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Barron, Paul E. "The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Makki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
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Wang, Chain-Wen. "A comparative analysis of perceptions of technology among doctoral students from selected science, technology, and society (STS) programs in the United States." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1835.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains ix, 145 p. : ill. Includes abstract. Includes bibliographical references (p. 125-130).
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Skinner, Caroline. "Introducing STS Scholarship to the Gun Policy Debate in United States Society." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1015.
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The following thesis will merge the field of legal studies with the field
of Science, Technology, and Society, and will focus on issues surrounding the
gun control debate. The goal is to ultimately bring new light to this hot-
button legal topic through the use of STS scholarship. STS tools and theories,
which have previously been absent from most gun control discussions, have
much to contribute to the discourse in terms of motivating the need for gun
control, fully understanding the user-gun relationship, breaking down
misconceptions about the technology and its role in society, and further
understanding the complex societal network within which guns exist in
America. This will begin first with a discussion of the legal history and
background of firearms in the United States, and will be followed by an STS
analysis of technological agency and somnambulism as they can be applied to
guns. Following this, the Actor Network in which firearms in America are
imbedded will be explored, in order to better understand why they have
been so difficult to regulate. Although this thesis will be heavily policy and
law-focused, the aim is not to propose any specific new policy, but instead to
use STS to conceptualize gun issues from a new perspective that will allow
misconceptions and blockades to be confronted head-on.
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Wylie, Sara Ann. "Corporate bodies and chemical bonds : an STS analysis of natural gas development in the United States." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69453.
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Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2011.Page 689 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 652-688).
Natural gas extraction in the United States in the early 21st century has transformed social, physical, legal and biological landscapes. The technique of hydraulic fracturing, which entails the high-pressure injection into subsurface shale formations of synthetic chemical mixtures, has been viewed by the natural gas industry as a practice of great promise. But there is another side to the story. The first half of this dissertation explores an innovative scientific approach to studying the possible deleterious impacts on human health and the environment of the release of chemicals used in gas extraction. Via participant-observation within a small scientific advocacy organization, The Endocrine Disruption Exchange (TEDX), I follow the development of a database of chemicals used in natural gas extraction, a database that seeks to document not only what these chemicals are (many are proprietary), but also what sorts of bodily and ecological effects these substances may have. I analyze ethnographically how TEDX transformed an information vacuum around fracturing and generated fierce regional and national debates about the public health effects of this activity. The second portion of the dissertation expands TEDX's databasing methodology by reporting on a set of online user-generated databasing and mapping tools developed to interconnect communities encountering the corporate forces and chemical processes animating gas development. Shale gas extraction is an intensive technological practice and requires the delicate calibration of corporate, governmental, and legal apparatuses in order to proceed. The industry operates at county, state, and federal levels, and has in many instances been able to organize regulatory environments suited to rapid and lucrative gas extraction. In the midst of such multi-scalar deterritorializing forces, communities may have little legal or technical recourse if they think that they have been subject to chemical and corporate forces that undermine their financial, bodily, and social security. ExtrAct, a research group I co-founded and directed with artist and technologist Chris Csikszentmihalyi, sought to intervene in these processes by developing a suite of online mapping and databasing tools through which "gas patch" communities could share information, network, study and respond to industry activity across states. Using ExtrAct as an example this dissertation explores how social sciences and the academy at large can invest in developing research tools, methods, and programs designed for non-corporate ends, perhaps redressing in the process the informational and technical imbalances faced by communities dealing with large-scale multinational industries whose infrastructure and impacts are largely invisible to public scrutiny. The dissertation describes one potential method for such engaged scientific and social scientific research: an iterative, ethnographically informed process that I term "STS in Practice."
by Sara Ann Wylie.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
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Amirshokoohi, Aidin. "Impact of STS issue oriented instruction on pre-service elementary teachers' views and perceptions of Science, Technology, and Society." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319925.
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Thesis (Ph.D.)--Indiana University, School of Education, 2007.Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3006. Adviser: Valarie L. Akerson.
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Mahoney, Chris Elaine. "Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2018.
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Hu, Jing. "Overseas Chinese students’ attitudes toward the role of China in the circumstance of global climate change." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90449.
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Global climate change is becoming increasingly evident. There has been increased attention paid to the impact of human activity on climate. As a rising power, China’s energy needs to fuel its rapid economic growth with the resulting potential impacts of climate change presents an enormous climate policy dilemma not only for China but also for the entire world. The role of China is an issue of perennial concerns at the international climate change negotiation: its energy saving, emission reduction and clean production reflect China’s dual objectives about sustainable development and efforts on international legal obligations.Education abroad is an integral part of China’s development strategy. The abroad Chinese students who possess the knowledge, technologies skills and ideas, as well as information are playing an important role to assist China retain or increase its competitive advantage. The aim of this paper is to analyze the abroad Chinese students’ opinion on China’s role under the circumstance of global climate change, with main focus on three aspects: Energy consumption and environment situation in China; Several current domestic policies regarding problems of climate change and energy consumption in China; Issues facing the country on its road map to future mitigation action regarding climate change.Alongside the interviews carried out within ten overseas Chinese students, using the social science of Science, Technology and Society (STS) especially its public understanding of Science and Technology as the theoretical perspective, this thesis is exploring the interviewees’ attitudes toward current China’s climate change related issues from a deeper sense of human, culture and public perspective.
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Abu-Shaqra, Baha. "Technoethics and Sensemaking: Risk Assessment and Knowledge Management of Ethical Hacking in a Sociotechnical Society." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40393.
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Cyber attacks by domestic and foreign threat actors are increasing in frequency and sophistication. Cyber adversaries exploit a cybersecurity skill/knowledge gap and an open society, undermining the information security/privacy of citizens and businesses and eroding trust in governments, thus threatening social and political stability. The use of open digital hacking technologies in ethical hacking in higher education and within broader society raises ethical, technical, social, and political challenges for liberal democracies. Programs teaching ethical hacking in higher education are steadily growing but there is a concern that teaching students hacking skills increases crime risk to society by drawing students toward criminal acts. A cybersecurity skill gap undermines the security/viability of business and government institutions. The thesis presents an examination of opportunities and risks involved in using AI powered intelligence gathering/surveillance technologies in ethical hacking teaching practices in Canada. Taking a qualitative exploratory case study approach, technoethical inquiry theory (Bunge-Luppicini) and Weick’s sensemaking model were applied as a sociotechnical theory (STEI-KW) to explore ethical hacking teaching practices in two Canadian universities. In-depth interviews with ethical hacking university experts, industry practitioners, and policy experts, and a document review were conducted. Findings pointed to a skill/knowledge gap in ethical hacking literature regarding the meanings, ethics, values, skills/knowledge, roles and responsibilities, and practices of ethical hacking and ethical hackers which underlies an identity and legitimacy crisis for professional ethical hacking practitioners; and a Teaching vs Practice cybersecurity skill gap in ethical hacking curricula. Two main S&T innovation risk mitigation initiatives were explored: An OSINT Analyst cybersecurity role and associated body of knowledge foundation framework as an interdisciplinary research area, and a networked centre of excellence of ethical hacking communities of practice as a knowledge management and governance/policy innovation approach focusing on the systematization and standardization of an ethical hacking body of knowledge.
