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Patch 1
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aerithnetzer authored Nov 14, 2024
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80 changes: 80 additions & 0 deletions Bench-text-and-image-directions-final.md
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**[Materials Required]{.underline}**

- 2x4 x 8' cedar

- 5.4x6 x 10 cedar decking (2)

- 1x6 x 6' cedar (4)

- No. 20 biscuits (12)

- 2-1/2" deck screws

- 1-5/8" deck screws

- Wood glue

- ½" flattop wood plugs (40)

- Exterior wood finish

**[Directions for Assembly]{.underline}**

> Cut out and drill the parts
- Use a 1/2-in. Forstner bit to drill recesses for the screws.

- Cut the biscuit slots for the seat rails: Mark the centers of the biscuit slots on masking tape. Then, with the plug recesses facing up, cut the slots in the narrow sides of the legs. Keep the plate joiner and leg tight to the bench top as you cut. Use tape to avoid marks on the wood and to keep track of the orientation of the pieces.

- Position slots for the long rails with a spacer: Orient the leg so the previously cut slot is facing up, and cut a slot on the side opposite the plug holes. Use a spacer to position the slot so the long rail will be centered on the leg when it's installed.

- Cut slots in the rail ends: Mark the centers of the curved seat rails and long rails on masking tape.

- Cut slots in the long rails: Position the long rails with the masking tape facing down. Use a Speed Square as a guide for cutting biscuit slots for the intermediate rails. Align the square with the edge mark for the seat rail. Make a center mark on the square as a reference for lining up the plate joiner.

> Join the rails and legs with biscuits
- Put a biscuit in the slot and dry-fit the leg and seat rail to make sure the rail is oriented correctly. It should be centered on the leg. Then spread glue in the slots and on the biscuit and press the leg and the seat rail together.

> Complete the leg assembly and seat assemblies
- Use a spacer to support the lower rail. Then drive screws through the legs into the rail.

- Connect the seat rails with biscuits Join the two long rails with the two intermediate seat rails with biscuits and glue. Clamp them and let the glue set about 30 minutes.

- Connect the leg assembies to the seat assembly with biscuits and clamp them together. Then attach the brace with screws.

- SCREW ON THE SEAT SLATS Start by attaching the two outside slats. Then center the middle slat and attach it with screws. Next, position the remaining slats so there's an even space (two biscuits wide) between them. Use a board to align the slat ends

> Finishing Touches
- HIDE THE SCREWS WITH WOOD PLUGS Glue flat-top wood plugs into the plug recesses. Use a cutoff dowel or a small block of wood to pound them flush.

```{=html}
<!-- -->
```
- Finished the bench with Cabot Australian Timber Oil.

Reference:

> Family Handyman ["How to Build a Garden Bench"](https://www.familyhandyman.com/project/how-to-build-a-garden-bench/) and ["How to Build a Patio Chair"](https://www.familyhandyman.com/project/how-to-build-a-patio-chair/) are included on the basis of fair use.
![](media/image1.png){width="6.0259831583552055in" height="4.958523622047244in"}![](media/image2.JPG){width="3.0in" height="3.009027777777778in"} ![](media/image3.png){width="3.076363735783027in" height="3.0in"}

![](media/image4.png){width="3.0in" height="2.9270833333333335in"}![](media/image5.png){width="3.542903543307087in" height="1.5768941382327208in"}

![](media/image6.png){width="3.0in" height="2.58in"}![](media/image7.JPG){width="3.4569444444444444in" height="2.493393482064742in"}

![](media/image8.png){width="2.937905730533683in" height="2.7211668853893265in"}![](media/image9.png){width="2.978578302712161in" height="2.7564457567804026in"}

![](media/image10.png){width="4.321137357830271in" height="2.8544641294838144in"}

![](media/image11.png){width="1.6597222222222223in" height="3.1104276027996502in"}![](media/image12.JPG){width="2.3500951443569553in" height="2.0065135608048994in"}

![](media/image13.jpg){width="3.8194444444444446in" height="2.5675120297462817in"}

> ![](media/image14.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
31 changes: 31 additions & 0 deletions Building-furniture-round1-peer-review.md
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As a team, answer the following questions about another team's Chair or Bench directions

1. Check for some basics:

> \_\_\_\_\_\_\_\_Is each figure labeled?
>
> \_\_\_\_\_\_\_\_Do the text directions refer to each figure?
>
> \_\_\_\_\_\_\_\_Are the figures and text interspersed (not all the images are at the bottom or top of
>
> the page)?
2. Now, look for more nuanced choices and explain your reaction:

> How did the team put the directions in order? Are they numbered or do they use page spacing or other ways to show the order? How are they different from your order?
>
> How closely do the spirit of the images that your or the other team created match those of the official directions? (No weighing in on artistic ability.) What are the main differences? Why do you think those differences exist?
>
> How closely do the text directions that your or the other team created match those of the official directions? What are the main differences? Why do you think those differences exist?
>
> What other major differences exist between your two sets of directions? If you were going to create one document from your two, what choices would you make to include some of each of your work (without defaulting to the official directions)? Why?
>
> What other things do you notice about the two sets of directions?
3. Both teams should get together to share their findings. After sharing your peer review, make another set of directions using the new text and the new images that you think is the best version of the directions, using aspects from both teams' work and trying to avoid using the "official" images and text as much as possible.

