm.edu. my AAT 39 i iTHE PRINCIPLES OF SUSTAINABLE BUILDING DESIGN PROF. RUSLAN HASSAN, Ph.D, F.T.A.M, F.T.E-M., PENG ABSTRACT Some complex regional or global systeus are showing signs of failing, viz. traffic congestion, collapse of stocks of worldwide fish resources and global varming with attendant climatic changos resulting in floods. Construction, occupation and operation of buildings has a significant impact on energy use and green house gas. emission Buildings are frequently designed unsustainably, with emphasis on efficiency, style and forms rather than environmental quality in and around the built. onvironments. The Sustainable design approach - although’ now governed more by ethics than science, presented in this paper addresses principles like Economy of resources, life cycle design and with the most important of all, hamane.desiga. Brief description on these three (3) principlas, are outlined in this paper. Key Words: Sustainability, Economic Resources, Life Cycle Design, Humane design, Awareness and Skills INTRODUCTION The world is moving towards the complex situation’ for survival. Increasing environmental pollution, over population growth, imcreasing-rate of consumption and use of natural résource material ete are creating an unsustainable situation for the human being. Over.use of non-renewable energy and resource exploitation to run’ the Industrial economy and to reach the high levels of production and consumption, has generated global environmental problems. For example, Transport is responsible for up to 70% of all CO: emissions. The Construction, occupation and operation of buildings contribute axound 50% of the total UK energy"use and greenhouse gas emissions per year. Ruge investment made in end-of-pipe equipments and cleaner and smarter technologies to minimise environmental pollution and increase resource productivity did not really leads to drastic minimisation of overall environmental impacts, because it increases rate of consumption, which.is.driven by economies of scale (Gershenfeld, 2004). Sustainable development is defined’ in the Brundland Commission Report (WC, 1987) as meeting the needs of the present without compromising the ability of future generations to mect their own needs. This definition of sustainability does not specify the ethical roles of humans for their everlasting existence on the planet. It also fails to embrace the value of all other constituents participating in the globel ecosystem. The need for finding long-terns solutions that warrant continuing human existence and well-being is far mote compelling than that of finding a proper terminology to_describe the human need. In this respect, the debate. on. the terms “green,” “sustainable,” or’ “ecological” architecture is not terribly: important. According to an estimation, the World popalation vill be almost double by 2025, which will again demand an increase in résource consumption. I£ it is assumed to follow the exponential growth of 5-6% for Developing countries “and 3-4% for Developed countries according to Brundtland Report, then the Earth will not be able to sustain such a huge growth. In its-original context, the definition wasoN stated solely from the human point of view. In order to embrace the idea of a global ecology with intrinsic value the meaning must be expanded to allow all parts of nature to meet their own needs now and in the future. Designing for sustainability requires therefore, awareness of the full short and long term consequences of any transformation of the environment. Sustainable science focuses on the dynamic interactions between nature and society, with equal attention to how social change shapes the environment and how environmental change shapes society (Figure 1). Sustainable Development Fig-1: Sustainable science 2. SUSTAINABILITY DESIGN APPROACH The designer has a role of strategic thinking in dealing with corporate strategies and policies towards sustainable solutions. Strategic thinking end action in the form of creativity and capacity to respond to unforeseen-everts must therefore be cultivated at all levels of the organisation. This creativity must be contextual and ecological ~ social creativity. Design is a journey ot creation (McDonough, 1992). It is a journey toward a desired future state, which we define for ourselves and want to realise. The metaphor of the journey allows us to see design as a method by which we can’ move from the present to a future situation that is preferred to the present. This is a re-thinking of strategy as a relationship to the future, and as a process - a journey. Strategy as desiga is also viewed as a journey of creation.~ and as a creative process. Comparing realism versus idealism, design attempts to transcend the two opposing Positions. Realists focus on describing what is, and developing theories, approaches, and strategies on the basis of the description; idealists focus oa what ought to bey and plan on the basis of their ideals. The dichotomy ensures that realists are unlikely to go beyond existing conceptual framenozks and explore what could be, let alone what should be, whereas idealists often fail to ground their strategies in a ‘realistic’ assessment in a given situation. The fundamental assumption is that the environment is’ by no means fully knowables and a plurality of descriptions can give us a “rich picture” that can allow for a deeper understanding of the situation. T Ikideas and images of alternative representations of the future system, devise criteria by which to evaluate those alternatives, select and describe or “model” the most promising alternatives, and prepare a plan for the development and implementation of the selected model. Design is a systemic process: it is not a linear, step-by-step process which separates components in a chain of cause and effect, and focuses on the smallest unit of analysis by removing it from its context. It is rather a process of inquiry that stresses the importance of the context one works in, the context in which the present system operates, and in which the future system will emerge. Design is also creative process: emphasis is placed on developing an alternative, or a series of alternative. solutions, to an existing problem situation. Design assumes that there are many different ways of creating a model, and many different models, which can emerge from design. In design, an Inductive model is created, which is “a representation of a system that does not yet exist but is intended to be built”. Design is creative in the sense that it does not develop a model by merely shuffling around components of an already existing system within the parameters defined by that system, but attempts to change or reconceptualize the nature of the system itself. ‘The creative dimension of design is “the dynamics of divergence-convergence,” in which “the designer continually goes through alternating sequences of generating variety (divergence) and reducing variety (convergence), while seeking the single most feasible and workable alternative”. 