name	Engineer
official names	Engineer
type	Profession
activity sector	Applied sciences
competencies	Mathematics, scientific knowledge, management skills
formation	Engineering education
employment field	Research and development, industry, business
related occupation	Scientist, architect, project manager }}

An engineer is a professional practitioner of engineering, concerned with applying scientific knowledge, mathematics and ingenuity to develop solutions for technical problems. Engineers design materials, structures and systems while considering the limitations imposed by practicality, safety and cost. The word ''engineer'' is derived from the Latin roots ''ingeniare'' ("to contrive, devise") and ''ingenium'' ("cleverness").

Engineers are grounded in applied sciences, and their work in research and development is distinct from the basic research focus of scientists. The work of engineers forms the link between scientific discoveries and their subsequent applications to human needs.

Roles and expertise

Design

Engineers develop new technological solutions. During the engineering design process, the responsibilities of the engineer may include defining problems, conducting and narrowing research, analyzing criteria, finding and analyzing solutions, and making decisions. Much of an engineer's time is spent on researching, locating, applying, and transferring information. Indeed, research suggests engineers spend 56% of their time engaged in various different information behaviours, including 14% actively searching for information.

Engineers must weigh different design choices on their merits and choose the solution that best matches the requirements. Their crucial and unique task is to identify, understand, and interpret the constraints on a design in order to produce a successful result.

Analysis

Engineers apply techniques of engineering analysis in testing, production, or maintenance. Analytical engineers may supervise production in factories and elsewhere, determine the causes of a process failure, and test output to maintain quality. They also estimate the time and cost required to complete projects. Supervisory engineers are responsible for major components or entire projects. Engineering analysis involves the application of scientific analytic principles and processes to reveal the properties and state of the system, device or mechanism under study. Engineering analysis proceeds by separating the engineering design into the mechanisms of operation or failure, analyzing or estimating each component of the operation or failure mechanism in isolation, and re-combining the components. They may analyse risk.

Many engineers use computers to produce and analyze designs, to simulate and test how a machine, structure, or system operates, to generate specifications for parts, to monitor the quality of products, and to control the efficiency of processes.

Specialization and time management

Most engineers specialize in one or more engineering disciplines. Numerous specialties are recognized by professional societies, and each of the major branches of engineering has numerous subdivisions. Civil engineering, for example, includes structural and transportation engineering, and materials engineering includes ceramic, metallurgical, and polymer engineering. Engineers also may specialize in one industry, such as motor vehicles, or in one type of technology, such as turbines or semiconductor materials.

Several recent studies have investigated how engineers spend their time; that is, the work tasks they perform and how their time is distributed among these. Research suggests that there are several key themes present in engineers’ work: (1) technical work (i.e., the application of science to product development); (2) social work (i.e., interactive communication between people); (3) computer-based work; (4) information behaviours. Amongst other more detailed findings, a recent work sampling study .

Ethics

Engineers have obligations to the public, their clients, employers and the profession. Many engineering societies have established codes of practice and codes of ethics to guide members and inform the public at large. Each engineering discipline and professional society maintains a code of ethics, which the members pledge to uphold. Depending on their specializations, engineers may also be governed by specific statute, whistleblowing, product liability laws, and often the principles of business ethics.

Some graduates of engineering programs in North America may be recognized by the Iron Ring or Engineer's Ring, a ring made of iron or stainless steel that is worn on the little finger of the dominant hand. This tradition began in 1925 in Canada with The Ritual of the Calling of an Engineer, where the ring serves as a symbol and reminder of the engineer's obligations for the engineering profession. In 1972, the practice was adopted by several colleges in the United States including members of the Order of the Engineer.

Education

Most engineering programs involve a concentration of study in an engineering specialty, along with courses in both mathematics and the physical and life sciences. Many programs also include courses in general engineering. A design course, sometimes accompanied by a computer or laboratory class or both, is part of the curriculum of most programs. Often, general courses not directly related to engineering, such as those in the social sciences or humanities, also are required.