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Perseguino, Silvana Aparecida. "A gestão por competências em Universidades Federais : um estudo comparado na perspectiva do campo CTS." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9170.
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Considering the social commitment played by the federal universities, as producers of new knowledge, and the training of qualified professionals and researchers able to contribute to the development of the society, this research develop a critical analysis, following the spectrum of the field of studies Science, Technology and Society (STS), regarding the parameters detailed in the Decree no. 5.707, from 2006/02/23, which established the National Policy for Human Resources Development, encouraging the paradigm of competences within the public sector, and some of the implications for the federal universities. The specific objectives are: 1) to draw the panorama regarding implementation of the management by competences model within the federal universities from the perspective of the Human Resources Management area; 2) To develop a comparative study between two institutions located in the State of São Paulo, in order to identify the institutional specificities, structure and parameters adopted by the people management area in its management model; 3) to suggest guidelines for the model of management by competences in universities based on the social commitment approach. The qualitative-quantitative methodology combines exploratory/descriptive and empirical research, following the literature review, survey and case studies, using content analysis to analyze the results. The results seem to demonstrate that the adoption of the management by competences in the context of federal universities is not consolidated and there are challenges to be faced that may contemplate the complexity of the environment of these institutions. It was also possible to identify that the field of STS studies can contribute to construct guidelines that consider the complexity of both, the model and the universe of the federal higher education institutions in general.
Considerando o compromisso social desempenhado pelas universidades federais como produtoras de novos conhecimentos, e formadoras de profissionais e pesquisadores qualificados para contribuir para o desenvolvimento da sociedade, a presente pesquisa tem como objetivo geral uma análise crítica, a partir do espectro do campo de estudos Ciência, Tecnologia e Sociedade (CTS), dos parâmetros contidos no Decreto nº 5.707, de 23/02/2006, que instituiu a Política Nacional de Desenvolvimento de Pessoal, incentivando o paradigma das competências no âmbito do setor público, e as implicações para as universidades federais. Os objetivos específicos são: 1) traçar o panorama de implantação do modelo de gestão por competências nas universidades federais sob a perspectiva da área de Gestão de Pessoas; 2) desenvolver estudo comparativo entre duas instituições situadas no Estado de São Paulo, a fim de identificar as especificidades institucionais, a estrutura e os parâmetros adotados pela área de gestão de pessoas em seu modelo de gestão; 3) propor diretrizes para modelos de Gestão por Competências (GPC) em universidades a partir da abordagem do compromisso social. A metodologia quali-quantitativa combina pesquisa exploratória/descritiva e empírica, através de revisão de literatura, pesquisa survey e estudos de caso, utilizando a análise de conteúdo para a análise dos resultados. Os resultados permitiram identificar que a adoção da gestão por competências no contexto das universidades federais não está consolidada e há desafios a serem enfrentados que contemplem a complexidade do ambiente dessas instituições. Também foi possível identificar que o campo de estudos CTS pode contribuir para construir diretrizes que considerem a complexidade tanto do modelo quanto do universo das IFES em geral.
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Santos, Gleyson Souza dos. "Questões sociocientíficas como abordagem metodológica nos livros didáticos de ciências." Pós-Graduação em Ensino de Ciências e Matemática, 2018. http://ri.ufs.br/jspui/handle/riufs/7942.
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Textbooks are indispensable tools in the elaboration of a plan of action that teachers use to reach the proposed objectives. Because it is a more used support material this resource must support the teacher in the construction of the student's knowledge. In this perspective, the Socio-scientific issues (SSI) are being studied as methodological approaches to insert Science, Technology and Society in order to raise in the student the most complex thinking so that he can look at the world around him in a different way , being able to make interventions and a conscious decision. In this context, the research is a kind of documentary with qualitative approach and having as main objective to verify the science textbooks approved by PNLD – 2017 in order to find the Socio-Scientific issues and to verify how they were being addressed. So, it was necessary to build a scale of complexity that we could measure the SSI. Thus, we categorize the principles of complexity proposed by Silva (2016) in Socio-Scientific aspects and relevant knowledge (C1), pertinent knowledge and contextualization (C2) and intentional identity (C3). These categories served as criteria of analysis for the SSI. The results indicate that textbooks present Socio-Scientific issues, but with different levels of complexity. Those classified as satisfactory and fully satisfactory are more feasible from a didactic point of view to promote meaningful learning.Os livros didáticos são ferramentas indispensáveis na elaboração de um plano de ação que os professores utilizam para alcançar os objetivos propostos. Por ser um material de apoio mais utilizado é necessário que este recurso dê suporte ao professor na construção do conhecimento do aluno. Nesta perspectiva, as questões sociocientíficas (QSC) estão sendo estudadas como abordagem metodológicas para se inserir a Ciência, a Tecnologia e a Sociedade com o propósito de suscitar no aluno o pensamento mais complexo para que possa olhar o mundo ao seu redor de forma diferente possibilitando fazer intervenções e uma tomada de decisão consciente. Neste contexto, a pesquisa é do tipo documental com abordagem qualitativa e tendo como principal objetivo verificar os livros didáticos de Ciências aprovados pelo PNLD – 2017 na intenção de encontrar as questões sociocientíficas e verificar como estas estavam sendo abordadas. Dessa forma, foi necessário construir uma escala de complexidade que pudéssemos mensurar as QSC. Sendo assim, categorizamos os princípios indicadores de complexidade proposto por Silva (2016) em aspectos sociocientíficos e conhecimento pertinente (C1), conhecimento pertinente e contextualização (C2) e fundamentos intencionais identitários (C3). Estas categorias serviram de critérios de análise para as QSC. Os resultados indicam que os livros didáticos apresentam questões sociocientificas, mas com níveis de complexidades diferenciados. Destas, as classificadas como satisfatórias e totalmente satisfatórias são mais viáveis do ponto de vista didático para promover uma aprendizagem significativa.
São Cristóvão, SE
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Leite, Ana Cláudia de Oliveira. "Pressupostos teóricos da perspectiva CTS (Ciência, Tecnologia e Sociedade) no contexto de cursos de graduação a distância." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/1064.
