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Herman Cappelen investigates ways in which language (and other representational devices) can be defective, and how they can be improved. In all parts of philosophy there are philosophers who criticize the concepts we have and propose ways to improve them. Once one notices this about philosophy, it's easy to see that revisionist projects occur in a range of other intellectual disciplines and in ordinary life. That fact gives rise to a cluster of questions: How does the process of conceptual amelioration work? What are the limits of revision? (How much revision is too much?) How does the process of revision fit into an overall theory of language and communication? Fixing Language aims to answer those questions. In so doing, it aims also to draw attention to a tradition in 20th- and 21st-century philosophy that isn't sufficiently recognized. There's a straight intellectual line from Frege and Carnap to a cluster of contemporary work that isn't typically seen as closely related: much work on gender and race, revisionism about truth, revisionism about moral language, and revisionism in metaphysics and philosophy of mind. These views all have common core commitments: revision is both possible and important. They also face common challenges about the methods, assumptions, and limits of revision.
3. 2 Making capital and running costs commensurate 49 3. 3 Optimum speed of a tanker 50 3. 4 The optimisation of the sag:span ratio of a suspension bridge 52 3. 5 Optimisation with more than one degree of freedom: heat exchanger 55 3. 6 Putting a price on heat-exchanger performance 57 3. 7 Variation of costs with application 59 3. 8 Further aspects of heat-exchanger optimisation 59 3. 9 An elementary programming problem 60 3. 10 Classification of optimisation problems and methods of solution 62 3. 11 The design of rotating discs: an optimum structure 66 3. 12 Hubdesign 73 3. 13 Summary 73 Questions 73 Answers 74 4 Insight 4. 1 Introduction 76 4. 2 Rough calculations 76 4. 3 Optimisation of compressor shaft diameter 83 4. 4 The optimum virtual shaft: a digression 85 4. 5 Useful measures and concepts 87 4. 6 Bounds and limits 91 4. 7 Scale effects 94 4. 8 Dimensional analysis and scaling 98 4. 9 Proportion 99 100 4. 10 Change of viewpoint Questions 102 104 Answers 5 Matching 5. 1 Matching: the windlass 107 5. 2 An extended example of matching: ship propulsion 107 5. 3 Matching within a single machine III 5. 4 Further aspects of ship propulsion 112 5. 5 Specific speeds: degrees of freedom 113 5. 6 Matching of a spring to its task liS 5. 7 Matching in thermodynamic processes 117 5. 8 Two old cases of matching 121 5.
Conceptual engineering is a newly flourishing branch of philosophy which investigates problems with our concepts and considers how they might be ameliorated: 'truth', for instance, is susceptible to paradox, and it's not clear what 'race' stands for. This is the first collective exploration of possibilities and problems of conceptual engineering.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Offshore Pipelines covers the full scope of pipeline development from pipeline designing, installing, and testing to operating. It gathers the authors' experiences gained through years of designing, installing, testing, and operating submarine pipelines. The aim is to provide engineers and management personnel a guideline to achieve cost-effective management in their offshore and deepwater pipeline development and operations. The book is organized into three parts. Part I presents design practices used in developing submarine oil and gas pipelines and risers. Contents of this part include selection of pipe size, coating, and insulation. Part II provides guidelines for pipeline installations. It focuses on controlling bending stresses and pipe stability during laying pipelines. Part III deals with problems that occur during pipeline operations. Topics covered include pipeline testing and commissioning, flow assurance engineering, and pigging operations. This book is written primarily for new and experienced engineers and management personnel who work on oil and gas pipelines in offshore and deepwater. It can also be used as a reference for college students of undergraduate and graduate levels in Ocean Engineering, Mechanical Engineering, and Petroleum Engineering.* Pipeline design engineers will learn how to design low-cost pipelines allowing long-term operability and safety.* Pipeline operation engineers and management personnel will learn how to operate their pipeline systems in a cost effective manner.* Deepwater pipelining is a new technology developed in the past ten years and growing quickly.
This text explains the concepts behind process design. It uses a case study approach, guiding readers through realistic design problems, and referring back to these cases at the end of each chapter. Throughout, the author uses shortcut techniques that allow engineers to obtain the whole focus for a design in a very short period (generally less than two days).
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Designed for novice as well as more experienced researchers, Reason & Rigor by Sharon M. Ravitch and Matthew Riggan presents conceptual frameworks as a mechanism for aligning literature review, research design, and methodology. The book explores the conceptual framework—defined as both a process and a product—that helps to direct and ground researchers as they work through common research challenges. Focusing on published studies on a range of topics and employing both quantitative and qualitative methods, the updated Second Edition features two new chapters and clearly communicates the processes of developing and defining conceptual frameworks.
The concepts we use to value and prescribe (concepts like good, right, ought) are historically contingent, and we could have found ourselves with others. But what does it mean to say that some concepts are better than others for purposes of action-guiding and deliberation? What is it to choose between different normative conceptual frameworks?