Graduate training is essential for engineering faculty positions and some research and development programs, but is not required for the majority of entry-level engineering jobs. Many experienced engineers obtain graduate degrees in engineering or business administration to learn new technology and broaden their education. Numerous high-level executives in government and industry began their careers as engineers.

Accreditation is the process by which engineering program are evaluated by an external body to determine if applicable standards are met. The Washington Accord serves as an international accreditation agreement for academic engineering degrees, recognizing the substantial equivalency in the standards set by many major national engineering bodies. In the United States, post-secondary degree programs in engineering are accredited by the Accreditation Board for Engineering and Technology. In much of Europe and the Commonwealth professional accreditation is provided by Engineering Institutions, such as the Institution of Civil Engineers,the Institution of Mechanical Engineers or the Institution of Engineering and Technology from the United Kingdom.

Regulation

In many countries, engineering tasks such as the design of bridges, electric power plants, industrial equipment, machine design and chemical plants, must be approved by a licensed professional engineer. Most commonly titled Professional Engineer is a license to practice and is indicated with the use of post-nominal letters; PE or P.Eng. These are common in North America, European Engineer (Eur Ing) in Europe. The practice of engineering in the UK is not a regulated profession other than the control of the titles of Chartered Engineer (CEng) and Incorporated Engineer (IEng). The title CEng is in use in much of the Commonwealth. Many engineers in the UK also include semi skilled trades to engineering technicians. This is seen by some as a misuse of the title, giving a false image of the profession. A growing movement in the UK is to legally protect the title 'Engineer' so that only professional engineers can use it, a DirectGov petition, has been started to further this cause.

In the United States, licensure is generally attainable through combination of education, pre-examination (Fundamentals of Engineering exam), examination (Professional Engineering Exam), and engineering experience (typically in the area of 5+ years). Each state tests and licenses Professional Engineers. Currently most states do not license by specific engineering discipline, but rather provide generalized licensure, and trust engineers to use professional judgement regarding their individual competencies; this is the favoured approach of the professional societies. Despite this, however, at least one of the examinations required by most states is actually focused on a particular discipline; candidates for licensure typically choose the category of examination which comes closest to their respective expertise.

In Canada, the profession in each province is governed by its own engineering association. For instance, in the Province of British Columbia an engineering graduate with four or more years of post graduate experience in an engineering-related field and passing exams in ethics and law will need to be registered by the Association for Professional Engineers and Geoscientists (APEGBC) in order to become a Professional Engineer and be granted the professional designation of P.Eng allowing one to practice engineering.

In Continental Europe, Latin America, Turkey and elsewhere the title is limited by law to people with an engineering degree and the use of the title by others is illegal. In Italy, the title is limited to people who both hold an engineering degree and have passed a professional qualification examination (''Esame di Stato''). In Portugal, professional engineer titles and accredited engineering degrees are regulated and certified by the ''Ordem dos Engenheiros''. In the Czech Republic, the title "engineer" (Ing.) is given to people with a (masters) degree in chemistry, technology or economics for historical and traditional reasons. In Greece, the academic title of "Diploma Engineer" is awarded after completion of the five-year engineering study course and the title of "Certified Engineer" is awarded after completion of the four-year course of engineering studies at a Technological Educational Institute (TEI).

Perception

The perception of engineering varies across countries and continents. In the United States, continental western Europe, eastern Europe, Asia, the Middle East, Latin American and Canada engineering and engineers are held in very high esteem. British school children in the 1950s were brought up with stirring tales of 'the Victorian Engineers', chief amongst whom were the Brunels, the Stephensons, Telford and their contemporaries. In Canada, a 2002 study by the Ontario Society of Professional Engineers revealed that engineers are the third most respected professionals behind doctors and pharmacists. In the Indian subcontinent, Russia and China, engineering is one of the most sought after undergraduate courses, inviting thousands of applicants to show their ability in highly competitive entrance examinations. In Egypt, the educational system makes engineering the second-most-respected profession in the country (after medicine); engineering colleges at Egyptian universities require extremely high marks on the General Certificate of Secondary Education ( ''al-Thānawiyyah al-`Āmmah'')—on the order of 97 or 98%—and are thus considered (with colleges of medicine, natural science, and pharmacy) to be among the "pinnacle colleges" ( ''kullīyāt al-qimmah'').

