LEADER 00928nam0 22002411i 450 001 SUN0018771 005 20100716120000.0 100 $a20040702d1988 |0engc50 ba 101 $aeng 102 $aUS 105 $a|||| ||||| 200 1 $aPhysical and computational aspects of convective heat transfer$fTuncer Cebeci, Peter Bradshaw 210 $aNew York$cSpringer$d1988 215 $aXII, 487 p.$cill.$d24 cm. 620 $aUS$dNew York$3SUNL000011 700 1$aCebeci$b, Tuncer$3SUNV014841$013910 701 1$aBradshaw$b, Peter$3SUNV014845$013909 712 $aSpringer$3SUNV000178$4650 801 $aIT$bSOL$c20200921$gRICA 912 $aSUN0018771 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI INGEGNERIA$d05CONS B II 316 $e05 3678 20040702 996 $aPhysical and computational aspects of convective heat transfer$91429145 997 $aUNICAMPANIA LEADER 04119nam 2200685Ia 450 001 9910777759303321 005 20230124182955.0 010 $a1-282-07036-3 010 $a9786612070365 010 $a0-226-42980-6 024 7 $a10.7208/9780226429809 035 $a(CKB)1000000000748463 035 $a(EBL)432252 035 $a(OCoLC)435816786 035 $a(SSID)ssj0000113995 035 $a(PQKBManifestationID)11828174 035 $a(PQKBTitleCode)TC0000113995 035 $a(PQKBWorkID)10101930 035 $a(PQKB)10622603 035 $a(StDuBDS)EDZ0000122512 035 $a(MiAaPQ)EBC432252 035 $a(DE-B1597)524501 035 $a(OCoLC)1135589601 035 $a(DE-B1597)9780226429809 035 $a(Au-PeEL)EBL432252 035 $a(CaPaEBR)ebr10288707 035 $a(CaONFJC)MIL207036 035 $a(OCoLC)646810200 035 $a(EXLCZ)991000000000748463 100 $a20080311d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBorrowed knowledge$b[electronic resource] $echaos theory and the challenge of learning across disciplines /$fStephen H. Kellert 210 $aChicago $cUniversity of Chicago Press$d2008 215 $a1 online resource (303 p.) 300 $aDescription based upon print version of record. 311 $a0-226-42978-4 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $t1. What Was Chaos Theory, and Why Would People Want to Borrow It? -- $t2. Disciplinary Pluralism -- $t3. The Rhetorical Functions of Borrowing and the Uses of Disciplinary Prestige -- $t4. Motivating Methodological Change -- $t5. Metaphorical Chaos -- $t6. How to Criticize a Metaphor -- $t7. Facts, Values, and Intervention -- $t8. Beautiful Chaos? -- $t9. Postmodern Chaos and the Challenge of Pluralism -- $tNotes -- $tWorks Cited -- $tIndex 330 $aWhat happens to scientific knowledge when researchers outside the natural sciences bring elements of the latest trend across disciplinary boundaries for their own purposes? Researchers in fields from anthropology to family therapy and traffic planning employ the concepts, methods, and results of chaos theory to harness the disciplinary prestige of the natural sciences, to motivate methodological change or conceptual reorganization within their home discipline, and to justify public policies and aesthetic judgments. Using the recent explosion in the use (and abuse) of chaos theory, Borrowed Knowledge and the Challenge of Learning across Disciplines examines the relationship between science and other disciplines as well as the place of scientific knowledge within our broader culture. Stephen H. Kellert's detailed investigation of the myriad uses of chaos theory reveals serious problems that can arise in the interchange between science and other knowledge-making pursuits, as well as opportunities for constructive interchange. By engaging with recent debates about interdisciplinary research, Kellert contributes a theoretical vocabulary and a set of critical frameworks for the rigorous examination of borrowing. 606 $aChaotic behavior in systems 606 $aScience$xPhilosophy 606 $aInterdisciplinary approach to knowledge 610 $achaos theory, learning, intellectual, teaching, interdisciplinary, academic, scholarly, knowledge, research, natural sciences, anthropology, methodological, methodology, disciplines, academia, aesthetics, science, culture, cultural, debate, controversy, chaotic, philosophy, pluralism, metaphor, intervention, postmodern, contemporary, 20th century. 615 0$aChaotic behavior in systems. 615 0$aScience$xPhilosophy. 615 0$aInterdisciplinary approach to knowledge. 676 $a003/.857 686 $aSK 890$qSEPA$2rvk 700 $aKellert$b Stephen H$088682 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910777759303321 996 $aBorrowed knowledge$93855204 997 $aUNINA