工程伦理的机械案例

人工智能体尤其是机器人的出现引发了人类对人工智能体道德和机器人伦理问题的思考。聚焦人工智能体道德伦理问题研究,有助于修复人工智能体在实践应用中的诸多漏洞,尤其体现在对人类的伤害问题上。另外,强化人机一体化,构建智能体与人类联合的认知系统(JCSs)对于防范机器潜在的风险,确定责任归属也具有重大意义。人工智能体的出现使人类伦理道德体系陷入了困境,随着智能体进一步完善和复杂化,人机之间的互动和交流增强,在人工智能体必须遵守“不伤害”的原则下,培养智能体的自主决策能力和道德控制力,实现人机之间的和谐共处,这也许是人工智能体未来发展的方向。

… cases leads to theoretical solutions. This approach has been incorporated into engineering ethics … One approach to reviewing engineering ethics case studies in the classroom …

… Ethical considerations: In each case the ethical implications of the case study should be considered. Did the engineer or engineers concerned do all that could be reasonably expected …

… , numerous ethics issues were encountered over the years. I have selected ten cases for this paper … Associate Professor department of Mechanical engineering at rochester institute of …

According to ABET, one major student outcome is “an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.” Although some departments in the nation try to implement this through a standalone course, others cannot find the space in their curriculum to do so. Even when presented as a standalone course, it is typically introduced at the higher (junior or senior) levels. We aim to develop a detailed template for a department-wide plan for disseminating engineering ethics topics throughout the Mechanical Engineering curriculum in sophomore, junior, and senior year courses. This includes guidance on the frequency and quantity of time and effort devoted to engineering ethics topics in the identified discipline-specific courses. Some of these may require the development of example case studies used in lecture material, quizzes, and discipline-specific projects. A course instructor can use the appropriate rubrics for ABET assessments. This paper introduces the department ethics assessment plan that was used in the ABET self-study report for the last cycle. There is a periodical review of the implementation plan for continuous improvement. This plan is based on Bloom's taxonomy where each course is designed to equip the students at the appropriate learning level. At the sophomore level, we focus on students understanding the basic ethics theories and the ASME code of ethics through a case study and writing assignment. The junior-level course addresses the next higher learning level, namely analysis. Teams of students are asked to analyze and resolve developed course-specific problems that involve ethical considerations in the ASME code of ethics. The senior-level course examines and revisits some broad moral theories (Utilitarianism, Kantianism, Virtue-based) and the ASME/NSPE Code of Ethics. In this last stage, students evaluate various case studies, providing a much deeper learning experience. The current approach does have some challenges and requires alignment between the courses involved and periodical changes and updates. The proposed model could be expanded to other engineering disciplines.

The Mechanical Engineering Technology program at Purdue University at Columbus/SE Indiana hosted ABET evaluators for the first time in the fall of 2005. Both the program objectives and outcomes of the MET program contain elements of ethical behavior and lifelong learning. These elements are simply reflective of the importance put on ethics and lifelong learning by the Accreditation Board for Engineering and Technology programs in the TC2K criteria. This work will describe the use of test cases and specific exercises that are incorporated in classes during the first semester and final semester of the two-year Associate of Science program. In-class surveys of students are also used to examine the ethical and professional behavior of students. The test cases are presented in multiple parts with students required to finish their answers to the questions from the first part before they get to see the second part. The same procedure is followed for the remaining parts of the test case. Each part of the test case also includes comments from a panel of experienced engineers who lend their expertise to the situation. These comments are shared with the students. For lifelong learning, the students are presented with a short lecture on the value of lifelong learning that includes relevant data and facts related to lifelong learning. After this, an assignment is given that asks the students to learn about how to design a container for nuclear waste storage and ship it to the proper waste disposal location. Other assignments are mentioned and can be used in a similar manner.