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Previous issue date: 2011-02-18Financiadora de Estudos e Projetos
Each season brings new trends that influence the culture, economy and technology derived from the growth and development of society. Thus, after 90 years of the twentieth century saw the beginning of a period called the information age, characterized by globalization and the importance of intellectual capital, knowledge generation and sharing and use of information and communication technologies. In Brazil, among the changes that have occurred is the increase in offering distance learning courses: the federal government uses distance learning as a way to democratize access to public education, free high-quality, private institutions enjoy the opportunity to expand their areas of expertise and gain more and more students, and organizations envision the possibility of training and qualification of its professionals. The university, in turn, as a developer of the great centers of science and technology (S&T) also started to adopt distance learning as part of the plan of public policies for continuing education in Brazil. In this scenario, there is a broadening of debate about the fruits of experience in various fields of knowledge. The Movement for Science, Technology and Society (STS), whose roots date back to mid-twentieth century, seeks to demystify the S&T and public participation in decision making. From the vision of this movement, distance learning favors the acquisition of student autonomy as a subject of the learning process through collaborative action, to intervene directly in building a sustainable society. Offer subsidies to students to discuss scientific and technological issues that permeate the society, leading them to understand the social dimension of S&T, both in terms of their social background, as his social and environmental consequences. During this study, we used the method of hypothetical-deductive approach, the method of procedure and techniques of monographic literature search and content analysis, whose presentation and discussion of results are organized into seven chapters. In none of the pedagogical projects directly quoted the STS perspective on its structure, yet it is evident the presence of the indirect influence of this movement. By analyzing the results, it was found that the educational proposals of the courses offered by UAB/UFSCar allow students a better understanding of S&T as results of human knowledge socially constructed in order to complete their training as citizens. In this study, was also observed that the pioneering spirit and innovative vision of the project UAB/UFSCar, present in the educational proposals of undergraduate courses at a distance, may reveal and/or anticipate trends in distance learning in Brazil, contributing to its growth and scientific, technological and social development.
A cada época surgem novas tendências que influenciam a cultura, a economia e a tecnologia, oriundas do crescimento e desenvolvimento da sociedade. Assim, após os anos 90 do século XX, deu-se início a um período denominado era da informação, caracterizado pela globalização, valorização do capital intelectual, geração e compartilhamento do conhecimento e uso das tecnologias de informação e comunicação (TICs). No Brasil, entre as mudanças que vêm ocorrendo é o aumento no oferecimento de cursos à distância: o governo federal utiliza a educação a distância (EAD) como forma de democratizar o acesso ao ensino público, gratuito e de qualidade; as instituições privadas aproveitam a oportunidade para expandir suas áreas de atuação e conquistar cada vez mais alunos; e as empresas enxergam a possibilidade de treinamento e capacitação de seus profissionais. A universidade, por sua vez, como um dos grandes centros desenvolvedores de ciência e tecnologia (C&T) também passou a adotar a EAD como parte do plano de políticas públicas para formação continuada no Brasil. Nesse cenário, verifica-se a ampliação de debates acerca dos frutos dessa experiência em diversas áreas do conhecimento. O Movimento de Ciência, Tecnologia e Sociedade (CTS), cujas raízes remontam à metade do século XX, busca a desmistificação de C&T e a participação pública no processo decisório. A partir da visão desse movimento, a EAD favorece a aquisição da autonomia do aluno como sujeito do processo de aprendizagem que, por meio de ações colaborativas, pode intervir diretamente na construção de uma sociedade sustentável. A partir da observação do crescimento no número de cursos a distância no país e da ampliação das discussões sobre a importância do movimento CTS na educação, o presente trabalho buscou investigar se os objetivos, conteúdos curriculares e perfis profissionais dos cursos de graduação da UAB/UFSCar oferecem aos alunos subsídios para discutir as questões científicas e tecnológicas que permeiam a sociedade, levando-os a compreender a dimensão social da C&T, tanto do ponto de vista de seus antecedentes sociais, quanto de suas conseqüências sociais e ambientais. No desenvolvimento desse estudo, foram utilizados o método de abordagem hipotético-dedutivo, o método de procedimento monográfico e as técnicas de pesquisa bibliográfica e de análise de conteúdo, cuja apresentação e discussão dos resultados estão organizadas em sete capítulos. Em nenhum dos projetos pedagógicos dos cursos citou-se diretamente o movimento CTS ou a perspectiva CTS em sua estrutura, no entanto é evidente a presença indireta da influência desse movimento. Com a análise dos resultados, verificou-se que as propostas pedagógicas dos cursos oferecidos pela UAB/UFSCar permitem ao aluno uma melhor compreensão sobre C&T, enquanto resultados do saber humano socialmente construído, de forma a completar a sua formação como cidadão. Nesse estudo, também foi observado que o pioneirismo e a visão inovadora do projeto UAB/UFSCar, presentes nas propostas pedagógicas dos cursos de graduação a distância, podem revelar e/ou antecipar tendências da EAD no Brasil, contribuindo para o seu crescimento e desenvolvimento científico, tecnológico e social.
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Gomes, Geovane Ferreira. "Da economia agrário-industrial à tecnologia da informação e comunicação : Jaguariúna-SP sob o olhar CTS." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/1053.
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Previous issue date: 2010-09-24Financiadora de Estudos e Projetos
This dissertation examines under the perspective of the STS field (Science, Technology and Society) the installation process of industries related to the branch of Information and Communication Technology (ICT) in the 1990s and 2000s, in Jaguariuna/SP. Among other issues, this work aims at identifying the factors that enabled the transition from an agriculture-based model to another focused on ICT, and at how this agrarian-industrial transition impacted socio-economic indicators in the municipality. It starts with the assumption that local policies, such as tax incentives, may even attract investments but are not able to build bonds and secure them in the new territories. It is not the companies and therefore their production models that fit in the new territories; these are molded in different scales to meet the companies interests. A descriptive-documentary methodology was adopted, a survey was performed on national databases, and it was consulted legislation on the subject, which enabled an quality-quantitative analysis of the results. The investigation indicates that the installation of ICT companies impacted positively the social indicators of the city; shows a significant but not dominant role of the local policies to attract such investments; as well as demonstrates the transitory nature of territorial ties and schedules an important debate about the real impact of local culture in these organizations modus operandi.
Esta dissertação analisa sob a ótica do campo CTS (Ciência, Tecnologia e Sociedade) o processo de instalação, em Jaguariúna/SP, de indústrias ligadas ao ramo da Tecnologia da Informação e Comunicação (TIC) nas décadas de 1990 e 2000. Busca, entre outras questões, identificar os fatores que possibilitaram a transição de um modelo de bases agrárias para outro centrado na TIC e como essa transição agrário-industrial impactou os indicadores socioeconômicos do município. Parte-se do pressuposto de que as políticas locais, como as de incentivos fiscais, até podem atrair investimentos, mas não são capazes de construir vínculos e fixá-los nos novos territórios. Não são as empresas e, consequentemente, seus modelos de produção que se ajustam aos novos territórios, mas estes que se moldam, em diferentes dimensões, aos interesses daquelas. Adotou-se metodologia descritiva-documental, levantamentos em bases de dados nacionais e consultas à legislação sobre o tema, o que possibilitou uma análise qualiquantitativa dos resultados. A investigação aponta que a instalação das empresas da TIC impactou positivamente os indicadores sociais do município; evidencia um papel significativo, mas não preponderante, das políticas locais na atração de tais investimentos; demonstra o caráter transitório de seus vínculos territoriais; e agenda um debate importante sobre o real impacto da cultura local no modus operandi dessas organizações.
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Santos, Elis Regina Alves dos. "Apropriação do conhecimento científico: o sistema patentário a partir do enfoque CTS." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/1050.
