HUMAN RIGHTS TIMED REFLECTION
lazy808
HR_Indigenous_content_AODA_summary.pptx
ENG4000
Professional Engineering Practice
Land Acknowledgement
We recognize that many Indigenous nations have longstanding relationships with the territories upon which York University campuses are located that precede the establishment of York University.
York University acknowledges its presence on the traditional territory of many Indigenous Nations.
The area known as Tkaronto has been care taken by the Anishinabek Nation, the Haudenosaunee Confederacy, the Wendat, and the Métis. It is now home to many Indigenous Peoples.
We acknowledge the current treaty holders and the Mississaugas of the Credit First Nation.
This territory is subject of the Dish With One Spoon Wampum Belt Covenant, an agreement to peaceably share and care for the Great Lakes region.
Land Acknowledgement
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We recognize that many Indigenous nations have longstanding relationships with the territories upon which York University campuses are located that precede the establishment of York University. York University acknowledges its presence on the traditional territory of many Indigenous Nations. The area known as Tkaronto has been care taken by the Anishinabek Nation, the Haudenosaunee Confederacy, the Wendat, and the Métis. It is now home to many Indigenous Peoples. We acknowledge the current treaty holders and the Mississaugas of the Credit First Nation. This territory is subject of the Dish With One Spoon Wampum Belt Covenant, an agreement to peaceably share and care for the Great Lakes region.
UNPACK
Set intentions:
Respectful listening and speaking
Ask questions
Participate
Be open to diverse points of view
Focus on building awareness and understanding
Confidentiality
3
Teams and projects
Mid-semester feedback
Midterm
Midterm Q1
Midterm Q2
Midterm Q3
Course reframing
We have now covered much of the formal professionalism and ethics content (but not all) for this course, and the framework for law questions (but not most of the types of law yet)
This week is a chance to reflect on legal rights and responsibilities around human rights and diversity
I am also pushing you all to consider your own personal responses to all of the content in the course
I am not trying to advocate for a specific opinion or position, but I am trying to advocate for us all to be open to hearing each others’ opinions, voices
As a minimum, we may be better placed to articulate our own opinion based on this
But perhaps we can find a common purpose in our different voices that can move us all forward together…
Professional Engineering:
Promoting Diversity and Inclusion
Guidelines
Respectful listening & speaking
Reflect before responding
Confidentiality
Participate
Openness to diverse viewpoints
Ask questions and take risks with learning
Focus on building awareness and understanding
Learning Objectives
Provide an introduction and overview of Human Rights
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Highlight relationships between Engineering and Human Rights
2
Apply knowledge of Human Rights issues to Engineering scenarios
3
Provide information to access resources on campus
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What are my responsibilities to Human Rights as an Engineer in a Canadian Workplace?
DEFINING INCLUSION
What does inclusion mean to you?
Kahoot
Power and Privilege
Power
is a confluence of factors that allow a person to have control over their circumstances and/or others.
Privilege
is a set of unearned benefits given to people who fit into a specific social group. - Sian Ferguson
Why is it important to be aware of power and privilege as Professional Engineers?
How Human Rights Benefit Engineers:
Mutual learning:
work with and learn different perspectives and experiences
Variety of perspectives:
facilitates problem-solving and decision making
Improved innovation and creativity:
different talents, skills and experiences brings innovative approaches
Workplace effectiveness:
Full potential of individuals with diverse experiences enhances workplace; people know they will be accepted for who they are
HUMAN RIGHTS AND RESPONSIBILITIES
Understanding Rights in Canada
FEDERAL LEGISLATION
PROVINCIAL LEGISLATION
| Constitution Act (1867) | |
| Canadian Human Rights Act (1977) | |
| Canadian Charter of Rights and Freedoms (1982) | |
| Accessible Canada Act (July 2019) |
| Ontario Human Rights Act (1962) | |
| Accessibility for Ontarians with Disabilities Act (2005) |
Canadian Charter of Rights and Freedoms (1982)
Part of Canada’s Constitution
The Charter protects every Canadian’s right to be treated equally under
the law
It applies to governments, but not to organizations, businesses or people
Canadian Human Rights Act (1977)
Protects people in Canada from discrimination when they are employed
by or receive services from the federal government.