3. PRINCIPLES OF SUSTAINABLE BUILDING DESIGN During @ building's existence, it affects the local and global environments via a series of interconnected human activities and natural processes. At the early stage, site development and construction influence indigenous ecological characteristics. Though temporary, the influx of construction equipment. and personnel onto a building site and process of construction itself disrupt the local ecology. The procurement and manufacturing of materials impact the global environment. Once built, building operation inflicts long-lasting impact on the environment. For instance, the erlergy and water used by its inhabitants produce toxic gases and sewagez the process of extracting, refining, and transporting all the resources used in building operation and maintenance also have numerous effects on the environment. For sustainable buildings, there are three principles of sustainability (Kim, 1998). Economy of resources is concerned with reduction, reuse, and recycling of the natural resources that are input to building. Life cycle design provides a methodology for analyzing the building process and its impact on the environment. Humane design_focuses on the interactions between human and the natural world: The overall conceptzal diagram for sustainable design is shown in Figure 3.‘HOR VAADLE DESIGN AND SGLLUTON SEVERIN Fe Sutag Figure 3: Conceptual Framework for ee || "s Sustainable Design and Pollution ma an learearvsnon || Somane’ [|S mese [__soteaar — | Peseaanag | [tata Tor 3.1. Principle Economy of Resources By economizing resources, the use of nonrenewable resources in the construction and operation of buildings is reduced. There is « continuous flow of resources, natural and manufactured, in’ and out of a building. This flow begins with the production of building materials and continties throughout the building's Lire span to create an enviroment for sustaining human well-being and activities, After a building's useful life, it’ should turn into components for other buildings. The ainree strategies for the economy of resources principle are energy conservation, water conservation, and material conservation. Each focuses ono particular. resource necessary for building construction and operation. © Energy Conservation Ager construction, @ building requires a constant flow Sf energy input during seu reeration. The eivironmental impacts of energy consumption by buildings Scoue primarily away from the building site, through mining or harvesting eneray Sources and generating power. The enersy consumed by a buildiag in the process of heating, cooling, ‘lighting, and equipment” operation cannot be recovered, environmental impacts of energy f energy delivered. Soalnfired electric power plants emit ‘polluting gases such as 50)", CO; . CO, and NOx into the atuosphere. Hydropower plants each require a ‘don’ endo zeservoir which can hold'a large body of waters construction of dans results in discontinuance of river ecosystems and the loss of habitats for animals and plants. ;Economy Structured te meet objectives and values set by society Society Decides objectives for development a value frammeworte nd sets ethicaband Environment Sets limits. the real bottom line Figure 2: Sustainable Development Approach Design explores future alternatives based on an understanding of what ought to be, and lets these images guide the design process. The designer works back from these ideal images to see what potential obstacles might exist to their realisation. A different approach to realim and idealism emerges, one that is based on a synthesis of a different, contextualised, dialogical understanding of the real and the ideal. Design is therefore a method of disciplined inquiry which, among other things, allows us to © explore our present position, © gain an understanding of our values and assumptions and how they affect both our view of the present situation and of our aspirations for the future, © characterise our ideals concerning the future system-we-wish to develop, and © allow us to develop.a map or model of how we can get tothe future state. Design proceeds from outside-in rather than inside-out: this is a crucial difference, which distinguishes design from planning. Inside-out inquiries start from within the planner‘s already existing conceptual and: empirical boundaries. It is information-driven, because the inguiry is based on already existing information rather than value-driven. This means it occurs based on information derived from the perspective of already existing conceptual frameworks in which values are implicit (“inside”), and,there is no attempt to engage in a questioning of those fundamental valyes themselves: Value-driven, outside-in design starts with an articulation of our present situation in which our values concerning our assessment of the situation are made explicit, and the values inspire us to desigh a future system that conforms to those values. The stress is on articulating values, and fostering creativity. Design is a creative, decision-oriented disciplined inquiry that aims to formate expectations and requirements of the system to be designed, clarify© Water Conservation A building requires a large quantity of water for the cooking, washing and cleaning, flushing toilets, irrigating plants, etc.. All of this water requires treatments and delivery, which consume energy. The water that exits the building as sewage must also be treated purposes of drinking, © Material Conservation A range of building materials are brought onto building materials occurs primarily during the construction stage. The vaste generated by the construction and installation process is significant. After construction, a low-level flow of materials continues in for maintenance, replacement, and renovation activities. Consumer goods flow into the building to support human activities. All of these materials are eventually output, either to be recycled or dumped in a landfill. building sites. The influx of 3.2. Principle 2: Life Cycle Design The conventional model of the building life cycle is a linear process consisting Of four major phases: design; construction: operation and. maintenanee; and demolition. The problem with this model is that it is too narrowly defined: it does not address environmental issues (related to the procurement and manufacturing of building materials) or waste management (reuse and recycling of resources) - This “cradle-to-grave approach recognizes environmental consequences of the entire life cycle of resources, from procurement to return to nature. LCD is based on the notion that a material transmigrates from one form of usofel life to another, with no end to its usefulness. For the purpose of conceptual clarity, categorized into three phases: pre-building, building, and post-building. ‘these Phases are connected, and the boundaries between them are not obvious. The Phases can be developed into ucb strategies that focus on minimizing the environmental impact of a building. Analyzing the building processes in ecch or these three phases provides a better understanding of how a building's design, construction, operation, and disposal affect the larger ecosystem. the life cycle of a building can be © Pre-Building Phase This phase includes site selection, building désign, and building material Processes, up to but act including installation. Under the sustainable-design strategy, we examine the environmental consequences of the structure's design, orientation, impact on the landscape, and materials used. The procurement of building materials impacts the environment: harvesting trees could result in deforestation: mining mineral resources (iron for steel; sand, gravel, and Limestone for concrete) disturbs the natural environment; even the {Ransport of these materials can be a highly polluting activity, depending on their weight and distance from the site. The manufacturing of building products aiso requires energy and creatés environmental pollution: for example. a high level of energy is required to manufacture steel.