Doctor of Philosophy (PhD) / Revised work with minor emendations approved by supervisor. / This dissertation considers three broad issues which emerge from the sustainability discourse. First is the nature of the discourse itself, particularly the underlying philosophical positions which are represented. Second, is the nature of the highly complex types of problem which the discourse exposes. And third is whether the engineering profession, as it is practised currently, is adequate to deal with such problems. The sustainability discourse exposes two distinct, fundamentally irreconcilable philosophical positions. The first, “sustainable development”, considers humanity to be privileged in relation to all other species and ecosystems. It is only incumbent upon us to look after the environment to the extent to which it is in our interests to do so. The second, “sustainability”, sees humanity as having no special moral privilege and recognises the moral status of other species, ecosystems, and even wilderness areas. Thus, sustainability imposes upon us a moral obligation to take their status into account and not to degrade or to destroy them. These two conflicting positions give rise to extremely complex problems. An innovative taxonomy of problem complexity has been developed which identifies three broad categories of problem. Of particular interest in this dissertation is the most complex of these, referred to here as the Type 3 problem. The Type 3 problem recognises the systemic complexity of the problem situation but also includes differences of the domain of interests as a fundamental, constituent part of the problem itself. Hence, established systems analysis techniques and reductionist approaches do not work. The domain of interests will typically have disparate ideas and positions, which may be entirely irreconcilable. The dissertation explores the development of philosophy of science, particularly in the last 70 years. It is noted that, unlike the philosophy of science, the philosophy of engineering has not been influenced by developments of critical theory, cultural theory, and postmodernism, which have had significant impact in late 20th-century Western society. This is seen as a constraint on the practice of engineering. Thus, a set of philosophical principles for sustainable engineering practice is developed. Such a change in the philosophy underlying the practice of engineering is seen as necessary if engineers are to engage with and contribute to the resolution of Type 3 problems. Two particular challenges must be overcome, if Type 3 problems are to be satisfactorily resolved. First, issues of belief, values, and morals are central to this problem type and must be included in problem consideration. And second, the problem situation is usually so complex that it challenges the capacity of human cognition to deal with it. Consequently, extensive consideration is given to cognitive and behavioural psychology, in particular to choice, judgement and decision-making in uncertainty. A novel problem-structuring approach is developed on three levels. A set philosophical foundation is established; a theoretical framework, based on general systems theory and established behavioural and cognitive psychological theory, is devised; and a set of tools is proposed to model Type 3 complex problems as a dynamic systems. The approach is different to other systems approaches, in that it enables qualitative exploration of the system to plausible, hypothetical disturbances. The problem-structuring approach is applied in a case study, which relates to the development of a water subsystem for a major metropolis (Sydney, Australia). The technique is also used to critique existing infrastructure planning processes and to propose an alternative approach.