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Previous issue date: 2010-03-21The field called Science, Technology and Society (STS) is articulated in the late 1960s and early 1970s, trying to understand the scientific-technological phenomenon within the social context. The social appropriation of knowledge becomes a central aspect of concern. Starting from the assumption that the technological training in undergraduate, in current patterns, aligns with an instrumental view of technoscience, this research investigated the understanding of the patent system among students in recent years of courses of exact sciences and technology area, linked to the Center of Exact Sciences and Technology (CEST), from Universidade Federal de São Carlos - UFSCar. More specifically, we attempted to observe how students relate the themes of intellectual property with society, work and academic background. For this we adopted an analytical and descriptive methodology, of qualitative and quantitative character. The original instrument of data collection used was a half-open questionnaire. For the qualitative analysis we used the method of content analysis (CA) applied to the open question of the questionnaire. The results suggest little consolidated knowledge about the patent system and intellectual property as a whole, and the replication of ideas linked to a linear view of scientific-technological development. The patent is seen as instrumental and is strongly linked to the concepts of innovation, competitiveness and development, in addition to commercial and economic values it embodies. Few signs of social concern in relation to the themes of research were found, and it was verified that the university needs to expand its areas of discussion at graduation, introducing, for example, the STS as well as a compulsory subject in undergraduate courses in technology.
O campo denominado Ciência, Tecnologia e Sociedade (CTS) articula-se na Europa no final da década de 1960 e início dos anos 1970, buscando compreender o fenômeno científico tecnológico dentro do contexto social. Neste sentido, a apropriação social do conhecimento torna-se um dos aspectos centrais de preocupação. Partindo-se do pressuposto de que a formação tecnológica na graduação, nos moldes atuais, alinha-se a uma visão instrumental da tecnociência, esta pesquisa investigou a compreensão do sistema patentário entre os alunos dos últimos anos dos cursos da área de exatas e tecnológicas, vinculados ao Centro de Ciências Exatas e de Tecnologia (CCET) da Universidade Federal de São Carlos - UFSCar. Mais especificamente, buscou-se observar como os alunos relacionam os temas referentes à Propriedade Intelectual com a sociedade, o trabalho e a formação acadêmica. Para isso adotamos uma metodologia de orientação analítico-descritiva, e de caráter quali-quantitativo. O instrumento inicial de coleta de dados utilizado foi um questionário semi-aberto. Para as análises qualitativas foi utilizado o método de análise de conteúdo (AC) aplicado à questão aberta do questionário. Os resultados sugerem pouco conhecimento consolidado sobre o sistema patentário e propriedade intelectual como um todo, e a replicação de idéias vinculadas a uma visão linear do desenvolvimento científico-tecnológico. A patente é vista como instrumental e está fortemente associada aos conceitos de inovação, competitividade e desenvolvimento, além dos valores comerciais e econômicos que traz em si. Poucos sinais de preocupação social em relação aos temas da pesquisa foram encontrados, e verificou-se a necessidade de a universidade ampliar seus espaços de discussão na graduação, introduzindo, por exemplo, o enfoque CTS como disciplina obrigatória também nos cursos de graduação tecnológica.
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Hammarin, Gabriella. "STS on STS : A Perspective of Science and Technology Studies on the STS Field Itself." Thesis, Uppsala universitet, Ekonomisk-historiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-158088.
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STS, today the abbreviation for Science and Technology Studies (formerly Science, Technology and Society), is an elusive field characterized by widely varying applications and intents, highly dependent on individual people and facets, yet sharing some common aims and practices. STS has risen since the 1960s and this empirical study presents a view on STS today and a discussion on how it has developed by the analysis of five different representatives from different locations in the field of STS.
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Maciel, Flávia Rossi. "Uma proposta didática sobre plantas medicinais nos anos iniciais do ensino fundamental na perspectiva ciência-tecnologia-sociedade." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8060.
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This research originated from issues related to scientific literacy, aimed to analyze the potential and limitations of the study on medicinal plants from the CTS approach (Science- Technology-Society). Science education according to this perspective establishes relationships between scientific knowledge, technological development and social reality in order to encourage responsible decision making. Therefore, the research involved the participation of twenty students in a class of 3rd grade of elementary school of a municipal school in the interior of São Paulo and was developed through activities with CTS character, interdisciplinary and contextual. We used as instruments to collect data daily researcher, the written record and represented by designs of the students, the audio recording of his speeches and photographs. For the data analysis, established as criteria the Structuring Axes of Scientific Literacy proposed by Sasseron and Carvalho (2011) and we adapted. As a result, we identified indicative aspects of the process of initiation to scientific literacy. Among them we highlight the construction of relevant knowledge to the context of life of students and applicable to everyday situations, awareness of responsible actions through analysis and reflections on the new information and evidence of understanding of the relationship between science, technology, society and its implications. The study also highlighted the importance of attentive and active role of the teacher during the development of the activities and pointed out limitations regarding the conduct of discursive activity in science classes and difficulty in articulating the opinions of students and science concepts. Finally, we believe that this research could contribute to the practice of teachers working in the early years of elementary school to consider training as a continuum.
Esta pesquisa, originada a partir de questões relacionadas à alfabetização científica, teve como objetivo analisar as potencialidades e limitações do estudo sobre plantas medicinais a partir da abordagem CTS (Ciência-Tecnologia-Sociedade). O ensino de Ciências segundo essa perspectiva estabelece relações entre os conhecimentos científicos, o desenvolvimento tecnológico e a realidade social a fim de favorecer a tomada de decisão responsável. Para tanto, a pesquisa envolveu a participação de vinte alunos de uma turma de 3º ano do Ensino Fundamental de uma escola municipal do interior de São Paulo e foi desenvolvida por meio de atividades com caráter CTS, interdisciplinar e contextual. Utilizamos como instrumentos para a obtenção dos dados o diário da pesquisadora, o registro escrito e representação por desenhos dos alunos, a gravação em áudio de suas falas e as fotografias. Para a análise dos dados, estabelecemos como critério os Eixos Estruturantes da Alfabetização Científica propostos por Sasseron e Carvalho (2011) e por nós adaptados. Como resultados, identificamos aspectos indicativos para o processo de iniciação à alfabetização científica. Dentre eles destacamos a construção de conhecimentos pertinentes ao contexto de vida dos alunos e aplicáveis a situações do cotidiano, a conscientização de ações responsáveis por meio das análises e reflexões acerca das novas informações e indícios do entendimento das relações existentes entre ciência, tecnologia, sociedade e suas implicações. O estudo também salientou a importância da postura atenta e ativa do professor durante o desenvolvimento das atividades e apontou limitações referentes à condução da atividade discursiva nas aulas de ciências e a dificuldade em articular as opiniões dos alunos e os conceitos científicos. Por fim, entendemos que esta pesquisa poderá contribuir para a prática de professores atuantes nos anos iniciais do Ensino Fundamental que consideram a formação como um contínuo.
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Santos, éverton da Paz. "Concepções dos licenciados em química da Universidade Federal de Sergipe (UFS) sobre a contextualização crítica numa perspectiva de ensino CTS." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/5133.
