Transcript Ethics Across The Curriculum Case Studies # 3

UKLEJA CENTER
FOR
ETHICAL LEADERSHIP
CALIFORNIA STATE UNIVERSITY, LONG BEACH
ETHICS ACROSS THE CURRICULUM
Concepts and Cases in Engineering Ethics
Yu-Fu Ko, Ph.D., P.E., Assistant Professor
Department of Civil Engineering
and Construction Engineering Management
Ethics Across The Curriculum
Handout #1- Introduction
1.1 Definitions
Ethics: is the study of the characteristics of morals. Ethics also deals
with the moral choices that are made by each person in his or her
relationship with other persons.
As engineers, we are concerned with ethics because these
definitions apply to all of the choices and individual makes in life,
including those made while practicing engineering.
Engineering Ethics: is the rules and standards governing the conduct
of engineers in their role as professionals. Engineering ethics
encompasses the more general definition of ethics, but applies it more
specifically to situations involving engineers in their professional
lives. Thus, engineering ethics is a body of philosophy indicating the
ways that engineers should conduct themselves in their professional
capacity.
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Ethics Across The Curriculum
Handout #1- Introduction
1.2 Why Study Engineering Ethics?
Why is it important for engineering students to study engineering
ethics? Several notorious cases that have received a great deal of
media attention in the past few years have led engineering to gain
an increased sense of their professional responsibilities. These
cases have led to an awareness of the importance of ethics within
the engineering profession as engineers realize how their technical
work has far-reaching impacts on society. The work of engineers
can affect public health and safety and can influence business
practices and even politics.
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Ethics Across The Curriculum
Handout #1- Introduction
1.3 Engineering Is Managing the Unknown
One source of the ethical issues encountered in the course of engineering
practice is a lack of knowledge. This is by no means an unusual situation
in engineering. Engineers often encounter situations where they don’t
have all of the information that is needed. By its nature, engineering
design is about creating new devices and products. When something is
new, many questions need to be answered. How well does it work? How
will it affect people? What changes will this lead to in society? How well
will this work under all of the conditions that it will exposed to? Is it
safe? If there are some safety concerns, how bad are they? What are the
effects of doing nothing?
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Ethics Across The Curriculum
Handout #1- Introduction
1.4 Personal vs. Business Ethics
In discussing engineering ethics, it is important to make a distinction
between personal ethics and professional, or business, ethics, although
there isn’t always a clear boundary between the two. Personal ethics
deals with how we treat others in our day-to-day lives. Many of these
principles are applicable to ethical situations that occur in business
and engineering. However, professional ethics often involves choices
on an organization level rather than a personal level. Many of the
problems will seem different because they involve relationships
between two corporations, between a corporation and the government,
or between corporations and groups of individuals. Frequently, these
types of relationships pose problems that are not encountered in
personal ethics.
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Ethics Across The Curriculum
Handout #1- Introduction
1.5 Ethics and The Law
We should also mention the role of law in engineering ethics. The practice of
engineering is governed by many laws on the international, federal, state, and local
levels. Many of these laws are based on ethical principles, although many are purely of a
practical, rather than a philosophical, nature. There is also a distinction between what is
legal and what is ethical. Many thins that are legal could be considered unethical. For
example, designing a process that releases a known toxic, but unregulated, substance
into the environment is probably unethical, although it is legal.
Conversely, just because something is illegal doesn’t mean that it is unethical. For
example, there might be substances that were once thought to be harmful, but have not
been shown to be safe, that you wish to incorporate into a product. If the law has not
caught up with the latest scientific findings, it might be illegal to release these
substances into the environment, even though there is no ethical problem in doing so.
As an engineer, you are always minimally safe if you follow the requirements of the
applicable laws. But in engineering ethics, we seek to go beyond the dictates of the law.
Our interest is in areas where ethical principles conflict and there is no legal guidance of
how to resolve the conflict.
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.1 Introduction
When confronted by an ethical problem, what resources are available
to an engineer to help find a solution? One of the hallmarks of modern
professions are codes of ethics promulgated by various professional
societies. These codes serve to guide practitioners of the profession in
making decisions about how to conduct themselves and how to resolve
ethical issues that might confront them. Are codes of ethic applicable
to engineering? To answer this question, we must first consider what
professions are and how the function and then decide if this definition
applies to engineering. Then we will examine codes of ethics in
general and look specifically at some of the codes of engineering
professional societies.
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.2 Is Engineering A Profession?
In order to determine whether engineering is a profession, the nature of
professions must first be examined. As a starting point, it will be valuable
to distinguish the word “profession” from other words that are sometimes
used synonymously with “profession”: “job” and “occupation.” Any work
for hire can be considered a job, regardless of the skill level involved and
the responsibility granted. Engineering is certainly a job - engineers are
paid for their services - but the skills and responsibilities involved in
engineering make it more than just a job.
- Is Engineering a Profession?
- Engineering as A Profession
- Differences Between Engineering and Other Professions
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.3 Codes of Ethics
- Is Engineering A Profession?
- Codes of the Engineering Societies-Examples
- Codes of the Engineering Societies
- Can Codes and Professional Societies Protect Employees?
- Is Engineering A Profession?
Primarily, a code of ethics provides a framework for ethical judgment for a
professional. The key word here is “framework.” No code can be totally
comprehensive and cover all possible ethical situations that a professional engineer is
likely to encounter. Rather, codes serve as a starting point for ethical decision
making. A code can also express the commitment to ethical conduct shared by
members of a profession. It is important to note the ethical codes do not establish
new ethical principles. They simply reiterate principles and standards that are already
accepted as responsible engineering practice. A code expresses these principles in a
coherent, comprehensive, and accessible manner. Finally, a code defines the roles
and responsibilities of professionals.
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.3 Codes of Ethics
-Codes of the Engineering Societies-Examples
(1) National Society of Professional Engineers (NSPE) Code of Ethics for
Engineers
(http://www.nspe.org/Ethics/CodeofEthics/index.html)
(2) American Society of Civil Engineers (ASCE)
(http://www.asce.org/inside/codeofethics.cfm)
(3) American Society of Mechanical Engineers (ASME)
(http://www.asme.org/NewsPublicPolicy/Ethics/Ethics_Center.cfm)
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.3 Codes of Ethics
-Codes of the Engineering Societies
One objection to codes of ethics is the internal conflicts that can exist within them, with no
instructions on how to resolve these conflicts. An example of this problem would be a situation
where an employer asks or even orders an engineer to implement a design that the engineer feels
will be unsafe. It is made clear that the engineer’s job is at stake if he doesn’t do as instructed.
What does the NSPE code tell us about this situation?
In clause I.4, the NSPE code indicates that engineers have a duty to their employers, which implies
that the engineer should go ahead with the unsafe design favored by his employer. However, clause
I.1 and the preamble make it clear that the safety of the public is also an important concern of an
engineer. In fact, it says that the safety of the public is paramount. How can this conflict be
resolved?
There is no implication in this or any other code that all clauses are equally important. Rather,
there is a hierarchy within the code. Some clauses take precedence over others, although there is
generally no explicit indication in the code of what the hierarchy is. The preceding dilemma is
easily resolved within the context of this hierarchy. The duty to protect the safety of the public is
paramount and takes precedence over the duty to the employer. In this case, the code provides very
clear support to the engineer, who must convince his supervisor that the product can not be
designed as requested. Unfortunately, not all internal conflicts in codes of ethics are so easily
resolved.
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Ethics Across The Curriculum
Handout #2-Professionalism and Codes of Ethics
2.3 Codes of Ethics
-Can Codes and Professional Societies Protect Employees?
One important area where professional societies can and should function is as
protectors of the rights of the employees who are being pressured by their
employer to do something unethical or who are accusing their employers or the
government of unethical conduct. The codes of the professional societies are of
some use in this since they can be used by employees as ammunition against
employer who is sanctioning them for pointing out unethical behavior or who
are being asked to engage in unethical acts.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.1 Introduction
To learn how to build a bridge, you must first learn the basics of physics
and apply this physics to engineering statics and dynamics. Similarly, in
ethical problem solving, we will need some knowledge of ethical theory
to provide a framework for understanding and reaching solutions in
ethical problems. We will develop this theoretical framework and apply it
to an engineering case.