… engineers. The subsequent recounting in this article of the progress of a code of ethics within the American Society of Mechanical … considerable publicity is given to the case that those …

… engineering institutions and the question about social responsibility is clearly not just confined to mechanical engineers. … In this case, the engineer is in a difficult position if he is to act as …

… clear that case studies are useful for teaching engineering ethics. This is because case studies have … (philosophical ethics) into the practical realm: actual or made-up cases that involve …

… This engineering ethics case study appeals to engineering students because it involves technical analysis, in contrast to many other engineering ethics … track of Mechanical Engineering, …

… engineering ethics case study for use in engineering courses. It has been shown that ethics case … He teaches in the solid mechanics track of Mechanical Engineering, from introductory …

… topics directly into engineering courses. Examples of this approach are the integration of writing about case studies in professional ethics into a Mechanical Engineering design class …

… case studies on engineering disasters and hypothetical, ethical dilemmas employed in engineering ethics … MIT’s Mechanical Engineering Department began to require students in its …

… Adopting Herkert’s meaning of the term, we could investigate the actions or inactions of professional societies such as the American Society of Mechanical Engineers–as stand-ins for …

… ’s degree in mechanical engineering at SUNY Canton. … Engineers are obligated to bring competence and integrity to their … an engineering technology student and how critical the case …

… Hyatt Regency walkway failure. The effect of each failure on engineering ethics is examined from the viewpoint of both ethics in engineering and of ethics of engineering. In response to …

… curriculum, freeing the majority of engineering faculty from placing questions of … ethics students that we would be using case studies of airplane crashes to discuss the limits of engineers…

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Understanding Technological Failure: Ethics, Evil, and Finitude in Engineering Disasters Abstract It is important to know why technological systems sometimes fail catastrophically. Not only does culpability need to be established justly after a disaster, but the success of new technology depends on accurately predicting how technology and the individuals and societies with which it interacts will behave. It is nearly always the case that disasters occur due to the contribution of multiple factors. Sorting these factors into categories can help to better understand the nature of the factors and to ensure that all of the necessary categories are considered carefully in the design process. This categorization can also help engineering educators to make certain that all of the different categories are studied in the engineering curriculum in appropriate places. In this paper, the categories of individual ethical responsibility, societal evil, and human finitude will be used to discuss the character and importance of various contributions to specific engineering disasters. The technological systems to which these categories will be applied include the Helios Flight 522 crash, the Bhopal chemical plant gas release, and the Three Mile Island nuclear reactor near melt-down. Causes related to personal ethics include the immoral actions of people that contribute to catastrophic failures. This type of cause is usually opposed in the engineering curriculum through the study of engineering codes of ethics and case studies to help students clarify the moral responsibilities inherent in their chosen career and to apply them faithfully. Causes related to societal evil include the political and economic contexts in which modern technology operates that contribute to engineering disasters. While some of these issues are dealt with in the context of engineering ethics, often they are better dealt with in liberal arts courses which intentionally raise the consciousness of students to their importance. Societal issues should also be brought into engineering technical courses as frames for design work. Causes related to human finitude include the limitations of our predictive models and the characteristics of modern technology that make catastrophic failures more likely. Engineering disasters cannot be avoided solely by training engineers to be more ethically responsible. Engineering instructors and students need to be aware that the nature of the technological systems in North American society and the means by which these systems are designed and controlled all contribute to the catastrophic potential for technological failures. 1. Introduction On August 1, 2007, evening rush hour traffic in Minneapolis was bumper-to-bumper on the I- 35W bridge over the Mississippi River. Shortly after 6:00 pm, a 500 foot long span suddenly collapsed, sending cars and debris into the river over 100 feet below. Thirteen people were killed 1

Failure is a central notion both in ethics of engineering and in engineering practice. Engineers devote considerable resources to assure their products will not fail and considerable progress has been made in the development of tools and methods for understanding and avoiding failure. Engineering ethics, on the other hand, is concerned with the moral and social aspects related to the causes and consequences of technological failures. But what is meant by failure, and what does it mean that a failure has occurred? The subject of this paper is how engineers use and define this notion. Although a traditional definition of failure can be identified that is shared by a large part of the engineering community, the literature shows that engineers are willing to consider as failures also events and circumstance that are at odds with this traditional definition. These cases violate one or more of three assumptions made by the traditional approach to failure. An alternative approach, inspired by the notion of product life cycle, is proposed which dispenses with these assumptions. Besides being able to address the traditional cases of failure, it can deal successfully with the problematic cases. The adoption of a life cycle perspective allows the introduction of a clearer notion of failure and allows a classification of failure phenomena that takes into account the roles of stakeholders involved in the various stages of a product life cycle.

