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 Website and original documents Copyright © 2007–2009 by Theodore P. Pavlic CC-BY-NC 3.0 License |
 
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See instructor’s course web page for instructor and course information.
Grader: Ted Pavlic, 351 Caldwell Laboratory, pavlic.3@osu.eduOffice Hours: E-mail me for an appointment.To make sure I get your e-mail, begin the subject with ECE481: or at least put 481 somewhere in the subject. An automatic filter will make sure your mail gets to me ASAP (rather than being marked as spam).
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Answer:As for Question #2 on Page 10, What does it mean by asking if the case is too unique to permit generalizations to other engineering products? It is kind of hard to understand the meaning of the question. It would be great if you could explain what kind of answer the question is requiring.
Good question!
The phrase "too unique" makes no sense. Something is either unique (i.e., there is one of them) or it is not. It is a fallacy to suggest that something could be "more unique" than something else.
I think the question should read:
"Is this case unique, or can it be generalized to other engineering products?"
In other words, can other engineering products be enhanced by simple human contact? That is, is the artificial lung example a special case?
Answer:Hello, my group is currently working on the ECE 481 final project, and we were wondering what length is being expected from us for the paper. Thanks for your time.
I don't have a particular length in mind.
Keep the context in mind. You need to be complete enough to address the boss's concerns in the format specified. Your grade (pass/fail) will be judged on whether you did that.
Sorry I can't give you something more specific.
Answer:My group is almost done with our project. We are having a lot of trouble finding the information on Language barriers in the book. There does not seem to be any exact information regarding this topic. All of the global issues are about safety, wages and pollution. Was just wondering if we should change that topic to something else or if you might know where its at in the book. Thanks for your time.
In my cursory look through the book, I couldn't find anything in particular about language barriers. However, I found plenty of discussion of "informed consent." Rather than commenting on what the book says EXPLICITLY about language barriers, perhaps you should discuss what the book says IMPLICITLY with its general discussions of things like informed consent. How do language barriers affect informed consent?
In an unrelated (but true) example, nuclear waste sites go to great effort to design signs that will communicate the danger of entering the site to people thousands of years in the future who may speak a different language. In their research, they invite non-English-speaking people from around the world to view the signs and take notes about their reactions. Their hope is that they can effectively "model" the languages of the future with these people today. They feel that this is doing their due diligence in making sure that people in the future will not be harmed by the activities today. I think there are lots of ethical issues here that INVOLVE language but really should be discussed in terms of informed consent.
For myriad reasons, professional technical documents are rarely produced with popular programs like Microsoft Word. In areas that are highly influenced by mathematics (e.g., engineering), the free TeX typesetting system dominates. Many TeX (pronounced "tech") users prefer the LaTeX suite of macros to simplify common typesetting tasks.
TeX documents, like the source code for computer programs, start as text files that are later "compiled" into their final document form. A typical TeX workflow is
- Edit document source code in a standard or specialized text editor. For example, a text file called "mydocument.tex" could contain the LaTeX code:
\documentclass{article} \begin{document} \textbf{Hello world!} \end{document}- "Compile" source code to produce printable document. The "mydocument.tex" file would produce a "mydocument.pdf" that would contain the bold text:
Hello world!A good editor will typically provide a quick way (e.g., a "LaTeX" button on the graphical user interface) to compile your code.
If you want to compile your code manually, you can use PDFLaTeX with the commandpdflatex mydocument.texor you can use LaTeX with the commandslatex mydocument.texThe difference between these two methods has an impact on what type of figures you can include (i.e., EPS files versus PDF, GIF, JPG, or PNG files). See below for details.
dvips mydocument.dvi
ps2pdf mydocument.ps
- View printable document and repeat process to make changes (e.g., you could change the \textbf{Hello world!} line to be simply Hello world! to get rid of the bold).
Thus, many people feel that TeX typesetting is more like programming than it is like using standard word processing tools. So it’s not surprising that you’ll need a "compiler", editor, and viewer (note: the ECE computer labs are already equipped with everything you need to get started).
\usepackage{caption}
\usepackage{graphicx}
Then, in the main part of your document, you can
choose whether to include your graphics as
"floats" or not. Most figures in books are
"floats." That is, they do not appear exactly where they are
mentioned in the text. Instead, they "float" to a convenient
place (e.g., the top of the next page). In lab reports, people
sometimes prefer that their graphics do not float.
\begin{figure}
\includegraphics[width=0.5\columnwidth]{my_graphics_file.png}
\caption{A nice caption for my figure.}
\label{fig:a_unique_fig_label}
\end{figure}
Alternatively, if you want the figure to be
typeset EXACTLY where you place it within your source code, use
lines like
\begin{center}
\includegraphics[width=0.5\columnwidth]{my_graphics_file.png}
\captionof{figure}{A nice caption for my figure.}
\label{fig:a_unique_fig_label}
\end{center}
That is, replace the figure
environment with a center environment and
replace the \caption line with a
\captionof{figure} line.Course supervisor: Professor Kevin M. PassinoCatalog Description:
History and impact of electrical and computer engineering on society; IEEE code of ethics; professional responsibilities; engineering as social experimentation; safety and risk; case studies; whistle blowing; global awareness.
Course Prerequisities: Must be ECE major.
Prerequisites by Topic:
Basic understanding of electrical and computer technologies.Course Objectives:
- Students will understand what it means to be a professional, Engineering as social experimentation, safety and risk, case studies, ethics in design, and professional issues in the workplace. (Criteria 3(c),(f),(h),(j))
Topics and (# of Lectures)
- Understand what it means to be a professional, Ethical decision making process (2)
- Engineering as social experimentation (1)
- Safety and Risk (1)
- Case studies (3)
- Ethical issues in Design (2)
- Professional issues in the workplace (1)
Class Meeting Pattern
- 1 48-minute class
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Website and original documents Copyright © 2007–2009 by Theodore P. Pavlic CC-BY-NC 3.0 License |
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