3.2 Ethical Theories
In order to develop workable ethical problem-solving techniques, we must
first look as several theories of ethics in order to have a framework for
decision making. Our basic ethical problem-solving technique will utilize
different theories and approaches to analyze the problem and then try to
determine the best solution.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.1 What is Ethical Theories
-A moral theory defines terms in uniform ways and links ideas and problems together in
consistent ways.
-There are four ethical theories that will be considered here, each differing according to
what is held to be the most important moral concept.
(1)Utilitarianism: seeks to produce the most utility, defined as a balance between good
and bad consequences of an action, taking into account the consequences for everyone
affected.
(2)Duty ethics: contends that there are duties that should be performed (for example, the
duty to treat others fairly or the duty no to injure others) regardless of whether these acts
lead to the most good.
(3)Right ethics: emphasizes that we all have moral rights, and any action that violates
these rights is ethically unacceptable. Like duty ethics, the ultimate overall good of the
actions is not taken into account.
(4) Virtue ethics: regards actions as right that manifest good character traits (virtues)
and regards actions as bad that display bad character traits (vices); this ethical theory
focuses on the type of person we should strive to be.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.2 Utilitarianism
-holds that those actions are good that serve to maximize human well-being. The emphasis
in utilitarianism is not on maximizing the well-being of the individual, but rather on
maximizing the well-being of society as a whole, and as such it is somewhat of a
collectivist approach. (Example, building the dams)
-fundamental to many types of engineering analysis, including risk-benefit analysis and
cost-benefit analysis.
*Disadvantages:
(1) Sometimes what is best for everyone may be bad for a particular individual or group of
individuals.
(2) its implementation depends greatly on knowing what will lead to the most good.
Frequently, it is impossible to know exactly what the consequences of an action are. It is
often impossible to do a complete set of experiments to determine all of the potential
outcomes, especially when humans are involved as subjects of the experiments. So,
maximizing the benefit to society involves guesswork and the risk that the best guess might
be wrong.
Despise these objections, utilitarianism is a very valuable tool for ethical problem
solving, providing one way of looking at engineering ethics cases.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.3 Cost-Benefit Analysis
-One tool often used in engineering analysis, especially when trying to determine
whether a project makes sense, is cost-benefit analysis. Fundamentally, this type of
analysis is just an application of utilitarianism. In cost-benefit analysis, the costs of a
project are assessed, as are the benefits. Only those projects with the highest ratio of
benefits to cost will be implemented. This principle is similar to the utilitarian goal of
maximizing the overall good.
*Disadvantages: while it is often easy to predict the costs for most projects, the benefits
that are derived from them are often harder to predict and to assign a dollar value to.
Once dollar amounts for the costs and benefits are determined, calculating a
mathematical ratio may seem very objective and therefore may appear to be the best
way to make a decision. However, this ratio can not take into account many of the more
subjective aspects of a decision.
It should be noted that although cost-benefit analysis shares many similarities with
utilitarianism, it is not really an ethical analysis tool. The goal of an ethical analysis is to
determine what the ethical path is. The goal of a cost-benefit analysis is to determine the
feasibility of a project based on costs. When looking at an ethical problem, the first step
should be to determine what the right course of action is and then factor in the financial
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costs in choosing between ethical alternative.
Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.4 Duty Ethics and Rights Ethics
-These two ethical theories are similar to each other. These theories hold that those actions are good that respect the
rights of the individual. Here good consequences for society as a whole are NOT the ONLY moral consideration.
-A major proponent for duty ethics was Immanuel Kant (1724-1804), who held that moral duties are fundamental.
Ethical actions are those actions that could be written down on a list of duties: be honest, don’t cause suffering to
other people, be fair to others, etc. These actions are our duties because they express respect for persons, express an
unqualified regard for autonomous moral agents, and are universal principles. Once one’s duties are recognized, the
ethically correct moral actions are obvious. In this formulation, ethical acts are a result of proper performance of
one’s duties.
-Rights ethics was largely formulated by John Locke (1632-1704), whose statement that humans have the right to life,
liberty and property was paraphrased in the Declaration of Independence of the son-to-be United States of America in
1776. Rights ethics holds that people have fundamental rights that other people have a duty to respect.
-Duty ethics and rights ethics are really just two different sides of the same coin. Both of these theories achieve the
same end: Individual persons must be respected, and actions are ethical that maintain this respect for the individual.
In duty ethics, people have duties, and important one of which is to protect the rights of others. And in rights ethics,
people have fundamental rights that others have duties to protect.
*Disadvantages:
(1) the basic rights of one person (or group) may conflict with the basic rights of another group. How do we decide
whose rights have priority?
(2) these theories don’t always account for the overall good of society very well. Since the emphasis is on the
individual, the good of a single individual can be paramount compared to what is good for society as a whole.
Already, it is clear why we will be considering more than one ethical theory in our discussion of engineering cases.
The theories already presented clearly represent different ways of looking ethical problems and can frequently arrive
at different solutions. Thus, any complete analysis of an ethical problem must incorporate multiple theories if valid
conclusions are to be drawn.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.5 Virtue Ethics
-it is interested in determining what kind of people we should be. Virtue is often defined as moral distinction and
goodness. A virtuous person exhibits good and beneficial qualities.
-Actions are considered right if they support good character traits (virtues) and wrong if they support bad character
traits (vices).
-Focuses on words such as responsibility, honesty, competence, and loyalty, which are virtues. Other virtues might
include trustworthiness, fairness, caring, citizenship, and respect. Vices could include dishonesty, disloyalty,
irresponsibility, or incompetence. As you can see, virtue ethics is closely tied to personal character. We do good
things because we are virtuous people and seek to enhance these character traits in ourselves and in others.
-In many ways, this theory may seem to be mostly personal ethics and not particularly applicable to engineering or
business ethics. However, personal morality cannot, or at any rate should not, be separated from business morality.
If a behavior is virtuous in the individual’s personal life, the behavior is virtuous in his or her business life as well.
-How can virtue ethics be applied to business and engineering situations? This type of ethical theory is somewhat
trickier to apply to the types of problems that we will consider, perhaps because virtue ethics seems less concrete
and less susceptible to rigorous analysis and because it is harder to describe nonhuman entities such as a corporation
or government in terms of virtue. However, we can use virtue ethics in our engineering career by answering
questions such as: Is this action honest? Will this action demonstrate loyalty to my community and/or my employer?
Have I acted in a responsible fashion?
-To use virtue ethics in an analysis of an ethical problem, you should first identify the virtues or vices that are
applicable to the situation. Then determine what course of action each of these suggests.
*Disadvantages: it is important to be careful in applying virtue ethics. Problem can arise with words that on the
face seem to be virtues, but can actually lead to vices.
Is it right to engage a war only to preserve the honor of an individual or a nation?
In using virtue ethics, it is important to ensure that the traits you identify as virtues are indeed virtuous and will
not lead to negative consequences.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.6 Personal vs. Corporate Morality
-Is there a distinction between the ethics practiced by an individual and the ethics practiced by a
corporation? Can a corporation be a moral agent as an individual?
This is a question that is central to many discussions of business and engineering ethics. If a
corporation has no moral agency, then it cannot be held accountable for its actions, although
sometimes individuals within a company can be held accountable. The law is not always clear on
the answer to this question and can’t be relied upon to resolve the issue.
-The dilemma comes most sharply into focus in a discussion of virtue ethics. Can a company truly
be expected to display honesty or loyalty? These are strictly human traits and cannot be ascribed to
a corporation. In the strictest definition of moral agency, a company cannot be a moral agent, and
yet companies have many dealings with individuals or groups of people.