The definition of what engineering is varies across countries. In the UK "engineering" is defined as an industry sector consisting of employers and employees loosely termed as "engineers" who range from semi skilled trades to chartered engineers. In the US and Canada, engineering is defined as a regulated profession whose practice and practitioners are licensed and governed by law. In some English speaking countries engineering has been seen as a somewhat dry, uninteresting field in popular culture and has also been thought to be the domain of nerds. For example, the cartoon character Dilbert is an engineer. In science fiction, engineers are often portrayed as highly knowledgeable and respectable individuals who understand the overwhelming future technologies often portrayed in the genre. Several ''Star Trek'' characters are engineers. One difficulty in increasing public awareness of the profession is that average people, in the typical run of ordinary life, do not ever have any personal dealings with engineers, even though they benefit from their work every day. By contrast, it is common to visit a doctor at least once a year, the accountant at tax time, the pharmacist for drugs, and, occasionally, even a lawyer.

In companies and other organizations in the UK there is a tendency to undervalue people with advanced technological and scientific skills compared to celebrities, fashion practitioners, entertainers and managers. In his book ''The Mythical Man-Month'', Fred Brooks Jr says that managers think of senior people as "too valuable" for technical tasks, and that management jobs carry higher prestige. He tells how some laboratories, such as Bell Labs, abolish all job titles to overcome this problem: a professional employee is a "member of the technical staff." IBM maintain a dual ladder of advancement; the corresponding managerial and engineering / scientific rungs are equivalent. Brooks recommends that structures need to be changed; the boss must give a great deal of attention to keeping his managers and his technical people as interchangeable as their talents allow.

See also

Engineering

Engineer's degree

Engineers Without Borders

Greatest Engineering Achievements

History of engineering

List of engineering branches

List of engineers

List of fictional scientists and engineers

Washington Accord

References

External links

Engineers’ competencies

Engineers’ information behaviours

How engineers spend their time

Category:Engineers Category:Engineering occupations Category:Science occupations

ar:مهندس az:Mühəndislik bn:প্রকৌশলী zh-min-nan:Kang-têng-su be:Інжынер bg:Инженер bs:Inženjer cs:Inženýr da:Ingeniør de:Ingenieur et:Insener eo:Inĝeniero fa:مهندس fr:Ingénieur gd:Innleadair ko:기술자 hi:अभियन्ता hr:Inženjer io:Injenioro id:Insinyur it:Ingegnere he:מהנדס kg:Nzeniele lt:Inžinierius hu:Mérnök mk:Дипломиран инженер ml:എഞ്ചിനീയർ mr:अभियंता ms:Jurutera mn:Инженер my:အင်ဂျင်နီယာ nl:Ingenieur ne:अभियन्ता ja:技術者 no:Ingeniør nn:Ingeniør uz:Muhandis pl:Inżynier pt:Engenheiro ro:Inginer ru:Инженер sq:Inxhinieri simple:Engineer sk:Inžinier ckb:ئەندازیار sr:Инжењер sh:Inženjer fi:Insinööri sv:Ingenjör ta:பொறியாளர் th:วิศวกร uk:Інженер ur:مہندس vi:Kỹ sư war:Inhenyero yi:אינזשעניר zh:工程师

name	Chris Ford
position	Guard / Forward
height ft	6
height in	5
weight lb	190
number	42
birth date	January 11, 1949
birth place	Atlantic City, New Jersey
nationality	American
high school	Holy Spirit (Absecon, New Jersey)
college	Villanova
draft round	2
draft pick	17
draft year	1972
draft team	Detroit Pistons
career start	1972
career end	1982
years1	–
team1	Detroit Pistons
years2	1978–
team2	Boston Celtics
cyears1	–
cteam1	Boston Celtics
cyears2	–
cteam2	Milwaukee Bucks
cyears3	–
cteam3	Los Angeles Clippers
cyears4
cteam4	Philadelphia 76ers
highlights	NBA Champion (1981) Robert V. Geasey Trophy winner (1972)
stat1label	Points
stat1value	7,314 (9.2 ppg)
stat2label	Assists
stat2value	2,719 (3.4 apg)
stat3label	Steals
stat3value	1,152 (1.6 spg)
bbr	fordch01
letter	f }}

