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1
Asbury, Donald James. "Integrating science and technology." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/asbury/AsburyD0812.pdf.
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Science plays an important role in students' education, even when time is limited by restrictions from other subject areas such as reading and mathematics. In this study, students' computer classes were integrated with a current and relevant science topic (alternative energy resources) to gauge 1) whether students were able to better understand the content presented and 2) how their attitudes towards science were affected by the science instruction. Students completed nine lessons that focused on the use, benefits, and drawbacks of two types of alternative energy: wind energy and algae biofuel. Each lesson was integrated with technology-based activities to enhance student understanding. Student interviews, unit pretests and posttests, journals entries, and attitude surveys were used to monitor student learning and progress throughout the project. The data collection indicated that students came into the project with little science background knowledge and an average interest in science. As the study progressed, students developed a deeper understanding of alternative energy resources. Student attitudes towards the science learning process improved a small amount as well. At the conclusion of the study, all of the students had increased scores on the content tests and most students had small increases on the attitude measures.
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Samusenko, Ihor, and Kseniia Kuhai. "Science and technology development." Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/15979.
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The work deals with the issue of science and technology development. The main purpose of science and technology is to free a person from performing physically difficult or routine work in order to improve the efficiency and productivity of work, the rational use of natural resources, as well as reducing chance of human error when performing complex operations.
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Cheung, Chi-wai. "Museum of Chinese Science and Technology." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951609.
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Thesis (M. Arch.)--University of Hong Kong, 1996.<br>Includes special report study entitled: Relationship between man and nature in Chinese traditional architecture. Includes bibliographical references.
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Horrocks, Sally Margaret. "Consuming science : science, technology and food in Britain, 1870-1939." Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492324.
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Drawing on material from economic, business and social history as well as history of science and technology, this study considers the relationship between science, technology and daily life by looking at food in Britain between 1870 and 1939. Food offers an interesting case study for a variety of reasons, not least its centrality to daily life. Neither the food industry itself, nor the scientific investigation of food has been studied in much detail, ensuring that this study covers new ground in both economic history and the history of science and technology. It stresses the need to draw on a variety of approaches which have been developed by historians working on a diverse range of problems in order to establish a more comprehensive understanding of the ways in which science and technology have changed daily life. This includes incorporating the insights gained from studies of British industrial research, and research in industrial laboratories more generally, with work on the relationships between science, technology and society, and with discussions of the activities of scientists and engineers themselves. While each of these different bodies of literature offers important insights which can be used in the study of science, technology and daily life, none of them seeks to address this area directly. The literature on British food history, which concentrates on dietary change is discussed and explanations for these changes analysed. Such explanations, it emerges, are rarely comprehensive, and several possible agents of change seem to have received little attention in the literature. Among these are the development of the food manufacturing industry, which produced many of the convenience foods which became a standard part of the British diet after 1870, and the role of science and scientists. This is surprising given the rapid growth of the food manufacturing industry from the mid-19th century, and the tendency of firms to employ scientists to assist in production operations. The examination of the growth and development of the food industry and the large firms which came to dominate it reveals the striking degree of similarity in their business strategies as they grew from small family owned operations to businesses employing thousands of people. The increasing use of scientists by these firms can be attributed to their need to gain control over as many aspects of their operations as possible, and the prompting of legislation, which meant that lack of attention could lead to prosecution. In the years up to 1939 most of the large food firms began to employ their own scientists, and their activities within the firm, as well as the services offered by outside consultants are given detail consideration. The foundation, growth and development of the Chemists' department at the firm of Cadburys is examined closely in an effort to explore the full range of functions of industrial scientists and their role within the firm. This includes consideration not just of research and development, but of routine work as well, and attention to the effects of the activities of scientists on other workers within the firm, and on its advertising strategy. Scientific research on food which eventually had an impact on the national diet was also funded by the government, and here the focus is on those organisations which undertook research which was aimed at that part of the food chain between primary producer and consumer. This is placed in the context of government funded food research in general, which also included agricultural and medical research. The main focus is on the Food Investigation Board of the Department of Scientific and Industrial Research, and the food research associations which were also under the auspices of the same body. Government funded food research of this type was much smaller in scale than that undertaken by industry itself, and involved a very different scientific approach. This study ends by considering the scientists themselves and explores the nature of the different groups which made up the British food science community, and how they interacted. It reveals the very divided nature of the British science community, and the importance of including industrial scientists in any examination of the social structure of British science during this period. At the same time it shows how these different groups were able to meet and share information, a process which benefitted industrial scientists in particular, and ensured that new scientific findings were incorporated into commercial practice.
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Tesinsky, Milan. "Science and Technology for Americium Transmutation." Doctoral thesis, KTH, Reaktorfysik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-100186.
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Americium could be seen as the most troublesome element that is presentin nuclear fuel. This thesis offers different points of view on the possibility ofamericium transmutation. The first point of view elaborates simulations ofamericium-bearing facilities, namely nuclear data, a popular computationalcode and modeling techniques. The second point of view is focused on practicalusage of the simulations to examine upper limit of americium in a specificreactor.<br>Americium är ett av det mest besvärande elementen i använt kärnbränsle.Denna avhandling behandlar olika aspekter av möjligheten att transmuteraamericium i snabba reaktorsystem. I den första varianten utarbetas simuleringaroch beräkningsmodeller för neutrondatamätningar av betydelse föracceleratordrivna system avsedda att transmutera americium. I den senareundersöks mer praktiska tillämpningar, i synnerhet beräknas gränser för hurmycket americium som kan laddas i bränslet för kritiska bykylda reaktorer.<br>QC 20120806
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Cheney, David W. "Information technology, science, and public policy." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2959.
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Thesis (Ph. D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 17, 2008). Thesis director: Don E. Kash Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Vita: p. 330. Includes bibliographical references (p. 289-329). Also available in print.
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Cheung, Chi-wai, and 張志偉. "Museum of Chinese Science and Technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982712.
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Forje, J. W. "Science and technology policy in Cameroon." Thesis, University of Salford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356195.
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Marchenko, T. "Tianjin University of science and technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65671.
