Design Project 4: Analyzing User Rights and Ethical Implications

This design project analyzes the ethical considerations and user rights associated with a project, specifically focusing on the application of a Goniophotometer. The project examines the positive and negative rights afforded to principal users, such as knowledgeability, the right to get paid, and the right to research, and secondary users including the right to scientific knowledge, education, and learning. It investigates whether all individuals have equal access to the project's value within its production system, considering potential engineering or corporate shifts to equalize access, and whether the project amplifies societal inequalities. The project also explores how the design allows individuals to compensate for inequalities, and suggests changes in acceptance policy and culture of the institution to ensure fair access to resources, ultimately advocating for inclusivity and equitable treatment of all users, irrespective of their background or affiliation. References from Scu.edu are included to support the analysis of justice, fairness, and rights.

Running head: DESIGN PROJECT
DESIGN PROJECT
Student’s Name
University Name
Author’s Note

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Table of Contents
4. What rights (positive or negative) does your project provide to its principal users (list no
fewer than three)?.......................................................................................................................3
5. What rights (positive or negative) does your project provide to secondary or other users
(e.g., clients or customers of its principal users)?......................................................................3
6. Considering the value(s) your project will help is producers, clients and customers realize,4
a. Do all individuals have access to this same value as a consequence of how your project
is situated in a production system, or commodity system?....................................................4
i. If not, what engineering or corporate shifts might be able to equalize access to the
value produced by your project?........................................................................................4
c. Does your project amplify inequalities in society?............................................................4
i. What engineering or corporate shifts might be able to equalize access to the value
produced by your project?..................................................................................................4
Reference List............................................................................................................................6

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4. What rights (positive or negative) does your project provide to its principal users (list
no fewer than three)?
 The first right that is provided by the project is knowledgeability. The project
acknowledges that every individual has a quest for knowledge and a right to
acquire knowledge if they have the zest for research. The project endorses the
ways to treat an individual as an end thus providing the person, the necessary
liberty as well as dignity to choose the most favorable aspect for himself or
herself.
 The second right in this context that is patronized by the project is the right to
get paid. This is an essential aspect of human freedom and liberty. This aspect
is linked with the essential stakeholders that are directly linked with the
fulfillment of the project goals and the installation of the Goniophotometer.
 The third right is the right to research. This in turn imposes the duty up on the
senior educationists to show the right way of using the instrument so that they
can make best use of the device.
5. What rights (positive or negative) does your project provide to secondary or other
users (e.g., clients or customers of its principal users)?
 The most primary right that the clients enjoy in this context is the right to
scientific knowledge. However fulfillment of this rights of the clients rest up
on enactment of the primary duties (Scu.edu, 2018).
 The second most important right is the right to education. Accomplishment of
higher education is directly linked with the capacity to learn to use the device.
 The third right that is directly linked with the empowerment of the secondary
users (the clients in this case) is the right to learning. Human knowledge
enhances through significant learning only.

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6. Considering the value(s) your project will help is producers, clients and customers
realize,
a. Do all individuals have access to this same value as a consequence of how your
project is situated in a production system, or commodity system?
i. If not, what engineering or corporate shifts might be able to equalize
access to the value produced by your project?
Basically, as per the rights and ethical aspects discussed in the above answers, all
users or enthusiasts should be able to access the device in the same way. Rather, in this case,
the users do not have the right access to the instrument (Scu.edu, 2018). The students are not
entitled to use the device without the discretion of the mediators. Again, the device should be
open for use of the other enthusiasts. In fact many of the students and other researchers have
applied for using the device.
Currently, it is needed hat a device-man be positioned for helping people to use the
device. Again, the permission to use the device should be granted to all users irrespective of
whether they belong from the same educational domain or not.
b. Does your project allow individuals to compensate or make-up-for inequalities
in society?
The project partially fulfills the above stated goal. However adaptation to the
discussed amendments will help the project contribute to making up the inequalities.
c. Does your project amplify inequalities in society?
i. What engineering or corporate shifts might be able to equalize access to
the value produced by your project?
The permission that is granted to users from outside domain is actually biased. In fact
race and cast are determining factors. A social policy is to be determined that would allow

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people to use the device freely and candidly this can be fostered by changing the acceptance
policy and culture of the institution where the device is installed.

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Reference List
Scu.edu, (2018). Justice and Fairness. Markkula Center for Applied Ethics. [Online].
Retrieved on 12th November 2018. Retrieved from https://www.scu.edu/ethics/ethics-
resources/ethical-decision-making/justice-and-fairness/
Scu.edu, (2018). Rights. Markkula Center for Applied Ethics. [Online]. Retrieved on
12th November 2018. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-
decision-making/rights/