The purpose of this paper is to further investigate engineering ethics and its gap within accident analysis models. In this paper, at first, the role of human factors in the occurrence of accidents is presented. Then engineering ethics as an element of human factors is proposed. It is suggested that engineering ethics can provide engineers with the necessary guidelines to avoid possible accidents arising from their decisions and actions. In addition, the Challenger and Columbia space shuttle case studies that demonstrate the role of engineering ethics in the prevention and occurrence of accidents are discussed. Then sequential, epidemiological, and systemic accident analysis models are briefly investigated and negligence of engineering ethics as a gap in the accident analysis models is described. At the end, we suggest that by implementing engineering ethics as a controller within the system boundary in systemic accident models we may be able to identify and prevent the ethical causes of accidents.

… engineering failure in the USA, the Hyatt Kansas walkway collapse, with 114 dead, occurred in 1981. It was a design failure… engineer gave approval. Regardless of actual responsibility, …

… Engineering Division aiming to promote failure literacy of professionals and students in the architecture, engineering, … a collection of failure case studies of ethics, including design flaws …

… When developing safety-critical systems, it is even more critical to consider the ethical questions … Intellectual Virtues [1] in discussing ethics in the context of safety-critical systems. …

With the advancement of autonomous systems, humans will be operating within close proximity to autonomous machines, which introduces safety considerations that extend beyond physical risks and harms. For human-machine teaming (HMT) operations, humans do not always play a hierarchical role, with autonomous systems often occupying the role of a teammate rather than a tool. The implementation of autonomous systems as teammates changes the safety landscape and has implications for ethics discussions around autonomous systems. The concept of safety for autonomous systems now encompasses additional considerations, including ethics. This paper advances the ethics discussions on autonomous systems by moving it from a view where humans function merely as onlookers in autonomous systems operations, to a view where the ethical considerations concern the nexus between humans and autonomous systems, captured in HMT with autonomous systems. How these considerations are captured in different safety management processes, such as risk assessments, remains an open question. This paper presents three key ethical principles for HMT; responsibility, traceability and trust, and provides considerations for capturing these principles in a risk assessment.

… To justify this ethical obligation, the first section discusses the relation between danger and … In the third section, the term safety is explicated as a comparative concept by means of the …

Situated in critiques of the “moral muteness” of technical rationality, we examine concepts of ethics and the avoidance of ethical language among Australian gas pipeline engineers. We identify the domains in which they saw ethics as operating, including public safety, environmental protection, sustainability, commercial probity, and modern slavery. Particularly with respect to ethical matters that bear on public safety, in the course of design and operational activities, engineers principally advocated for action using technical language, avoiding reference to potential consequences such as death or destruction of property. Within their organizations, they saw themselves as occupying a technical “line of defense”. We argue that this focus on technical language is action-oriented. Ethics tells practitioners of unacceptable outcomes, but it does not guide them in what they need to do to avoid that outcome in practice. We observed some cases where engineers had not made the connection between their role and ethics in the sense of public safety. We argue that muteness on ethical matters can obscure the nature of the risk where technical advice is being taken on by non-technical actors, and where technical actors themselves do not have a clear sense of their public safety obligations.

… of innovations conforming to ethical principles, with a focus on ensuring safety, privacy, and … focuses on combining software, electrical, mechanical, and electronic engineering. This …

… mechanical device in order to have some reasonable attempt to demonstrate the strengths of the Design Process Methodology to a mechanical system… electro-mechanical system that …

… discusses ethical issues in the related fields of mechanical and … to design, analyze, and construct mechanical systems. … We argue that ethics education must engage mechanical and …

A designer is anybody who designs, where ‘to design’ - from Latin designare - means ‘to mark out’. Those who design professionally are professional designers, i. e. who „see and seek value in new designs“. Seeing an seeking might be done in two ways: narrower or broader. According to the approach characteristic for design-methodological reductionism those things which are designed are considered the designed objects. In this approach the designer’s task is limited to narrowly understood artifacts like buildings, bridges, machines, devices etc. The relation between a designed object and the reminder of the world is of a secondary consideration or ignored even. The postponed consequences are of physical, social, psychological, and economical nature. Systemic design methodology is different. It describes that ‘what is designed’ in terms of an object of design, a system (a whole) separated from the ‘rest of the world’ to an extent that can minimise a negative ‘immunological effect’. The object of design is a spectem is used. An independently developed programming language entitled NQC (Not Quite C) is used to program the robots. The students are initially given three lectures dealing with robotics in general, methods of locomotion and state based programming principles. Small workshops and discussions about ways of tackling the assigned problem followed these lectures. The work of Rechtin is shown wherein the methodology of “architecting” combines heuristics, hierarchies and intuition to reach design solution spaces. The students are then allowed to form teams whereby they must include members from each faculty. The students are also responsible for forming committees to collectively make decisions about the competitions. The committees decide general attributes of the robots such as size (Constructors Committee) as well as the rules for the competition (Race Committee). The Communication Committee was entrusted to develop a communication protocol (using Infrared transmitters) and the Code Committee decided whuse. Once producing and teaching good science is the main tasks of scholars, those among the scholars who are involved in design science are responsible not only for producing good design science but also for educating designers as reflective practitioners conscious of what every designer should know about objects of design and ethics related to the profession.