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I have been studying Economics of Enterprise for 4 years. It fascinates me from year to year more and more. And now I am the student of two universities: Sumy State University and Tianjin University of Science and Technology (TUST) (Tianjin, China). I have never been to China before so I have known nothing about this country. My first impression was good both about the country and about people with their traditions and customs.
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Du, Plessis Pierre. "Tracking knowledge : science, tracking and technology." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14263.
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Includes bibliographical references (leaves 76-79).<br>Knowledges are not distinct entities. They cannot be held in isolation as if bounded, discrete, or systematic. They are far too dynamic and complex to be thought of in this way. 'Scientific' and 'Indigenous' knowledge, however, are often discussed polemically and held in dialogical tension against one another. They are part of a set of dualisms that work under certain universal assumptions critical to Western epistemology. These dualisms include modernity/tradition; nature/culture; and subject/object. This study examines the multiple perspectives, including both scientists and local trackers, involved in the Western Kgalagadi Conservation Corridor Project (WKCC) in an attempt to resolve some of these dualisms. It focuses on the dimensions of tracking animals and data collection with a GPS technology known as 'Cybertracker'. Involving both scientists and people from the Kalahari with knowledge of tracking animals, the dynamics of knowledge production and the movement of knowledge are explored. Their work together demonstrates ways that movement and embodiment are central to the production of knowledge. Knowledge production and the relationship between diverse knowledges and approaches in the WKCC project are investigated without reducing them to the same epistemological foundation or holding them in dualistic opposition. Knowledges become part of networks and engage with one another through their movement, embodiment, and interaction with various non-human subject-objects. The use of the Cybertracker databasing technology shows that an engagement of multiple perspectives, the significance of movement, performance, historical connections, and subject-object relations in a variety of contexts are key to understanding the production of knowledge. The movement, agency, and relatedness demonstrated in various 'knowledge objects', including data, shows that the complexities involve a continual exchange of influence in which knowledges are always changing. The presence of diverse knowledges, expressed in both their relatedness and their tensions, are evident in their very movement in these networks as actors and the interwoven trails they leave behind. In the process, the boundaries between the dualisms become blurred, if not irrelevant.
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Antalffy, Nikó. "Antimonies of science studies towards a critical theory of science and technology /." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.
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Pujol, Priego Laia. "At the crossroads of big science, open science, and technology transfer." Doctoral thesis, Universitat Ramon Llull, 2020. http://hdl.handle.net/10803/669220.
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Les grans infraestructures científiques s’enfronten a demandes creixents de responsabilitat pública, no només per la seva contribució al descobriment científic, sinó també per la seva capacitat de generar valor econòmic secundari. Per construir i operar les seves infraestructures sofisticades, sovint generen tecnologies frontereres dissenyant i construint solucions tècniques per a problemes d’enginyeria complexos i sense precedents. En paral·lel, la dècada anterior ha presenciat la ràpida irrupció de canvis tecnològics que han afectat la manera com es fa i es comparteix la ciència, cosa que ha comportat l’emergència del concepte d’Open Science (OS). Els governs avancen ràpidament vers aquest paradigma de OS i demanen a les grans infraestructures científiques que "obrin" els seus processos científics. No obstant, aquestes dues forces s'oposen, ja que la comercialització de tecnologies i resultats científics requereixen normalment d’inversions financeres importants i les empreses només estan disposades a assumir aquest cost si poden protegir la innovació de la imitació o de la competència deslleial. Aquesta tesi doctoral té com a objectiu comprendre com les noves aplicacions de les TIC afecten els resultats de la recerca i la transferència de tecnologia resultant en el context de les grans infraestructures científiques. La tesis pretén descobrir les tensions entre aquests dos vectors normatius, així com identificar els mecanismes que s’utilitzen per superar-les. La tesis es compon de quatre estudis: 1) Un estudi que aplica un mètode de recerca mixt que combina dades de dues enquestes d’escala global realitzades online (2016, 2018), amb dos cas d’estudi de dues comunitats científiques en física d’alta energia i biologia molecular que avaluen els factors explicatius darrere les pràctiques de compartir dades per part dels científics; 2) Un estudi de cas d’Open Targets, una infraestructura d’informació basada en dades considerades bens comuns, on el Laboratori Europeu de Biologia Molecular-EBI i empreses farmacèutiques col·laboren i comparteixen dades científiques i eines tecnològiques per accelerar el descobriment de medicaments; 3) Un estudi d’un conjunt de dades únic de 170 projectes finançats en el marc d’ATTRACT (un nou instrument de la Comissió Europea liderat per les grans infraestructures científiques europees) que té com a objectiu comprendre la naturalesa del procés de serendipitat que hi ha darrere de la transició de tecnologies de grans infraestructures científiques a aplicacions comercials abans no anticipades. ; i 4) un cas d’estudi sobre la tecnologia White Rabbit, un hardware sofisticat de codi obert desenvolupat al Consell Europeu per a la Recerca Nuclear (CERN) en col·laboració amb un extens ecosistema d’empreses.<br>Las grandes infraestructuras científicas se enfrentan a crecientes demandas de responsabilidad pública, no solo por su contribución al descubrimiento científico sino también por su capacidad de generar valor económico para la sociedad. Para construir y operar sus sofisticadas infraestructuras, a menudo generan tecnologías de vanguardia al diseñar y construir soluciones técnicas para problemas de ingeniería complejos y sin precedentes. Paralelamente, la década anterior ha visto la irrupción de rápidos cambios tecnológicos que afectan la forma en que se genera y comparte la ciencia, lo que ha llevado a acuñar el concepto de Open Science (OS). Los gobiernos se están moviendo rápidamente hacia este nuevo paradigma y están pidiendo a las grandes infraestructuras científicas que "abran" el proceso científico. Sin embargo, estas dos fuerzas se oponen, ya que la comercialización de tecnología y productos científicos generalmente requiere importantes inversiones financieras y las empresas están dispuestas a asumir este coste solo si pueden proteger la innovación de la imitación o la competencia desleal. Esta tesis doctoral tiene como objetivo comprender cómo las nuevas aplicaciones de las TIC están afectando los resultados científicos y la transferencia de tecnología resultante en el contexto de las grandes infraestructuras científicas. La tesis pretende descubrir las tensiones entre estas dos fuerzas normativas e identificar los mecanismos que se emplean para superarlas. La tesis se compone de cuatro estudios: 1) Un estudio que emplea un método mixto de investigación que combina datos de dos encuestas de escala global realizadas online (2016, 2018), con dos caso de estudio sobre dos comunidades científicas distintas -física de alta energía y biología molecular- que evalúan los factores explicativos detrás de las prácticas de intercambio de datos científicos; 2) Un caso de estudio sobre Open Targets, una infraestructura de información basada en datos considerados como bienes comunes, donde el Laboratorio Europeo de Biología Molecular-EBI y compañías farmacéuticas colaboran y comparten datos científicos y herramientas tecnológicas para acelerar el descubrimiento de fármacos; 3) Un estudio de un conjunto de datos único de 170 proyectos financiados bajo ATTRACT, un nuevo instrumento de la Comisión Europea liderado por grandes infraestructuras científicas europeas, que tiene como objetivo comprender la naturaleza del proceso fortuito detrás de la transición de las tecnologías de grandes infraestructuras científicas a aplicaciones comerciales previamente no anticipadas ; y 4) un estudio de caso de la tecnología White Rabbit, un sofisticado hardware de código abierto desarrollado en el Consejo Europeo de Investigación Nuclear (CERN) en colaboración con un extenso ecosistema de empresas.