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This study aims to investigate the interpretive demonstrations of a group of undergraduates in chemistry at the Federal University of Sergipe, on the critical context within the Science Technology and Society (STS) educational perspective, using a reading of theoretical frameworks that are committed to this approach. Also, this study aims to evaluate what was absorbed from these readings by reading and analysing textual production of undergraduates, given the expressed views and written speeches, supported by the Textual Analysis Discourse. To this end, three articles were selected that were complementary, with the same lead author.. After reading the articles, the undergraduates produced a text and answered a questionnaire that discussed the critical context and the STS approach. The results enabled the creation of categories and emerging categories from the analysis of data collected through the discursive manifestations of undergraduates, which can frame and categorize these speeches, which distanced themselves from the concept of critical contextualization, championed by the author of the text and by the author of this study, pointing to a still very timid advance on the intervention performed, as reading and writing practice is undervalued in the education of these undergraduates.Este trabalho se propõe a investigar as manifestações interpretativas de um grupo de licenciandos em Química da Universidade Federal de Sergipe, sobre contextualização crítica na perspectiva educacional CTS, a partir de uma leitura de referenciais teóricos que se comprometem com esta abordagem. Além disso, avaliar o que ficou destas leituras realizadas, a partir da análise e leitura da produção textual dos licenciandos, diante das concepções manifestadas e dos discursos escritos, apoiados na Análise Textual Discursiva. Para tanto, foram selecionados três artigos que se complementavam, tendo o mesmo autor principal. Após as leituras dos artigos, os licenciandos produziram um texto e responderam um questionário que discorria sobre a contextualização crítica e abordagem CTS. Os resultados obtidos possibilitaram a criação de categorias, a priori, e categorias emergentes a partir da análise dos dados coletados por meio das manifestações discursivas dos licenciandos, sendo possível enquadrar e categorizar estes discursos, que se distanciaram do conceito de contextualização crítica, defendida pelo autor e por nós, apontando um avanço ainda muito tímido diante da intervenção realizada, uma vez que, a prática da leitura e escrita é pouco valorizada na formação destes licenciandos.
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Santos, Aldirene Pinheiro. "O ensino de química na perspectiva do modelo CTS nas escolas centros de excelência da cidade de Aracaju/SE." Universidade Federal de Sergipe, 2017. https://ri.ufs.br/handle/riufs/5089.
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Traditionally the teaching of Chemistry is worked in a decontextualized way, requiring students to memorize excessive formulas and concepts that contribute little so that they can live in a techno-scientific society. In this sense, the CTS (Science, Technology and Society) model emerges as a viable alternative to promote a scientific education that allows the student the chemical knowledge in a contextualized way and the development of values that provide the formation of citizens aware of their rights and duties Social, helping them to make responsible decisions from the perspective of science, technology and society. The present work had as objective to verify to what extent the innovations in the teaching of Chemistry are present in the pedagogical political project of the schools Experimental Centers of the State of Sergipe (Colégio Estadual Marco Maciel, Colégio Estadual Vitória de Santa Maria and State College Atheneu Sergipense) and What the teachers of Chemistry of these schools have of the CTS model. The choice of schools was based on the fact that they are part of the "ProEMI" program of public policies and present a differentiated teaching proposal, which aims at solving the common problems of secondary education (avoidance, repetition, distortion Age and series), training and improvement of young people, including ethical and citizen training, intellectual and critical thinking development, as well as an understanding of the scientific-technological foundations, relating theory and practice, thus favoring the interdisciplinary nature of Education. The methodology used was a qualitative approach. The instruments of data collection used were the semi-structured interview and the VOSTS questionnaire (Viewson Science-Technology-Society). The analysis of the results was done using content analysis according to Bardin. Five teachers were interviewed, of whom three said they used the CTS model as teaching strategies, one knows the model, but does not make use of it, while another does not know it. This research work was carried out with the three teachers who affirmed knowing and using the CTS model in their classes.Tradicionalmente o ensino de Química é trabalhado de forma descontextualizada, exigindo dos alunos a memorização excessiva de fórmulas e conceitos que pouco contribui para que estes possam viver em uma sociedade tecnocientífica. Neste sentido, o modelo CTS (Ciência, Tecnologia e Sociedade) surge como uma alternativa viável por promover uma educação científica que permite ao aluno o conhecimento químico de forma contextualizada e o desenvolvimento de valores que proporcionam a formação de cidadãos cientes de seus direitos e deveres sociais, auxiliando-os nas tomadas de decisões responsáveis sob a ótica da ciência, da tecnologia e da sociedade. O presente trabalho teve como objetivo verificar em que medida as inovações no ensino de Química estão presentes no projeto político pedagógicos das escolas Centros Experimentais do Estado de Sergipe (Colégio Estadual Marco Maciel, Colégio Estadual Vitória de Santa Maria e o Colégio Estadual Atheneu Sergipense) e quais as percepções que os professores de Química dessas escolas têm do modelo CTS. A escolha das escolas foi baseada no fato destas fazerem parte do programa de políticas públicas “Programa Ensino Médio Inovador (ProEMI)” e apresentarem uma proposta diferenciada de ensino, que visa além de resolver os problemas comuns do ensino médio (evasão, repetência, distorção idade/série), a formação e o aprimoramento dos jovens, incluindo a formação ética e cidadã, o desenvolvimento intelectual e do pensamento crítico bem como a compreensão dos fundamentos científico-tecnológicos, relacionando a teoria com a prática, privilegiando assim o caráter interdisciplinar da Educação. A metodologia utilizada foi uma abordagem qualitativa. Os instrumentos de coleta de dados utilizados foram a entrevista semiestruturada e o questionário VOSTS (Viewson Science-Tecnology-Society). A análise dos resultados foi feita utilizando-se a análise de conteúdos de acordo com Bardin. Foram entrevistados cinco professores dos quais três afirmou utilizar o modelo CTS como estratégias de ensino, um conhece o modelo, mas não faz uso, enquanto que outro o desconhece. Este trabalho de pesquisa foi realizado com os três professores que afirmaram conhecer e utilizar o modelo CTS em suas aulas.
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Silva, Daniela Salgado Gonçalves da. "Iniciação científica e tecnológica na educação superior a distância." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/1124.
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Previous issue date: 2014-02-24Considering the low search for undergraduate research (UR) from the Distance Education (DE) students from Federal University of São Carlos (UFSCar), registered in the Scientific and Technological Undergraduate Research office of this University, we established a diagnosis near the population wrapped with this kind of education, on the reasons that lead to this low production of undergraduate researches, with the central objective to signal proceedings, products and services that could minimize this gap and promote bigger scientific productivity near the undergraduate students from distance education. For so much, we have done a data collection from a virtual focal group developed during the International Symposium of Distance Education and during the Investigators' Meeting in Distance Education promoting a reflection as for the involvement of these students in undergraduate research activities of their institutions. Subsequently a questionnaire had been applied near the degree course students in Pedagogy from distance education of Federal University of São Carlos, so much to complement the informations previously identified in the registers of production of UR in the University, as to validate the informations collected in the virtual focal group that disposed of the participation of different professionals from distance education and from different geographical regions from Brazil. The choice of the distance education degree course in Pedagogy as control group, fountain of data and of validation is due to the fact so much of being a degree course turned to the teachers' formation, main mark of the DE in Brazil, as because of being treated as the course with bigger number of enrolled students. We identified unknowing from these students relative to their participation on UR, as well as lack of interest of undergraduate research for lack of time, incentive and available mentors to guide them. Professionals of the area confirmed the low participation of the students of this kind of education in Brazil, confirming the hypothesis of this research.