People can turn to the Canadian Human Rights Act to protect themselves against harassment or discrimination when based on one or more of the 11 grounds of discrimination
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Ontario Human Rights System
The Ontario Human Rights Code (1962) ensures that Ontarians enjoy freedom from discrimination in 5 areas, called ''social areas”:
Services, goods and facilities
Housing
Contracts
Employment
Vocational Associations
Ontario Human Rights Code (1962) 17 Grounds of Discrimination
It is public policy in Ontario that we can all live, work, and play with dignity, contribute to society, and have equal access to opportunities without discrimination based on:
| Race | Sex | Disability |
| Ancestry | Sexual Orientation | Marital Status |
| Place of origin | Gender Identity (2012) | Age |
| Colour | Gender expression (2012) | Family Status |
| Ethnic origin | Creed (2012*) *broadened to include spirituality and nonreligious belief systems | Record of Offences (Employment) |
| Citizenship | Receipt of Public Assistance (Housing) |
Intersectionality
A concept often used to describe the ways in which an individual experiences stereotypes, prejudice or discrimination (oppression). Experiences of oppression are interconnected and cannot be examined separately from one another.
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Intent
The purpose
Impact
The effect
vs
It does not matter if you did not intend to discriminate.
The Code looks at what actually happened and the effect of the discriminatory behavior.
The Code is remedial.
Principles of Impact and Intent
Reprisal
Reprisal means taking action or threatening to take action against someone who has a human rights complaint or who is a witness to the alleged discrimination.
You cannot be punished or threatened with punishment for:
trying to make a complaint
filing a human rights application
filing a human rights grievance
acting as a witness at a human rights hearing
A preconceived over generalization of a group of people, ascribing the same characteristic(s) to all members of the group, regardless of their individual differences.
A state of mind; a set of attitudes held, consciously or unconsciously, often in the absence of legitimate or sufficient evidence; means literally to
“pre-judge”.
The denial of equal treatment and opportunity to individuals or groups because of personal characteristics and membership in specific groups, with respect to education, accommodation, health care, employment and access to services, goods and facilities.
Stereotype = Idea
Prejudice = Feeling
Discrimination = Action
Defining Discrimination & Harassment
Discrimination
Harassment
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Denial of equal treatment or opportunity to individuals or groups
Applies to:
Education
Accommodation
Contracts
Employment
Access to services, goods and facilities.
Pattern of comments or behaviors known or ought reasonably to be known to be unwelcome.
Examples:
workplace, sexual, racial
Form of discrimination
What’s the difference between two.
It is Important to note that harassment is a FORM of discrimination
Discrimination is the denial of equal treatment or opportunity to individuals or groups. This can be applied to:
Education
Accommodation
Contracts
Employment
Access to services goods and facilities.
Harassment is a pattern of comments or behaviors known or ought reasonably to be known to be unwelcome. This includes workplace, sexual and racial harassment (more than one instance).
It is important to note that harassment is a FORM of discrimination, and one can lead to the other.
In order for discrimination to take place, there is always a group that has power and the ability to deny access or equal treatment to another group.
Discrimination is not always just between individuals. It can be more complex and systemic, embedded in patterns of behaviour, policies and practices, and laws that are part of the administrative structure or informal culture of an organization, institution or sector.
It can be hidden to the people who don’t experience it. Sometimes a group’s historical disadvantage is a factor that gives rise or contributes to the systemic discrimination they experience.