<br>Big science infrastructures are confronting increasing demands for public accountability, not only within scientific discovery but also their capacity to generate secondary economic value. To build and operate their sophisticated infrastructures, big science often generates frontier technologies by designing and building technical solutions to complex and unprecedented engineering problems. In parallel, the previous decade has seen the disruption of rapid technological changes impacting the way science is done and shared, which has led to the coining of the concept of Open Science (OS). Governments are quickly moving towards the OS paradigm and asking big science centres to "open up” the scientific process. Yet these two forces run in opposition as the commercialization of scientific outputs usually requires significant financial investments and companies are willing to bear this cost only if they can protect the innovation from imitation or unfair competition. This PhD dissertation aims at understanding how new applications of ICT are affecting primary research outcomes and the resultant technology transfer in the context of big and OS. It attempts to uncover the tensions in these two normative forces and identify the mechanisms that are employed to overcome them. The dissertation is comprised of four separate studies: 1) A mixed-method study combining two large-scale global online surveys to research scientists (2016, 2018), with two case studies in high energy physics and molecular biology scientific communities that assess explanatory factors behind scientific data-sharing practices; 2) A case study of Open Targets, an information infrastructure based upon data commons, where European Molecular Biology Laboratory-EBI and pharmaceutical companies collaborate and share scientific data and technological tools to accelerate drug discovery; 3) A study of a unique dataset of 170 projects funded under ATTRACT -a novel policy instrument of the European Commission lead by European big science infrastructures- which aims to understand the nature of the serendipitous process behind transitioning big science technologies to previously unanticipated commercial applications; and 4) a case study of White Rabbit technology, a sophisticated open-source hardware developed at the European Council for Nuclear Research (CERN) in collaboration with an extensive ecosystem of companies.
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Jones, Mavis Francine. "Guiding science and technology, democratic governance of science in late modernity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62612.pdf.
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Fu, Ping 1964. "China's science & technology policy and the implementation of technology transfer." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31108.
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China's scientific development has gone through several phases over the past 50 years. In 1956, the first generation of leaders called on the whole country to "march towards science," drafting China's first scientific development plan. In 1978, the then Chinese leaders sponsored a national science conference and mapped out scientific development strategies for a new period of reform and opening-up policies. In 1985, the central government issued a "Decision on the Reform of Scientific and Technological Systems," with the aim of accelerating the application of technological discoveries to promote productivity. Since then, China has implemented a series of projects to spur the take-off of the rural economy. In 1995, at a national conference on science and technology, the Chinese leaders put forward the strategy of "revitalizing the country through science, technology and education." The central government listed this strategy along with the policy of sustainable development as the basic principles for China's long-term economic and social development. (Abstract shortened by UMI.)
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Herman, Jennifer Linda. "Effecting Science in Affective Places: The Rhetoric of Science in American Science and Technology Centers." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396961008.
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Drews, Jacquelyn L. "Technology in science education a grant proposal /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007drewsj.pdf.
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Peruzzo, Alberto. "Quantum information science in integrated photonics technology." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573139.
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Quantum information science provides new paradigms of communication, computation and measurement; such as perfectly secure quantum key distribution, intrinsic parallel computation and increased precision measurement by beating the standard quantum limit. The first implementation of optical quantum circuits whose performance exceeds that required for fault tolerance quantum computation is presented. Near- unit fidelity non-classical interference and entangling operations are demonstrated in integrated photonic waveguides fabricated on silica on silicon chips. Improvement of about 5% in the measured performance is the result of perfectly indistinguishable photon pairs produced from an SPDC source. These integrated devices, combined with high efficiency single photon sources and detectors, will be the building block for future demonstrations of quantum information. Operation of quantum optics circuits with superconducting nanowire single photon detectors (SNSPD) is reported. The lower jitter of SNSPDs compared to silicon single photon avalanche photodiodes (SPADs) enables the measurement of higher visibility non-classical interference on directional couplers, CNOT gates and Mach-Zehnder interferometer. SSPDs are fast, low noise and can detect single photons in a broad range of wavelengths. Recent studies show very high detection efficiency making these devices promising for future photonic quantum information processing. Quantum interference in multi-mode interference (MMI) devices is reported for the first time. These devices allow the design of NxM splitters with superior performances, excellent tolerance to polarization and wavelength variations and relaxed fabrication requirements compared to the other main beam splitting technology, the directional couplers. However, to date, there have been no demonstrations of quantum interference in MMI devices (one may be concerned that multi-mode operation could prevent or perturb such interference). It is found that that the quantum interference visibility is significantly lower than that of a directional coupler with the same source. A major reason for the reduced visibility is the coherence length of the photons, which is set by the large-band interference filters. Since the different modes see different effective refractive indices within the interferometer, a jitter is 'introduced which allows distinguishability between the photons. To overcome this problem a narrower filter was introduced in one of the channels between the device and the detector, i.e. not affecting the source. This quantum erasure technique increases the detected indistinguishability of the photons, showing a high visibility and confirming that timing jitter limits quantum interference with large filters. The first observation of quantum walks of two indistinguishable particles is reported. Quantum walks offer new tools for simulating physical, chemical and biological systems, performing universal quantum computation and studying generalized quantum interference. Experimental demonstrations to date have shown single particle quantum walks; the observable dynamics of which can be fully explained with classical wave mechanics and experimentally mimicked using, for example, bright laser light. To observe uniquely quantum mechanical correlations in quantum walks, the propagation of two single, indistinguishable photons in an array of 21 waveguides in a silicon oxynitride chip is measured. The simultaneous walk of two photons on a graph simulate the walk of a single photon on a larger graph; the graph growing exponentially when linearly increasing the number of photons. These results violate classical bounds and cannot be efficiently simulated or described using classical mechanics. It is shown that the output strongly depends on the input state. Previous quantum optical work has highlighted the promise of monolithic integrated optics for quantum information science. This demonstration takes advantage of the intrinsic stability of photonic waveguide circuits to perform two-photon interference on a large scale. The results presented in this Thesis demonstrate the potential of integrated quantum photonic technology for quantum information applications, in particular quantum computation and quantum simulation.