© Building Phase This phase refers to the stage of a building's life cycle when a building is physically being constructed and operated. In the sustainable-design strategy, we examine the construction and operation processes for ways to reduce the environmental impact of resource consumption; we also consider long-term health effects of the building environment on its occupants. © Post~Building Phase ‘This phase begins when the useful life of a building has ended. In this stage, building materials become resources for other buildings or waste to be returned to nature. The sustainable-design strategy focuses on reducing construction waste (which currently comprises. 60% of the solid waste in landfillsl) by recycling and reusing buildings and building materials. © Site and Building Interactions The LCD concept calls for consideration of the environmental consequences of buildings in all three phases of the life cycle. Each phase of building life cycle is associated with two groups of ecological elements: site and building. The principal domain of the design is in the building phase, but sustainable building can be achieved by finding ways to minimize environmental impacts during all three phases of building life cycle. 3.3 Principle 3: Humane Design flumane design is the third, and perhaps the most important, principle of sustainable design. While economy of resources and life cycle design deal with efficiency and conservation, humane design is concerned with the livability of all constituents of the global ecosystem, including plants and wildlife. This principle arises from the humanitarian and altruistic goal of respecting the life and dignity of fellow living organisms. Further examination reveals that this principle is deeply rooted in the need to preserve the chain elements of the ecosystems that allow human survival. In modern society, more than 70% of a person’s lifespan is spent indoors. an essential role of architecture is to provide built environments that sustain occupants‘ safety, health, physiclogical comfort, psychological well-being, and preductivity. Because environmental quality is intangible, its importance has often been overlooked in the quest for energy and environmental conservation, which sometimes scemed to mean “shivering in the dark.” Compounding the problem, many building designers have been preoccupied with style and form-making, not seriously considering. environmental quality in and around their built environments . Remember the performance factor of desfgn. When a product saves energy, does it perform as well as what it is replacin§? Aid how does it affect the performance of building occupants? For instance, early fluorescent lighting systems were more efficient than their incandescent counterparts: however, some fluorescents were known to buzz. The bulb might save $30 in annual energy costs, but if the noise irritated the employee working nearby, the employee's resulting drop in productivity could ‘cost the employer a lot more, thereby wiping out any financial benefits gained from lighting energy conservation.A general rule of thumb in such comparisons is that the annual energy bill of a typical office building amounts to around five hours of employee labor costs therefore, eny building energy conservation strategy that annually reduces productivity by more than five hours per employee defeats its purpose. This is not to say that energy conservation canact be financially beneficial, just that it should be kept in holistic perspective, taking other pertinent factors into account. The following three strategies for humane design focus on coexistence between buildings and the greater environment, and peti and their occupants, enhancing the ween buildings © Preservation of Natural Conditions An architect/engineer should minimize the impact of a building on its local ecosystem (e.g., existing topography, plants, wildlife). © Urban Design and Site Planning Neighborhoods, cities, and entire geographic regions can benefit cooperative planning to reduce energy and water demands. The resuit ean more pleasant urban environment, free of pollution and welcoming to nature. from be a © Human Confort, As discussed previously, sustainable design need not preciude human comfort. Design should enhance the work and home environments. This. can improve productivity, reduce stress, and positively affect health and well-being. Refer Appéndix 1 for Green Building Checklist, 4, SUMM@RY AND coNCLUSroW To achieve environmental sustainability in the building sector, engineers. and architects must be educated about environnental issues daring their professional training. Universities have to foster environmental awareness. inteoduce students to environmental ethics, and developing their skills and knowledge-base in sustainable-design. The current status of sustainable design is that of an ethic rather than a science. While a change of lifestyles and attitudes toward the local and global environments is important, the development of scientific knowledge-bases that Provide skills, techniques, and methods of implementing specific environmental design goals is urgent. To enhance environmental sustainability, a building must holistically balance and Integrate all three principles ~ Sustainable Design, Economy of Resources, and Life Cycle Design — in design, construction, operation and maintenance, and recycling and rouse of engineering architectural resources. These principles comprise a conceptual framework for sustainable architectural design. This framework io intended to help designers seek solutions rather than giving them 2 sek of solutions. Specific design solutions compatible with a given design problem will emanate from these principles. pees pect ee cs eo }REFERENCES. Gershenfeld, J.c., Field, F., Hall, R., Kirchatn, R., Marks, D., Oye,K. and Sussman, J. (2004), Sustainability as an Organizing Design Principles for Large Scale Engineering Systems, MIT Engineering System Monograph. Kim, J.J, (1998). Introduction ta Sustainable Design, National Pollution Prevention Centre for Higher Education, Michigan An Arbor. William McDonough and Michael Braungart (1992). Hannover Principles: Design ror Sustainability, in green@works, com. 2003. World Commission on Environment and Development, (1987). Our Common future, London: Oxford University Press.APPENDIX 1 { SUSTAINABILITY IN THE GREEN BUILDING ~ checklist Design space-efficient buildings j Reduce the size and complexity of buildings whenever possible. Avoid odd, irregular shapes that are difficult ro construct, finish, ‘ ‘and fernish. | optimize interior spaces for size and efficiency. Minimize space required for circulation. Design Spaces that are flexible and suitable for iy multiple uses. i Use residual spaces for storage. Maximize all surfaces for shelving, built-ins, closets, etc. Eliminate superfluous spaces. Favor well-designed entrances that are | properly scaled and include sirlocks or windbreaks. 