Conversations on the Uses of Science and Technology by Kenneth H. Ashworth

By Kenneth H. Ashworth

A candid and infrequently funny dialogue among Hackerman and Ashworth at the difficulties scientists and society will face with rate reductions in executive monetary help for learn, or with restrictive govt directives. In discussion that's obtainable to laymen and coverage makers, the authors clarify why clinical study needs to be allowed to proceed unfettered and undirected if humankind is to accrue its complete benefits.

In the USA, the schools are the only resource of scientists and engineers. . . . That on my own should still inform our political leaders . . . how crucial it truly is for them to supply aid for the schools on the way to generate and advertise monetary improvement and power. the schools give you the thoroughly expert scientists and engineers, and with out them a society doesn't have the slightest chance—short of unintentionally operating throughout a diamond mine or gold mine or one other thirty trillion barrels of oil—of final within the financial race.

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The conversation has all of the hesitancy, groping for words and phrases and concepts, that typifies casual conversation. The dialogue is a very personal exposition of Norman Hackerman's views of science, technology and its interaction with education and general public policy. In his inimitable way, Dr. Hackerman communicates the great wisdom about such matters for which he is well known. Some of his personal views on science, technology and society are at variance with some of the more widely expressed mainstream views.

Obsidian or flint were worked by chipping and flaking, and archaeologists find sites where the tailings show men squatted and shaped their tools. KA: How about metal materials? NH: There aren't many that occur naturally. Gold does. And there's native silver. There's very little native copper, Page 5 but some. Not much else. Pure iron shows up only in meteorites. The reason is the elements are too active chemically. The more active an element is, the less likely it is to show up in native or pure form geologically.

I'm staying out of your way. NH: Let me give you this same model in even simpler form: "S" for science, on the left, is connected to "T" for technology, in the center, by a broken line. The "T" is then connected to the fight with ''U," for uses, by a solid line (S®T®U). The broken line indicates a more tenuous or at least unpredictable relationship. The solid line says there is a clear and understood connection from both directions, from both technology and those converting science and technology into uses for mankind.

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