These factors sometimes appear neutral on the surface but can have an adverse or negative effect, creating or continuing disadvantage and limiting rights and opportunities
As a result of policies and practices, which may appear to be neutral, unintentionally discriminate or perpetuate disadvantage, e.g. racialized members well represented in undergraduate programs, but not in graduate programs
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Examples of Discrimination
organizing people into group for projects based on physical characteristics
not choosing someone to speak because you are concerned what they will say about “their group”
racialized (visible minority) members well represented in
undergraduate programs, but not in graduate programs
non-religious individual being harassed in or out of class for speaking up in support of a religious group
Direct
Indirect
Systemic or Adverse Effect
By Association
Subtle Discrimination
Subtle and ongoing behaviors, comments or incidents that perpetuate inequality for members of marginalized or underrepresented people or groups.
Video: Microaggression Video: Unconscious Bias
Can you think about a time when you have experienced a microaggression based on your age, race, gender, ability, sexuality or some other characteristic?
Can you reflect back on a time when unconscious bias may have shaped a decision you made?
Examples of Subtle Discrimination
Condescension:
refusal to take people (i.e. women or people of colour) seriously as students and colleagues.
Can be communicated through body language, gestures, and tone of voice.
Hostility:
avoidance, annoyance, resentment, anger
jokes, and innuendo.
Exclusion:
unintentional and intentional oversights denying access
Denial of status or authority:
i.e. looking to someone else for the answer, not believing a person, going to their supervisor
HARASSMENT Harassment is defined as a pattern of comments or behaviors that are known or ought reasonably to be known to be unwelcome.
Examples:
Workplace Harassment
Racial Harassment
Sexual Harassment
Examples of Harassment
Harassing behaviour includes: Sexual Harassment includes:
Abusive insults, negative stereotyping, threats, intimidation
Distasteful, scornful jokes
Indirect remarks/innuendo
Belittling speech about an
individual or group
Isolation/shunning
Harm to or destruction of property
Physical attack
Requests for sexual favors
Demands for dates
Jokes and innuendos of a sexual nature
Verbal abuse
Comments about a person’s body
Leering, catcalls, touching, gender- related taunting
Rough, vulgar language related to gender
Display of suggestive objects, voice/emails, or photos
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Harassment & the Professional Engineers Act
R.R.O. 1990, REGULATION 941
Definition of Professional Misconduct includes “harassment”
(2) For the purposes of the Act and this Regulation, "professional misconduct" means, (n) harassment
Section 72 of Regulations RRO. 941
72 (1) In this section, "harassment" means engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known as unwelcome and that might reasonably be regarded as interfering in a professional engineering relationship; R.R.O. 1990, Reg. 941, s. 72 (2); O. Reg. 657/00, s. 1 (2).
Guideline on Human Rights in Professional Practice
All members of Professional Engineers Ontario have a professional responsibility to respect the human rights of others, and to:
be proactive in understanding human rights issues;
be familiar with applicable legislation;
take action where appropriate to protect human rights; and
be vigilant against discrimination and harassment.