Doctor of Philosophy (PhD) / Revised work with minor emendations approved by supervisor. / This dissertation considers three broad issues which emerge from the sustainability discourse. First is the nature of the discourse itself, particularly the underlying philosophical positions which are represented. Second, is the nature of the highly complex types of problem which the discourse exposes. And third is whether the engineering profession, as it is practised currently, is adequate to deal with such problems. The sustainability discourse exposes two distinct, fundamentally irreconcilable philosophical positions. The first, “sustainable development”, considers humanity to be privileged in relation to all other species and ecosystems. It is only incumbent upon us to look after the environment to the extent to which it is in our interests to do so. The second, “sustainability”, sees humanity as having no special moral privilege and recognises the moral status of other species, ecosystems, and even wilderness areas. Thus, sustainability imposes upon us a moral obligation to take their status into account and not to degrade or to destroy them. These two conflicting positions give rise to extremely complex problems. An innovative taxonomy of problem complexity has been developed which identifies three broad categories of problem. Of particular interest in this dissertation is the most complex of these, referred to here as the Type 3 problem. The Type 3 problem recognises the systemic complexity of the problem situation but also includes differences of the domain of interests as a fundamental, constituent part of the problem itself. Hence, established systems analysis techniques and reductionist approaches do not work. The domain of interests will typically have disparate ideas and positions, which may be entirely irreconcilable. The dissertation explores the development of philosophy of science, particularly in the last 70 years. It is noted that, unlike the philosophy of science, the philosophy of engineering has not been influenced by developments of critical theory, cultural theory, and postmodernism, which have had significant impact in late 20th-century Western society. This is seen as a constraint on the practice of engineering. Thus, a set of philosophical principles for sustainable engineering practice is developed. Such a change in the philosophy underlying the practice of engineering is seen as necessary if engineers are to engage with and contribute to the resolution of Type 3 problems. Two particular challenges must be overcome, if Type 3 problems are to be satisfactorily resolved. First, issues of belief, values, and morals are central to this problem type and must be included in problem consideration. And second, the problem situation is usually so complex that it challenges the capacity of human cognition to deal with it. Consequently, extensive consideration is given to cognitive and behavioural psychology, in particular to choice, judgement and decision-making in uncertainty. A novel problem-structuring approach is developed on three levels. A set philosophical foundation is established; a theoretical framework, based on general systems theory and established behavioural and cognitive psychological theory, is devised; and a set of tools is proposed to model Type 3 complex problems as a dynamic systems. The approach is different to other systems approaches, in that it enables qualitative exploration of the system to plausible, hypothetical disturbances. The problem-structuring approach is applied in a case study, which relates to the development of a water subsystem for a major metropolis (Sydney, Australia). The technique is also used to critique existing infrastructure planning processes and to propose an alternative approach.

Doctor of Philosophy (PhD) / Revised work with minor emendations approved by supervisor. / This dissertation considers three broad issues which emerge from the sustainability discourse. First is the nature of the discourse itself, particularly the underlying philosophical positions which are represented. Second, is the nature of the highly complex types of problem which the discourse exposes. And third is whether the engineering profession, as it is practised currently, is adequate to deal with such problems. The sustainability discourse exposes two distinct, fundamentally irreconcilable philosophical positions. The first, “sustainable development”, considers humanity to be privileged in relation to all other species and ecosystems. It is only incumbent upon us to look after the environment to the extent to which it is in our interests to do so. The second, “sustainability”, sees humanity as having no special moral privilege and recognises the moral status of other species, ecosystems, and even wilderness areas. Thus, sustainability imposes upon us a moral obligation to take their status into account and not to degrade or to destroy them. These two conflicting positions give rise to extremely complex problems. An innovative taxonomy of problem complexity has been developed which identifies three broad categories of problem. Of particular interest in this dissertation is the most complex of these, referred to here as the Type 3 problem. The Type 3 problem recognises the systemic complexity of the problem situation but also includes differences of the domain of interests as a fundamental, constituent part of the problem itself. Hence, established systems analysis techniques and reductionist approaches do not work. The domain of interests will typically have disparate ideas and positions, which may be entirely irreconcilable. The dissertation explores the development of philosophy of science, particularly in the last 70 years. It is noted that, unlike the philosophy of science, the philosophy of engineering has not been influenced by developments of critical theory, cultural theory, and postmodernism, which have had significant impact in late 20th-century Western society. This is seen as a constraint on the practice of engineering. Thus, a set of philosophical principles for sustainable engineering practice is developed. Such a change in the philosophy underlying the practice of engineering is seen as necessary if engineers are to engage with and contribute to the resolution of Type 3 problems. Two particular challenges must be overcome, if Type 3 problems are to be satisfactorily resolved. First, issues of belief, values, and morals are central to this problem type and must be included in problem consideration. And second, the problem situation is usually so complex that it challenges the capacity of human cognition to deal with it. Consequently, extensive consideration is given to cognitive and behavioural psychology, in particular to choice, judgement and decision-making in uncertainty. A novel problem-structuring approach is developed on three levels. A set philosophical foundation is established; a theoretical framework, based on general systems theory and established behavioural and cognitive psychological theory, is devised; and a set of tools is proposed to model Type 3 complex problems as a dynamic systems. The approach is different to other systems approaches, in that it enables qualitative exploration of the system to plausible, hypothetical disturbances. The problem-structuring approach is applied in a case study, which relates to the development of a water subsystem for a major metropolis (Sydney, Australia). The technique is also used to critique existing infrastructure planning processes and to propose an alternative approach.