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Tranter, Kieran. "Technical Legality: Law, Technology and Science Fiction." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366905.
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This thesis concerns the intersections of law and technology, referred to here as
‘technical legality’. It argues that reflection on technical legality reveals the
mythic of modernity. The starting point for the argument is that the orthodox
framing of technology by law – the ‘law and technology enterprise’ – does not
comprehend its own speculative jurisdiction – that is, it fails to realise its oracle
orientation towards imagining the future. In this science fiction as the modern
West’s mythform, as the repository for projections of technological futures, is
recognised as both the law and technology enterprise’s wellspring and cipher.
What is offered in this thesis is a more thorough exploration of technical
legality through taking science fiction seriously. This seriousness results in two
implications for the understanding of technical legality. The first implication is
that the anxieties and fantasies that animate the calling forth of law by technology
become clearer. Science fiction operates as a window into the cultural milieu that
frames law-making moments. In locating law-making events – specifically the
making of the Prohibition of Human Cloning Act 2002 (Cth) and the Motor Car
Act 1909 (Vic) – with the clone ‘canon’ in science fiction (specifically Star Trek:
Nemesis (2002)) and H.G. Wells’ scientific romances, what is offered is a much
richer understanding of how the cultural framing of technology becomes law than
that provided by the ‘pragmatic’ positivism of the law and technology enterprise.
The second implication arises from the excess that appears at the margins
of the richer analyses. Exploring technical legality through science fiction does
not remain within the epistemological frame. Each of the analyses gestures
towards something essential about technical legality. The law and technology
enterprise is grounded on the modern myth, which is also the myth of modernity – Frankenstein. It tells a story of monstrous technology, vulnerable humanity and
saving law. The analyses of the Prohibition of Human Cloning Act 2002 (Cth) and
the Motor Car Act 1909 (Vic) show that this narrative is terrorised, that the saving
law turns out to be the monster in disguise; that the law called forth by technology
is in itself technological. In extended readings of two critically acclaimed science
fictions, Frank Herbert’s Dune cycle (1965–83) and the recent television series
Battlestar Galactica (2003–10), the essential commitments of technological law
are exposed. Dune as technical legality makes clear that technological law is truly
monstrous, for behind its positivism and sovereignty its essence is with the
alchemy of death and time. Battlestar Galactica as technical legality reduces
further the alchemical properties of technical law. Battlestar Galactica moves the
metaphysical highlight to the essence of technology and very nearly ends with
Heidegger’s demise of Being in ‘Enframing’: monstrous technology and
monstrous law reveal a humanity that cannot be saved. However, at the very
moment of this fall, Battlestar Galactica collapses the metaphysical frame,
affirming technological Being-in-the-world over empty ordering, life over death.
This free responsibility to becoming that emerges from Battlestar
Galactica reunites technical legality with the mythic of modernity. The modern
denial of myth, which allowed Frankenstein to narrate technical legality, has been
challenged. Free responsibility to becoming means a confidence with myths; it clears the way for the telling of new stories about law and technology.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith Law School<br>Arts, Education and Law<br>Full Text
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
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Stokes, Nina C. "Technology Integration For Preservice Science Teacher Educators." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1782.
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The current state of technology integration in science teacher education programs is examined with a view to providing science teacher educators with practical information and diverse examples of technologies they can model in their own courses. Motivators and barriers to technology integration and use are discussed, and recommendations for choosing and evaluating science technologies made. A brief history of how computers, related communication technologies, and science teacher education reform "fit" together is provided. Multiple interpretations of what is meant by "technology" and associated terms (distance learning, online courses, Web-enhanced courses, simulations, authentic data sets etc.) are included to set the context.
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Barry, Andrew Michael. "The science of science : programmes of British space research." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333979.
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Antalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology." Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.
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Thesis (PhD) -- Macquarie University, Division of Society, Culture, Media and Philosophy, Dept. of Sociology, 2008.<br>Bibliography: p. 233-248.<br>Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.<br>Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.<br>This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.<br>Mode of access: World Wide Web.<br>vii, 248 p
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Parslow, Michelle Lisa. "Women, science and technology : the genealogy of women writing utopian science fiction." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3058.