1 aoooc0o00 Design energy-efficient buildings that use renewable energy sources 1 Optimize building surface to volune ratio. Efficient design dictates that the least possible amount of materials are used to enclose. the space. Orient buildings to the sun. Elongate the east-west axis or dimension to present as much of the building as possible to the south. Consider earth berming, wind breaks and landscape planning for energy conservation. Use highlevels of insulation, superwindows and tight construction. Use fan doors or other diagnostic equipment to verify the airtight quality } of construction. J Integrate primary renewable energy systems. Solar energy can provide a significant amount of natural Light, passive solar heat gain and natural ventilation. Photovoltaic, wind and hydroelectric sources are also renewable. Small scale systems are now available. (0 Use high efficiency mechanical and electrical. systems. Make oure all dwelling units have adequate, natural or mechanical ventilation. ooo 00 o Follow the principles of reduce, reuse and recycle Reuse existing buildings, materials, and infrastructure to reduce the amount of new materials and resources required. Use salvaged building materials as much as possible. ] Be sure they have adequate quality to perform their role.and do not represent health hazards. Recycle construction waste at the job site. Many items can be recycled already and new markets are currently being developed. Minimize waste by designing for standard sizes. Avoid over design of building systems. Design areas for storing-and processing recyclables within the building. Provide space for aluminum, glass, plastic, newspaper and conpostables baoaooo! h \ optimize material use Oo oo ao Design for standard sizes to minimize waste. . Use value-engineered products such as advanced framing and composite truss joists for more efficient structures. Select durable materials that can provide thermal mass in buildings. Detail all construction to avoid standing water, weather intrusion, and unwanted infiltration. Place most of the windows, with proper shading, facing south. monolithic surfaces with minimum building penetrations Make it easy for the occupants to recycle waste Tnelude a o a Include convenient récycling stations in kitchens and other areas where waste is created. Provide composting facilities in the house or on the property which are functional, easy to.use and vermin-proof. Consider bulk recycling collection points within communities to simplify collection. gray water and rooftop water catchment systems Configure roof sheds to gather water at strategic locations.. Use gravity flow to distribute water for irrigation, flow forms and garden pools. Plumb dwellings to separate gray water from sewage or black water. Consider on-site use of gray water for irrigation, £lushing toilets. Use water-efficient, low maintenance landscaping a a a Replace large lawn areas with edible landscaping. Use drought resistant plants to reduce irrigation Implement metro-gardening in community spaces. Try containerized gardening where open space is limited. Avoid potential health hazards a o G Design for future reuse o o avoid electromagnetic fields (EMF) by not building close te power Lines, microwave towers or other concentrated sources of electrical energy. Do not use toxic materials that offgas or cause interior air pollution. Design duct work, heating and cooling coils and filters to be easily accessed and cleaned. £ Simplify structures in shape and proportion 50 spaces can be reconfigured. Use simple structural systems which minimize interior weight-bedring wallsoo oG Provide connections to building systems which anticipate expansion or remodeling. Design basements with outside access and windows when possible to facilitate conversion to additional living space. Configure roof framing systems to allow for using these spaces. Carefully consider the space between buildings to allow for additions or gardens. Avoid materials that harm the environment ooa a Minimize the use of old growth timber. Use local woods whenever possible. Do not use ozone depleting chemicals or mechanical equipment that rely on then. Carefully recycle chlorofluorocarbons (CFCs) when disposing of mechanical equipment or foam insulation. Minimize the use of pressure treated lumber. Use recycled plastic lumber or other alternatives. a oao oop o Qo Avoid the use of pesticides or other harmful chemicals that may leach into groundwater. Use durable products. Durable, long-lasting products require less maintenance and contribute less to landfills. Conerete and masonry products used inside a building provide thermal. mass and assist in passive solar performance. Choose building materials with low-embodied energy. Lumber, brick, cement, and glass require relatively little energy t6 produce compared with plastic and aluminum. — Choose locally produced materials to reduce energy required for transportation and to support local economies. Use building components. made from recycled materials. Framing and finish lumber, carpet, floor tile, cabinet stock and paints are now manufactured with recycled materials Cellulose and plastic building insulation which are recycled often are less toxic and involve remanufacturing processes which are earth friendly. Build with salvaged materials whenever possible. Renovating and sing existing structures saves the Resources and energy inherent in them. a a o.o0 0 Older fixtures, moldings, plumbing components, etc., are often of high guality and rare design imparting a unique aesthetic and design value. Materials that are older usually do not offgas or contribute to interior air quality problems. Avoid materials that offgas pollutants se allergy-free, nontoxic building materials. Consult material data safety sheets to confirm whether or not a material may be harmful. Minimize products derived from petrochemicals. Choose water-based products if they are suitable for the application. Provide adequate ventilation during construction and insure all workers are properly protected when materials are being applied. J [j Reduce packaging waste 1 auy in bulk whenever possible. ot O Avoid shrink-wrapped or plastic-wrapped products unless the packaging is 1 necessary to protect the product. Insist on a job site recycling effect { deena gee in 1 vaste as sppropriace. cee pe 4ENGINEER IN CONSULTANCY‘l | ENGINEERING IN CONSULTANCY PRACTICE Cutline ‘duty list of engineering consultants How such a listing affect ethics - etiquette - conduct of engineers in relation to Registration of Engineers Act 1967 Professional Liability may arise in contract or tort ‘ contract.: owed principally to employer but under tort of negligence liable fo any person who may suffer as a result of the act or omission of the consultant engineer : categories of tort never closed — Lord Macmillan ‘Standard of Care Engineers liability not absolute ie engineer not liable just because client suffers: Only if professional neglected to exhibit skill of an ordinary competent member of the profession. Refer to cases. Express duties : As specified in contract Delegation : Cannot disclaim liability by delegation. Continuing duty : Appointment as consultant continues until terminated, Explain : General Principles of Negligence i duly of care : ‘Standard of care f Economics Loss - Danger to Health and Safety Expalin : Need for Code of Ethics - tem - BEM - ACEM Role of Engineers in Society Groirpwork {n.countties where development is much needed can conflict between ethics and business be resolved to the advantage of both parties.ee IEM - The Institution Of Engineers, Malaysia BEM - The Board Of Engineers, Malaysia All engineers must register with The Board Of Engineers, Malaysia upon graduation. } | I Ld| BOARD OF ENGINEERS, MALAYSIA | AND ITS FUNCTIONS | Act) - To safeguard the Statutory Act - To régulate practice of engineers | Statutory body formed by the Act of Parliament (Engineers - To protect public and to up-grade engineersEXPERIENCE:- BEW’s requirements Local graduates Experience counted from the date an engineer registers with BEM as a Graduate Engineer Not on date of graduation Overseas graduates At least 1 year of engineering experience to be gained locally : fee He he flew i. ehTEACHING IN ENGINEERING Possess necessary academic qualification Engaged in teaching 1 year teaching experience for the final 2 years 1 year equivalent practical experience Plus 3 years Includes: - Approved post graduate course, or - On research for higher degree, or - Research whilst being a teacherVv PROFESSIONAL INTERVIEW Interview Two essays writing Section A Training and Experience Section B Code of Ethics en He aie ee ee ee ee fey ‘ ore Bh feeDOCUMENTS TO BE SUBMITTED TO THE INTERVIEWER . Report of Training & Experience - Verified . Log Book (If applicable) . Drawings and/or other documents - Verified ORAL INTERVIEW Questions:- . Basic engineering . Training and experience . Project / drawings / calculations Duration . 30 — 45 minutes ESSAY WRITING. (A) Section A a Training and experience a Basic engineering (B) Section B a Code of Ethics Duration: 1% hours eachWHAT IS EXPECTED Section A Professionalism of candidate To gain some understanding of the professional code of ethics and conduct before entering for the professional interview Section B Candidate to demonstrate - His understanding of the role of engineers in the society vis-a-vis his professional code of ethics - He can write and present in clear and concise manner - 7 )TIPS: PREPARING REPORT Do write: e Interesting and essential details ° Draw correct conclusions | a)ECCE European Council of Civil Engineers ETHICS and DEONTOLOGY An European Code of Professional Conduct TRAINING CENTRE ROARD OF ENGINEERS MALAYSIA t We Geom Speed: ive bed bee1 ETHICS, MORALITY and DEONTOLOGY ETHICS is concerned with the personal dimension of any human action, for the way Of acting emerges from the inner nature of the human being. Ethics substantiates and provides the understanding of MORALITY, which relates to actions guided by habits and to customs, thence external to the individual and leading to faws and rules. DEONTOLOGY embraces both Ethics and Morality and sets duties required by a given professional environment Clearly. the changing context in which professionals practice demands a fresh look ‘at traditional ethical values and a greater awareness of the changing Perceptions of society to the nature of professional integrity and practices. A basic question concems the meaning of profession, which is characterized by its objectives but whose identity requires common ideals (an ethical code) and ‘common standards and rules (a deontological code). Obviously, codes ought to be for the benefit of mankind, yet protection of the members of that professional should be a most important corollary. Regardless of the particular interests of the moment, the ethics of a profession should take the form of a Covenant, which is a concept of immutable and pervasive principles. On the contrary, the deontology of a profession should reflect any evolution in the scope of-that profession and incorporate now requirements set by society. 2. SCOPE OF A CODE OF ETHICS/DEONTOLOGY FOR CIVIL ENGINEERS A balance has to be found in between universality of concepts and objectiveness of precepts. All human beings bear responsibililies ranging from individual “goods”, through family care and.the interests of various social groups, such as } local communities :and-nations, to mankind and general quality of our habitat. As Civil Engineers, responsibilities are focused on global environment and on quality of life -of all human beings, and that requires professional competence, independence and integrity. These responsibilities should then be identified in a Code of Ethics/Deontology for Civil Engineers, which could be organised into three chapters: A. General issues B. Societal issues Cc. Professional issues TRAINING CENTRE BOARD OF ENGINEERS MALAYSIAChapters A. and B. deal with ethical issues and should constitute the code of Ethics. Chapter C. can be as detailed and as practical as found to be convenient and should form the Code of Deontclogy. Issues in chapter C. can be org; janised in two parts, with Part | common to ali European countries and Part Il allowing for the particularities of traditions and practices across distinct countries in Ev urope, Alternatively, the Code of Ethics:Deontology could be organised into four chapters: A2 AZ Ba B2 B3 A. The civil engineer and the community B. The civil engineer and his employer/client C. The civil engineer and his profession D. The civil engineer and his fellow orofessionals CODE OF ETHICS to be adopted by ECCE members Proloques The purpose of Civil Engineering is to improve living conditions and of quality of life. A Civil Engineer is a servant of society and a promoter of culture and of quality of life. A Civil Engineer’ must survey and analyze the demands of the time and anticipate future developments. Ethical Rules A Civil Engineer shall contribute with his knowledge, capacity and experience towards the benefit of mankind. A Civil Engineer shall act with integrity and sincerity towards his Client/Employer, his superiors and his colleagues, and shall be just and fair towards his subordinates. A Civil Engineer shall discharge his duties to his ClientEmployer with complete fidelity. He shall not accépt remuneration for services rendered other than from itis Employer or with his Client/Employer's permission. TRAINING CENTRE BOARD OF ENGINEERS MALAYSIA el . cee (ee eee cco aa Dae Foss!8.4 B.S BE Bz Bs BS B10 Bt cA C2 A Cwil Engineer, without disclosing ine fact io his C wating, shall not be a director of nor rave a substantial ‘nancial interest in. nor be agent for any company firm er oerson carrying on any contracting. consulting or manufactusng business which is or may be involved in the work to which his job relates; nor shall he receive directly or indirectly any royalty, gratuity or commission on any anucle or process used in or for the purposes of the work in respect of which he is employed unless or until such royalty, gratuity or commission has been authorised in writing by his Clien/Employer. i