Two sets of concerns have motivated and sustained the research in my dissertation. First, modern ideas of technology and engineering have been over-represented by their dominant forms: that technology is all about progress and the more advanced "high" technology and that engineering chiefly concerns quantity, efficiency, problem-solving, and "better" machines. Second, these potent values in technology and engineering, as a conceptual whole, tend to reinforce each other and create conditions conducive to its sociocultural reproduction that discounts and subjugates viable alternative practices. My dissertation draws on both historical and philosophical approaches to the question of technology and engineering. My historical-linguistic study looks for the historical meanings of the two words—technology and engineering–in connection with their modern counterparts and discusses the social values and conditions that shaped the dynamics of their early development to understand and deconstruct their modern dominant representation. The analysis of ancient writings locates precedent for dominant engineering practice in ancient siege engines and military engineering, where qualities such as quantity, power, superiority, and ingenuity reinforced each other at the critical times of high-stakes siege warfare. I demonstrate how these interlocking qualities became the ideological basis for an enduring historical-conceptual structure of the dominant ideas of engineering that, despite strikingly different social contexts, continues to the present and limits the diversity of knowledge and participants. Returning back to the present, I develop a philosophical critique of contemporary engineering as "technology of technology," in that modern dominant engineering practice becomes technically provincial yet socially ambitious for our personal and institutional technical practice. In this process, certain practices in engineering, including communication, ethical reasoning, empathy, etc., have been marginalized and become what I call the "subjugated technical practice." By identifying the specific criteria and values that systematically discount and exclude the subjugated technical practice in different aspects, my analysis highlights and validates the latter's extraordinary qualities that contribute no less significantly to the success of engineering practice. Finally, to explore the possibilities of substantive policy changes, I propose theory and practice under the heading of "critical reflexive technology" and call for radical changes and critical participation from within and beyond engineering. / Doctor of Philosophy / The dissertation is an interdisciplinary project seeking to critique and engage with contemporary engineering practice that predominantly emphasizes certain values—such as quantity, efficiency, problem-solving, and "better" machines—and narrows the diversity of knowledge and participants. Toward this end, my research has two parts: one that concerns the genesis and perpetuation of the dominant ideas of engineering in history and the other that is grounded in the philosophical critique of contemporary engineering practice. My historical analysis carries out etymological studies of words and uncovers the social context that has shaped their meanings since antiquity. Whereas technology, in the sense of Ancient Greek techne, denotes effective means toward an end that is diverse in scope with many possibilities, the idea of engineering has drawn from the concepts of engines and machines and connoted a tendency for means and goals that can be evaluated more or less quantitatively. Emphasis on quantity varied in degree and was not universal. Still, it was most conspicuous in the ancient writing of military engineering on siege engines, when numbers were correlated with the ideas of power, superiority, and ingenuity at the critical times of high-stakes siege warfare. I argue that while these ideas of engineering initially claimed precedence in the context of military conflicts and war engines, they coalesced into an integrated value system and became the ideological basis for the narrowed concepts of modern engineering. My philosophical critique of modern engineering characterizes it as a negative instance of "technology of technology," in that widespread practice in engineering becomes technically provincial yet socially ambitious for our personal and institutional technical practice. In this process, certain practices in engineering, including communication, ethical reasoning, empathy, etc., have been marginalized and become what I call the "subjugated technical practice." By identifying the criteria and values that render the subjugated technical practice irrelevant and undesirable in engineering, my analysis calls attention to the latter's extraordinary qualities that contribute no less significantly to the success of engineering practice. Finally, to explore the possibilities of substantive policy changes, I propose theory and practice under the heading of "critical reflexive technology" and call for radical changes and critical participation from within and beyond engineering.