Accessibility for Ontarians with Disabilities Act (AODA)
Became law in 2005 with the aim to improve accessibility for persons with disabilities by 2025
AODA champions actions to address and remove barriers with timelines for compliance
Complements (not to replace) Ontario Human Rights Code and Ontario Building Code
4 Key Principles: Dignity, Independence, Integration and Equal Opportunity
Aim to improve accessibility
- 1 in 7 people are living with a disability in Ontario (about 2 million people now) | Statistics from 2016
AODA champions actions to address and remove barriers with timelines for compliance
- PwD have 60% employment rate; with great impact on economic outcomes there is urgent need to consider what is causing this exclusion and overcome the challenge
- Compliance is mandatory province wide for business with over 50 employees
Interaction of AODA with other legislation
• AODA is intended to complement, not replace existing provincial statutes that address accessibility, such as the Human Rights Code and Building Code Act, 1992
• s. 28 AODA states that "In the event of a conflict between AODA and another statute, the provision that provides the highest level of accessibility prevails"
4 Key Principles
- AODA reminds everyone that historical treatment of people with disability is unacceptable, for full inclusion to be realized principles should underpin all efforts to remove barriers
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Customer Service Standard
First AODA regulation to come into effect
Focused on requirements to provide services to persons with disabilities through:
Policies, practices and procedures
Training for staff
Establishing a feedback process
Proper documentation
Standard came into effect in 2008
To best serve the public and provide goods/services/facilities requires 6 important features:
1. Communicating with people living with disability
- using appropriate tool to communicate
- assistive devices or alternatives to text (reading instructions for services out loud)
2. Allow assistive devices
- within policies, determine whether you already offer devices, and what you will need to integrate
- Assess risks to implement new policies (I.e. parking scooters in alloted space) and train staff to understand
3. Allow service animals
- disabilities may require service animals, that must be harnessed, wear a vest or have a visual indicator of their role
- owner should have documentation from a regulated health professional, and if you're not sure whether an animal is a service animal, ASK!
- welcome animal in public spaces and consider options and alternatives where the law may restrict their access (I.e. restaurant kitchens; provide safe area for animal to wait, while sighted person may assist visually impaired customer)
- avoid touching and petting
4. Welcome support persons (help perform daily tasks; personal care, communication)
- consider scenarios that will impact an additional person in establishment/service (I.e. fees for entry, enough space, safety, privacy)
5. Inform of service interruptions
- when repairing, replacing accessible service, provide enough reasonable notice
- make list of facilities/services PwD rely on
- create template notice form (communicated in advance)
- outline: reason for disruption, timeline, alternatives
- choose appropriate communication method: sign at entrance or high-traffic area, on website, answering service
6. Get customer feedback
- gather valuable comments and complaints
- helps learn more about barriers from user/customer experience
- provide accessible formats and communication supports to offer feedback options
These 6 points demonstrate active steps towards AODA compliance...
Compliance involves 4 key points:
Establish policies, practices, and procedures
- Corporations and organizations should provide a governance structure focused on the principles of access, that guides appropriate planning and programming for customers and clients
Establish a training program and train staff
It is important for staff to be aware of the policies they must adhere to and understand their role in processes ensuring high quality customer services
You maintain the standard when you know what it is and perform with excellence
Establish a feedback process
- this compliance measure ensures that corporations constantly confirm that their outcomes are being evaluated
Prepare and complete documentation
- reporting back on the indicators of success is a way to demonstrate your commitment and compliance
I wouldn’t necessarily focus on how organizations are too comply with this standard but moreso focus on what this standard is trying to achieve:
- Sharing of knowledge of how to provide services to persons with disability – eg – lower kiosks, how to interact with a support animal etc.
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Information and Communications Standard
Focuses on the requirement to create, provide and receive information and communication in accessible formats and with communication supports for persons with disabilities
Important question:
How would you prefer to receive information?
To meet this standard, businesses need to make written information and other forms of communication accessible
- the main way to do this is by working with person with disability to determine the best what to address their needs, in a timely manner
- consultative process or feedback process
- how would you prefer to receive information?
