Print ISSN: 1681-6900

Online ISSN: 2412-0758

Keywords : education


Technological Engineering Education and Ethics of Conduct

Ibtisam A. Hasan; Sahar R. Fafraj; Hadia K. Judran

Engineering and Technology Journal, 2019, Volume 37, Issue 4C, Pages 475-479
DOI: 10.30684/etj.37.4C.16

The presence of ethical conduct within university institutions promote positive attitude among employees these institutions also provide them with a reference to which they revert to determine what is the proper conduct. The commitment to compliance with the ethics of engineering education is a definite indication of the degree of pertinence to the profession. That ethical conduct in universities is one of the superiority standards as well as in the guidelines of granting reliability for university institutions. In this research we discussed how to educate engineering students about work ethics by deliberating the importance of considering work ethics subject with the engineering courses in several ways. This research as well presents the role of university professor and the significance of being a role model in work ethics to be the main source for students to teach them the anticipated ethics through him/her. Particularly with the rapid changes in various fields of life which led to the emergence new challenges that the community has never faced previously. The present research implicated field study through a questionnaire that a group of university engineering professors participated in which included a questionnaire form with questions about key objectives, principles and foundations that should be incorporated into the ethical program of engineering students.

Distribution Pattern of theInternallyDisplaced Persons (IDPs) and Its Impact on the Educational Services in KarbalaUsing Geographic Information System

Hayder Mahdi Ali; Mohammed Mijbil Salih

Engineering and Technology Journal, 2016, Volume 34, Issue 5, Pages 152-162

The increase in the number of Internal displacedpersons (IDPs) in Iraq, especially afterthe10th of June 2014 is unprecedented in the modern history of Iraq. This has lasted for a long period without solving the problem fundamentally by returning these peopleto their original regions of residence after providing security and basic services. Their suffering increases daily in the provinces that displaced them for the lack of adequate services, the most important and appropriate housing, health and education despite the long time of displacement which exceeded the year. In addition to the problems resulting from the inability of the system services in these provinces to afford such large numbers of displaced people, been already suffering from many problems, exceeding significantly.
The geographical distribution study of the locations of the displaced and exceeding their numbers within each province is an important and essential step needed to prepare plans to provide basic services to those people in order to alleviate the suffering, and because the continuation of the education process forIDP students is one of the important things to ensure no loss of any year of education in order to preserve their scientific future.
Research began by creating geographic database using geographic information systems software (Arc GIS desktop 10), to represent the number and distribution of displaced in the holy province of Karbala and the number of displaced students in the schools in all stages, and indicates the distribution efficiency of displaced schools in terms of accessibility.
The study concluded that the displaced persons are distributed at rates (68%, 29%, and 3%) in governorate center, al-hindiya district, and ain al-tamur district respectively. The distribution of displaced people in governorate center was at rates (71%, 17%, and 12%) on the district center, Hussainia sub-district and al-Hur sub-district respectively. They were distributed in the al-hindiya district at rates (16%, 34%, and 50%) on the district center and al-jadwal al-Gharbi sub-district and al-khairat sub-district respectively.72% of the Enrolled displaced students joined 544 schoolsin the provincefor the academic year 2014-2015, while eight schools allocated for IDP students havereceived 28% of them only.