How do we resolve this problem? In their capacity to deal with individual, corporations should be
considered pseudomoral agents and should be held accountable in the same way that individuals are,
even if the ability to do this within the legal system is limited. In other words, with regard to an
ethical problem, responsibility for corporate wrongdoing shouldn’t be hidden behind a corporate
mask. Just because it isn’t really a moral agent like a person doesn’t mean that a corporation can do
whatever it pleases. Instead, in its interactions with individuals or communities, a corporation must
respect the rights of individuals and should exhibit the same virtues that we expect of individuals.
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Ethics Across The Curriculum
Handout #3-Understanding Ethical Problems
3.2.7 Which Theory to Use?
-In solving ethical problems, we don’t have to choose from among these
theories. Rather, we can use all of them to analyze a problem from different
angles and see what result each of the theories gives us. This allows us to
examine a problem form different perspectives to see what conclusion each one
reaches. Frequently, the result will be the same even though the theories are
very different.
-What happens when the different theories seems to give different answers?
Generally, rights and duty ethics should take precedence over utilitarian
considerations. This is because the rights of individuals should receive relatively
stronger weight than the needs of society as a whole.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.1 Introduction
Now that we have discussed codes of ethics and moral theories, we are ready to tackle
the problem of how to analyze and resolve ethical dilemmas when they occur. In solving
engineering problems, it is always tempting to look for an appropriate formula, plug in
the numbers, and calculate an answer. This type of problem-solving approach, while
sometimes useful for engineering analysis problems, is less useful for ethical problem
solving. There are theories that help us to frame our understanding of the problem, but
there are no formulas and no easy “plug-and-chug” methods for reaching a solution.
In this chapter, we will examine methods for analyzing ethical problems and see how to
apply them. Obviously, some problems are easily solved. If you are tempted to embezzle
money from your employer, it is clear that this action is stealing and is not morally
acceptable. However, as mentioned previously, many of the situations encountered by
practicing engineers are ambiguous or unclear, involving conflicting moral principles.
This is the type of problem for which we will most need analysis and problem-solving
methods.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.2 Analysis of Issues In Ethical Problems
A first step in solving any ethical problem is to completely understand all of the
issues involved. Once these issues are determined, frequently a solution to the
problem becomes apparent.
The issues involved in understanding ethical problems can be split into three
categories:
(1) Factual
(2) Conceptual
(3) Moral
Understanding these issues helps to put an ethical problem in the proper
framework and often helps point the way to a solution.
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Handout #4-Ethical Problems-Solving Techniques
4.2.1 Types of Issues in Ethical Problem Solving
-Factual issues: involve what is actually known about a case – i.e., what the facts are. Although this concept
seems straightforward, the facts of a particular case are not always clear and may by controversial. An example of
facts that are not necessarily clear can be found in the controversy in contemporary society regarding abortion
rights. There is great disagreement over the point at which life begins and at which point a fetus can be legally
protected. In engineering, there are controversies over facts as well. For example, global warming is of great
concern to society as we continue to emit greenhouse gases into the atmosphere. This is thought to lead to a
generalized warming of the atmosphere as emissions from automobiles and industrial plants increase the carbon
dioxide concentration in the atmosphere. This issue is of great importance to engineers, since they might be
required to design new products or redesign old ones to comply with stricter environmental standards if this
warming effect indeed proves to be a problem. However, the global warming process is only barely understood,
and the need to curtail emission of these gases is a controversial topic. If it were known exactly what the effects of
emitting greenhouse gases into the atmosphere would be , the engineer’s role in reducing this problem would be
clearer.
-Conceptual issues: have to do with the meaning or applicability of an idea. In engineering ethics, this might
mean defining what constitutes a bribe as opposes to an acceptable gift, or determining whether certain business
information is proprietary. In the case of the bribe, the value of the gift is probably a well-known fact. What isn’t
known is whether accepting it will lead to unfair influence on a business decision. For example, conceptually it
must be determined if the gift or tickets to a sporting event by a potential supplier of parts for your project is
meant to influence your decision or is jut a nice gesture between friends. Of course, like factual issues, conceptual
issues are not always clear-cut and will often result in controversy as well.
-Moral issues: once the factual and conceptual issues have been resolved, at least to the extent possible, all that
remains is to determine which moral principle is applicable to the situation. Resolution of moral issues is often
more obvious. Once the problem is defined, it is usually clear with moral concept applies, and the correct decision
becomes obvious. In our example of a “gift” offered by a sales representative, once it is determined whether it is
simply a gift or is really a bribe, then the appropriate action is obvious. If we determine that it is indeed a bribe,
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then it cannot ethically be accepted.
Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.2.1 Types of Issues in Ethical Problem Solving
Given that the issues surrounding an ethical problem can be controversial, how can these controversies be
resolved?
-Factual issues: can often be resolved through research to establish the truth. It is not always possible to achieve a
final determination of the “truth” that everyone can agree on, but generally, further research helps clarify the
situation, can increase the areas of agreement, and can sometimes achieve consensus on the facts.
-Conceptual issues: are resolved by agreeing on the meaning of terms and concepts. Sometimes agreement isn’t
possible, but as with factual issues, further analysis of the concepts at least clarifies some of the issues and helps
to facilitate agreement.
-Moral issues: finally, moral issues are resolved by agreement as to which moral principles are pertinent and how
they should be applied.
Often, all that is required to solve a particular ethical problem is a deeper analysis of the issues involved
according to the appropriate principles. Once the issues are analyzed and agreements is reached on the applicable
moral principles, it is clear what the resolution should be.
Challenges
In many situations it is difficult or impossible to determine the relevant facts, especially when the factual issues
have to do with the prediction of the likely consequences of events in the future.
Arguments over the definitions of "bribe" or "proprietary" may be very difficult to resolve.
People can disagree over moral issues, so let us examine these disagreements in more detail.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.2.1 Types of Issues in Ethical Problem Solving
Relevance vs. Conflict Problem
In a relevance problem, we are not sure whether a principle applies in a particular
situation. Whether James' applying the process he developed at Company A to the new
situation in Company B is a use of proprietary information or is a relevance problem. Its
resolution depends on the prior resolution of the conceptual issue as to how we define
"proprietary."
In a conflict problem, we are faced with two or more principles which seem to apply to
a particular situation, and yet the two principles require different and incompatible
actions.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.3 Relevance Problems
Method for Relevance Problem
First, set up a series of cases, ranging from a case where the concept clearly applies,
through a series of ambiguous cases, to a case in which the concept clearly does not
apply.
Positive
Intermediate
Negative
C-P+ C-1 C-2 C-3 C-4 C-5 C-PCase of Interest
Second, the morally relevant similarities and differences among the various cases must
be enumerated. There is no magic formula for determining what is and is not morally
relevant. Rather, you must rely on your own sense of what is morally relevant.
Third, after enumerating the morally relevant similarities and differences in the various
cases, you must determine the line of demarcation between transfers of information that
should and should not be proprietary.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.4 Conflict Problems
-The most challenging problem in engineering.
-An area of ethical problem solving that we will frequently encounter relates to problems that present us with a choice
between two confliction moral values, each of which seems to be correct. How do we make the correct choice in this
situation?
-Conflict problems can be solved in three ways.
Methods:
(1) Employing lower level consideration
Often, there are conflicting moral choices, but one is obviously more significant than the other.
(2) Finding creative middle way
This solution is an attempt at some kind of a compromise that will work for everyone. The emphasis here should be
on the word “creative,” because it takes a great deal of creativity to find a middle ground that is acceptable to
everyone and a great deal of diplomacy to sell it to everyone. The sales job is especially difficult because of the nature
compromise, which is often jokingly defined as “the solution where nobody gets what they want.” An example of a
creative middle ground would be that rather than dumping a toxic waste into a local lake, one finds ways to redesign
the production process to minimize the waste product, finds ways to pre-treat the waste to minimize the toxicity, or
offers to pay for and install the equipment at the municipal water system necessary to treat the water to remove this
chemical before it is sent to homes. Obviously, no one will be completely satisfied with these alternatives, since
redesigns and pretreatment cost concerns and take time. Some people will not be satisfied with even a minimized
dumping of toxics.