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For centuries utopian and science fiction has allowed women to engage with dominant discourses, especially those which have been defined as the “domain” of men. Feminist scholars have often characterized this genealogy as one which begins with the destabilization of Enlightenment ideals of the rational subject in the Romantic Revolution, with the publication of Mary Shelley’s Frankenstein (1818) in particular. This thesis demonstrates that there has in fact been an enduring history of women’s cognitive and rational attempts to explore key discourses such as science, technology and architecture through Reason, as opposed to rage. This is a genealogy of women writing utopian science fiction that is best illuminated through Darko Suvin’s of the novum. Chapter One reveals how the innovative utopian visions of Margaret Cavendish (1626-1673) proffer a highly rational and feminist critique of seventeenth-century experimental science. Chapter Two demonstrates how Sarah Scott’s Millenium Hall (1762) explored the socio-political significance of the monstrous-looking “human” body some fifty years before Shelley’s Frankenstein. Following this, Chapter Three re-reads Frankenstein in light of the early nineteenth century zeitgeist of laissez-faire economics, technological advancement and global imperialism and argues that these were also the concerns of other utopian science fiction works by women, such as Jane Loudon’s The Mummy! (1827). Chapter Four analyses how the function of the novum is integral to L.T. Meade’s (1854-1915) depictions of male/female interaction in the scientific field. Chapter Five considers how important it is to acknowledge the materialist concern with popular science that informs texts such as Joanna Russ’s The Female Man (1975) and Pat Cadigan’s cyberpunk novel Synners (1991). This is the history of how women have used the form of utopian science fiction as a means with which to present a rational female voice. In addition to the historical works by women, it employs a range of utopian and science fiction theory from Suvin and Fredric Jameson to historical and contemporary feminism.
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Shearn, Peter Anthony. "Making science visible : new forms of science and technology management and evaluation." Thesis, University of Manchester, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500670.
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Murrell, Rachel Kerys. "Constructing science for the camera : science and technology programmes on British popular television." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317258.
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Veith, Errol. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366488.
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Science fiction films may be viewed as existing as threads within a web, and at the same time constituting the web. The metaphor is apt: texts and contexts and their relationship have a difficult accommodation with each other, an interdependent and dynamic relationship. The text is a thread in the web, as are elements of context, yet the threads are in a symbiotic and constantly changing relationship with each other, as the web is constantly in a state of renewal and change. At the same time, the text itself is a web, as are the various contexts. The threads are both ephemeral and fleeting, while incredibly strong. This thesis is about the polysemy of science fiction film: its subject is the films of the fifties that belong to the genre of science fiction. But the area of study began as an investigation of the science in science fiction films; the way in which films construct that science, the end result of that construction and the totality of the discourse of science in relation to other discourses of power and influence. The investigation of those issues involves a multi-layered investigation into science fiction, in a similar way to Tulloch and Alvarado's approach to the Dr Who television series.1 Approaching science fiction films from a perspective of genre, as in chapter one, uncovers a set of arguments about the science in science fiction, as well as establishing the global nature of some science fiction. These concerns lead into the discussion in chapter two of the social and historical context of the fifties, specifically in the US. Science plays a major role in these contexts, in the sense of the importance of science in creating these contexts (from this perspective) as well as the effects of the application of this science. But the historical and cultural contexts tend to suggest that science fiction films are in large part both a response to the social and historical context, and also create that context. This would not be quite accurate: the production of many science fiction films mobilise other arguments, arguments relating to the industry of Hollywood, and the specific industrial context that gave rise to some very financially successful science fiction films, as well as some films where the budget was good for a few days filming. Science and technology are sometimes important elements in this industrial context as well. Part II traces the nature of science in these films, using the contexts in Part I to anchor the science and its implications and effects. Foregrounded is the debate in which science is both key player and, in many cases, antagonist. The debate is traced and the various representations of science and its nature are tracked and highlighted. Science can cause change, by virtue of its nature of uncovering superstition, but the worth or desirability of that change is open to question. The control of science is a related issue. The thesis examines science at a period that saw the efflorescence of science fiction films. The examination of those films tells us a great deal about the concerns of the time, as well as the science that figures so powerfully in the webs of culture of the fifties.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Film, Media and Cultural Studies<br>Full Text
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Riggs, C. Anne. "Values & beliefs in science & technology education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.
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The motivation for this thesis arose from personal dissatisfaction with the way I was tutoring in-service courses on biotechnology for teachers. Biotechnology is a area of science and technology which raises many controversial issues and I felt unable to discuss in a meaningful way such issues. I therefore began to research into the inclusion of value issues in science and technology education. The literature indicated that values are fundamental in decision-making and that values are a consequence of the beliefs, constructs or frameworks of meaning people hold. A study of the literature about the nature of technology and science was followed by a brief review of the inclusion of values in education. The area for the research was identified as educators' beliefs and perceptions about science and technology and the influence of these on the inclusion of awareness of values in teaching. Adopting an interpretive methodology, in-depth interviews were the main research technique but the interview questions were derived from the quantitative analysis of a questionnaire. The main research findings indicate that educators believe that science is socially constructed knowledge and that all aspects of technology are value-laden, yet the same educators present a positivistic, impersonal view of science and the only values addressed in technology are relate to economics and marketability. It is postulated that an impersonal, deterministic image of science and technology is not conducive to the inclusion of a wide range of values. In the concluding chapters the need for educators to reflect on their beliefs is emphasised and possible ways to do this explored.
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Rabbat, Ralph R. 1978. "Technology enabled science teaching : software framework for electromagnetism." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84808.
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Salter, Ammon J. "Faint expectations : science and technology policy in Ontario." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266551.
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Laag, Edward Aric. "Observations of starburst galaxies science and supporting technology /." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957320791&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268854875&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 16, 2010). Includes bibliographical references. Also issued in print.
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Wollmann, Sabine. "Resources for Optical Quantum Information Science and Technology." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365844.
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Quantum information science explores the foundational aspects of quantum mechanics and its ombination with information science for new information technologies. The underlying key resource is non-classical correlations. These counter-intuitive correlations between quantum systems can be used for encoding, transmitting and measuring information in quantum information tasks. Although quantum properties can be used in a variety of systems, here we explore photons. These information carriers are fast, easy to generate and manipulate and only interact weakly with the environment. These properties make them to excellent candidates to be employed in experiments.
Developing quantum technology, such as single photon sources and single photon detectors, allows us to investigate the foundational aspects of quantum mechanics in quantum information tasks. These tasks use non-classical correlations, which form a hierarchy, from Bell nonlocality to Einstein-Podolsky-Rosen (EPR) steering to quantum nonseparability. Two systems are nonlocally correlated, when measuring one system affects the measurement results on the other system, hence the name `steering. In test for non-classical
correlations, we share a quantum state between two observers which are trusted or untrusted. While observers are both untrusted or trusted in entanglement witness tests and Bell inequality violations, respectively, EPR-steering is distinct from these two classes by its fundamental asymmetry: one party is trusted while the other is untrusted.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Natural Sciences<br>Science, Environment, Engineering and Technology<br>Full Text
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Holland, Earl Joseph. "Using technology to reinforce the elementary science framework." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1288.
