Royal Academy of Engineering (UK) (RAEng)

18 Oct Thinking like an engineer – Implications for the education system full report

Posted at 10:42h in - Classification of publications - All, - Classification of themes - All, Academic report, by a Commission or a Working Group, Demography, Education, Training, Employment, Royal Academy of Engineering (UK) (RAEng) by administrateur 0 Comments
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Royal Academy of Engineering (UK) (RAEng)
2014
This report, commissioned by the Royal Academy of Engineering, offers fresh insights into the ways engineers think. It goes on to suggest ways in which the education system might be redesigned to develop engineers more effectively.
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18 Oct Thinking like an engineer – implications for the education system summary report

Posted at 10:41h in - Classification of publications - All, - Classification of themes - All, Academic report, by a Commission or a Working Group, Demography, Education, Training, Employment, Royal Academy of Engineering (UK) (RAEng) by administrateur 0 Comments
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Royal Academy of Engineering (UK) (RAEng)
2014
This report offers fresh insights into the ways engineers think. It suggests ways in which the education system might be redesigned to develop engineers more effectively and makes suggestions as to how the wider public might become engaged with these issues.
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18 Oct Synthetic Biology: scope, applications and implications

Posted at 09:36h in - Classification of publications - All, - Classification of themes - All, Academic report, by a Commission or a Working Group, Biotechnologies, Royal Academy of Engineering (UK) (RAEng) by administrateur 0 Comments
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Royal Academy of Engineering (UK) (RAEng)
2009
This report aims to define the term ‘synthetic biology’, review the state of the field and consider potential future developments and their likely technological, economic and societal impact. It also attempts to assess the requirements for the development of the field and to identify key policy issues.  The report makes the following three recommendations:  1. The Government needs to develop a national strategy for synthetic biology in the UK.  2. Investment in training and research infrastructure is required.  This should focus on funding new centres for synthetic biology which would carry out both teaching and research. 3. Synthetic biology research needs to be conducted in collaboration with social scientists and philosophers in order to raise awareness of the ethical and societal issues.
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18 Oct Synthetic Biology: public dialogue on synthetic biology

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Royal Academy of Engineering (UK) (RAEng)
2009
This report presents the findings of an exploratory public dialogue project, commissioned by the Royal Academy of Engineering and conducted by People Science and Policy Ltd (PSP) to explore uninformed and informed perceptions of and attitudes to synthetic biology in the UK. This study was carried out to complement the Academy’s inquiry into synthetic biology, published in May 2009 (www.raeng.org.uk/synbio) which recommended that: “an active and ongoing public engagement programme must be established which creates platforms for various stakeholders and publics to share their views on both the potential benefits of synthetic biology and their concerns as the technology develops”.  This report gives an early and preliminary insight into public perceptions and reactions to synthetic biology and reveals some issues and themes worthy of further exploration. The findings also provide a baseline measure of awareness in the UK which will be useful for comparing changes over time.
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18 Oct Biomedical engineering careers series practical engineering at the front line of the health service

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Royal Academy of Engineering (UK) (RAEng)
2012
Fellow students from his four-year MEng undergraduate course in biomedical engineering at Imperial College London are now in a very wide range of jobs, he says.
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18 Oct Establishing high-level evidence for the safety and efficacy of medical devices and systems

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Royal Academy of Engineering (UK) (RAEng)
2013
A summary of a roundtable forum held on 16 January 2013 hosted by the Royal Academy of Engineering and The Academy of Medical Sciences.
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18 Oct Generating the Future: UK energy systems fit for 2050

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Royal Academy of Engineering (UK) (RAEng)
2010
This report, produced by a working group of Fellows of The Royal Academy of Engineering, considers possible energy scenarios that could meet the 2050 emissions reduction target. Four scenarios are explored. They describe the whole energy system in broad brush strokes and are illustrative rather than prescriptive, identifying the principal components of the system and contributing towards a better systems level understanding of the most salient issues.  The report concludes that turning the theoretical emissions reduction targets into reality will require the biggest peacetime programme of change ever seen in the UK.  While the market will be the vehicle for technological and business solutions, the combined challenges of climate change, security of supply and affordability call for a more directed approach from government.
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18 Oct Nuclear Lessons Learned

Posted at 07:46h in - Classification of themes - All, Co-studies, Energy and Climate Change, Royal Academy of Engineering (UK) (RAEng) by administrateur 0 Comments
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Royal Academy of Engineering (UK) (RAEng)
2010
This report constitutes the first phase of a larger project that will investigate the lessons to be learned from recent and current nuclear build projects that are relevant to new power station projects in the UK. In this context, the current report represents the academic summary of literature and information available to date.  This review identifies the following lessons: 1. Follow-on replica stations are cheaper than first-of-a-kind. 2. The design must be mature and licensing issues resolved prior to start of construction. 3. Establish a highly-qualified team to develop the design, secure the safety case, plan the procurement and build schedule in detail in collaboration with main contractors. 4. Ensure that sub-contractors are of high quality and experienced in nuclear construction or are taught the necessary special skills and requirements for quality, traceability and documentation. 5. Establish and maintain good communications with the community local to the site.
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