Christopher Joseph Ford (born January 11, 1949 in Atlantic City, New Jersey, USA) is a former professional basketball player and head coach. A 6-foot-5 (1.96 m) guard, he played high school basketball at Holy Spirit High School in Absecon, New Jersey, before continuing on to Villanova University.

He played 10 seasons (1972–1982) in the NBA as a member of the Detroit Pistons and Boston Celtics. Ford is credited with scoring the NBA's first three-point shot for the Boston Celtics on October 12, 1979 in a game against the Houston Rockets at Boston Garden. After winning a championship with the Boston Celtics, he ended his playing career in 1982 with 7,314 total points.

Ford later served as a head coach for the Celtics (1990–95), the Milwaukee Bucks (1996–98), the Los Angeles Clippers (1998–2000), and the Philadelphia 76ers (2003–04). He coached the Eastern All-Stars in the 1991 NBA All-Star game. He also served as an assistant with the Celtics and Sixers.

In addition to coaching at the professional level, Ford spent two seasons (2001–2003) as head basketball coach at Brandeis University, a Division III school in Waltham, Mass.

Ford later became a scout for the 76ers.

Coaching record

|- | align="left" |BOS | align="left" | |64||56||26||.683|| align="center" |1st in Atlantic||11||5||6||.455 | align="center" |Lost in Conf. Semifinals |- | align="left" |BOS | align="left" | |82||51||31||.622|| align="center" |1st in Atlantic||10||6||4||.600 | align="center" |Lost in Conf. Semifinals |- | align="left" |BOS | align="left" | |82||48||34||.585|| align="center" |2nd in Atlantic||4||1||3||.350 | align="center" |Lost in First Round |- | align="left" |BOS | align="left" | |82||32||50||.390|| align="center" |5th in Atlantic||—||—||—||— | align="center" |Missed Playoffs |- | align="left" |BOS | align="left" | |82||35||47||.427|| align="center" |3rd in Atlantic||4||1||3||.350 | align="center" |Lost in First Round |- | align="left" |MIL | align="left" | |82||33||49||.402|| align="center" |7th in Central||—||—||—||— | align="center" |Missed Playoffs |- | align="left" |MIL | align="left" | |82||36||46||.439|| align="center" |7th in Central||—||—||—||— | align="center" |Missed Playoffs |- | align="left" |LAC | align="left" | |50||9||41||.180|| align="center" |7th in Pacific||—||—||—||— | align="center" |Missed Playoffs |- | align="left" |LAC | align="left" | |45||11||34||.244|| align="center" |(fired)||—||—||—||— | align="center" |— |- | align="left" |PHI | align="left" | |30||12||18||.400|| align="center" |5th in Atlantic||—||—||—||— | align="center" |Missed Playoffs |-class="sortbottom" | align="left" |Career | ||699||323||376||.462|| ||29||13||16||.448

References

External links

BasketballReference.com: Chris Ford (as coach)

BasketballReference.com: Chris Ford (as player)

basketballreference.com: College & NBA stats

Category:1949 births Category:Boston Celtics head coaches Category:Boston Celtics players Category:Detroit Pistons draft picks Category:Detroit Pistons players Category:Living people Category:Los Angeles Clippers head coaches Category:Milwaukee Bucks head coaches Category:National Basketball Association head coaches Category:Philadelphia 76ers assistant coaches Category:Philadelphia 76ers head coaches Category:Villanova Wildcats men's basketball players

es:Chris Ford fr:Chris Ford it:Chris Ford pt:Chris Ford fi:Chris Ford zh:克里斯·福特