… adopted, the technical design, the selection of contractor, construction activities, revisions, acceptance and operation. In each of these decision modes, responsibility has to be accepted …

… of all responsibility, for example, responsibility for flaws in design or … , responsibility for uses for which the technology was designed. All it can deprive engineers of is responsibility for …

This chapter presents a range of viewpoints on the social responsibilities of the engineering profession. These social responsibilities of the engineering profession are in many ways synonymous with macroethics. Analysis of the engineering codes of ethics and educational requirements are used to support these arguments, and are compared with the perceptions of engineering students and working engineers. The social responsibilities of engineers include human safety and environmental protection in engineering designs. But it may extend further to include pro bono work and considerations of social justice issues. Research has found that perceptions of the professional social responsibilities of engineers vary across different countries/cultures, engineering disciplines (e.g., mechanical versus environmental engineers) and by gender. The impact of engineering education and broader college experiences on evolving notions of professional social responsibility will be described, in particular community engagement. Concerns about decreasing commitment to socially responsible engineering among college students, a so-called "culture of disengagement" will be presented, as well of the interaction of students' social goals for engineering and leaving engineering studies.

… professional's approval pertains to the integrity of design. … design or to transfer this liability to the constructor, fabricators, or manufacturers do not transfer the professional's responsibility …

The "due care" clause of the principle designates things as apprising oneself of the harm that may result from one's actions, taking precautions to avoid such harm, and being ready and willing to make sacrifices in order to reduce the likelihood of harm. There are a number of mechanisms of support for engineers which society may provide. These include effective government regulation, legal remedies, and the activities of professional organizations willing to take strong measures, such as censure, boycott, and strike. The proper response to all this is to point out that discretionary power is not the only form of control. The harm that results from a dangerous product comes about not only through the decision to employ the design, but through the formulation and submission of the design in the first place. Harm could not come about if the engineers had refused to submit the design when they had good reason to believe that it was dangerous.

While engineering ethics usually addresses the responsibility of engineers in rare cases of whistle blowing, the authors broach the question to what extent engineers can be held …

研究聚焦于新时代背景下大学生工程伦理培养方法的探索与实践，致力于通过教学改革提升学生的伦理素养与专业能力。研究发现，当前工程伦理教育在理论与实践结合、课程体系创新以及师资队伍建设等方面仍存在不足。为此，提出了一系列创新措施。将工程伦理教育深度融入课程思政，使其成为专业课程教学的有机组成部分，强化伦理教育的系统性。同时，引入问题导向学习模式，通过案例分析、小组讨论和翻转课堂等方式，增强学生的实践能力和伦理决策能力。优化考核评价体系，结合过程性评价与终结性评价，全面衡量学生的学习效果。此外，强调了构建工程伦理教育保障体系的重要性，明确教学目标、丰富教学内容、采用多元化的教学方法。通过这些改革举措，预期能够显著提升学生的伦理素养与专业能力，为培养具有社会责任感和伦理意识的卓越工程人才提供坚实支撑。

以“新工科”建设为契机，在国家工程教育专业认证体系实现国际实质等效的大背景下，硕士研究生培养应面向特定职业领域，其工程伦理教育显得尤为重要。通过国内外工程伦理教育发展历程、教育特征、教学手段、内容创新方面的比较分析后，以中国农业大学为例，围绕课程内容优化、案例库建设、混合教学改革和师资队伍建设等方面开展了工程伦理教育方法和途径的探究，提出了“大工程伦理教育”理念下的课程全面嵌入、产教平台搭建、专业师资提升、教学资源丰富和本土教育方法改革等思路和建议。

