Fatigue failures occur in aerospace,marine,nuclear structures and automobile com ponents from initiation and propagation of cracks from holes,scratches or defects in the material. To design against these failures, crack propagation life and fracture strength need to be accurately predicted. It is reported in the literature, that these failures often initiate as surface cracks, corner cracks and cracks emanating from fastner holes. Such cracks are with elliptic or nearly elliptic in shapes. The deviation from elliptic shape is due to varying constraint effect along the crack front. Even in situations, when the cracks are through the thickness of the material, there would be thicknesswise variation of constraint effects leading to three dimensional nature of crack growth. Accurate predictions of the crack growth in these cases by numerical methods can be made only by solving three-dimensional boundary value problems. Empirical relationships have been developed [1] based on Linear Elastic Fracture Mechanics over years describing fatigue crack growth response. Some of these empirical relationships required modifications in the later stages, to meet the design applications. The Crack closure phenomenon discovered by Elber[2, 3] during the crack growth phase is mainly attributed to the local material yielding near the crack tip and the consequent residual plastic wake behind the crack tip. It helped considerably in understanding several aspects of fatigue crack growth and rewrite these relations.

The way in which academic engineering research is financed and public expectations for the outcomes from such research are changing at an unprecedented rate. The decrease in support of defense-related research, coupled with the realization that many U.S. technological products are no longer competitive in the global market, has sent a shock wave through research universities that train engineers. This book argues for several concrete actions on the part of universities, government, and industry to ensure the flow and relevance of technical talent to meet national social and economic goals, to maintain a position of leadership in the global economy, and to preserve and enhance the nation's engineering knowledge base.

Various systems science and engineering disciplines are covered and challenging new research issues in these disciplines are revealed. They will be extremely valuable for the readers to search for some new research directions and problems. Chapters are contributed by world-renowned systems engineers Chapters include discussions and conclusions Readers can grasp each event holistically without having professional expertise in the field

For most professions, a code of ethics exists to promote positive behavior among practitioners in order to enrich others within the field as well as the communities they serve. Similar to the medical, law, and business fields, the engineering discipline also instills a code of ethical conduct. Contemporary Ethical Issues in Engineering highlights a modern approach to the topic of engineering ethics and the current moral dilemmas facing practitioners in the field. Focusing on key issues, theoretical foundations, and the best methods for promoting engineering ethics from the pre-practitioner to the managerial level, this timely publication is ideally designed for use by engineering students, active professionals, and academics, as well as researchers in all disciplines of 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.

Beginning in the early 2000s, there was an upsurge of national concern over the state of the science and engineering job market that sparked a plethora of studies, commission reports, and a presidential initiative, all stressing the importance of maintaining American competitiveness in these fields. Science and Engineering Careers in the United States is the first major academic study to probe the issues that underlie these concerns. This volume provides new information on the economics of the postgraduate science and engineering job market, addressing such topics as the factors that determine the supply of PhDs, the career paths they follow after graduation, and the creation and use of knowledge as it is reflected by the amount of papers and patents produced. A distinguished team of contributors also explores the tensions between industry and academe in recruiting graduates, the influx of foreign-born doctorates, and the success of female doctorates. Science and Engineering Careers in the United States will raise new questions about stimulating innovation and growth in the American economy.

The 25th Anniversary Meeting of the Society of Engineering Science was held as a joint conference with the Applied Mechanics Division of the American Society of Mechanical Engineers at the University of California, Berkeley from June 20-22, 1988. With the encouragement and support of the SES, we decided to organize a symposium in honor of A. C. Eringen: the founding president of the Society of Engineering Science who provided pioneering leadership during the critical first decade of the Society's existence. We felt that there was no better way to do this than with a Symposium on Engineering Science -- the field that A. C. Eringen has devoted his life to. Professor Eringen had the foresight, even in his own early work, to see the need for an intimate amalgamation of engineering and science (transcending the bounds of the traditional engineering disciplines) to address unsolved problems of technological importance. Sustained by the belief that there was the need to provide a forum for researchers who had embraced this broader interdisciplinary approach, Professor Eringen founded the Society of Engineering Science and the International Journal of Engineering Science in 1963. Since that time, he has made countless contributions to the advancement of engineering science through his research, educational and organizational activities. The participants in the Symposium were former students and colleagues of Professor Eringen who have been strongly influenced by his professional activities and research in engineering science.

The software profession has a problem, widely recognized but which nobody seems willing to do anything about; a variant of the well known ""telephone game,"" where some trivial rumor is repeated from one person to the next until it has become distorted beyond recognition and blown up out of all proportion. Unfortunately, the objects of this telephone game are generally considered cornerstone truths of the discipline, to the point that their acceptance now seems to hinder further progress. This book takes a look at some of those ""ground truths"" the claimed 10x variation in productivity between developers; the ""software crisis""; the cost-of-change curve; the ""cone of uncertainty""; and more. It assesses the real weight of the evidence behind these ideas - and confronts the scary prospect of moving the state of the art forward in a discipline that has had the ground kicked from under it.

This open access book examines how the social sciences can be integrated into the praxis of engineering and science, presenting unique perspectives on the interplay between engineering and social science. Motivated by the report by the Commission on Humanities and Social Sciences of the American Association of Arts and Sciences, which emphasizes the importance of social sciences and Humanities in technical fields, the essays and papers collected in this book were presented at the NSF-funded workshop ‘Engineering a Better Future: Interplay between Engineering, Social Sciences and Innovation’, which brought together a singular collection of people, topics and disciplines. The book is split into three parts: A. Meeting at the Middle: Challenges to educating at the boundaries covers experiments in combining engineering education and the social sciences; B. Engineers Shaping Human Affairs: Investigating the interaction between social sciences and engineering, including the cult of innovation, politics of engineering, engineering design and future of societies; and C. Engineering the Engineers: Investigates thinking about design with papers on the art and science of science and engineering practice.

Comprehensive engineering science coverage that is fully in line with the latest vocational course requirements New chapters on heat transfer and fluid mechanics Topic-based approach ensures that this text is suitable for all vocational engineering courses Coverage of all the mechanical, electrical and electronic principles within one volume provides a comprehensive exploration of scientific principles within engineering Engineering Science is a comprehensive textbook suitable for all vocational and pre-degree courses. Taking a subject-led approach, the essential scientific principles engineering students need for their studies are topic-by-topic based in presntation. Unlike most of the textbooks available for this subject, Bill Bolton goes beyond the core science to include the mechanical, electrical and electronic principles needed in the majority of courses. A concise and accessible text is supported by numerous worked examples and problems, with a complete answer section at the back of the book. Now in its sixth edition, the text has been fully updated in line with the current BTEC National syllabus and will also prove an essential reference for students embarking on Higher National engineering qualifications and Foundation Degrees.