4 Types of Information (to make accessible)
1. Emergency & public safety procedural info
- emergency/evacuation procedures, how to use life vest
- alarms or emergency alerts
- ex. someone with low vision can be talked and walked through evacuation procedures
2. Feedback processes for employees/public
- receive written, phone, digitized surveys, online google rating, comment cards
3. Employee Information
- job function/performance matrix
- newsletters, policies, emergency procedures
- ex. Pictures correspond with text to explain use of fire extinguisher
- ex. Newsletter in structured word file to be used with screen reader
4. Other public information
- print docs, web/handheld devices
- ex. Menu online formatted for use with screen reader
- ex. Text meal order rather than call centre
There may be times when information cannot be made accessible
- businesses are required to explain why
1. do not own original
2. no control over information
3. information located on product/labels that cannot be altered by business
Types of accessible formats
HTML and Microsoft Word
braille
accessible audio formats
large print
text transcripts of visual and audio information
Types of communication supports
reading the written information aloud to the person directly
exchanging hand-written notes (or providing a note taker or communication assistant)
captioning or audio description
assistive listening systems
augmentative and alternative communication methods and strategies (e.g., the use of letter, word or picture boards, and devices that speak out)
sign language interpretation and intervenor services
repeating, clarifying or restating information
Tools to make information accessible
Other tools to improve the accessibility of information include:
American Sign Language (ASL): Uses hand shapes, positions, facial expressions and body movements to convey meaning to people who are deaf or hard of hearing.
Braille: Is a tactile system of raised dots representing letters or a combination of letters. It is used by people who are blind or deafblind and is produced using braille transcription software.
Captioning: Uses subtitles to convey the words spoken in a video. They usually appear on the bottom of the screen.
Digital Accessible Information Systems (DAISY): Is an audio format for people who have trouble with print — including limited vision and learning disabilities like dyslexia. DAISY digital talking books are like audiobooks, but include navigation features to help readers skip forward or back through the material.
Screen reader software: Use a speech-synthesizer to read text from a computer screen or convert it to braille. The information must be formatted properly (in a structured electronic file) for the screen reader to recognize it.
Structured electronic files: Includes information about how elements of the document are formatted (e.g., titles, section headings). They can be created using "styles" in most standard word processing programs. Documents created as structured electronic files are easier to convert to accessible formats (including braille, DAISY and web pages) and allow screen readers to navigate the information effectively.
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Employment Standard
Addresses employment practices and policies designed to create a workplace that is more accessible to existing and potential employees
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Transportation Standard
The Transportation help transportation and public transit providers as well as municipalities, universities, colleges, hospitals and school boards make their transportation services and vehicles accessible to people with disabilities (i.e. chair lifts, voice announcements, etc).
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Design of Public Spaces Standard
Outlines recommendations on removing barriers in buildings and public spaces for people with disabilities
Building standards are
addressed in the amendments to
the Ontario Building Code
Requirements establish baseline levels for:
- service counters
- waiting areas with fixed seating
- sidewalks/parking lots
Building Code is enforced by municipalities
- ramps, washrooms, power door operators, signs, pools, spas
Public buildings newly constructed or renovated on or after Dec 31 2012.
Outdoor public spaces
- trails
- beach access routes
- Eating areas
- Playgrounds
- Service counters
Home accessibility renos can be funded by some municipal, provincial or federal programs (March of Dimes, Revenue Agency, city councillor)
In this Part, the ratios with respect to the slope of a surface mean that for every one unit of elevation expressed as the first number in the ratio, the user has the second number in the ratio in length with which to negotiate the one unit of elevation.
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Guide animals
Guide Dogs as Service Animals. Elizabeth Winter: workshop training session “The Law Regarding Service Animals” for employers:
“Before I go on, it is important to note that I am using the term “service animal” in this presentation, and unless I specifically advise otherwise, this will include guide dogs. This distinction is important to be aware of, as the legislation which provides individuals with a right to use a service animal may differ slightly depending on the animal and / or its purpose (although all are covered by the Human Rights Code).”1
Emotional Support Animals are NOT Service Animals
Emotional support animals provide comfort and security. However, they do not have training for specific tasks. Therefore, emotional support animals do not qualify as service animals under the AODA. 2
More information about service animals:
https://www.ontario.ca/page/accessibility-ontario-what-you-need-to-know#section-7
https://aoda.ca/law-around-service-animals/
1(Source: https://hicksmorley.com/2018/11/20/the-law-regarding-service-animals-video/ Retrieved: October 21, 2019).
2(Source: https://aoda.ca/service-animal-laws-for-ontario-workplaces/ Retrieved: October 21, 2019).