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Howcroft, Susan Jean. "English for science and technology: a computer corpus-based analysis of English science and technology texts for application in higher education." Doctoral thesis, Universidade de Aveiro, 1999. http://hdl.handle.net/10773/4627.
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Doutoramento em Linguística<br>This thesis presents two analyses: first the analysis of computer
corpora from undergraduate textbooks to isolate the (American) English
language of science and technology they present; secondly an analysis of
the English language competence of undergraduates starting their
university studies in science and technology. These two analyses are
contrasted in order to apply the results to the design of an English
language syllabus for first year undergraduates.
A frequency and range word list was produced using a large
baseline corpus to contrast with the main corpora taken from physics
and chemistry textbooks on the students’ bibliographies as a resource for
syllabus design. Secondly, four corpora, two main and two sub-corpora
produced from the physics and chemistry textbooks on the bibliographies
of the undergraduates were analysed using Biber’s (1988) algorithms and
functions for variation across speech and writing.
The student intake was tested over five years and the results of
those tests analysed. It was found that there was considerable variation
in the students’ levels of language competence. However, there was a
close correlation between the students’ competence and the number of
years they had studied English in secondary school. Nevertheless there
were students with extremely advanced competence and some with little
or no competence in English amongst the undergraduates.
Comprehension of scientific texts was generally found to correlate with
more advanced competence and more years of study.
The frequency and range word list showed the contexts which are
appropriate for materials to be used with these students and
demonstrated variation from many of the accepted views of the language
of science and technology. The computer corpora analyses varied from
Biber’s academic prose category. The sub-corpora demonstrated greatest
variation which is believed to be as a result of specific cultural and/or
literary material in the analogies used in the textbooks.
The heavy load of cultural background knowledge which the reader
would need in order to work with the textbooks adequately was also
found in the exercises the students were supposed to use for practice on
the topic presented in the chapter. This and the interpretation of visuals
in the textbooks were considered to be two principle factors that needed
to be emphasised in a syllabus for first year undergraduates. However,
given the time constraints on language teaching for science and
technology students, a methodology which would lead to greater student
autonomy is suggested using computer corpus-based studies - data-
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driven learning and computer-supported distance communications and
learning.<br>Esta tese apresenta duas análises: primeiro uma análise de corpora
computadorizados, criados a partir de livros dos estudantes de
licenciaturas, para isolar a linguagem Inglesa (Americana) das ciências e
tecnologias que apresentam; segundo uma análise dos conhecimentos da
língua Inglesa que estes alunos apresentam ao iniciar os seus estudos
universitários em ciências e tecnologias. Estas duas análises são postas
em contraste para se aplicar os resultados obtidos ao desenho de um
programa de língua Inglesa para os alunos do primeiro ano.
Foi criada uma lista com a abrangência e a frequência das palavras
de um corpus de larga base, para ser contrastada com os principais
corpora compilados dos livros de física e química constantes das
bibliografias dos estudantes, como uma fonte para o desenho de
programas. Seguidamente, quatro corpora, dois principais e dois
subordinados, produzidos a partir dos livros de física e química referidos
nas bibliografias dos estudantes, foram analisados usando os algoritmos
e funções de Biber (1988) para variações entre linguagem falada e escrita.
Durante cinco anos, à entrada para a Universidade, os estudantes
foram submetidos a testes e os resultados analisados. Constatou-se que
havia variações consideráveis no nível de conhecimentos da língua por
parte dos estudantes. Contudo, havia uma correlação apertada entre as
competências dos estudantes e o número de anos que tinham estudado
Inglês nas escolas secundárias. Todavia, havia estudantes com
competências extremamente avançadas e outros com competências
reduzidas, ou quase nulas, em Inglês. A compreensão de textos
científicos estava geralmente correlacionada com os níveis mais
avançados de competências e maior número de anos de estudo.
A lista com a abrangência e a frequência das palavras mostrou os
contextos apropriados dos materiais a utilizar com estes estudantes e
demonstrou que havia diferenças em relação a muitos dos pontos de
vista aceites em relação à linguagem das ciências e tecnologias. A análise
dos corpora computadorizados varia das categorias da linguagem da
prosa académica de Biber. Os corpora subordinados mostram uma maior
variação, que se julga ser devida a materiais específicos, culturais e/ou
literário, usados nas analogias dos livros de estudo.
O grande peso dos conhecimentos de fundo de que os estudantes
necessitam para trabalhar adequadamente com os livros de estudo foi,
também, encontrado nos exercícios que necessitam de fazer para
praticarem o que está referido nos tópicos dos capítulos. Isto, juntamente
com a interpretação das imagens dos livros, foram considerados os dois
principais factores a precisarem de ser relevados no programa para o
primeiro ano dos estudantes. Contudo, atendendo às restrições de tempo
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para o ensino de línguas a estudante de ciências e tecnologias, a
metodologia que conduziria a maior autonomia dos alunos será baseada
na utilização de corpora computadorizados (data-driven learning) e
aprendizagem à distância assistida por computador.
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Kim, Gouk Tae. "Science Government policy Korea." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8094.
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Fadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.
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Fisher, J. S. "The role of information technology in supporting the development of science linked technology education." Thesis, Cranfield University, 1992. http://hdl.handle.net/1826/4149.
Full textAbstract:
This study builds on my earlier 1983 Masters research at Cranfield, which was an
investigation of early technology education in the UK and USA and a pilot evaluation of
the introduction of technology education into the curriculum of Stantonbury Campus in
Milton Keynes, England. This gave an indication of the international trends in technology
education and showed some of the potential of a problem-oriented approach to learning in
schools based around a new integration of subjects and skills. It also showed the
challenge to existing school teaching staff who often had to learn new skills themselves,
often had to teach in new ways, and had to broaden their orientation after being single
subject specialists most of their careers. Teaching materials had to be developed from
scratch. IT had to be got to grips with.