案例是工程伦理教育教学的重要载体，开发优质本土教学案例是推动工程伦理教育内涵式发展的关键任务。红旗渠工程作为新中国水利史上的里程碑，其伦理价值亟待系统阐释：通过解构工程的利益伦理和责任伦理，揭示红旗渠工程案例在促进个体全面发展、实现社会正义、协调人水关系方面的伦理智慧。研究表明：红旗渠工程案例依托“党的领导—技术支撑—群众创造”的协同决策机制，凭借“生存伦理优先”的价值排序重构了水利工程决策伦理范式，构建了政治担保、技术具身与代际延展的三维责任伦理体系，而垂直、平行双向度协调机制则为破解工程利益伦理困境提供了中国方案。该案例为工程伦理课程思政改革提供了本土化范本，对激发学生“工程报国”使命感、培育兼具家国情怀与全球视野的新工科人才具有重要启示。

本论文探讨了机械原理课程教学改革的路径，着重分析了如何将课程思政和党性修养融入教学过程中，以培养学生的专业能力和社会责任感。通过深入剖析当前机械原理教学中存在的问题，提出了以更新教学内容、创新教学方法、强化实践环节为核心的改革措施。改革不仅关注学生在学术能力上的提升，更通过融入社会主义核心价值观、工程伦理和党性修养，培养学生的爱国情怀、集体主义精神和创新意识。研究表明，课程思政和党性修养的有效融合能够增强学生的责任担当，提升其综合素质，为培养德智体美劳全面发展的工程技术人才提供了新的思路与实践经验。

工程是一种独立的社会活动,这是工程伦理学存在的现实基础和学理前提。由于对“工程”的性质、对象和范围存在“广”“狭”两种不同理解,从而也就在工程伦理学的学科定位和学科发展方向上出现了两种理解和两种发展进路。中国学者在进行工程伦理学研究时,不但必须重视“狭义工程伦理学”进路的研究,而且应该更加重视“广义工程伦理学”进路的研究。在研究和分析工程伦理时,必须把伦理分析和其他纬度的分析结合起来,不但应该注意不同纬度之间的相互渗透问题,而且应该注意不同纬度之间的矛盾、冲突、排序和协调问题。

文章针对机械工程专业生产实习环节进行课程思政教学探索与实践。首先，指出了目前生产实习环节所存在的问题；同时，结合生产实习专业知识培养目标，进行了以学生为中心的思政元素挖掘；接着介绍了包含爱国主义和民族自信、责任担当和专业报国、职业素养和爱岗敬业以及大国工匠和求真务实等元素的课程思政框架的实施过程；最后提出了依靠“双师制”“带着问题去实习”和全过程德育考核等教学举措保障生产实习环节思政教育的实施。

工程伦理规范无法在根本上触及人类在工程-人-自然-社会存在中行动和生活的终极目的。在现实的工程实践中,具体情境对规范、原则的制约,往往表现为行为者在实践过程中经由反思、认识后的调整和变通。行为者主动践履“应当”责任要求的本质行为或“能力”展现为个体行为者工程实践与个人生活绵延统一的美德,即为工程生活的实践智慧。实践智慧表现为行为者人是目的、服务意识、和谐安居和可持续发展的工程伦理卓越价值观,在工程实践中其内容具体展开为功利价值与道义价值的统一、工具理性与价值理性共融、人际伦理与生态伦理并重和行业规范与个人美德结合。

工程共同体的各个组成部分应该承担环境伦理责任。投资者应该对工程组织共同体如企业的环境保护负领导责任。工程组织共同体如企业应该承担起对自然、对市场、对公众的生态责任,从“淡绿”走向“深绿”。工程师应该负有特别的责任,从“对雇主不加批评的忠诚”走向“批评的忠诚”。工程职业共同体如工程师协会应该负有对工程师进行环境伦理教育以及制定相应的工程师环境伦理规范的责任。工程管理者应该承担起对工程活动进行环境管理的责任,由初学者转变为关心的公民,再转变为实用主义者,最后成为赞成行动主义者。工人应该承担避免因操作失误而引发环境灾难的责任。

伦理是工业设计不可分割的重要价值维度。在分析工业设计伦理的本质时,我们需要关注和研究作为关系属性的“设计善”以及作为生成性关系的设计价值和多变共生的价值主体。工业设计应该体现技术伦理、社会伦理、生态伦理和利益伦理的内在要求。技术伦理关注产品中的技术选择和技术的人性化实现;社会伦理关注的是设计促进人际关系和谐;生态伦理关注设计支持可持续生产和消费;利益伦理关注产业链各主体间的多利益协调与公平。工业设计伦理的价值边界是工业设计道德合理性存在的边界。