Diante da baixa procura por iniciação científica e tecnológica (ICT) pelos alunos da Educação a Distância (EaD) da Universidade Federal de São Carlos (UFSCar), registrados na secretaria de Iniciação Científica e Tecnológica desta Universidade, estabelecemos um diagnóstico junto à população envolvida com esta modalidade de educação, sobre os motivos que levam a esta pouca produção de pesquisas de ICT, com o objetivo central de sinalizar procedimentos, produtos e serviços que possam minimizar esta lacuna e promover maior produtividade científica junto aos graduandos da EaD. Para tanto, foi feita uma coleta de dados a partir de um grupo focal virtual, desenvolvido durante o Simpósio Internacional de Educação a Distância (SIED) e do Encontro de Pesquisadores em Educação a Distância (EnPED) promovendo uma reflexão quanto ao envolvimento dos alunos da EaD nas atividade de ICT de suas instituições. Posteriormente fora aplicado um questionário junto aos alunos de Licenciatura em Pedagogia da EaD-UFSCar tanto para complementar as informações anteriormente identificadas nos registros de produção de ICT na Universidade, quanto para validar as informações coletadas no grupo focal virtual que contou com a participação de diferentes cursos e regiões geográficas do Brasil. A escolha do curso de licenciatura em pedagogia da EaD como grupo controle, fonte de dados e de validação, se deve ao fato, tanto de ser um curso de licenciatura voltado à formação de professores, principal meta da EaD no país, como por se tratar do curso com maior número de matriculados no Brasil. Identificamos desconhecimento dos alunos relativos a adesão à ICT, bem como desinteresse em pesquisa de ICT por falta de tempo, de incentivo e de professores disponíveis para orientá-los. Profissionais da área confirmam a baixa participação dos estudantes dessa modalidade de ensino pelo Brasil, confirmando as hipóteses desta pesquisa.
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Reza, Faisal 1980. "Human cloning : science, ethics, policy, society." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29582.
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Thesis (B.S.)--Massachusetts Institute of Technology, Program in Science, Technology, and Society, 2003.Includes bibliographical references (leaves 73-74).
The interplay of science, ethics, policy and society contribute to our understanding of and relation with human cloning. Genetic science and technology at the end of the twentieth century has permitted successful cloning of mammals and other animals. Such advancement has raised key ethical issues regarding the prospect of cloning human beings. Evaluation of these issues has led to policies aimed at regulating this novel technology. In tum, these policies strive to prepare our society for the scientific possibilities and ethical implications of human cloning.
by Faisal Reza.
B.S.
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Shi, Yvonne Yuk-hang. "Science-technology-society education for primary pupils of Hong Kong." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267061.
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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.Bibliography: p. 233-248.
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.
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.
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.
Mode of access: World Wide Web.
vii, 248 p
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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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Jasper, William Gordon. "Detecting biology teachers' images of teaching about science, technology, and society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34964.pdf.
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Beland, Christopher D. (Christopher David) 1978. "Digital technology and copyright law." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16818.
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Thesis (S.B.)--Massachusetts Institute of Technology, Program in Science, Technology, and Society, 2002.Includes bibliographical references (p. 88-108).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Intellectual Property is an ideology of the late Twentieth Century which reserves property-like rights in information, so that creators may extract its economic value. Current American copyright law draws mainly from this concept; it has been constructed through history by negotiation between various established economic interests. Information Freedom is a competing ideology which has been successful in the software community. It emphasizes the dangers of over-propertization and the benefits of freely accessible resources, especially non-depletable information resources. Compromise must be reached in a practical (non-ideological) fashion in order to achieve the social goals of: production of creative content (encouraged by fair but not excessive compensation for creators); promotion of scientific, political, technical, artistic, cultural, and economic progress by removing obstacles to accessing content and taking advantage of innovations which change the status quo; protection of creative freedom; and ensuring quality and diversity in the content which is created. Civil disobedience as a means to achieve these goals may be counterproductive if it results in tighter technological restrictions on content availability or stricter legal mechanisms; legal reforms proposed by Lawrence Lessig and Jessica Litman are unlikely to be enacted. Internet-based technologies have strong potential to increase exposure to diversity, decrease costs, and improve the subjective experience for music consumers. Cheaper film-making equipment may have similar positive effects for motion pictures to a lesser degree. Internet bandwidth and other practical limitations suggest that immediate changes in video distribution and consumption patterns are more likely to be driven by the availability of Digital Video Recorders, or perhaps competing Video On Demand services. Different economic models which fund content creation may be appropriate for different applications, and may in some cases further social goals better than strong propertization. Alternative models include voluntary contributions (either from creators or consumers); indirect benefit by establishing reputation, selling related services, cross-promotion, or selling advertising; and public funding. The history of telecommunication, including the telegraph, radio, television, and the Internet, provides evidence that important uses for new technology may not be initially obvious, that the maturation of digital information technology and related economic models is just beginning.
by Christopher D. Beland.
S.B.
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Santos, Rafaela Cristina da Silva. "Ciência-tecnologia-sociedade : suas interrelações e seu ensino nas concepções de licenciando em química." Universidade Federal de Sergipe, 2017. https://ri.ufs.br/handle/riufs/5128.
