Bealer (1987, 1999) defends similar proposals. Neither Bonjour norBealer are in fact particularly concerned to defend the analytic bysuch claims, but their recourse to mere understanding of propositionalcontent is certainly what many defenders of the analytic have had inmind. Katz (1998, pp. 44–5), for example, made the very sameappeal to intuitions explicitly on behalf of the analytic claimssupported by his semantic theory (although he could also beinterpreted as sometimes having adopted the more sophisticatedstrategy of §4.3 below). Somewhat more modestly, Peacocke (1992,2005) claims that possession of certain logical concepts requires thata person find certain inferences “primitively compelling,”or compelling not by reason of some inference or in any way that takes“their correctness…as answerable to anything else”(1992, p.6) (see the references in footnote 3 for further discussionand footnote 2 for worries about the strategy).
This module builds on the prior knowledge gained in stress analysis and structure of aircraft materials and other properties or an equivalent course of study. It is designed to extend the students' knowledge of the analytical techniques of stress analysis, plasticity theory and the importance of modern materials in advanced manufacturing processes.
This module further develops the ability to model engineering problems using advanced mathematical methods and broaden the understanding of the business context of engineering activities. The module provides advanced mathematical knowledge in real analysis, complex analysis, numerical analysis, vector analysis, special functions and statistics.
The multifaceted discipline of materials technology with a focus on fracture and fatigue analysis is presented along with finite element analysis of typical aircraft structures. In addition, the module provide an understanding of aircraft dynamic stability, structural dynamics and aero-elasticity.
This module is a core module in the Aerospace Engineering BEng programmes and forms a 'capstone' experience for the course. This major project is undertaken throughout the final year of the BEng programme, allowing the students to research and study in depth a topic in aerospace engineering which is of personal interest, allowing students to demonstrate the ability to analyse, evaluate, appraise, show organisational capability and communicate.
This module extends the analysis of aerodynamic and propulsive systems with a view to provide the ability to design and evaluate aerodynamic loadings on aerospace vehicles as well as propulsion systems. The module aims to extend the knowledge and skill base of solving aerospace engineering problems with advanced analytical approaches using computational fluid dynamics and Matlab programming.
This module deals with advanced electronic systems and concepts from classical control, including feedback control systems and analysis of their response and the effects of the feedback loop. A range of engineering programming tools are used to model and analyse the performance of engineering systems, enabling learning of the functionality of control analysis and design software.
This module deals in greater depth with statics, materials and dynamics and topics of particular relevance to aerospace studies. The module includes further work on the analysis of beams, materials used in aerospace such as composites and develops the knowledge of vibration theory and application of dynamics of particles and rigid bodies in aerospace. Topics such as Bredt-Batho theory, aircraft dynamic performance and stability, finite element application in static and dynamic analysis of structures are also introduced.
These last passages express a tremendously influential view ofQuine’s that led several generations of philosophers to despairnot only of the analytic-synthetic distinction, but of the category ofa priori knowledge entirely. The view has come to be called“confirmation holism,” and Quine had expressed it moreshortly a few years earlier, in his widely read article, “TwoDogmas of Empiricism” (1953, ch. 2):
A related problem, discussed by Bealer (1998), is the possibleproliferation of candidate analyses. The concept of a circle can beanalyzed as the concept of a set of co-planar points equidistantfrom a given point and as a closed figure of constantcurvature. Not only do both of these analyses seem informative,the equivalence between them would need to be shown by some seriousgeometry, and, especially since the advent of non-Euclidean geometriesand Einstein’s theories of relativity, this could no longer beassumed to be justified merely on the basis of logic anddefinitions.
This unit aims to utilize a problem-based learning approach to studying and communicating about disease. The unit will provide graduates with the skills and knowledge necessary to research, evaluate, analyse, synthesise and present complex scientific information on a range of disease states. The unit will focus on selected broad disease states, with an emphasis on integrated disease processes. The unit will consider, among others, epidemiology, pathobiology, diagnostics and commonly used treatments for these disease conditions.
This module introduces the basics of aerodynamics and aerospace propulsion with the aim to be able to analyse, formulate and solve elementary problems. The mathematics is taught in the context of the solution of engineering problems. The module deals with potential flows, production of aerodynamic forces, wind tunnel testing, compressible flows, shock waves and computational fluid dynamics (CFD). The propulsion aspect addresses conservation of energy and the laws of theormodynamics.
Recent developments in psychology, however, suggest that human mindsmay well contain sensory and motor “modules” whoseprimitives would be epistemically distinctive, even if they do involvesome limited degree of conceptual interpretation (see Modularityof Mind and Fodor 1983, 1984). And so the analytical Positivistprogram might be recast in terms of the reduction of all concepts tothese sensorimotor primitives, a project that is sometimes implicit incognitive psychology and artificial intelligence.