O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

In this thesis Hannah Arendt’s theories of science and technology are applied in an ethnographic study of engineering ethics. Seeking to gain further understanding of Arendt’s thoughts, her concepts of The Archimedean Point and Earth Alienation is applied in interviews with engineering students in Sweden’s Uppsala University. The purpose directing this study is thus twofold, it is an attempt to anthropologize Arendt’s thoughts of science and technology, and to further understand engineering’s ethical engagement. The study identifies a dynamic where engineering students create dichotomous mentalities. One mentality is engineering’s demand of a desubjectified instrumental rationality in inherent contradiction to an ethical consciousness, this mentality can be identified as Arendt’s Archimedean Point. In conflict to this mentality lies the intersubjectivity of a socio-politically engaged student concerned with engineering’s ability to create evil. This study makes the claim that Uppsala University’s student traditions and culture encourage the second mentality and forms an important resource for ethical engagement among students.

<p>Since the late 1970s, biomedical researchers have heavily invested in the development of portable insulin pumps that allow people with Type 1 Diabetes (T1D) to carry several days-worth of insulin to be injected on an as-needed basis. That means fewer needles and syringes, making regular insulin injections less time consuming and troublesome. As insulin pump use has become more widespread over the past twenty years among people with T1D, the social and cultural effects of using these medical devices on their everyday experiences have become both increasingly apparent for individuals yet consistently absent from social and cultural studies of the disease.</p><p><br></p><p>In this dissertation, I explore the technological, medical, and cultural networks of insulin pump treatment to identify the role(s) these biomedicalized treatment acts play in the structuring of people, their bodies, and the cultural values constructed around various medical technologies. As I will show, insulin pump treatment alters people’s bodies and identities as devices become integrated as co-productive actors within patient-users’ biological and social systems. By analyzing personal interviews and digital media produced by people with T1D alongside archival materials, this study identifies compulsory patterns in the practices, structures, and narratives related to insulin pump use to center chapters around the productive (and sometimes stifling) relationship between people, bodies, technologies, and American culture.</p><p><br></p><p>By analyzing the layered and intersecting sites of insulin pump treatment together, this project reveals how medical technologies, health identities, bodies, and cultures are co-constructed and co-defined in ways that bind them together—mutually constitutive, medically compelled, cultural and social. New bodies and new systems, I argue, come with new (in)visibilities, and while this new technologically-produced legibility of the body provides unprecedented management of the symptoms and side-effects of the disease, it also brings with it unforeseen social consequences that require changes to people’s everyday lives and practices. </p>

<div><p>A variety of passenger car-trailer connections exist on the market. One specific type of the connections provides a tensile force measurement capability for the purpose of providing feedback for the semi-autonomous trailer’s control system. Semi-autonomous trailer is an innovative technology that can encourage drivers to use smaller vehicles for towing, which will contribute to restoration and improvement of urban infrastructure (NAE Grand Challenges for Engineering, 2020). The vehicle-semi-autonomous trailer connection’s safety concerns depend on multiple factors, but start with either a mechanical, or an electrical failure. The topic of safety of passenger car-semi-autonomous trailer connections is not well present in literature. The connections’ mechanical failures under load are in the focus of this work. The author addressed the following research question and the sub question. How do the existing “passenger car-trailer” connections with tensile force measurement capability compare to one another under load in terms of the possible failure? What is the failure mode of each of the compared connections? The author selected three prototypes from the literature, built three-dimensional (3D) models in SolidWorks 2018 and simulated the tests in the program’s add-on in accordance with the requirements of an industry standard on real-life testing of specific vehicle systems. The author compared the three prototypes by a number of different parameters. The research showed that none of the three existing prototypes are public road-ready in terms of safety. The study can be useful for future designers of passenger-car-semi-autonomous trailer connections.</p></div>