(3)Making hard choice
Finally, when, there is no easy choice and attempts to find a middle ground are not successful, all that is left to make
the hard choice. Sometimes, you have to bite the bullet and make the best choice possible with the information
available at the time. Frequently, you must rely on “gut feelings” for which path is the correct one.
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Ethics Across The Curriculum
Handout #4-Ethical Problems-Solving Techniques
4.5 An Application of Problem-Solving Methods: Bribery/Acceptance of Gifts
Bribe: is something, such as money or a favor, offered or given to someone in a position of trust in
order to induce him to act dishonestly.
One of the many gray areas of engineering ethics is the acceptance of gifts from vendors or the
offering gifts to customers to secure business. The difficulty here comes because of the potential for
gifts to become bribes or to be perceived of as bribes. Frequently, engineers find themselves in the
position of either dealing with vendors who wish to sell them products for incorporation into the
engineer’s work or acting as vendors themselves and working on sales to other engineers to companies.
Bribery is illegal in the United States and, contrary to popular opinion, is also illegal everywhere in
the world. There are some places where bribery may be overlooked, or even expected, but it always
takes place “under the table” and is never a legitimate business practice. Moreover, United States
federal law forbids American business from engaging in bribery overseas, regardless of the local
customs or expectations. In many cases, there is a fine line between bribery and a simple gift.
Sometimes, the distinction has to do with the value of the gift. Always, it has to do with the intent of
the gift. It is important to ensure that no matter how innocent the gift may be, the appearance of
impropriety is avoided.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.1 Introduction
The codes of ethics of the professional engineering societies spell out, sometimes in
great detail, the responsibilities entailed in being an engineer. However, the codes don’t
discuss any of the professional rights that engineers should enjoy. There is often a great
deal of overlap between these rights and responsibilities.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.2 Professional Responsibilities
The codes of ethics of the professional engineering societies spell out, sometimes in
great detail, the responsibilities entailed in being an engineer. However, the codes don’t
discuss any of the professional rights that engineers should enjoy. There is often a great
deal of overlap between these rights and responsibilities.
- Confidentiality and Proprietary Information
A hall mark of the professions is the requirement that the professional keep certain
information of the client secret or confidential. Confidentiality is mentioned in most
engineering codes of ethics.
Why must some engineering information be kept confidential? Most information about
how a business is run, its products and its suppliers, directly affects the company’s
ability to compete in the marketplace. Such information can be used by a competitor to
gain advantage or to catch up. Thus, it is in the company’s (and the employee’s) best
interest to keep such information confidential to the extent possible.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.2 Professional Responsibilities
- Conflict of Interest
Avoiding conflict of interest is important in any profession, and engineering is no exception. A
conflict of interest arises when an interest, if pursued, could keep a professional from meeting one
of his obligations. For example, a civil engineer working for a state department of highways might
have a financial interest in a company that has a bid on a construction project. If that engineer has
some responsibility for determining which company’s bid to accept, then there is a clear conflict of
interest. Pursuing his financial interest in the company might lead him not to objectively and
faithfully discharge his professional duties to his employer, the highway department. The
engineering codes are very clear on the need to avoid conflicts of interest like this one.
Three types of conflicts of interest:
(1)Actual conflicts of interest
(2)Potential conflicts of interest
(3)Appearance conflicts of interest
How to avoid conflict of interest?
A good way to avoid conflicts of interest is to follow the guidance of company policy. In the
absence of such a policy, asking a coworker or your manager will give you a second opinion and
will make it clear that you are not trying to hide something. In the absence of either of these options,
it is best to examine your motives and use ethical problem-solving techniques. Finally, you can look
to the statements in the professional ethics codes that uniformly forbid conflicts of interest. Some of
the codes have very explicit statements that can help determine whether or not your situation is a
conflict of interest.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.3 Professional Rights
Engineers also have rights that go along with these responsibilities. Not all of these
rights come about due to the professional status of engineering. There are rights that
individuals have regardless of professional status, including the right to privacy, the right
to participate in activities of one’s own choosing outside of work, the right to reasonably
object to company policies without fear of retribution, and the right to due process.
The most fundamental right of an engineer is the right of professional conscience. This
involves the right to exercise professional judgment in discharging one’s duties and to
exercise this judgment in an ethical manner. This right is basic to an engineer’s
professional practice. However, it is no surprise that this right is not always easy for an
employer to understand.
The right of professional conscience can have many aspects. For example, one of these
aspects might be referred to as the “Right of Conscientious Refusal”. This is the right to
refuse to engage in unethical behavior. Put quite simply, no employer can ask or pressure
an employee into doing something that she considers unethical and unacceptable.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.4 Whistleblowing
It is the act by an employee of informing the public or higher management of unethical or illegal
behavior by an employer or supervisor. According to the codes of ethics of the professional
engineering societies, engineers have a duty to protect the health and safety of the public, so in
many cases, an engineer is compelled to blow the whistle on acts or projects that harm these values.
Engineers also have the professional right to disclose wrongdoing within their organizations and
expect to see appropriate action taken.
Types of Whistleblowing
(1) Internal vs. External Whistleblowing:
Internal whistleblowing occurs when an employee goes over the head of an immediate supervisor to report a
problem to a higher level of management. Or, all levels of management are bypassed, and the employee goes
directly to the president of the company or the board of directors. However it is done, the whistleblowing is kept
within the company or organization. External whistleblowing occurs when the employee goes outside the
company and resorts wrongdoing to newspapers or law-enforcement authorities. Either type of whistleblowing is
likely to be perceived as disloyalty. However, keeping it within the company is often seen as less serious than
going outside of the company
(2)Anonymous vs. Acknowledged Whistleblowing:
Anonymous whistleblowing occurs when the employee who is blowing the whistle refuses to divulge his name
when making accusations. These accusations might take the form of anonymous memos to upper management or
of anonymous phone calls to the police. The employee might also talk to the news media but refuse to let her
name be used as the source of the allegations of wrongdoing.
Acknowledged whistleblowing, on the other hand, occurs when the employee puts his name behind the
accusations and is willing to withstand the scrutiny brought on by his accusations.
Whistleblowing can be very bad from a corporation’s point of view because it can lead to distrust, disharmony,
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and an inability of employees to work together.
Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.4 Whistleblowing
- When Should Whistleblowing Be Attempted?
Whistle blowing should only be attempted if the following four conditions are met.
1. Need: there must be a clear and important harm that can be avoided by blowing the whistle. In
deciding whether to go public, the employee needs to have a sense of proportion. You don’t need to
blow the whistle about everything, just the important things. Of course, if there is a pattern of many
small things that are going on, this can add up to a major and important matter requiring that the
whistle be blown.
2. Proximity: the whistleblower must be in a very clear position to report on the problem. Hearsay
is no adequate. Firsthand knowledge is essential to making an effective case about wrongdoing.
This point also implies that the whistleblower must have enough expertise in the area to make a
realistic assessment of the situation. This condition stems from the clauses in several codes of ethics
which mandate that an engineer not undertake work in area outside her expertise. This principle
applies equally well to making assessment about whether wrongdoing is taking place.
3. Capacity: the whistleblower must have a reasonable chance of success in stopping the harmful
activity. You are not obligated to risk your career and the financial security of your family if you
can’t see the case through to completion or you don’t feel that you have access to the proper
channels to ensure that the situation is resolved.
4. Last resort: whistleblowing should be attempted only if there is no one else more capable or
more proximate to blow the whistle and if you feel that all other lines of action within the context of
the organization have been explored and shut off.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.4 Whistleblowing
These four conditions tell us when whistleblowing is morally acceptable. But when is
an engineer morally obligated to blow the whistle? There may be situations in which you
are aware of wrongdoing and the four conditions discussed above have been met. In this
case, the whistle may be blown if you feel that the matter is sufficiently important. You
are only obligated to blow the whistle when there is great imminent danger of harm to
someone if the activity continues and the four conditions have been met. A great deal of
introspection and reflection is required before whistleblowing is undertaken.
