Engineering ethics is professional ethics, as opposed to personal morality. It sets the standards for professional practice, and is only learned in a professional school or in professional practice. It is an essential part of professional education because it helps students deal with issues they will face in professional practice. The best way to teach engineering ethics is by using cases-not just the disaster cases that make the news, but the kinds of cases that an engineer is more likely to encounter. Many cases are available, and there are methods for analyzing them. Engineering ethics can be taught in a free-standing course, but there are strong arguments for introducing ethics in technical courses as well. Engineering is something that engineers do, and what they do has profound effects on others. If the subject of professional ethics is how members of a profession should, or should not, affect others in the course of practicing their profession, then engineering ethics is an essential aspect of engineering itself and education in professional responsibilities should be part of professional education in engineering, just as it is in law and medicine. Probably few engineering educators would disagree with these claims; their implementation in engineering education is another matter.

Although understanding habitat relationships remains fundamental to guiding wildlife management, these basic prerequisites remain vague and largely unstudied for the wolverine. Currently, a study of wolverine ecology conducted in Montana, USA, in the 1970s is the sole source of information on habitat requirements of wolverines in the conterminous United States. The Montana study and studies conducted in Canada and Alaska report varying degrees of seasonal differences in wolverine habitat use. This article provides an empirical assessment of seasonal wolverine habitat use by 15 wolverines (Gulo gulo) radiotracked in central Idaho, USA, in 1992USA, in -1996. We controlled for radiotelemetry error by describing the probability of each location being in a habitat cover type, producing a vector of cover type probabilities suited for resource selection analysis within a logistic regression framework. We identified variables that were important to presence of wolverines based on their strength (significance) and consistency (variability in coeff. sign) across all possible logistic regression models containing 9 habitat cover types and 3 topographic variables. We selected seasonal habitat models that incorporated those variables that were strong and consistent, producing a subset of potential models. We then ranked the models in this subset based on Akaike's Information Criterion and goodness-of-fit. Wolverines used modestly higher elevations in summer versus winter, and they shifted use of cover types from whitebark pine (Pinus albicaulis) in summer to lower elevation Douglas fir (Pseudotsuga menziezii) and lodgepole pine (Pinus contorta) communities in winter. Elevation explained use of habitat better than any other variable in both summer and winter. Grass and shrub habitats and slope also had explanatory power. Wolverines preferred northerly aspects, had no attraction to or avoidance of trails during summer, and avoided roads and ungulate winter range. These findings improve our understanding of wolverine presence by demonstrating the importance of high-elevation subalpine habitats to central

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During the past few decades, engineering ethics has been oriented towards protecting the public from professional misconduct by engineers and from the harmful effects of technology. This "preventive ethics" project has been accomplished primarily by means of the promulgation of negative rules. However, some aspects of engineering professionalism, such as (1) sensitivity to risk (2) awareness of the social context of technology, (3) respect for nature, and (4) commitment to the public good, cannot be adequately accounted for in terms of rules, certainly not negative rules. Virtue ethics is a more appropriate vehicle for expressing these aspects of engineering professionalism. Some of the unique features of virtue ethics are the greater place it gives for discretion and judgment and also for inner motivation and commitment. Four of the many professional virtues that are important for engineers correspond to the four aspects of engineering professionalism listed above. Finally, the importance of the humanities and social sciences in promoting these virtues suggests that these disciplines are crucial in the professional education of engineers.

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