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2007, Freedom to Offend
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6 pages
1 file
AI-generated Abstract
The paper discusses the intricate relationship between science and engineering, emphasizing how scientific principles are applied in engineering to solve practical problems. It highlights examples from nature that inspire engineering solutions, such as the understanding of crystal growth and energy production through nuclear fusion. The text underscores the evolution of science as a discipline distinct from philosophy and technology, reflecting on the historical advancements brought about by the scientific method.
Mechanical Engineering
This article describes the concept of engineering science and its different principles. Engineering science consists of few principles on which nature is founded: the laws of mechanics, thermodynamics, and design because these principles lead us straight, not on a blind and crooked path of trial and error. These few principles unite the animate systems with the inanimate systems, which are much older on Earth and unite the ‘natural’ with the ‘artificial.’ The article also focuses on linking engineering with science and shows through numerous examples that engineering and science are one. The paper shows that science is a story, and the better story is the better science, and science with engineering is a much better story than science without engineering. The value of science is a lot subtler, and it is monumental. There have been several mechanical engineers whose works have had a significant impact on science that most academics think these men were physicists and not engineers.
Review of J. Wright, Explaining science’s success: Understanding how scientific knowledge works, Durham: Acumen, 2012, v+199pp.
Epistemology and Natural Philosophy in the 18th Century, 2020
Modern technology historians identify the birth of a new figure in the 18th century, the scientific engineer. His goal was the rationalization of design and implementation of processes. For this purpose, he used hypotheses and experimentations, as in the (mathematical) physical sciences. The need for such a new figure derived from the tumultuous developments of science (physics and chemistry in particular) of the 18th century, consequence and cause of the economic development. With its dizzying growth in the 18th century, science revealed the possibility of applications to areas never thought of before. However, scientists were dealing with general problems. Their solutions did not provide for an immediate application. Thus, there was the basic need for an intermediate operator between the scientist and the final user. More precisely, there was a need for a sufficiently large body of qualified engineers. After general considerations on the relationship between mathematics, natural philosophy, new physics and technology, the chapter goes on to look for the reasons that led to this process. 5.1 Science, Technology and Engineering Science and technology are two terms that in the current language indicate different activities, in the sense that if one asked some people if a problem pertains to science or otherwise to technology they would give the same answer in most cases. However, there may be some dispersion and sometimes the answer would be: I do not know. If instead one asked what is the difference between science and technology he would receive an uncertain answer. There are indeed several standard suggestions, provided by the experts; philosophers of science and technology, scientists and technologists and even politicians. Suggestions that in some way have been metabolized by not educated public and have become commonplaces. A simple answer is that science is more theoretical, technology more practical. That is scientists are studying much more and making very complex experiments in a clean laboratory, perhaps by putting on white coats, while technologists study less and make more applicative experiments, perhaps even using blue overalls. In these judgments there are two motivations. One of epistemological nature, the other of sociological nature. On the
This article aims to demonstrate the great contribution of Engineering to the progress of science and technology throughout human history. Engineering and the Engineer have existed since the most remote times. It can be said that Engineering and Engineer have existed since the appearance of man on the face of the Earth. If we understand Engineering as the art of using technique to accomplish what the human imagination conceives, we will see that, as long as humanity exists, Engineering will be present. Engineering, understood as the art of making, consists of applying scientific and empirical knowledge to the creation of structures, processes and devices, which are used to convert natural resources into adequate forms to meet human needs.
2011
This discussion paper proposes that a meaningful distinction between science and technoscience can be found at the level of the objects of research. Both notions intermingle in the attitudes, intentions, programs and projects of researchers and research institutions—that is, on the side of the subjects of research. But the difference between science and technoscience becomes more explicit when research results are presented in particular settings and when the objects of research are exhibited for the specific interest they hold. When an experiment is presented as scientific evidence which confirms or disconfirms a hypothesis, this agrees with traditional conceptions of science. When organic molecules are presented for their capacity to serve individually as electric wires that carry surprisingly large currents, this would be a hallmark of technoscience. Accordingly, we propose research on the ontology of research objects. The focus on the character and significance of research objects makes this a specifically philosophical project.