mployer in A Civil Engineer shail familiarise himse'f scrupulously with the task before him and shail ascertain its purpose . its objectives, its feasibility and its effects on sociely and nature. A Civil Engineer shall act with all its expertise, always civing priority to public interest, A Civil Engineer shall have the highest respect towards the professional skills of his colleagues, with no discrimination based on race. religion, sex, age or titles. : A Civil Engineor shall take part in open and constructive discussion with all concerned parties in order to achieve a result. which will function and be of a high standard. A Civil Engineer shall listen, as a decision maker, to experts and to his ‘subordinates, and shall consider the effects of all known viewpoints. A Civil Engineer shall express his well founded opinions to decision makers. A Civil Engineer shall take responsibility for the results of his work, shall strive actively for the avoidance and correction of errors and shail riot try to alter facts in order to justify his decisions. CODE OF DEONTOLOGY (Part I) to be adopted by ECCE members Deontological Rules A Civil Engineer shall discharge his professional responsibilities with integrity and impartiality, never allowing personal interests to affect decisions or advice. A Civil Engineer shall not take responsibilities requiring exoertise beyond his capacities or beyond his controt. TRAINING CEN HOARD OF ENGINEERS MALAYSIA 4° 3 C4 cs C6 C7 C8 co C10 Ct C12 A Cwit Engineer shail take as confidential all scientific and technical information, financial or otherwise, on the interests of his ClienvtEmployer. until such information ts disclosed or if public interest is affected A Civil Engineer shail not maliciously or recklessly injure or attempt to injure, whether directly or indirectly, the professional reputation, prospects oF business of fellow professionals. 4 Civil Engineer shall not, in selflaudatory language or in any manner derogatory to the dignity of the profession, advertise or write articles for Publication, nor shall he authorise such advertisements to be written or published by any other person. A Civil Engineer shall not, directly or indirectly, attempt to supplant another Civil Engineer, nor shall he intervene or attempt to intervene in or in connexion with engineering work of any kind which to his knowledge has already been entrusted to another Civil Engineer. A Civil Engineer shalt not get involved as Consultant without Prior knowledge of the fellow professionals in charge of that work. . A Civil Engineer shall not be the medium of payments made on his Client/Employer's behalf unless so requested by his Client/Employer; nor shall he in connexion with work on which he is employed place contracts oF orders except with the authority of and on behalf of his ClienvEmptoyer A Civil Engineer shall afford such assistance as he may reasonably be able to give to further the Education and Training of candidates for the profession, A Civil Engineer, either himself or though his organisation as an employer, shall afford such assistance as may be necessaty, to further the formation and professional development of himself and of other members and prospective members of the profession. A Civil Engineer working in a country other than his own shall order his conduct according to these rules, so far as they are applicable: but where there are recognised standards of professional conduct, he shall adhere to them, 4 Civil Engineer shall promote esteem for his profession and shall have the highest regard for his social role. TRAINING CENTRE oe fo ele pl fle el fl flee pe relThis first draft on Ethics and Deontology for European Civil Engineers quo ideas, concepts and sentences taken from the following documents: + LOGOS - Enciclopedia de Filosofia, Lisbon; + Paper by James Armstrong prepared for the ICE Ethics Committee and with tile Proposed redraft of existing Cade of Practice (revis draft 29 April 96) | + Paper by A.M Muir Wood with the title Ethics — The Engineer, + Brazilian Cade of Professional Ethics for Engineers and Architects; aa © + ICE Rules for Professional Conduct + Estaluto da Ordem dos Engenheiros de Portugal ‘ : * Code of Ethics of RIL — Association of Finnish Civil Engineers: " * Codigo Deontologico de ta Asociacion Espanola de Ingenieria de Proyectos; r + Code de Deontologie de I'Ingeniour (Annex 1); a + Leonardo EuroRecord ~ “Competences Sub-group": February 14, 1997 (Annex 2) TRAINING CENTRE 5 BOARD OF ENGINFERS MF. ASIA 6ANNEX 2 Leonardo EuroRecord “Competences Sub-group” Recording Learning and Achievement The following model, for recording learning achievement against what should be a commonly agreed and logical set of headings, is based upon the draft format for the EuroRecotd developed by the “Format sub-group In particular, the EuroRecord allows for the recording of events (experiences, courses, episodes, including a record of the time involved) where leaming occurred, separately from the records made of the leaming achieved. One-to- many relationships will be recorded between events and learning achieved: the leaming achieved in each event will be deconstructed under a number of separate headings, so that learning achieved in each area can be reviewed synoptically. (Hyperiinks between the entries will remain in evidence, so that reference is possible both ways: from event to knowledge, anc from learning element to the experience that gave rise to it. Models of Professional Competence There are many alternative classifications (typologies, taxonomies) for elements of leaming. A classification has been adopted here. that is believed to be reasonably descriptive of the key features of professional activity in engineering. The primary focus is on what an individual can do, not on + The abstract knowledge they may embody + What they have done Though these constitute important evidence of, and are integral to, capacity and competence. What a professional individual can (and, by implication, will be able to) do, is determined by education in breadth, behavioural attributed and values, as well as by training; particularly in a fast-moving world with many uncertainties, where standard answers will not suffice. Competence therefore. for the purpose of this EuruRecord, is taken to encompass, as well as verifiable performance skills,"deep structures of knowledge and understanding, a broad cognitive perspective, reflective and analytical capacity, sensitivity to relevant aspects of social or situational contexts, responsiveness, and, in general, affective as well as cognitive ingredients.” A professional engineer is not an authority figure, but rather someone who combines possession of high-level knowledge and skills, with “reflective deliberation about. particular circumstances and problem. TRAINING BOARD OF ENGINEER TRE MALAYSIA (ani ee ){ t Situations in dialogue with the clients being served" to arrive at “good” solutions he EuruRecord aims not to treat the “moral, evaluative and motivational! aspects of education as separable from....the technical and craft dimensions. in 2 way that [would] wholly distort the logical, normative and psychological relations between them” The EuroRecord therefore does not rely on the maps of