算法决策是设计主体有意识、有目的的创造性行为。工程设计人员通过算法模型构建人工道德主体的设计路径存在着“知”“情”“意”三重伦理困境,其产品应用会引发哲学上的主体性问题,即算法及其设计主体、用户在不同时空背景下形成的决策行为引发主体责任分担的难题。在设计哲学看来,单纯以从自我出发与从他者出发为依据的设计思想,都不能很好地化解算法决策引发的主体性问题。列维纳斯的他者性伦理思想避免了设计者 and 用户的对象性关系,但绝对的他者性容易导致设计主体的自我迷失,从而降低设计主体的创新意识。经过批判的温和的他者性思想有助于解决创新责任与社会责任的对立问题,从而在一定程度上解决算法决策中的主体性问题,并将主体性增强明晰为算法决策中的设计者责任。

“机器伦理”是当前道德哲学与人工智能领域交叉的研究方向,主要研究如何在智能机器中嵌入符合伦理原则的程序,使其能在面对道德困境时做出正确的判断和选择。机器伦理思想的发展具有内在机制,一方面是由于道德行为对象发生了由“人”到“非人”的转变,另一方面以机器为中介的人与人之间的道德关系由直接关系变为间接关系。机器伦理思想促进了技术设计伦理由隐性向显性的变化,引导技术产品“负责任”地为人类服务。同时,机器伦理思想存在着将道德行为数字化、道德行为主体模糊化以及信任机制不明确等局限性。

基因编辑技术为人类疾病的科学研究和预防治疗带来了质的飞跃,同时也引发了一系列复杂的伦理问题,需要及时加以反思。从机体哲学角度看,基因编辑技术的不恰当应用,可能给生命机体个体带来未知风险,侵犯其自然生存的权益,也给人类的基因库带来潜在危害。作为社会机体的成员,经过不恰当基因修饰的个人或群体会带来先天劣势和优势的差别,引发社会利益关系的重新调整,冲击公平正义的社会秩序。不恰当的基因编辑也可能带来人类精神机能的变异,造成自我认同、人格同一性和认知能力方面的障碍,影响精神机体的健康。从机体哲学的视域对基因编辑技术进行的伦理反思,能够不断拓宽视域,发现各类机体之间更丰富的内在联系和外部影响,提高认识的深度、广度和成效,使得基因编辑技术在伦理规约的合理范围内得到恰当的利用。对基因编辑技术进行伦理反思的基本原则包括“整体性”原则、“顺应自然”原则和“大开”原则。

从机体哲学出发看待新兴人类增强技术,应强调各类机体之间的整体和谐,避免在应用新兴人类增强技术时将“人”简单看成“物”,只看局部生理指标变化而忽视人的整体性、有机性、社会性。新兴人类增强技术作用方式的改变逐渐呈现出新的特征,在人与人、今人与后代、个人与社会之间关系方面引发了一系列伦理风险,具体表现为局部嵌入对人的完整性的冲击、自然进化与主动进化的冲突、增强优势对公平正义的挑战。从机体哲学视角出发选择新兴人类增强技术的伦理治理路径,需要运用机体分析的方法,协调相关价值要素的关系,维护人的整体性、有机性、社会性,保证技术的向善发展。

人工智能融入体育成为新时代社会发展的新趋势，技术与身体成为体育伦理的行为主体，判断其是否具有伦理价值，将成为新时代体育发展的重要标准。认为：人工智能与体育的伦理问题是技术与人的关系或科技进步与人的发展问题，亦可延伸为人的身体与技术的伦理关系；人工智能融入体育实质上是技术促进身体伦理价值实现的过程，即技术伦理与身体伦理的完美融合，勾勒了技术与身体的伦理生成逻辑——以身体为伦理基础，以生命为伦理目标，以道德为伦理标尺。人工智能融入体育尚存在伦理主体越位、伦理价值偏颇、伦理危机加剧、伦理边界混沌的伦理困境。从身体主体性、人文主义取向、伦理规约、技术有限的角度提出人工智能融入体育的伦理原则、内容、标准与边界，规范与指导新时代人工智能技术在体育中的推广与应用。