2009
In current times of innovation, the interaction between education and scientific research is a conditio sine qua non, also for (marine) engineers [1]. In general, the significance of scientific research for education is a topic that for years has been increasingly gaining attention by academics. In this paper we discuss the notion 'nexus education-research', its relevance for student learning, and its ultimate significance for the engineering world. As an example, the benefit of scientific research for the education of engineers resulting in the graduate degree of 'professional bachelor in marine engineering' will be discussed. How is this linking of research and education to be understood in terms of 'learning' in the minds of the students? Boyer (1990), Glassick (1997) and later also Griffiths (2004) and Healey (2005) discuss several types of student learning, ranging from research-led over research-oriented toward researchbased and research-tutored learning [2]. The latter two of these are obviously fed by scientific research. For engineers, the interaction between education and research is of utmost importance. At Antwerp Maritime Academy (AMA) this can be illustrated by the benefit of scientific research on projects like 'condition monitoring and preventive maintenance of (ship) engines'. More specifically, the project is focused on the importance of joining the efforts between (rigorous) scientific research, valid (marine) industrial solutions and the education of future (marine) engineers. This coexistence is not common because the in-depth study of specific aspects from a scientific point of view does not always meet with the industrial objectives, which use to seek a direct and rapid solution of daily problems. On the other hand the development of the students' understanding and students' abilities are increased by carrying out (practically-based) research in cooperation with the industry. The interrelationship between education and research and its specific application to engineering are an interesting example for conference participants, especially for those who want to obtain a deeper understanding of how innovation can be nurtured by education that is in itself supported, cultivated and strengthened by (practically-based) scientific research.
Techne, 2011
This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between scientific and technological knowledge. It argues that a widely accepted hierarchy between science and technology, which echoes classic conceptions of epistêmê and technê, engendered the need of emancipating technology from science, thus shifting focus to epistemic aspects of engineering design and design methodology at the cost of in-depth philosophical analysis of the role of scientific research in the engineering sciences. Consequently, the majority of current literature on this topic in the philosophy of technology presents technology as almost completely divided from and independent of science, thereby losing sight of the epistemic relations between contemporary scientific practices and technology
1994
In pig production, optimization of the conversion of animal feeding-stuffs into body components, especially lean meat, requires knowledge of the response relationships between nutrient intake and animal performance. In this study, the separate effects of protein and energy intake on rate and composition of body gain have been determined, in pigs with a high genetic capacity for lean tissue gain, from 20 to 45 kg. In addition, the response in body gain to energy intake has been investigated from 20 to 45 kg and from 45 to 85 kg, and the effects of body weight and previous nutrition on this response were examined. The relationship between protein intake and protein accretion was described well with a linear-plateau model, reflecting a protein and an energy dependent phase in protein deposition. The amino acid pattern of body protein was influenced by protein and energy intake. The optimal lysinelenergy ratio was not significantly affected by the level of feed intake. Protein and lipid...
The large deformation Cosserat continuum model presented shows the potential of capturing internal buckling instabilities within layered media at a fraction of the computational cost when compared with conventional modelling methods. A homogenised elasto-plastic Cosserat tensor is derived for periodic arrangements of orthotropic elastic layers separated by weak interfaces that exhibit a modified Mohr-Coulomb friction law. Focus is given to the physical interpretation of the Cosserat deformation measures, the derivation of the Cosserat elastic tensor and implementation of the model using the finite element method. The resulting formulation is validated for three simplified loading scenarios: a cantilever, internal buckling and simple shear of a multilayered beam. Finally the model is applied to a new application to capture the formation of wrinkling defects during the manufacturing of composite laminates. The results show good agreement with observed manufacturing defects, demonstrating the clear potential for application of the Cosserat model within composite process modelling and other layered material applications.
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Final version available in: M. Huang & K.M. Jaszczolt (eds). Expressing the Self: Cultural Diversity and Cognitive Universals. Oxford: Oxford University Press, pp. 260-286, 2018
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