In September 1984, I took the post of Co-ordinator of the Schools Science and
Technology Centre at the University of Oxford and had to implement a policy for sciencelinked
technology education through a fast-changing period. During 1987 the pace of
change accelerated rapidly being driven by the demands of the emerging new National
Curriculum. By that time technology education, including IT, seemed to have become
accepted as an important theme in the school curriculum in its own right. The Oxford
Centre was there to offer in-service support in the development of training and teaching
materials. It was, therefore, a good base for a study which could document the challenge
of implementing technology education on a wide scale.
In the end the sheer pace of change enacted by the government between 1987 and 1992,
and shifts of position over the place of technology education, made the study a harder
task than I expected. I was aiming at a fast moving target. But I hope the work is of value
in exploring the link between the aspirations of those who advocate "technological
capability and literacy" in our school population and what is currently being achieved.
This thesis tries to explore the key areas of progress we need to make if technology
education is to become a reality in our schools.
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Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.
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Daniels, Chux Uzoka. "Organisational capabilities for science, technology and innovation policy formulation in developing countries : the case of Nigeria's Federal Ministry of Science and Technology." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60801/.
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It is widely accepted that public policies have an important role in driving science, technology and innovation (STI) initiatives in order to achieve socio-economic and development objectives. Nevertheless, previous research reveals that developing countries still face difficulties in formulating policies to support and promote STI. A possible reason for this is found in the apparent lack of capabilities for policymaking. Capabilities are "a precondition for effective policy formulation in developing countries" (UNIDO, 2005, p.16). However, our knowledge and understanding of what these capabilities are, remain limited. In this thesis I examine the roles that capabilities play in formulating STI policies, the development of these capabilities and their evolution over the years. I group policy capabilities into organisational capabilities – which refers to policy processes and routines – and individual capabilities – which refers to the skills of individual policymakers (Nelson and Winter, 1982; Dosi et al., 2000; Feldman and Pentland, 2003). In order to address the identified gaps in literature, I use the Nigerian Federal Ministry of Science and Technology (FMST) – which in 2012 completed the formulation of a new national STI policy – as an illustrative case for the investigation of these issues. To achieve the aim of the thesis, I address three research questions: (1) What roles do capabilities play in formulating STI policies at FMST and why? (2) How did policy formulation capabilities originally emerge at FMST and why? (3) How have policy formulation capabilities evolved (i.e. changed over the years, from 1986 to 2012) at FMST and why? To collect data, I interviewed key staff at FMST and stakeholder organisations (who participated in the STI policy formulation exercise), in addition to secondary data from relevant policy documents. The data analysis was based on the “explanation-building” technique (Yin, 2009). The findings reveal the various roles that policy capabilities (processes, routines and skills) play in policy formulation; how and why policy capabilities were developed and their evolution over the years at FMST. The results address the aforementioned gaps. The findings should be useful to policymakers, decision-makers and practitioners involved in STI policymaking, research and capability management.
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Kirby, Beverly A. "The future of clinical laboratory science a Delphi study /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5424.
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Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains xi, 418 p. Includes abstract. Includes bibliographical references (p. 146-158).
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Vint, Sherryl. "Problematic selves and unexpected others, technology, subjectivity, science fiction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ60035.pdf.
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Chinaprayoon, Chinawut. "Science, technology and innovation composite indicators for developing countries." Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07082007-163713/.
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Leichteris, Edgaras. "Model for measuring competitiveness of science and technology parks." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110927_103002-32899.
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Evaluation of the performance of science parks is an important topic in the context of Lithuania. The research object is the evaluation of Science and Technology Parks System in the contexts of the national innovation system and global competitiveness. In this work the general characteristics of the holistic innovation system model and new factors of competitiveness are identified, evaluation criteria are formed and a model to evaluate the competitiveness of Science and Technology Parks is created, which allows the use of these evaluation criteria in practice. This is the first time when Science and Technology Parks System in Lithuania has been examined as an inseparable element of the national innovation system, acting in complex political, economical and socio-cultural contexts. The evaluation criteria formulated allow wider observation of parks' current social functions to relate them to other state politics implemented, thus avoiding the duplication of funding and measures.<br>Mokslo ir technologijų parkų efektyvumo vertinimas – Lietuvoje nuolat akcentuojama problema, tačiau mokslo ir technologijų parkų efektyvumas yra tik viena iš prielaidų globaliam mokslo ir technologijų parkų konkurencingumui, valstybės ekonomikos ir visuomenės transformacijai. Mokslinio tyrimo objektas - mokslo ir technologijų parkų sistemos vertinimas nacionalinės inovacijų sistemos ir globalaus konkurencingumo kontekstuose. Šiame darbe nustatomos holistinio inovacijų sistemos modelio pagrindinės charakteristikos, būdingi konkurencingumo veiksniai, suformuojami mokslo ir technologijų parkų sistemos konkurencingumo vertinimo kriterijai, sukuriamas konkurencingumo vertinimo modelis, leidžiantis šiuos vertinimo kriterijus pritaikyti praktikoje. Pirmą kartą mokslo ir technologijų parkų sistema nagrinėjama kaip neatsiejama nacionalinės inovacijų sistemos dalis ir jos posistemė, veikianti sudėtinguose politiniuose, ekonominiuose ir socialiniuose-kultūriniuose kontekstuose. Suformuoti mokslo ir technologijų parkų konkurencingumo vertinimo kriterijai leidžia plačiau pažvelgti į jų jau dabar atliekamas visuomenines funkcijas, jas susieti su valstybės įgyvendinamomis kitomis politikomis, taip išvengiant besidubliuojančio finansavimo ir priemonių.
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Roberts, Stephen John. "Environmentalist views on science and technology : a materialist critique." Thesis, Keele University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409549.
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Knickerbocker, Abby (Abby Anne) 1975. "Women in computer science : problems and solutions through technology." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/80086.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, February 1999.<br>Includes bibliographical references (leaves 102-109).<br>by Abby Knickerbocker.<br>M.Eng.
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DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.
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<p>The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM.
This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School
District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources.
The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology.
The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.