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WORKING TOWARDS INCLUSION
Why Inclusion?
Excellence beyond compliance
Improve productivity and innovation
Create a sense of belonging
Bottom line business benefits The Faculty voice...
Abusive insults, negative stereotyping, threats, intimidation
Distasteful, scornful jokes
Indirect remarks/innuendo
Belittling speech about an individual or group
Isolation/shunning
Harm to or destruction of property
Physical attack
Adapted from Ontario Human Rights Commission Policy on Preventing Sexual and Gender-Based Harassment
Harassing Behaviours
Barriers to Inclusion: Harassment
Harassment can be of a sexual, gender-based, and/or racial nature
Harassment occurs in workplaces, sports, and public/private spaces
If you witness harassment
Don’t ignore or condone the behaviours
Keep a record of what you witnessed
If you can, tell offender to STOP behavior is unwelcome
If you can, report the harassment
Offer information and resources
Addressing Harassment
Inclusive Practice and Design
Universal Design is the design of a building or place, product, service or technology so they can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability.
Centre for Excellence in Universal Design
Source: https://www.youtube.com/watch?v=A88E4DH2asQ
“Inclusivity is a journey. It is not about being all things to all people all of the time but about continually reflecting on (teaching) practice and asking, ‘how can I do better?’”
Inclusivity Development with Plymouth University
Source: ht t ps:// www .pl y m o u th . ac.u k /u pl o a ds/prod u c t i o n /d o c u m e n t/ p at h /3 / 3 2 1 2 /I n c l
us i v i t y _Qu i c k _ A d v i c e. p df
Expand your thinking
Strengthens capacity, awareness and application
Experiential learning
Course-based learning
Cross-training
http://inclusionlens.yorku.ca/
Includes information and York resources to create accessible and inclusive events and more!
What can you do to be a more inclusive engineer?
Kahoot
Resolution Services on Campus
If you are being harassed:
Keep a record of what is happening in writing
If you feel able to do so, tell the offender their behavior is unwelcome and to stop
Seek help: come to Centre for Human Rights
If you feel unsafe, contact campus security (416-736- 5333) or the police (911)
If you witness discrimination or
harassment
Don’t ignore or condone the behaviours
Keep a record of what you witnessed
If you can, tell offender to stop and that the behavior is unwelcome
If you can, report the harassment
Offer information and resources to the individual experiencing harassment
If you are accused of harassment
Don’t ignore the matter; take the complaint seriously
Review your rights
Show consideration for the resolution process
Avoid retaliation against complainant(s)
Centre for Human Rights, Equity, and Inclusion Division of the President
2070 Victor Phillip Dahdaleh Building (formerly TEL Bldg) T 416.736.2100
TTY: 416.650.8023
chr w kshp@ y o rk u .ca www.yorku.ca/rights
TRC calls to action and UN indigenous rights
What are they, how to find them?
How do they affect your work as future engineers?
Why is this?
What are they trying to address?
Empathy and bias
An observer feels more empathy for someone in pain when that person is in the same social group, according to research
(e.g. Do You Feel My Pain? Racial Group Membership Modulates Empathic Neural Responses Xiaojing Xu, Xiangyu Zuo, Xiaoying Wang, Shihui Han, Journal of Neuroscience 1 July 2009, 29 (26) 8525-8529; DOI:10.1523/JNEUROSCI.2418-09.2009)
More privilege can lead to less empathy: in the absence of resources and control, humans rely more on human, social context to understand events in their lives
(e.g. Social Class, Contextualism, and Empathic Accuracy, Michael W. Kraus, Stéphane Côté, Dacher Keltner, First Published October 25, 2010 Research Article https://doi.org/10.1177/0956797610387613)
So to be more empathetic, maybe we need to think of “us” as “all of us”, and get rid of the idea of “them”…
This does NOT mean we have to agree
How often do we disagree with friends or family?