> ![](media/image1.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
29 changes: 29 additions & 0 deletions Building-furniture-round2-peer-review.md
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Now you will look at the other project and offer peer review in teams. If you worked on Bench, you will match with a Chair team (and vice versa). As you look at the Bench or Chair directions created by the team, answer the following questions.

1. Check for some basics:

> \_\_\_\_\_\_\_\_Is each figure labeled?
>
> \_\_\_\_\_\_\_\_Do the text directions refer to each figure?
>
> \_\_\_\_\_\_\_\_Are the figures and text interspersed (not all the images are at the bottom or top of
>
> the page)?
2. For this set of questions, get some craft paper, foam core, cardboard, or other material and try to make the piece of furniture in ¼" scale to the best of your ability. Feel free to use tape or other easily accessible supplies to connect the parts to one another.

> As you build the model, note where you had trouble with the directions here. (Be as specific as possible.)
>
> What images did you find helped you the most? Which ones helped you the least? Explain why.
>
> Based on your experience trying to follow these directions, suggest changes to the order, working, layout, images, or other aspects here.
3. Share your finding with the team that authored these directions.

4. What has this experience taught you about writing directions?

> ![](media/image1.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
21 changes: 21 additions & 0 deletions Cake-time-final.md
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**[Cake Time Directions:]{.underline}**

The images that follow tell part of the story of making cupcakes, but there are important steps missing and the images are not in order. (The measurements and oven temperature are also missing, but do not worry about that for this exercise.)

As a team, put the images in order and label them figure 1, figure 2, etc. Then, write the directions you think go with each image. In the directions, write "see figure X." After you have done that, write any additional directions you think are missing. Then, put the directions and images in order on the page. Be sure to think about and play around with layout.

Share your final version with another team. Note any differences between the choices each team made.

**[Images:]{.underline}**

![](media/image1.JPG){width="3.2070713035870515in" height="2.5in"}![](media/image2.JPG){width="3.281017060367454in" height="2.5in"}![](media/image3.JPG){width="3.2823611111111113in" height="2.5in"}![](media/image4.JPG){width="3.1597222222222223in" height="2.3600021872265966in"}![](media/image5.JPG){width="3.049327427821522in" height="2.5in"}![](media/image6.JPG){width="3.048860454943132in" height="2.5in"}![](media/image7.JPG){width="3.3121019247594052in" height="2.5in"} ![](media/image8.JPG){width="3.263597987751531in" height="2.5in"}![](media/image9.JPG){width="2.4839326334208223in" height="2.5in"}

Reference:

Linuxmom, [\"How to Make Cake\"](https://www.instructables.com/How-to-make-cake-2/) is licensed under [CC BY-NC-SA 4.0](http://creativecommons.org/licenses/by-nc-sa/4.0)

> ![](media/image10.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
27 changes: 27 additions & 0 deletions Cake-time-peer-review.md
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As a team, answer the following questions about another team's cake directions

1. Check for some basics:

> \_\_\_\_\_\_\_\_Is each figure labeled?
>
> \_\_\_\_\_\_\_\_Do the text directions refer to each figure?
>
> \_\_\_\_\_\_\_\_Are the figures and text interspersed (not all the images are at the bottom or top of
>
> the page)?
2. Now, look for more nuanced choices and explain your reaction:

> How did the team put the directions in order? Are they numbered or do they use page spacing or other ways to show the order? How are they different from your order?
>
> What directions did they add? Why? Are those different or the same to the ones you added?
>
> What other things do you notice about these directions?
3. Share your finding with the team that authored these directions.

> ![](media/image1.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
73 changes: 73 additions & 0 deletions Case_studies_for_ethics.md
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# Case Studies

Authors: Dr. Laura Pigozzi and Clara Mitchell

Source: <https://www.scu.edu/ethics/focus-areas/more/engineering-ethics/engineering-ethics-cases/>

The following series of engineering ethics cases were created by interviewing numerous engineers from Silicon Valley and beyond.