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Chau, Michael, Hsinchun Chen, Jailun Qin, Yilu Zhou, Wai-Ki Sung, Mark Chen, Yi Qin, Daniel M. McDonald, and Ann M. Lally. "NanoPort: A Web Portal for Nanoscale Science and Technology." ACM/IEEE-CS, 2002. http://hdl.handle.net/10150/105926.
Full textAbstract:
Artificial Intelligence Lab, Department of MIS, University of Arizona<br>Areas related to nanotechnology, or nanoscale science and
engineering (NSSE), have experienced tremendous growth
over the past few years. While there are a large variety of
useful resources available on the Web, such information are
usually distributed and difficult to locate, resulting in the
problem of information overload. To address the problem,
we developed the NanoPort system, an integrated Web
portal aiming to provide a one-stop shopping service to
satisfy the information needs of researchers and
practitioners in the field of NSSE [1]. We believe that the
approaches taken also can be applied to other domains.
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Baumann, Annika. "Network Science – Applications in Technology, Business and Social Media." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19216.
Full textAbstract:
Netzwerke stellen einen integralen Bestandteil unseres Lebens dar. Eines der wichtigsten Kommunikations-Netzwerke ist das Internet, welches zu starken Veränderungen im Alltag geführt hat. Diese werden in Teilaspekten in der vorliegenden Dissertation untersucht. Insgesamt ist die Dissertation in drei Bereiche unterteilt, welche auf der traditionellen Perspektive der drei Dimensionen von Informationssystemen basieren. Diese Dimensionen umfassen die Technologie, das Management und die Organisation.
Im Zentrum der Dissertation steht hierbei die Technologie-Dimension in dessen Rahmen die Struktur und Robustheit des Internets sowie anderer Netzwerke unter Nutzung des mathematisch-methodischen Aspekts der Graphentheorie analysiert werden.
Der zweite Teilbereich der vorliegenden Arbeit wechselt die Perspektive hin zum Management. Unter Nutzung von Methoden der prädikativen Modellierung stehen das bessere Verständnis und die Möglichkeit der Vorhersage von Nutzerverhalten im E-Commerce-Kontext im Fokus.
Der dritte Bereich umfasst die Organisations-Perspektive aus Sicht der Nutzer. Hierbei werden zwei spezielle Unterbereiche betrachtet. Der erste Unterbereich umfasst Webseiten Sozialer Medien und analysiert wie verschiedene Nutzergruppen diese verwenden. Der zweite Unterbereich befasst sich mit dem Einfluss der weitläufigen Verbreitung von mobilen Endgeräten auf Aspekte des persönlichen und beruflichen Lebens von Individuen.
Aufbauend auf diesen drei Dimensionen wurden im Rahmen dieser Dissertation insgesamt 18 Studien durchgeführt, die sich unterschiedlicher methodischer Anwendungen bedienen um wissenschaftliche Erkenntnisse zu den vorgestellten Teilbereichen zu erlangen.<br>Networks constitute an integral part of our lives. One of the most important communication networks is the Internet which led to large changes in everyday life, which are examined in part in this dissertation. Overall, the present dissertation is subdivided into three areas, which are based on the traditional three dimensions of information systems, comprising perspectives technology, management and organization.
At the core of this dissertation is the technological perspective, centered on an analysis of the structure and robustness of the Internet network using the mathematical-methodical aspect of graph theory.
The second part of the thesis deals with the management perspective. The focus lies on the understanding and prediction of user behavior in the e-commerce context utilizing methods of predictive modeling.
The third area includes the organizational perspective from the point of view of users. Here, two specific sub-areas are selected. The first sub-area revolves around social media websites, with the goal of understanding how sub-groups of users utilize them in different ways. The second area is centered around the aspect of how the propagation of mobile devices influences individuals in their personal and professional environments.
Based on these three perspectives, a total of 18 studies were conducted within the scope of this dissertation, using different methodological applications to gain scientific insights with respect to the areas examined.
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Veith, Errol, and n/a. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film." Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051012.112131.
Full textAbstract:
Science fiction films may be viewed as existing as threads within a web, and at the same time constituting the web. The metaphor is apt: texts and contexts and their relationship have a difficult accommodation with each other, an interdependent and dynamic relationship. The text is a thread in the web, as are elements of context, yet the threads are in a symbiotic and constantly changing relationship with each other, as the web is constantly in a state of renewal and change. At the same time, the text itself is a web, as are the various contexts. The threads are both ephemeral and fleeting, while incredibly strong. This thesis is about the polysemy of science fiction film: its subject is the films of the fifties that belong to the genre of science fiction. But the area of study began as an investigation of the science in science fiction films; the way in which films construct that science, the end result of that construction and the totality of the discourse of science in relation to other discourses of power and influence. The investigation of those issues involves a multi-layered investigation into science fiction, in a similar way to Tulloch and Alvarado's approach to the Dr Who television series.1 Approaching science fiction films from a perspective of genre, as in chapter one, uncovers a set of arguments about the science in science fiction, as well as establishing the global nature of some science fiction. These concerns lead into the discussion in chapter two of the social and historical context of the fifties, specifically in the US. Science plays a major role in these contexts, in the sense of the importance of science in creating these contexts (from this perspective) as well as the effects of the application of this science. But the historical and cultural contexts tend to suggest that science fiction films are in large part both a response to the social and historical context, and also create that context. This would not be quite accurate: the production of many science fiction films mobilise other arguments, arguments relating to the industry of Hollywood, and the specific industrial context that gave rise to some very financially successful science fiction films, as well as some films where the budget was good for a few days filming. Science and technology are sometimes important elements in this industrial context as well. Part II traces the nature of science in these films, using the contexts in Part I to anchor the science and its implications and effects. Foregrounded is the debate in which science is both key player and, in many cases, antagonist. The debate is traced and the various representations of science and its nature are tracked and highlighted. Science can cause change, by virtue of its nature of uncovering superstition, but the worth or desirability of that change is open to question. The control of science is a related issue. The thesis examines science at a period that saw the efflorescence of science fiction films. The examination of those films tells us a great deal about the concerns of the time, as well as the science that figures so powerfully in the webs of culture of the fifties.
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Behnke, Kara Alexandra. "Gamification in Introductory Computer Science." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743653.
Full textAbstract:
<p> This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.</p>