It is important for the whistleblower to understand his motives before undertaking this
step. It is acceptable to blow the whistle to protect the public interest, but not to exact
revenge upon fellow employees, supervisors, or your company. Nor is it acceptable to
blow the whistle in the hopes of future gains through book contracts and speaking tours.
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Ethics Across The Curriculum
Handout #5-The Right and Responsibilities of Engineers
5.4 Whistleblowing
- Preventing Whistleblowing
1. There must be a strong corporate ethics culture.
2. There should be clear lines of communication within the corporation.
3. All employees must have meaningful access to high-level managers in order
to bring their concerns forward.
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Ethics Across The Curriculum
Handout #6-Ethical Issues in Engineering Practice
6.1 Introduction
Many engineers will become involved in research and experimentation in the course of their
academic and professional careers. Even engineers who are not employed in research laboratories
or academic settings can be involved in research and development work or the testing of a new
product or design. We will examine some of the unique ethical issues that are encountered in
research.
6.2 Environmental Ethics
One of the most important political issues of the late 20th century has been environmental protection
and the rise of the environmental movement. This movement has sought to control the introduction
of toxic and unnatural substances into the environment, to protect the integrity of the biosphere, and
to ensure a healthy environment for humans. Engineers are responsible in part for the creation of
the technology that has led to damage of the environment and are also working to find solutions to
the problems caused by modern technology. The environmental movement has led to an increased
awareness among engineers that they have a responsibility to use their knowledge and skills to help
protect the environment. This duty is even spelled out in many of the engineering codes of ethics.
Sometimes the engineer’s responsibility for the environment is denoted with phrases such as
“sustainable design” or “green engineering.” These concepts incorporate ideas about ensuring that
our designs do not harm the environment. Sustainable design includes not only ensuring that a
product has minimal environment impact during its use, but also that it can be manufactured and
disposed of without harming the natural world. These concepts have been incorporated into some of
the engineering codes of ethics which specifically use the word “sustainable.”
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Ethics Across The Curriculum
Handout #6-Ethical Issues in Engineering Practice
6.3 Computer Ethics
Computers have rapidly become a ubiquitous tool in engineering and business.
There are ways in which computers have brought benefit to society.
Unfortunately, there are also numerous ways in which computers have been
misused, leading to serious ethical issues. The engineer’s roles as designer,
manager, and user of computers bring with them a responsibility to help foster
the ethical use of computers.
There are two broad categories of computer ethics problems: those in which the
computer is used to commit an unethical act, such as the use of a computer to
hack into a database and those in which the computer is used as an engineering
too, but is used improperly.
(1)Computers as a Tool for Unethical Behavior
(2) Computers as An Engineering Tool
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the
Challenger, exploded just over a minute into the flight (Figure 1). The failure of the solid rocket
booster O-rings to seat properly allowed hot combustion gases to leak from the side of the booster
and burn through the external fuel tank. The failure of the O-ring was attributed to several factors,
including faulty design of the solid rocket boosters, insufficient low- temperature testing of the Oring material and the joints that the O-ring sealed, and lack of proper communication between
different levels of NASA management.
Figure 1. The Space Shuttle Challenger Disaster
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout
outside of class. In class the details of the case can be reviewed with the
aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include
the importance of an engineer's responsibility to public welfare, the need
for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A
final point is the fact that no matter how far removed from the public an
engineer may think she is, all of her actions have potential impact.
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Background
NASA managers were anxious to launch the Challenger (Figure 2) for several reasons, including economic considerations,
political pressures, and scheduling backlogs. Unforeseen competition from the European Space Agency put NASA in a position
where it would have to fly the shuttle dependably on a very ambitious schedule in order to prove the Space Transportation
System's cost effectiveness and potential for commercialization. This prompted NASA to schedule a record number of missions in
1986 to make a case for its budget requests. The shuttle mission just prior to the Challenger had been delayed a record number of
times due to inclement weather and mechanical factors. NASA wanted to launch the Challenger without any delays so the launch
pad could be refurbished in time for the next mission, which would be carrying a probe that would examine Halley's Comet. If
launched on time, this probe would have collected data a few days before a similar Russian probe would be launched. There was
probably also pressure to launch Challenger so it could be in space when President Reagan gave his State of the Union address.
Reagan's main topic was to be education, and he was expected to mention the shuttle and the first teacher in space, Christa
McAuliffe. The shuttle solid rocket boosters (or SRBs) (Figure 3), are key elements in the operation of the shuttle. Without the
boosters, the shuttle cannot produce enough thrust to overcome the earth's gravitational pull and achieve orbit. There is an SRB
attached to each side of the external fuel tank. Each booster is 149 feet long and 12 feet in diameter. Before ignition, each booster
weighs 2 million pounds. Solid rockets in general produce much more thrust per pound than their liquid fuel counterparts. The
drawback is that once the solid rocket fuel has been ignited, it cannot be turned off or even controlled. So it was extremely
important that the shuttle SRBs were properly designed. Morton Thiokol was awarded the contract to design and build the SRBs in
1974. Thiokol's design is a scaled-up version of a Titan missile which had been used successfully for years. NASA accepted the
design in 1976. The booster is comprised of seven hollow metal cylinders. The solid rocket fuel is cast into the cylinders at the
Thiokol plant in Utah, and the cylinders are assembled into pairs for transport to Kennedy Space Center in Florida. At KSC, the
four booster segments are assembled into a completed booster rocket. The joints where the segments are joined together at KSC
are known as field joints (See Figure 4). These field joints consist of a tang and clevis joint. The tang and clevis are held together
by 177 clevis pins. Each joint is sealed by two O rings, the bottom ring known as the primary O-ring, and the top known as the
secondary O-ring. (The Titan booster had only one O-ring. The second ring was added as a measure of redundancy since the
boosters would be lifting humans into orbit. Except for the increased scale of the rocket's diameter, this was the only major
difference between the shuttle booster and the Titan booster.) The purpose of the O-rings is to prevent hot combustion gasses from
escaping from the inside of the motor. To provide a barrier between the rubber O-rings and the combustion gasses, a heat resistant
putty is applied to the inner section of the joint prior to assembly. The gap between the tang and the clevis determines the amount
of compression on the O-ring. To minimize the gap and increase the squeeze on the O-ring, shims are inserted between the tang
and the outside leg of the clevis.
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Figure 2. Space Shuttle
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Figure 3. Solid Rocket Booster
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Figure 4. Field Joint of Solid Rocket Booster
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
Questions for Class Discussion
What could NASA management have done differently?
What, if anything, could their subordinates have done differently?
What should Roger Boisjoly have done differently (if anything)? In answering this
question, keep in mind that at his age, the prospect of finding a new job if he was fired
was slim. He also had a family to support.
What do you (the students) see as your future engineering professional responsibilities
in relation to both being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
Organizations/People Involved
Key Dates
Space Shuttle Solid Rocket Boosters (SRB) Joints
Detail of SRB Field Joints
Ballooning Effect of Motor Casing
Key Issues
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Ethics Across The Curriculum
Case Studies # 1-The Space Shuttle Challenger Disaster
ORGANIZATIONS/PEOPLE INVOLVED
Marshall Space Flight Center - in charge of booster rocket development
Larry Mulloy - challenged the engineers' decision not to launch
Morton Thiokol - Contracted by NASA to build the Solid Rocket Booster
Alan McDonald - Director of the Solid Rocket Motors Project
Bob Lund - Engineering Vice President
Robert Ebeling - Engineer who worked under McDonald
Roger Boisjoly - Engineer who worked under McDonald
Joe Kilminster - Engineer in a management position
Jerald Mason - Senior executive who encouraged Lund to reassess his decision not to launch.