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The present research seeks to analyze the conceptions about CTS (Science-Technology-Society)
and about the teaching in this perspective, of graduates in Chemistry of an IES of the state of
Sergipe (Institutions of Higher Education) of the private network (Association of Education and
Culture Pio Tenth), relating such conceptions to relevant aspects of their initial formation. This
IES is located in the city of Aracaju, located in the state of Sergipe.. The research was developed
through a qualitative approach. For this, the data collection was divided in three moments. In the
first collection, there was the analysis of the curricular matrix of the course of Degree in
Chemistry offered by the IES. This analysis was not an in-depth analysis, since the objective of
this stage was to analyze the existence or not of subjects that contemplate the CTS conceptions,
as well as to analyze the philosophical line that this curricular matrix seeks to follow. Type of
state of the art, that sought to select works that already exist in the academic environment that
approach or resemble the subject of the research. In the second stage of the research, an
investigative questionnaire was applied, consisting of two parts: the first one was the application
of the Portuguese version abbreviated by Canavarro (1999) containing 14 questions from the
VOSTS (Views on Science-Technology-Society) questionnaire. The second part of the
questionnaire was composed of 06 open questions about C-T-S teaching and the initial training
of subjects related to this teaching paradigm. In the third moment of the data collection, there
was the application of a focal group with 06 of the 07 subjects of the research. For the analysis
of the data collected through the VOSTS questionnaire, a categorization of the responses was
chosen considering the categories that were established by Canavarro (1999) in his adapted
version of the VOSTS questionnaire. For the analysis of the second stage of the questionnaire
and the data collected through the focus group, we used the Discursive Textual Analysis,
proposed by Moraes and Galiazzi (2011). The results obtained in the research allow to show that
the CTS conceptions that the subjects possess, in their majority, are in agreement with the
already defined categories in the literature as realistic and acceptable on Science and
Technology and its influences in the Society. Therefore, the members of the research have CTS
conceptions acceptable to their formation.A presente pesquisa busca analisar as concepções sobre C-T-S (Ciência-Tecnologia-Sociedade) e sobre o ensino nessa perspectiva, de formandos em Química de uma IES do estado de Sergipe (Instituições de Ensino Superior) da rede privada (Associação de Ensino e Cultura Pio Décimo), relacionando tais concepções a aspectos relevantes de sua formação inicial. Esta IES encontra-se localizada na cidade de Aracaju, situada no estado de Sergipe. A pesquisa foi desenvolvida por meio de uma abordagem qualitativa. Para tal, a coleta de dados dividiu-se em três momentos. Na primeira coleta, houve a análise da matriz curricular do curso de Licenciatura em Química ofertado pela IES. Essa análise, não foi uma análise aprofundada, pois o objetivo desta etapa foi analisar a existência ou não de disciplinas que contemplam as concepções CTS, bem como analisar a linha filosófica que esta matriz curricular busca seguir, ainda nesta etapa, foi realizado uma pesquisa do tipo estado da arte, que buscou selecionar trabalhos que já existem no meio acadêmico que se aproximam ou assemelham-se ao tema objeto da pesquisa. Na segunda etapa da pesquisa houve aplicação de um questionário investigativo, composto por duas partes: a primeira constituiu-se na aplicação da versão portuguesa abreviada por Canavarro (1999) contendo 14 questões do questionário VOSTS (Views on Science-Technology-Society). A segunda parte do questionário compôs-se por 06 questões abertas sobre ensino de C-T-S e a formação inicial dos sujeitos relacionada a esse paradigma de ensino. No terceiro momento da coleta de dados, houve a aplicação de um grupo focal com 06 dentre os 07 sujeitos da pesquisa. Para a análise dos dados coletados por meio do questionário VOSTS, optou-se por uma categorização das respostas tendo em vista as categorias que foram estabelecidas por Canavarro (1999) em sua versão adaptada do questionário VOSTS. Para a análise da segunda etapa do questionário e dos dados coletados por meio do grupo focal, foi utilizada a Análise Textual Discursiva, proposta por Moraes e Galiazzi (2011). Os Resultados obtidos na pesquisa permitem evidenciar que as concepções CTS que os sujeitos possuem, em sua maioria, são consentâneas com as categorias já definidas na literatura como realistas e aceitáveis sobre Ciência e Tecnologia e suas influencias na Sociedade. Sendo assim, os integrantes da pesquisa possuem concepções CTS aceitáveis a sua formação.
28
Emiroglu, Sinem. "Information Society: National Science And Technology Policies In Turkey And South Korea." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614980/index.pdf.
Full textAbstract:
This thesis emphasizes the role of being an information society in countries&rsquodevelopment perspective
furthermore aims to study the economic, social and structural dimensions of information society related policies with the case studies of Turkey and South Korea. Although in 1950s Turkey and South Korea had similar characteristics in terms of basic economic and social indicators, Turkey has lagged behind in South Korea in terms of development perspective and information society parameters. In addition, information society levels of Turkey and South Korea are measured and compared by ICT development index. Information society policies of South Korea and Turkey are analyzed in the scope of national science and technology policies separately. In theoretical perspective, transforming to information society is analyzed on the basis of &ldquo
Deployment policies in the field of ICT&rdquo
and &ldquo
Two models of network policy formation&rdquo
. The findings of the study indicate that, although hegemonic ruler organizations determine science and technology and transforming to information society related policies, government should not apply these policies without considering their internal dynamics. These policies should be re-evaluated and modified in the scope of national advantages and priorities. In addition, this study aims to indicate the importance of the role of science and technology policies on being an information society for 21st century.
29
Rogers, Juan D. "Implementation of a national information infrastructure : science and the building of society /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09062007-142652/.
Full text
30
Vaux, Janet Heather. "Social and epistemological bases of technology transfer : the case of artificial intelligence." Thesis, Brunel University, 1999. http://bura.brunel.ac.uk/handle/2438/5505.
Full textAbstract:
This thesis addresses a problem in the literature on technology transfer of understanding the local appropriation of knowledge. Based on interpretive and analytic traditions developed in Science and Technology Studies (STS) and ethnomethodology, I conceptualise technology transfer as involving communication between discursive communities. I develop the idea of 'performance of community' to argue that explanations of research and technology, and readings of those explanations, are sites for the elaboration of the identity of a discursive community. I explore this approach through a case study in the field of artificial intelligence (AI). I focus on what I call 'explanatory practices', that is practices of describing, identifying and explaining Al, and trace the differences in these practices, according to location, context and audience. The novelty of my thesis is to show the pervasiveness of performance of community within these explanatory practices, through showing the differences in the claimed identity and significance of Al, associated with different locations, contexts and audiences. I draw out some of the implications of my approach by counterposing it to a theory of technology transfer as the passing of neutral units of information, which I argue is implicit in a complaint made by Al vendors that the Al marketplace had been damaged by overselling or hype. In particular, I show that disclaimers of hype (more than the perpetration of it) had always been associated with the marketing of Al. More generally, my claim is that it is politically important to understand that neutral information is not available even as an ultimate standard, and that the local appropriation of knowledge is not an aberration to be controlled, but a component of both successful and unsuccessful communication between discursive communities.
31
Ross, Charlotte. "Representations of science, literature, technology and society in the works of Primo Levi." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/1220/.
Full textAbstract:
The thesis tackles two main issues. Part I explores Levi's engagements with the `two cultures' debate concerning the relationship between literature and `science' in postwar culture. Building on existing scholarship, I provide a more comprehensive view of his project to combat the two cultures divide. I contextualize the literature-science debate in Anglophone and Italophone culture, and then investigate dialogues between Levi and his contemporaries (for example, the writer Italo Calvino; the physicist Tullio Regge). Among other theoretical frameworks, I draw on critical approaches to the literature-science relationship and Bahktinian dialogics. Part II analyzes Levi's portrayals and critiques of science and technology as they impact on human life and freedoms, especially his problematizations of relationships between humans and machines in a post-industrial society. This aspect of Levi's work, particularly his representations of bodies and embodiment in a technologized age, has received little critical attention to date. I evaluate Levi's engagements with such issues, focussing also on gender dynamics in his writing about technologically-mediated embodiment. Given the absence of sustained Italophone critical reflection on these questions, I analyze Levi's work in light of recent Anglopone theorizing on posthumanism. I also refer to psychoanalytic approaches to the self. Considering Levi's approach to a series of perceived cultural dialectics-the relationships between science and literature, science and society, human subjects and machines-I argue that his work is characterized by contradiction. He asserts the need to break down cultural and disciplinary boundaries while simultaneously revealing his personal tendency to conceptualize literary and scientific activities, for example, as distinct practices. I conclude that by embracing such contradictions his work highlights areas of difficulty, and, without attempting to offer falsely universal solutions, reminds us of our capacity to maintain-or reclaim-corporeal and epistemological sovereignty of ourselves and our society.
