In the concluding chapters of this book the author introduces GIM, the Global Intelligent Machine. GIM is a huge global hybrid machine, a combination of production machinery, information machinery and mechanized networks. In the future it may very well encompass all machinery on the globe. The author discusses the development of machines from the Stone Age until the present and pays particular attention to the rise of the science of machines and the development of the relationship between science and technology. The first production and information tools were invented in the Stone Age. In the Agricultural empires tools and machinery became more complex. During and after the Industrial Revolution the pace of innovation accelerated. In the 20th century the mechanization of production, information processing and networks became increasingly sophisticated. GIM is the culmination of this development. GIM is no science fiction. GIM exists and is growing and getting smarter and smarter. Individuals and institutions are trying to control parts of this giant global robot. By looking at its history and by putting GIM in the context of the current developments, this book seeks to reach a fuller understanding of this phenomenon.

In the concluding chapters of this book the author introduces GIM, the Global Intelligent Machine. GIM is a huge global hybrid machine, a combination of production machinery, information machinery and mechanized networks. In the future it may very well encompass all machinery on the globe. The author discusses the development of machines from the Stone Age until the present and pays particular attention to the rise of the science of machines and the development of the relationship between science and technology. The first production and information tools were invented in the Stone Age. In the Agricultural empires tools and machinery became more complex. During and after the Industrial Revolution the pace of innovation accelerated. In the 20th century the mechanization of production, information processing and networks became increasingly sophisticated. GIM is the culmination of this development. GIM is no science fiction. GIM exists and is growing and getting smarter and smarter. Individuals and institutions are trying to control parts of this giant global robot. By looking at its history and by putting GIM in the context of the current developments, this book seeks to reach a fuller understanding of this phenomenon.

This is the proceedings of the 6th International Symposium on History of Machines and Mechanisms that was held in Beijing, China, in September 2018. The Symposium provided an international forum for presenting and discussing historical developments in the field of Machine and Mechanism Science (MMS). Special sections focused on the following topics: . modern reviews of past works · engineers in history, and their works · direct memories of the recent past · the development of theories · the history of the design of machines and mechanisms · development of automation and robots · the development of teaching of MMS · the schools and institutes of mechanical engineering · the heritage of machines and mechanisms

This book presents content from the Third International Symposium on the Education in Mechanism and Machine Science (ISEMMS 2022). Among others, the chapters report on mechanical engineering education, mechanism and machine science in the mechanical engineer curricula, methodology, virtual laboratories and new laws. Special attention is given to MMS experiences in Pandemic times. The chapters discuss the current problems in MMS education with the aim of providing solutions and identifying appropriate trends for a modern world common vision in the Engineering education field.

This book covers the history of kinematics from the Greeks to the 20th century. It shows that the subject has its roots in geometry, mechanics and mechanical engineering and how it became in the 19th century a coherent field of research, for which Ampère coined the name kinematics. The story starts with the important Greek tradition of solving construction problems by means of kinematically defined curves and the use of kinematical models in Greek astronomy. As a result in 17th century mathematics motion played a crucial role as well, and the book pays ample attention to it. It is also discussed how the concept of instantaneous velocity, unknown to the Greeks, etc was introduced in the late Middle Ages and how in the 18th century, when classical mechanics was formed, kinematical theorems concerning the distribution of velocity in a solid body moving in space were proved. The book shows that in the 19th century, against the background of the industrial revolution, the theory of machines and thus the kinematics of mechanisms received a great deal of attention. In the final analysis, this led to the birth of the discipline.

This book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise. The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other. This is an Open Access book.

This volume brings together a series of papers at Kalamazoo as well as some contributed papers inspired by the fiftieth anniversary of the publication of Lynn White Jr.’s, Medieval Technology and Social Change (1962), a slim study which catalyzed the study of technology in the Middle Ages in the English-speaking world. While the initial reviews and decades-long fortune of the volume have been varied, it is still in print and remains a touchstone of an idea and a time. The contributors to the volume, therefore, both investigate the book itself and its fate, and look at new research furthering and inspired by White’s work. The book opens with an introduction surveying White’s career, with a bibliography of his work, as well as some opening thoughts on the study of medieval technology in the last fifty years. Three papers then deal explicitly with the reception and longevity of his work and its impact on medieval studies more generally. Then five papers look at new cast studies areas where White’s work and approach has had a particular impact, namely, medieval technology studies and medieval rural/ ecological studies.

Transmittal letter.