KEY DATES
1974 - Morton-Thiokol awarded contract to build solid rocket boosters.
1976 - NASA accepts Morton-Thiokol's booster design.
1977 - Morton-Thiokol discovers joint rotation problem. November 1981 - O-ring erosion discovered after
second shuttle flight.
January 24, 1985 - shuttle flight that exhibited the worst O-ring blow-by.
July 1985 - Thiokol orders new steel billets for new field joint design.
August 19, 1985 - NASA Level I management briefed on booster problem.
January 27, 1986 - night teleconference to discuss effects of cold temperature on booster performance.
January 28, 1986 - Challenger explodes 72 seconds after liftoff.
KEY ISSUES
1. HOW DOES THE IMPLIED SOCIAL CONTRACT OF PROFESSIONALS APPLY TO THIS CASE?
2. WHAT PROFESSIONAL RESPONSIBILITIES WERE NEGLECTED, IF ANY?
3.SHOULD NASA HAVE DONE ANYTHING DIFFERENTLY IN THEIR LAUNCH DECISION
PROCEDURE?
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Introduction To The Case
On July 17, 1981, the Hyatt Regency Hotel in Kansas City, Missouri, held a videotaped tea-dance party in their
atrium lobby. With many party-goers standing and dancing on the suspended walkways, connections
supporting the ceiling rods that held up the second and fourth-floor walkways across the atrium failed, and both
walkways collapsed onto the crowded first-floor atrium below. The fourth-floor walkway collapsed onto the
second-floor walkway, while the offset third-floor walkway remained intact. As the United States' most
devastating structural failure, in terms of loss of life and injuries, the Kansas City Hyatt Regency walkways
collapse left 114 dead and in excess of 200 injured. In addition, millions of dollars in costs resulted from the
collapse, and thousands of lives were adversely affected.
Figure 1. Aftermath view: The 4th floor and 2nd floor walkways were positioned at the now
boarded entrances. A parallel 3rd floor walkway to the left was left intact
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Figure 2. A major cause of fatalities was the landing of the concrete 4th floor
walkway onto the crowded 2nd floor walkway, both seen here
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
The hotel had only been in operation for approximately one year at the time of the walkways
collapse, and the ensuing investigation of the accident revealed some unsettling facts:
During January and February, 1979, the design of the hanger rod connections was changed in a
series of events and disputed communications between the fabricator (Havens Steel Company)
and the engineering design team (G.C.E. International, Inc., a professional engineering firm).
The fabricator changed the design from a one-rod to a two-rod system to simplify the
assembly task, doubling the load on the connector, which ultimately resulted in the
walkways collapse. (Figure 3)
Figure 3. Original Design vs. Actual Construction
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
The fabricator, in sworn testimony before the administrative judicial hearings after the accident, claimed
that his company (Havens) telephoned the engineering firm (G.C.E.) for change approval. G.C.E. denied
ever receiving such a call from Havens.2
On October 14, 1979 (more than one year before the walkways collapsed), while the hotel was still
under construction, more than 2700 square feet of the atrium roof collapsed because one of the roof
connections at the north end of the atrium failed.3 In testimony, G.C.E. stated that on three separate
occasions they requested on-site project representation during the construction phase; however, these
requests were not acted on by the owner (Crown Center Redevelopment Corporation), due to additional
costs of providing on-site inspection.4
Even as originally designed, the walkways were barely capable of holding up the expected load, and
would have failed to meet the requirements of the Kansas City Building Code.5
Due to evidence supplied at the Hearings, a number of principals involved lost their engineering
licenses, a number of firms went bankrupt, and many expensive legal suits were settled out of court. The
case serves as an excellent example of the importance of meeting professional responsibilities, and what
the consequences are for professionals who fail to meet those responsibilities. This case is particularly
serviceable for use in structural design, statics and materials classes, although it is also useful as a
general overview of consequences for professional actions. The Hyatt Regency Walkways Collapse
provides a vivid example of the importance of accuracy and detail in engineering design and shop
drawings (particularly regarding revisions), and the costly consequences of negligence in this realm.
For purposes of this case study, we assume that the disputed telephone call was made by the fabrication
firm, and that the engineering firm did give verbal approval for the fatal design change. Students are,
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however, encouraged to view the case reversing these assumptions.
Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Guidelines For Presentation
1) Read student handout for a detailed description of the case.
2) At the class preceding case discussion, distribute student handouts: The
Kansas City Hyatt Regency Walkways Collapse, which includes literature
on negligence and the professional “debate” over responsibility for design,
and an annotated bibliography. Have students come to the follow-up
discussion class prepared to address the Kansas City Hyatt Regency
Walkways Collapse in light of the ethical issues raised in the student
handout.
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Guidelines For Presentation
3) Show Hyatt Regency Walkways Collapse segment of the "To Engineer is Human," video. Discuss with students
the five overheads:
The Hyatt Regency Walkways Collapse Cast of Characters
Hanger Rod Details Original Design and As Built
Chronology of the Hyatt Regency Walkways Collapse (four pages)
ASME Code of Ethics of Engineers; and
IEEE Code of Ethics. Ask students some of the following questions:
Who is ultimately responsible for the fatal design flaw? Why?
Does the disputed telephone call matter to the outcome of the case? Why or why not?
What is the responsibility of a licensed professional engineer who affixes his/her seal to fabrication drawings?
In terms of meeting building codes, what are the responsibilities of the engineer? The fabricator? The owner?
What measures can professional societies take to ensure that catastrophes such as the Hyatt Regency Walkways
Collapse do not occur?
Do you agree with the findings that the principal engineers involved should have been subject to discipline for gross
negligence in the practice of engineering? Should they have lost their licenses, temporarily or permanently?
Was it fair that G.C.E., as a company, was held liable for gross negligence and engineering incompetence? Why or
why not?
4) End the discussion with Overhead 6), Hyatt Regency Walkways Collapse: Ethical Issues of the Case. Discuss the
ethical questions raised by the case: what are the professional responsibilities of the engineers, fabricators, and hotel
contractors? How can professionals protect themselves, and the public, from the gross negligence of an incompetent
few? What are the implications of this case in terms of state-by-state licensing procedures?
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Recommended Overheads For Use In Classroom Discussion
1) The Hyatt Regency Walkways Collapse Cast of Characters
2) Hanger Rod Details Original Design and As Built
3) Chronology of the Hyatt Regency Walkways Collapse
4) ASME Code of Ethics of Engineers
5) IEEE Code of Ethics
6) Hyatt Regency Walkways Collapse: Ethical Issues Of The Case
Notes
Missouri Board for Architects, Professional Engineers and Land Surveyors vs. Daniel M. Duncan, Jack
D. Gillum and G.C.E. International, Inc., before the Administrative Hearing Commission, State of
Missouri, Case No. AR840239, Statement of the Case, Findings of Fact, Conclusions of Law and
Decision rendered by Judge James B. Deutsch, November 14, 1985, pp. 54-63. Case No. AR840239
hereinafter referred to as Administrative Hearing Commission.
Administrative Hearing Commission, pp. 63-66.
Administrative Hearing Commission, p. 384.
Administrative Hearing Commission, pp. 12-13.
Administrative Hearing Commission, pp. 423-425.
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Hyatt Regency Walkways Collapse Overheads
The Hyatt Regency Walkways Collapse Cast of Characters
Hanger Rod Details Original Design and As Built
Chronology of the Hyatt Regency Walkways Collapse (4 pages)
ASME Code of Ethics of Engineers
IEEE Code of Ethics
Hyatt Regency Walkways Collapse: Ethical Issues Of The Case
The Hyatt Regency Walkways Collapse Cast Of Characters
In 1976, as owner, Crown Center Redevelopment Corporation - commenced a project to design and build a
Hyatt Regency Hotel in Kansas City, Missouri, and on April 4, 1978, Crown entered into a standard contract
with G.C.E. International, Inc. Professional Consulting Firm of Structural Engineers (1980 formerly called
Jack D. Gillum & Associates, Ltd. changed name to G.C.E. May 5, 1983)
Principals
Jack D. Gillum P.E., structural engineering state licensed since February 26, 1968
Daniel M. Duncan P.E., structural engineering state licensed since February 27, 1979
PBNDML Architects, Planners, Inc. Architect.