The cases have been written, anonymized, and honed to highlight the ethical content from each interview. While these cases are meant for engineering students and professionals for their professional development, nearly all of the cases occur in the context of business, and therefore are also relevant for those seeking business ethics cases.

These cases are suitable as homework and/or for classroom discussion. The goal of this project is to acquaint engineering students and professionals with the variety of ethical experiences of engineering as practiced "in the field." By becoming familiar with problems faced by other engineers we hope to thereby prepare those reading these cases if they too encounter difficult ethical dilemmas in their work.

Cases range from the mundane to the deadly. While we do not reveal how each particular case turned out, in general they turned out well -- the people involved made the right decisions. But this is not to say that all of these right decisions came without personal cost. A few of the engineers did face negative repercussions and a very few even needed to find new employment. However, overall the interviewees were satisfied with how events turned out, even if they faced negative repercussions for their good decisions. They understood that doing the right thing is good in itself, regardless of the personal consequences they may have faced.

## Case 1

##### **Unintended Effects**

Jack has been working as a project engineer for a mechanical energy technology firm for a few years now, and has recently been promoted to review projects for in-need communities overseas. He has been put in charge of managing the current company's charity projects, and determining how to distribute the funding for them.

Some of the projects are pretty straightforward in their mission and material requirement, but for one project, Jack isn't sure whether the company should be funding it. The project's mission is to provide new solar panels for an East African community but the project data suggests it is more practical to just install better lighting inside the homes. Jack wonders whether to bring up his doubts with his boss. Based on the company's research on the community, the community desires better lighting system for their homes, and the solar panels would be an expensive and high maintenance project. Not to mention, there was a previous project that (when followed through) resulted in equipment being stolen from the same region to exchange for money.

Jack understands their local sponsor would gain a great advantage in featuring solar panels in the community. It would also foster a good business partnership between the two companies. However, Jack feels it is his responsibility to provide the community with a more simple and efficient solution to their problem, without diving into a large project that could possibly lead to negative side effects. Is Jack's company wrong to provide technology to the community when they don't need it?

Nabilah Deen was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

August 2015

###### **Aug 26, 2015**

## Case 2

##### **Time-Sharing Space**

Ramona is an intern at an up-and-coming power electronics startup. On her first day of work, she was shown around a laboratory where she would complete most of her projects. During this time, she was also introduced to nine male interns who would be sharing the same lab space. Since the lab could only accommodate five interns at a time, a vote was held to determine who would work in the lab during the day (e.g. 8am to 4pm) and who would work at night (e.g. 4pm to 12am) during certain days of the week. The morning shift was a popular option for a majority of the interns; Ramona was fortunate to be selected for four (out of five) morning shifts.

Weeks passed. Ramona had been enjoying her work and almost completed one of her projects. However, one day, a fellow intern asked how she was doing. Ramona commented that she was "good but tired." The intern replied that Ramona had "no reason to be tired because \[she was\] working mostly day shifts." Ramona was offended, but chose to ignore his comment.

The next day, she ran into several interns, one of whom was the one she encountered the previous day. At some point in group's conversation, the same intern made a remark about how Ramona "always got her way \[in the workplace\] because she was a girl." Ramona was upset; however, because she did not want to cause a scene, chose again to ignore his remark.

During the following weeks, Ramona tried to avoid the intern who made the inappropriate comments. However, certain settings forced her to interact with him and, in those times, he made a point to make Ramona feel guilty and trivial. Because she did not observe him behave condescendingly towards the other interns, Ramona speculated that her colleague held a prejudice towards female engineers.

How should Ramona respond?

Jocelyn Tan was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

August 2015

###### **Aug 26, 2015**

## Case 3

## **A Marshland's Fleeting Flourishing?**

Solomon is a principal engineer at an environmental engineering consulting firm. His main role is to advise clients on what type of action to take when they are faced with risks and liabilities while conducting certain projects.

In one case, Solomon had a client that wanted to expand their campus until it was within approximately 50 meters of a marshland. After construction of this extension, however, the client must ensure that a proper waste management plan is in place so that contamination will have minimal effect on the surrounding habitat.

The client came up with a solution that satisfied, but did not go beyond the bare minimum of state regulations. In other words, although Solomon's client prioritized a cost-effective plan, the environment would be subject to a certain percentage of contamination that would, within five to ten years, stifle the marshland's flourishing.

Should Solomon push for a more fiscally demanding, yet sustainable strategy\--at the risk of his client backing out of the partnership altogether?

Jocelyn Tan was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

August 2015

###### **Aug 26, 2015**

> ![](media/image1.png){width="1.28125in" height="0.4375in"}
>
> This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit <http://creativecommons.org/licenses/by-nc/4.0/>
>
> or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
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