盾构机是隧道施工的主要施工机械，在保证工程质量和安全性方面发挥着重要作用，盾构机结构复杂，系统化程度较高，工作环境较差，一旦发生故障，会表现出突然性强以及处理困难的特点，这就给对设备进行维护保养带来了极大的挑战。针对盾构机施工设备的主要组成以及特点，首先对盾构机维修保养的基本原则与类型进行了介绍，然后详细论述了对刀盘刀具系统、液压系统、电气控制系统、推进拼装系统等核心部件进行维修的工作重点，最后就如何做好盾构机的维修保养管理提出了一系列措施，包括健全管理制度、做好状态监控与预报警、加强员工教育培训以及储备备品等方面内容。

轧线主传动系统是钢铁生产设备的关键部分，它的运转状况直接关系到生产率、产品的质量和设备使用寿命的问题。随着钢铁产业朝着高效、高精度、高度自动化的方向前进发展，传统的经验式的管理方式已经不能适应对于安全、平稳的运行需求了。本论文针对轧线主传动系统结构特点与运行特性进行分析研究了电气故障方面的问题、机械故障问题以及润滑与冷却故障等常见的故障类型并探究其产生原因，指出了电气控制系统失灵，机械部件的磨损，润滑不良和多种不利因素共同作用等都是引起系统不稳定的因素，在此基础上总结出了从设计改进，运维管理，智能预警等方面制定预防措施，为保证系统的稳定运行提供了理论依据和实践经验，同时也可为钢铁生产的智能化发展提供了技术支持。

断路器机械部件传动、撞击产生的振动信号具有混沌特性，运用常规的信号处理方法很难分析其特性。首先采用互信息法和Cao算法将振动信号重构至高维空间后，计算其排列熵作为特征向量，输入支持向量机对断路器机械故障类型进行诊断，最后用粒子群算法（PSO）改进的万有引力搜索算法（GSA）混合算法优化支持向量机参数，利用断路器实测振动信号进行验证。结果表明：相空间重构与排列熵结合能够准确提取断路器振动信号的特征，采用PSO-GSA改进的支持向量机能快速有效分辨断路器故障类型，解决了现有诊断方法的路径扭曲、能量泄露和模态混叠等问题。

为研究高压断路器诊断与评估方法中特征数据可靠性和故障特征数据变化规律问题，针对断路器触头行程、操作机构电流和机械振动信号搭建数据采集平台，提出3种信号的数据特征值提取方法，在断路器同一状态不同时间下，研究各信号特征数据稳定性；在断路器操作机构控制回路电阻增大、分闸弹簧单根脱落和操作及传动机构卡涩3种不同状态下，研究3种信号的特征数据的变化规律。研究证明搭建的断路器数据采集系统的可靠性和数据特征提取方法可行，并得出了断路器机械特性不同状态下各信号特征值的变化规律，为断路器状态评估与诊断方法提供数据支持。

目的 探讨分析导致血透机及附件故障的原因,提出相应的防范措施。 方法 通过回顾性分析2017年1月-2018年6月我院血液净化中心治疗过程中发生的34例血透机及附件故障,总结故障的原因。 结果 通过分析主要因素为:血透机故障、水电故障、透析管路故障、设备使用不规范。血液净化中心成员从故障中吸取教训,总结经验,工程师加强了设备的预防性维护和质量控制,加强对水电的监控,护理人员加强了对管路质量控制和设备原理及规范使用的学习。 结论 血透机及附件故障的研究,提升了护士和工程师的专业水平,更有针对性的解决和预防故障,提升了血液透析质量。

变速工况下的机械故障诊断逐渐成为旋转机械监控领域的一个热门课题，在变转速下故障更容易发生且伴随更大的噪声，而相应的降噪问题目前却没有可靠的解决方法。因此提出一种基于分数阶傅里叶变换（FrFT）滤波和最小均方算法（LMS）降噪的故障诊断方法，对变转速工况下轴承振动信号进行降噪，进而提取非平稳故障特征。首先，同时获得滚动轴承振动加速度信号和转速信号；然后对Hilbert解调后的振动信号进行峰值搜索FrFT，按照搜索得到的最佳阶次和分数阶域聚集位置进行FrFT滤波；再将FrFT滤波得到的信号作为参考信号，原包络信号作为输入信号，进行LMS自适应降噪；最后对降噪后的信号按照转速重采样进行阶次分析，将包络阶次谱中的突出特征与故障特征阶次对比，判断故障。该方法可成功应用于变转速工况下滚动轴承的试验数据处理，证明了方法的有效性。

… engineering ethics is by using cases—not just the disaster cases that make the news, but the kinds of cases … the controversial case to noncontroversial cases, ie to the cases where there …