G.C.E. agreed to provide, "all structural engineering services for a 750-room hotel projected located at 2345
McGee Street, Kansas City, Missouri."
On or about December 19, 1978, Eldridge Construction Company, the general contractor on the Hyatt project,
entered into a subcontract with Havens Steel Company Professional Fabricator who agreed to fabricate and
erect the atrium steel for the Hyatt project.
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Chronology Of The Hyatt Regency Walkways Collapse
Early 1976: Crown Center Redevelopment Corporation (owner) commences project to design and build a Hyatt Regency Hotel in Kansas
City, Missouri.
July 1976: Gillum-Colaco, Inc. (G.C.E. International, Inc., 1983), a Texas corporation, selected as the consulting structural engineer for
the Hyatt project.
July 1976- Hyatt project in schematic design development.
Summer 1977: G.C.E. assisted owner and architect (PBNDML Architects, Planners, Inc.) with developing various plans for hotel project,
and decided on basic design.
Late 1977- Bid set of structural drawings and specifications
Early 1978: Project prepared, using standard Kansas City, Missouri, Building Codes.
April 4, 1978: Actual contract entered into by G.C.E. and the architect, PBNDML Architects, Planners, Inc. G.C.E. agreed to provide "all
structural engineering services for a 750-room hotel project located at 2345 McGee Street, Kansas City, Missouri."
Spring 1978: Construction on hotel begins.
August 28, 1978: Specifications on project issued for construction, based on the American Institute of Steel Construction (AISC)
standards used by fabricators.
December 1978: Eldridge Construction Company, general contractor on the Hyatt project, enters into subcontract with Havens Steel
Company. Havens agrees to fabricate and erect the atrium steel for the Hyatt project.
January 1979: Events and communications between G.C.E. and Havens.
February 1979: Havens makes design change from a single to a double hanger rod box beam connection for use at the fourth floor
walkways. Telephone calls disputed; however, because of alleged communications between engineer and fabricator, Shop Drawing 30 and
Erection Drawing E3 are changed.
February 1979: G.C.E. receives 42 shop drawings (including Shop Drawing 30 and Erection Drawing E-3) on February 16, and returns
them to Havens stamped with engineering review stamp approval on February 26.
October 14, 1979: Part of the atrium roof collapses while the hotel is under construction. Inspection team called in, whose contract dealt
primarily with the investigation of the cause of the roof collapse and created no obligation to check any engineering or design work
beyond the scope of their investigation and contract.
October 16, 1979: Owner retains an independent engineering firm, Seiden-Page, to investigate the cause of the atrium roof collapse.
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Ethics Across The Curriculum
Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
Chronology Of The Hyatt Regency Walkways Collapse
October 20, 1979: Gillum writes owner, stating he is undertaking both an atrium collapse investigation
as well as a thorough design check of all the members comprising the atrium roof.
October- Reports and meetings from engineer to clients
November 1979: owner/architect assures clients of overall safety of the entire atrium.
July 1980: Construction of hotel complete, and the Kansas City Hyatt Regency Hotel opens for
business.
July 17, 1981: Connections supporting the rods from the ceiling that held up the 2nd and 4th floor
walkways across the atrium of the Hyatt Regency Hotel collapse, killing 114 and injuring in excess of
200 others.
February 3, 1984: Missouri Board of Architects, Professional Engineers and Land Surveyors files
complaint against Daniel M. Duncan, Jack D. Gillum and G.C.E. International Inc., charging gross
negligence, incompetence, misconduct and unprofessional conduct in the practice of engineering in
connection with their performance of engineering services in the design and construction of the Hyatt
Regency Hotel in Kansas City, Missouri.
November, 1984: Duncan, Gillum, and G.C.E. International, Inc. found guilty of gross negligence,
misconduct and unprofessional conduct in the practice of engineering. Subsequently, Duncan and
Gillum lost their licenses to practice engineering in the State of Missouri, and G.C.E. had its certificate
of authority as an engineering firm revoked. American Society of Civil Engineering (ASCE) adopts
report that states structural engineers have full responsibility for design projects. Duncan and Gillum
now practicing engineers in states other than Missouri.
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Case Studies # 2-The Kansas City Hyatt Regency Walkways Collapse
~Negligence And The Professional "Debate" Over Responsibility For Design
ASME Code Of Ethics Of Engineers
The Fundamental Principles
Engineers uphold and advance the integrity, honor, and dignity of the Engineering profession by:
I. using their knowledge and skill for the enhancement of human welfare;
II. being honest and impartial, and serving with fidelity the public, their employers and clients; and
III. striving to increase the competence and prestige of the engineering profession.
The Fundamental Canons
Engineers shall hold paramount the safety, health and welfare of the public in the performance of their professional
duties.
Engineers shall perform services only in areas of their competence.
Engineers shall continue their professional development throughout their careers and shall provide opportunities for
the professional development of those engineers under their supervision.
Engineers shall act in professional matters for each employer or client as faithful agents or trustees, and shall avoid
conflicts of interest.
Engineers shall build their professional reputation on the merit of their services and shall not compete unfairly with
others.
Engineers shall associate only with reputable persons or organizations.
Engineers shall issue public statements only in an objective and truthful manner.
57
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Introduction To The Cases
(1) 921 Earthquake in Taiwan:
The 921 earthquake, also known as the 1999 Jiji earthquake or simply 921, was a magnitude 7.6
earthquake which occurred at 1:47 local time (17:47 UTC) on September 21, 1999 in Jiji, Nantou County,
Taiwan. 2,416 people were killed, over 11,000 seriously injured, and NT$300bn worth of damage was done.
It was the second-deadliest quake in recorded history in Taiwan, after the 1935 Hsinchu-Taichung earthquake.
Rescue groups from around the world joined local relief workers and the ROC military in digging out
survivors, clearing rubble, restoring essential services and distributing food and other aid to the more than
100,000 people made homeless by the quake. The disaster, dubbed the “Quake of the Century” by local
media, had a profound effect on the economy of the island and the consciousness of the people, and
dissatisfaction with government‘s performance in reacting to it was said by some commentators to be a factor
in the unseating of the ruling Kuomintang party in the 2000 Presidential Election.
Figure 1. Earthquake Damage in Buildings, September 21, 1999, Taiwan
58
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Introduction To The Cases
(2) 2010 Haiti Earthquake:
The 2010 Haiti earthquake was a catastrophic magnitude 7.0 Mw earthquake with the epicenter near Léogane,
approximately 25 kilometres (16 mi) west of Port-au-Prince, the capital of Haiti, striking at 16:53:10 local time
(21:53:10 UTC) on Tuesday, 12 January 2010. The earthquake occurred at a depth of 13 kilometres (8.1 mi). The
United States Geological Survey recorded a series of at least 33 aftershocks, fourteen of them between magnitudes
5.0 and 5.9. The International Red Cross estimated that about three million people were affected by the quake, and
the Haitian Interior Minister believes that up to 200,000 have died as a result of the disaster, exceeding earlier Red
Cross estimates of 45,000–50,000. Several prominent public figures are among the dead.
The earthquake caused major damage to Port-au-Prince. Most major landmarks were significantly damaged or
destroyed, including the Presidential Palace (President René Préval survived), the National Assembly building, the
Port-au-Prince Cathedral, and the main jail. To compound the tragedy, most hospitals in the area were destroyed.
The United Nations (UN) reported that the headquarters of the United Nations Stabilization Mission in Haiti
(MINUSTAH), located in the capital, had collapsed and that the Mission's Chief, Hédi Annabi, his deputy, Luiz
Carlos da Costa, and the acting police commissioner were confirmed dead Elisabeth Byrs of the UN called it the
worst disaster the United Nations has experienced because the organizational structures of the UN in Haiti and the
Haitian government were destroyed.
