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1、标题页给所写文章起一个合适的标题格式居中，二号字体，TIMES NEW ROMAN，加重授课：XXXTable of contents目录页先将写好文章中的小标题设置格式，然后这里用WORD插入引用自动生成目录，根据情况适当调整行间距，字体大小。下面是例子。Introduction3Main body3Engineering Ethics3Ethics in University Education4Conclusion6References7授课：XXX正文开始，注意行间距1.5， 字体小四，TIMES NEW ROMAN,每段开始不空格，段段之间空一行Introduction 只写一段（字
2、数占全文10%左右）Main bodyEngineering EthicsAccording to Davison and Kock (2004), “professional Ethics concerns ones conduct of behavior and practice when carrying out professional work.” There are a great many professional bodies throughout the world that put forward important institutionalized “codes of
3、conduct and codes of practice” for their members to follow. In many counties, medical ethics, legal ethics and business ethics are repeatedly discussed by the public and even regarded compulsory to the practitioners. Engineering ethics has also been becoming an increasing concern over the past decad
4、es, during which the world witnessed some momentous events like stratospheric ozone depletion, cloning technology, the Challenger disaster and so on, which are closely related to the issue of engineering ethics. Professional bodies of engineering like the US professional engineering associations, th
5、e German Association of Engineers and the Institution of Engineers, Australia, are getting more active. 授课：XXXEngineering codes of ethics vary by different cultures and might still remain controversial. Nevertheless some codes are believed to be universal. For the sake of their professional integrit
6、y, honor and dignity, an engineer is expected to use their knowledge and skills to enhance human welfare; be honest, loyal and impartial serving the public, their employers and clients; improve their professional competence and prestige; and work under the guidance of their professional societies. A
7、n example could be where an engineer, who knows the performance and using precautions of certain products perfectly well, does his best to overvalue the performance of some goods but hesitates to provide the precautions before potential customers so as to get them into buying the products. What they
8、 bear in mind is only their corporate interest and their personal benefits, as is against their professional integrity and impartiality. Examples like this one that concerns knowledge sharing are numerous. In a journal editorial, Elliot (2004) addresses the issue of knowledge and information sharing
9、 and enumerates a great many cases in corporate setting that make “the difference between a healthy company and a company that will have to lay off people or closes its door altogether - which could end up being decidedly grave for individuals, families and the community.” Ethics in University Educa
10、tionThe challenges of engineering ethics in the professional work these days that engineering ethics is becoming a new discipline that holds its place in university education. There is growing expectation by specialists (Chubin et al 2005, Davison and Kock 2004) and the public at large to enhance pr
11、ofessional ethics education in universities by incorporate it into improved academic curriculum. Symposia, workshops and seminars could be arranged to promote professional engineering ethics. They believe professional morality and responsibility should be introduced early to engineering majors. It i
12、s also a professional must for engineering graduates to familiarize themselves with engineering code of ethics prior to being practitioners. 授课：XXXHowever, knowledge of right and wrong is at most half of the battle. A good engineering professional also needs other qualities like self-discipline, con
13、scientiousness, integrity and professional dignity, which can hardly be acquired by simple indoctrinization or sheer brainwashing. Johnston et al (2000) advocates practice-focused ethics in engineering education for that the professional ethics being accepted well, it could be made an indispensable
14、part of their academic practice. In universities, engineering majors, undergraduates or postgraduates, are doing experiments, conducting researches, handling projects and writing papers to conclude their practical work. By handling these practical tasks, they learn to establish their professionalism
15、 by applying their knowledge to practice and developing some practical skills. Meanwhile they are also learning to adopt their way of thinking, their mindset and their attitude as a real professional. In other words, they are also establishing their professionalism by developing those indispensable
16、professional qualities like self-discipline, conscientiousness, integrity and professional dignity in practices they are most likely to continue after their graduation. With these qualities being part of their professional habit and value, they are bound to be upheld and advanced by those engineering graduates in their professional career. Among t