competences derived from detailed functional analysis, and familiar in Vocational Qualifications and National Standards in UK and elsewhere. These represent. performance Specttications rather than integrated educational goals, and so are relevant to one aspect of recording achievement only: the functional elements (explained loter) These functional lists can be extremely long, minutely detailed, and very auickly tisk becoming outdated. An individual who wishes to achiove Vocational Qualification along these lines will be able to use the EuroRecord for the purpose, but recording achievement against such standards is not essential feature of EuruRecord: EuroRecord is compatible with functional competencies, but does not require their use. The EuroRecord Model The EuroRecord altempts to identify a generic model (see Appendix 1) of professional competence that applies across the entire spectrum of engineering: that characterizes “expertsperformance”; and that accommodates that essential fealure of high-level professional activity: the transfer of knowledge developed in a restricted set of circumstances for application to very different ones, a process facilitated | by ‘reflection. A Generic Competences model represents as considerable degree of commonality with other professions, though the fine detail of the relevant "Body of Knowledge” will differ considerably from profession to Profession, as will the relative weight of the different kinds of generic competence. {follows (from the desire to provide a generic framework that will be usable and applicable across: the engineering industry, encompassing as much those who work primarily in management functions, as those engaged in design ot mariufacture), that it will not be appropriate to spell out the fine detail of any Body of Knowledge in the EuroRecord either: It is anyway not the job of a Record of Achievement to prescribe any canon of knowledge — but to provide a neutral Shell for use by an individual, for his or her won purposes (see Appendix 2) TRAINING CENTRE BOARD OF ENGINEERS MALAYSIAwD Two concepts are important, therefore, for the description of learning outcomes Competence: The generic elements of competence used here constitute an aggregate of “skills, information and motivation.” The elements of competence are divided, purely for the purpose of teasing out the different threads of learning, into a number of separate categories, which will be described below. No one should make the mistake of thinking that the separate elements stand in any sense alone. Professional practice involve, as was said above in other words, an intimate fusion of ‘performance, awareness and understanding” where awareness is taken to include emotional (affective) , ethical and reflective elements. Body of Knowledge: This is a listing of the areas of theoretical knowledge, and the relevant operational and situational knowledge and skills (eg. Knowing about Laplace transforms (theoretical Principles), and also being able both to decide when to use them, (informed situational judgements), and in practice actually to do them (skills, techniques and technologies) The listing of headings to describe a "Body of Knowledge" within the “Generic Competence” model does not imply two altemative ways of recording achievement. They allow complementary descriptions of learning achieved : the one centred on the total role of the professional; the other focusing more on the detailed knowledge, and associated operational actions the individual may be called upon to take. Elements of learning derived from recorded events, will be" teased out and recorded against both classifications. In recording learning, it may be appropriate for individuals to record the nature of the professional role they were playing in each episode. A possible list is attached in Appendix 3. Attached to this list are six headings that the Engineers’ and Managers’ Association identified as key for the characterisation of professional competence Visual Model The model proposed for testing in the second year of the EuroRecord project owes much to CISC and Winter. The work of Cheetham and Chivers has becn particularly helpful. it provides a useful visual image, a version of which (with their approval) we have adopted to illustrate the EuroRecord model (Appendix 1) EuroRecord will deviate from the hypothetical model proposed in their paper. These ways are described in Appendix 4 TRAINING CENTRE !ARD OF EAGHINEFRS MALAYSIA, iy Frostet par’ eet! fap Rate’ eureesee) i ~ }Other Essential Vocabulary The following concepts are essential, addition to those used above Evidence: Evidence links the /2arning events with the learning recorded Leaming cannot merely be asserted; it must be evidenced, . demonstrated, The source material must be available for i inspection, if required by an authorised reader of the EuroRecord \ (See Appendix 5) : Assessment Vocabulary: These are criteria against which performance is typically judged. The very small, but significant additions to the list {or the higher levels of qualification should be noted 1 (See Appendix 5) Learning Methods: A list is given of typical modes of learning | (See Appendix 7) } Subsequent Modification The model adopted here will doubtless be found to be waiting during the first 4 year of testing. There are others who are following parallel paths, researching ! empirically the details of engineering generic competencies. The EuroRecord 7 model will be revised at the end of the second year in the light of our‘own ‘experience, and whatever experience we can glean from others. TRAINING CENTRE BOARD OF EXGINEFRS MALAYSIA,Appendix 1 The Professional Competence Model Personal/Behavioural and Values/ethical elements of Professional Competence if \T ‘Knowledge/cognitive a and : Functional Competence lf Technical aspects of the professional role Body of Knowledge I The Wider Role Fetiansy (4, 1997| Appendix 4 continued} The following lists of competences describe what a professional engineer can, and when appropriate, will do A At AZ Personal/Behavioral, Values/Ethical elements of _ professional competence: the wider role Teamwork, self-awareness, and awareness of others * Work effectively in a team and collaborate with others, able to engage the collaboration of others in the pursuit of shared purposes or reciprocal interests + Self-monitor own professional performance and impact, employing critical appraisal * Produce accurate accounts of his/her own practice + Accept feedback from others * Suspend judgement and action for the sake of reflection and understanding; maintaining self-controt + Tolerate ambivalent feelings and motives, and uncertainty about the outcomes of a situation + Be him/herseif in a situation while sustaining his/her rote in it , able to express thoughts and feelings with integrity and in authentic and honest manner, awareness of the effect of one's own and others’ feelings on work situations + Read social situations and adapt his/her action to them — There is some overlap with metaskill elements from the cognitive domain below. Client and Public relations + Develop the trust and confidence of others (not just clients) and influence decisions in the absence of formal authority * Check that the client's