Figure 2. Downtown Port au Prince After Earthquake
59
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1) Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(1) Lateral Load Resisting Systems
When designing a building that will be capable of withstanding an earthquake, engineers can choose various
structural components, the earthquake resistance of which is now well-understood, and then combine them
into what is known as a complete lateral load resisting system.
These structural components usually include:
shear walls
braced frames
moment resisting frames
diaphragms
horizontal trusses
Of course, a building always possesses floors and a roof. But the earthquake resistant characteristics of these
basic elements is highly variable. Not only that, the building's horizontal elements can be supported by a
wide variety of wall and frame types or wall-frame combinations, the choice of which is usually dictated by
considerations other than earthquake resistance. For instance, some buildings such as a warehouse or a
parking garage must have a large open floor space--which means that roof and floors of such structures will
not be provided with as much vertical support from beneath as they might be otherwise.
The engineer-designer in charge of making a building earthquake resistant must therefore choose a
combination of structural elements which will most favorably balance the demands of earthquake resistance,
building cost, building use, and architectural design.
60
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1) Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(1) Lateral Load Resisting Systems
Diaphragms
Figure 3
Diaphragms are horizontal resistance elements, generally floors and roofs, that transfer the lateral forces
between the vertical resistance elements (shear walls or frames). Basically, a diaphragm acts as a horizontal
I-beam. That is, the diaphragm itself acts as the web of the beam and its edges act as flanges. (See figure 3)
61
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(1) Lateral Load Resisting Systems
Shear Walls
Shear walls are vertical walls that are designed to receive lateral forces from diaphragms and transmit them to the ground.
The forces in these walls are predominantly shear forces in which the fibers within the wall try to slide past one another.
Figure 4
When you build a house of cards, you design a shear wall structure, and you soon learn that sufficient card "walls" must be
placed at right angles to one another or the house will collapse. If you were to connect your walls together with tape, it is easy
to see that the strength of this house of cards would significantly increase. This illustrates a very important point, in which the
earthquake resistance of any building is highly dependent upon the connections joining the building's larger structural members,
such as walls, beams, columns and floor-slabs.
Shear walls, in particular, must be strong in themselves and also strongly connected to each other and to the horizontal
diaphragms. In a simple building with shear walls at each end, ground motion enters the building and creates inertial forces that
move the floor diaphragms. This movement is resisted by the shear walls and the forces are transmitted back down to the 62
foundation.
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1) Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(2) Plan of Building
(i) Symmetry: The building as a whole or its various blocks should be kept symmetrical about both the axes. Asymmetry leads to
torsion during earthquakes and is dangerous, Fig 5. Symmetry is also desirable in the placing and sizing of door and window openings, as
far as possible.
(ii) Regularity: Simple rectangular shapes, Fig 6 (a) behave better in an earthquake than shapes with many projections Fig 6 (b).
Torsional effects of ground motion are pronounced in long narrow rectangular blocks. Therefore, it is desirable to restrict the length of a
block to three times its width. If longer lengths are required two separate blocks with sufficient separation in between should be provided,
Fig 6 (c).
(iii) Separation of Blocks: Separation of a large building into several blocks may be required so as to obtain symmetry and regularity
of each block. For preventing hammering or pounding damage between blocks a physical separation of 3 to 4 cm throughout the height
above the plinth level will be adequate as well as practical for up to 3 story buildings, Fig 6 (c). The separation section can be treated just
like expansion joint or it may be filled or covered with a weak material which would easily crush and crumble during earthquake shaking.
Such separation may be considered in larger buildings since it may not be convenient in small buildings.
(iv)Simplicity: Ornamentation invo1ving large cornices, vertical or horizontal cantilever
projections, facia stones and the like are dangerous and undesirable from a seismic viewpoint. Simplicity is the best approach. Where
ornamentation is insisted upon, it must be reinforced with
steel, which should be properly embedded or tied into the main structure of the building.
Note: If designed, a seismic coefficient about 5 times the coefficient used for designing the main structure should be used for cantilever
ornamentation.
(v) Enclosed Area: A small building enclosure with properly interconnected walls acts like a rigid box since the earthquake strength
which long walls derive from transverse walls increases as their length decreases. Therefore structurally it will be advisable to have
separately enclosed rooms rather than one long room, Fig 7. For unframed walls of thickness t and wall spacing of a, a ratio
of a/t = 40 should be the upper limit between the cross walls for mortars of cement sand 1:6 or richer, and less for poor mortars. For larger
panels or thinner walls, framing elements should be introduced as shown at Fig 7(c).
(vi) Separate Buildings for Different Functions: In view of the difference in importance of hospitals, schools, assembly halls,
residences, communication and security buildings, etc., it may be economical to plan separate blocks for different functions so as to63
affect
economy in strengthening costs.
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(2) Plan of Building
Figure 5. Torsion of unsymmetrical plans
64
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(2) Plan of Building
Figure 6. Plan of building blocks.
65
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(2) Plan of Building
Figure 7. Enclosed area forming box units
66
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(3) Structural and Constructional Detailings
Figure 8. Enclosed area forming box units
67
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Background-Basics of Earthquake Resistant Design
(1)Lateral Load Resisting Systems
(2) Plan of Building
(3) Structural and Constructional Detailings
(3) Structural and Constructional Detailings
Figure 9. Rebars/Reinforcements Detailing of RC Columns
68
Ethics Across The Curriculum
Case Studies # 3-921 Earthquake in Taiwan and 2010 Haiti Earthquake
Summary
Seismic resistance can be accomplished by following the basic steps given below:
a. Choosing a good configuration
b. Making a satisfactory analysis (Static or dynamic)
c. Proportioning and detailing the members properly.
d. Constructing the building in accordance with the design project, under good supervision.
(main reasons for building collapse in Taiwan and Haiti!)
Questions for Class Discussion
• What do you (the students) see as your future engineering professional responsibilities in
relation to both being loyal to management and protecting the public welfare? Can you design
better buildings to resist the huge earthquake?
• How do you prevent the construction workers from not following the structural drawings in
construction site? Can you propose a better supervision system on the job site? What can you
do if you find out that the construction workers didn’t follow the structural drawings in
construction site after the work was done?
69
References and Bibliography
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American Society of Civil Engineers, ASCE Code of Ethics, 1993
American Society of Civil Engineers, ASCE Code of Ethics. Retrieved January 29, 2010, from
http://www.asce.org/inside/codeofethics.cfm
American Society of Mechanical Engineers, ASME Code of Ethics. Retrieved January 29, 2010,
from http://www.asme.org/NewsPublicPolicy/Ethics/Ethics_Center.cfm
Charles B. Fleddermann, Engineering Ethics, 3rd ed., Pearson Prentice Hall, 2008.
Jr., Charles E. Harris, Michael S. Pritchard, Michael J. Rabins, Engineering Ethics: Concepts and
Cases, 4th ed., Wadsworth Publishing, 2008.
NSPE Code of Ethics for Engineers. Retrieved January 29, 2010, from
http://www.nspe.org/Ethics/CodeofEthics/index.html
Urgent: Scientists Confirm Explosives Used to Demolish 9 / 11 Towers. Retrieved October 28,
2009, from http://www.uspoolcorp.com/.
Texas A&M University: Introducing Ethics Case Studies Into Required Undergraduate Engineering
Courses. Retrieved October 28, 2009, from http://ethics.tamu.edu/
General Concepts of Earthquake Resistant Design, National Information Centre of Earthquake
Engineering, February 28, 2010, from http://www.nicee.org/iaee/E_Chapter3.pdf
Seismic Resistant Reinforced Concrete Structures-Design Principles, Journal of Islamic Academy of
Sciences, 1:1, 20-26, 1988.
921 earthquake. In Wikipedia. Retrieved October 28, 2009, from http://en.wikipedia.org
wiki/921_earthquake.
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