The Engineering and Construction Career Path: Where to Begin?

Introduction

A career path basically entails a profession for which an individual may have studied about extensively, in a bid to acquire the required skills for a career in question. For one to go after a certain path, he/she ought to have sufficient enthusiasm, will and ability to study a given career line. Personally, I always had a thing for the engineering and construction line. This compelled me to align my study clusters along the civil engineering requirements.

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To start with, it is essential to establish that the engineering and construction pathway is mainly involved with construction projects. Most of this projects are usually erected along construction sites in accordance to the safety requirements. Most facilitators in sites are usually middle aged adult males, who can provide the required labour intensity. This way, a civil engineer has to be well equipped with constructions skills, design skills and proper analytic skills. Also, engineers are otherwise needed to have good administrative skills to help in supervision of the project from their start to stop to ensure their completion. In order to acquire all the above, the role played by inclusive education and critical thinking cannot be side-lined. (Graduation and Srivastava, 2015)

Apart from that, while learning engineering, it was key that we were made aware of the ethics in engineering practice. These are general real life disposition which help in maintaining well defined codes of conduct. Through the studying of this preposition, one is able to identify with how to live life appropriately as required (i.e. knowing what is right from what is wrong), know his specific rights and responsibilities, and lastly, one is able to make improved decision in times when decision making is needed.

When practising engineering, the basic canons that govern practise require the following. First, engineers are expected to observe all safety measures and requirements while they are in their respective construction site. Secondly, all engineers are expected to be purposeful and to maintain ultimate honesty when filing reports and statements on the progress made. Third, engineering ethics demands that all engineers should solely focus on serving the publics interests and not their own. Last but not least, engineering ethics demands that engineers should never partake in unethical behaviour in practise. An example of such a practise is over quoting tenders than what was supposed to be quoted, bribing in bids to have oneself considered for a tender; to name but a few. (Nspe.org, 2019)

As highlighted above, one can tell that this depositions could influence children's growth. For instance, children are expected to observe safety precautions in most of their undertakings too to avoid injuries. Also, the prepositions demand that good codes of conduct be observed in how persons behave.

Ultimately, one can say that ethics and related critical thinking skills have played a big role in creating inclusive environments for learning. According to the article 'Inclusion for Young Children with Disabilities' inclusion was defined as the art of not only placing children in a physical classroom setting, but rather creating larger social, communal and societal systems that accommodate the disabled on all aspects, for different environments. (Citeseerx.ist.psu.edu, 2019)

As a country, we perceive inclusion in two ways. We acknowledge the existence of a social constructivist stance on inclusion and a deficit perspective on inclusion. However, the historical backdrop of a custom curriculum in the US has been checked essentially by isolation and exclusion. For quite some time, a noteworthy extent of children scholars with inabilities in the US, particularly students with scholarly handicaps, were viewed as uneducable. These students were totally prohibited from open tutoring. Indeed, even those understudies with incapacities who were viewed as educable were normally isolated inside schools since it was assumed that these understudies had one of a kind instructive requirements requiring the administrations of well trained professionals. Be that as it may, instances of comprehensive learning were noted. As seen in Massachusetts in Batavia, New York and Newton, unassigned instructors offered help for students with disabilities within regular classrooms. (Marling and Burns, 2019)

Afterward, activism done in the interest of handicapped children finished in the milestone attainment of education for all children alike as purported in the Children Act (Public Law 94-142) by the US Congress in 1975. Open Law 94-142, in the long run reestablished as the Individuals with Disabilities Education Act (IDEA), helped in ensuring a free training for all understudies with incapacities. PL 94-142 would likewise require school areas to furnish understudies with handicaps with Individualized Education. (Marling and Burns, 2019)

Recently, statistics from the 31st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act showed that most of the handicapped children aged between six and twenty one usually partake in daily learning activities in relevant settings furthermore, those statistic state that by 2008, about 60% handicapped students spent about 80% of their day in regular classroom settings. Statistics would also show that over 5% of those students were totally sidelined from regular school placements. (Marling and Burns, 2019)

Conclusion

In conclusion, in order to achieve Inclusive education, it is vital to employ critical thinking techniques, teamwork and maintaining good communication networks in inclusive education. In that, through critical thinking, students can distinguish what is good from bad. Also, through good communication skills, parents can outline the do's and don'ts to their children appropriately. Incorporating elements of teamwork teaches students to share knowledge in their respective educative environments. As outlined above, the need for inclusive education cannot be under estimated. This can be attributed to the fact that inclusive education helps ensure both the normal and handicapped children attain their maximum potential.

References

Citeseerx.ist.psu.edu. (2019). [Online] Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.830.7463&rep=rep1&type=pdf [Accessed 8 May 2019].

Graduation, S. and Srivastava, S. (2019). Scope for Civil Engineers after Graduation. [Online] Skyfilabs.com. Available at: https://www.skyfilabs.com/blog/scope-for-civil-engineers-after-graduation [Accessed 11 May 2019].

Marling, C. and Burns, M. (2019). Two Perspectives on Inclusion in The United States. [Online] Available at: https://files.eric.ed.gov/fulltext/EJ1055208.pdf [Accessed 11 May 2019].

Nspe.org. (2019). Code of Ethics | National Society of Professional Engineers. [Online] Available at: https://www.nspe.org/resources/ethics/code-ethics [Accessed 11 May 2019].