brief, wishes and views are fully understood, taken into account, and responded to, and that the client is kept informed and consulted,A3 Aa AS AG AT Ethical issues, professional values, independence and integrity + Avoid taking advantage of professional relationships * Respect confidentiality. and avoid making improper use of privileged information Incorporate into his/her judgements an understanding of ethical issues, economic issues, environmental impact and the role of the profession in society + Ensure equitable practice (e.g. non-discrimination + Evidence a duty of care to client, society and the environment, before his/her own self-interest Accept responsibilty for the quality and consequences of own and for others’ work for which one is accountable + Evidence personal integrity. honesty and respect for others. independence and self-reliance + Evidence consistency between behaviour and expressed attitudes * Avoid personal matters affecting his/her professional conduct or judgement + Evidence a personal sense of purpose and vision + Maintain self-imposed high standards and excellence, including attention ‘o detail - Safety * Operate safely under pressure, in uncertain and _risk-prone circumstance, taking care of others Quality + Create and follow best-practice quality systems, in terms both of quality assurance and quality, ensuring that work is fits for purpose Develop and mentor others + Give a lead to others + Consciously develop competences of colleagues, _ particularly Concentrating on those who fall within his/her responsibilty, and be prepared in addition to mentor selected colleagues from elsewhere in the organisation or profession + Help colleagues to clarify and develop their own thinking, enable them to build on each other's ideas: allow them freedom to express their. own ideas; protect the expression of divergent views The profession + Demonstrate commitment to positive development of the profession, for the benefit of the wider community PRAINING CENTRE BOARD OF ENGINEERS MALAYSIA we ew! bo t thee tw81 BZ B3 Knowledge/cognitive and Functional Competencies: the “technical” aspects of the professional role Effective grasp of, and ability to advance, the body of engineering knowledge and practice + Acquire the broad education necessary to understand the impact of engineering solutions in a global and societal context: knowledge of contemporary issues + Acquire a comprehensive understanding of the appropriate Body of Knowledge, evidencing critical evaluation, and the relevant operational and situational skills (see the Body of Knowledge for breakdown) + Recognise when, where and how to search for additional information, help or expertise + Learn from the practice of others + Pursue independent research where knowledge and expertise required is not available: for the resolution and immediate problems, in pursuit Of professional development, and for the development of their profession Problem solving and adaptability + Identify, frame and reframe problems and opportunities so that they are amenable to solution + Generate a range of innovative solutions, deliberate and choose between them + Reach sound, practical, technical judgements in response to complex, fluid, ambiguous and unpredictable situations + Derive and generate conceptual models, analyse and interpret information genetated from practice, and use them in a purposeful way + Know the {imitations of his/her own competence: know the areas of competence of others and when to involve them + Use technology effectively, aware of constraints and limitations, and respond accordingly + Recognise that professional judgements are open to question, and show consequent adaptability, flexibility and the ability to evaluate outcomes Task effectiveness + Take initiative, and show responsiveness, decisiveness and tenacity + Focus on a given objective, manage projects, people skills, technologies. resources and time, often in a multi-disciplinary, inter. disciplinary and multi-cultural environment, to meet desired needs TRAINING CENTRE BOARN OF INGESEERS MAL AYSEA,Ba BS B86 Continuos professional learning + Augil and assess what one already knows and can do * Workout and maintain a career development plan,mapping out a plan for the learning necessary to achieve for the realization of the career development plan. and importantly also. for continuing personal development, in the private as well as the professional realms + Manage and pursue his‘her own continuing professional development in relation to own professional goals and the organizations strategic objectives + Maintain technical competence up-to-date in a situation of constantly expending knowledge. evolving responsibilities, and a changing external environment + Maintain a Record of Achievement, delineating the learning achieved + Be willing to learn from other peaple and from a variety of sources and media Communication in the professional rote + Listen effectively and with empathy, providing feedback * Communicate accurately in all circumstances, with relevance, Sensitivity to context and audience, with conciseness and focus, using common languages of concepts and metaphors, conventions and symbols in the spoken, written and drawn media * Communicate with others of the same profession in order to share experience, discourse on problems and for eveready work-based communication + Communicate with those who will implement a recommended solution so that it can be implemented as intended + Communicate with other related professions on matters of common technical concer * Communicate with non-specialists (clients and members of the public) ‘on matters of common technical concern Reflection and Transfer + Reflect upon and evaluate own actions and knowledge; learn from own practice + Understand the qualities of different kinds of knowing, of understanding, and of skills and competencies; how the different kinds of knowledge interrelate and reinforce each other * Apply learning to new contexts and new situations, and relate experience to general principle, establishing links between different kinds of knowledge, and formulating relevant theoretical constructs to explain them TRAINING CENTRE BOARD OF EXGINEERS MALAYSIA inAppendix 2 Body of Knowledge A great deal of work remains to be done in th:s area. To date, w2 have not been able to uncover any existing lists thal cover. in a generic way, relevant theoretical knowledge linked to associated operational and situational skills. Two models are attached, one provided by our French Partners (and partially translated!), one Ponsisting of a very short extract from the University of Cambridge Engineering Department's syllabus. which uses the “scucational outcomes” format (this format is perhaps better suited to the recording of achievement) We need to research this matter urgently, ai ne come up with a usable list, in an agreed format, FRANC BOARD OF | NEERS¢ GRADUALISM Moral freedom of choice Inner directed law Education & exhortation Prior to actual institution of change Secondary reliance on external forms e EQUILIBRIUM Interrelation between things Unicity of nature Synthesis Vision of the whole Within which alone the parts have meanings I gi CL ft

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