Role of engineering
Tesla self-driving trucks
What is our role, responsibility in engineering these, with regards to how self-driving trucks impact society?
What is outside our role, responsibility, with regards to this impact?
Truth and reconciliation commission
And the calls to action
Do you know what it is, why it is?
Truth and reconciliation commission
Relevance to Engineers?
Feelings about it?
Truth and reconciliation commission
Calls to action
http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf in particular the education, equity and business calls
My journey:
Ignorance
Guilt
Helplessness
Connection
Small stumbling steps – what changes can I make to see the world I want to see
UN rights and goals
Declaration on the rights of indigenous peoples
http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf in particular articles 18, 19, 21, 23, 31, 32
Sustainable development goals
We will revisit challenges of international frameworks later in course…!
Unlock the higher potential of the engineering community in Canada
Gather 40-50 stakeholders in the engineering community to gain insights into this question
Profession or community?
What is the higher potential?
Where is there “an itch”?
Social lab
Now focussed on the need for technological stewardship
Tech stewardship:
Seek purpose
Take responsibility
Expand involvement
Widen approaches
Advance understanding
Realize diversity
Deliberate values
Share action
My journey:
What is on the other side?
Do the good I can…
Guilt and reconciliation
All of me
We are needy, and the higher up we go, the needier we are
Create a space for emotions
Medicine wheel – mind, body, emotion, spirit
Know our limitations, stop (un)intentionally devaluing others
What does technological stewardship mean for our Lassonde community?
Questions?
On Human Rights reflection, case study video, lifelong learning, …?
Concerns, thoughts about today’s material, reframing?
Is there one thing you might do differently as a result of today’s class?
Write it down – just for yourself.
If you would like, share it with the rest of us…
Human Rights timed assessment
3 questions – should take approx. 1 hour to complete.
Open book/notes/internet – memorization is not the goal
Focus is on awareness of legal requirements around human rights, indigenous rights, accessibility, and how to take this up in engineering
Also looking for your reflection on these – why they exist (think “why are these protections in place and how are they enabling – are they enabling the right things?”)
you may agree or disagree with how some of these laws and recommendations are implemented or taken up – there are not many places in this exam to express this though
Instead think about the intention behind them, and how you can take up that intention as a future engineer
Human Rights timed assessment
DO provide short citations to any source materials used (top-level url or key google search term used, for example)
01
DO think about finding useful resources, sites etc. before the exam, to find the info faster
02
DO divide up your time – better to attempt all questions than have great answers to only a couple of questions
03
DO recognize I am not looking for “just the facts”… I am looking for your reflection on how and why those facts impact engineering etc. – this is why it is open-book
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| Grading Rubric | Does not meet expectations | Marginally meets expectations | Meets expectations | Exceeds expectations |
| Recognize and accept individual and cultural diversity | Indicates a bias against being part of a team which includes people with diverse backgrounds and gender | Expresses the value of diversity but demonstrates little evidence in practice, e.g. doesn’t encourage participation from members from a different cultural group | Demonstrates a recognition and acceptance of individual and cultural diversity, e.g. has a plan to include all team members | Consistently demonstrates an acceptance of individual and cultural diversity |
| Explain the value of equity in the workplace and engineering practice | Does not acknowledges the value of equity in the workplace | Acknowledges the value of equity in the workplace, | Explains the value of equity in the workplace and engineering practice | Can critically discuss the value of equity in the workplace and engineering practice |
But also… irrespective of the assessment on Friday….
Whilst the assessment is focussed on laws and principles and how and why they affect your current and future work, ….
Has this course content in any way given you a space to reflect on your own thoughts and positions?
Do you have a different awareness of the legal obligations?
Do you have a different recognition about why these exist?
Have your thoughts or reflections changed at all?
How, if at all, will this affect your thinking in design, development, implementation, maintenance, disposal of technology?