32
Rossi, Michael Paul Ph D. Massachusetts Institute of Technology. "The rules of perception : American color science, 1831-1931." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69452.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 365-389).
Although vision was seldom studied in Antebellum America, color and color perception became a critical field of scientific inquiry in the United States during the Gilded Age and progressive era. Through a historical investigation of color science in the United States in the late nineteenth and early twentieth centuries, I argue that attempts to scientifically measure, define, and regulate color were part of a wider program to construct a more rational, harmonious, and efficient American polity starting from one of the very baseline perceptual components of reality - the experience of color. As part of this program, I argue secondly that color science was as much a matter of prescription as description - that is, color scientists didn't simply endeavor to reveal the facts of perception and apply them to social problems, they wanted to train everyday citizens to see scientifically, and thereby create citizens whose eyes, bodies, and minds were both medically healthy and morally tuned to the needs of the modern American nation. Finally, I argue not simply that perception has a history - i.e. that perceptual practices change over time, and that, for Americans of a century ago, experiences of color sensations were not taken as given but had to be laboriously crafted - but also that this history weighs heavily upon our present day understanding of visual reality, as manifested not least of all in scientific studies of vision, language, and cognition. Employing a close reading of the archival and published sources of a range of actors including physicist Ogden Rood, semiotician Charles Peirce, logician Christine Ladd-Franklin, board game magnate Milton Bradley, and art professor Alfred Munsell, among others, this study reveals the origins of some of the most deeply-rooted conceptions of color in modern American culture.
by Michael Paul Rossi.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
33
Yeang, Chen-Pang. "Characterizing radio channels : the science and technology of propagation and interference, 1900-1935." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/39172.
Full textAbstract:
Thesis (Ph. D. in History and Social Study of Science and Technology (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2004.Includes bibliographical references (p. 409-429).
Guglielmo Marconi's trans-Atlantic wireless experiment in 1900 marked the beginning of a communication revolution that transformed the open space above the earth into channels of information flow. This dissertation grapples with the historical conditions that gave rise to such a transformation: the studies of radio-wave propagation and the treatments of radio interferences in early twentieth-century America and Western Europe. The part on propagation examines the debate between the surface diffraction theory and the atmospheric reflection theory for long waves, the development of the ionic refraction theory for short waves, the evidential quests for the existence of the ionosphere, and the studies of the geomagnetic effects on propagation. The part on interferences focuses on the engineering efforts toward the characterization of atmospheric noise and signal-intensity fluctuations, the policies of radio-channel allocation for fighting man-made interference, and the scientific research into electronic tube noise. By the mid-30s, the results from these endeavors had considerably improved the quality of radio communication. Characterizing Radio Channels builds a bridge between the history of science and the history of technology by inspecting an immaterial engineering entity--radio channels--whose control required significant scientific research. In the history of science, it contributes to an integrated study of electrical physics and geophysics. In the history of technology, it enriches radio history, epistemology of engineering knowledge, consumer studies, and the studies of technological policies. Combining both fields with the concept of radio channels enables a new understanding of the historical conditions that made the information society
(cont.) social factors that facilitated the modern research organizations in academia, industry, governments and the military.
by Chen-Pang Yeang.
Ph.D.in History and Social Study of Science and Technology (HASTS
34
Kelkar, Shreeharsh. "Platformizing higher education : computer science and the making of MOOC infrastructures." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107312.
Full textAbstract:
Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 211-223).
This dissertation investigates the role of software in institutional transformation using the example of Massive Open Online Courses or MOOCs. It ethnographically tracks the development of the software infrastructure being built for MOOCs, focusing on three communities-programmers, instructors, and researchers-who centrally participate in the MOOC start-ups' stated mission of reinventing higher education. It argues that MOOC infrastructures are best viewed as an example of a heterogeneous software assemblage that I call the "software-as-platform," that is today being widely deployed and used in a number of industries and institutions. The software-as-platform consists primarily of software that holds together a variety of normative logics: open-endedness; fast, iterative, production processes; data-driven decision-making; governance for emergent effects; scalability; and personalization. Of these, the most important is that its creators give to it an open-endedness as to its ultimate purpose: thus, the assemblage is often framed using the language of "tools" or "platform." I then argue that the software-as-platform is a vehicle through which the norms and practices of Silicon Valley are making their way into other institutions, a process I call "platformization." Finally, I suggest that the software-as-platform enables the emergence of a new form of expertise: tool-making. Tool-makers see themselves as building software tools, whose ultimate purpose comes from their users. The tools themselves draw on many other kinds of expert knowledge chosen at the discretion of the tool-builders. The dissertation consists of four chapters bookended by an Introduction and a Conclusion. Chapter 2 is an analysis of the public discourse around MOOCs. Chapter 3 describes MOOC infrastructures, showing how a cluster of institutions, software, and people are organized to produce the plethora of courses as well knowledge about education. Chapter 4 tells the story about how edX, a MOOC start-up, turned itself from an educational organization into a software organization by deploying the software-as-platform, thereby transforming and displacing particular institutional roles. In Chapter 5, I analyze the practices of a rising class of tool-makers, computer scientists, and describe how they are able to draw on other kinds of expertise, and intervene in new domains, while still presenting themselves as neutral system-builders.
by Shreeharsh Kelkar.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)
35
Frohlich, Xaq Zachary. "Accounting for taste : regulating food labeling in the "affluent society," 1945-1995." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66037.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 456-493).
This dissertation traces a transformation in the U.S. Food and Drug Administration's governance of food markets during the second half of the 20th century. In response to new correlations between diet and risk of disease, anxieties about (over)abundant food supplies, and changing notions of personal versus collective responsibility in an affluent society, the FDA changed how it regulated food labeling. Following WWII, the agency developed a set of standard recipes with fixed common name labels (such as "peanut butter" or "tomato soup"), or "standards of identity," for all mass-produced foods. However, the appearance of new diet foods and public health concerns undermined this system. Beginning in the 1970s, the FDA shifted its policies. Rather than rely on standardized identities, the agency required companies to provide informative labels such as the ingredients panel, nutrition labels, and various science-based health claims. Agency officials believed that such information would enable consumers to make responsible health decisions through market purchases. Food labeling is explored as a regulatory assemblage that draws together a variety of political, legal, corporate, and technoscientific interests and practices. The five chapters are organized chronologically. The first two describe how a shift in focus among nutrition scientists from concern for the undernourished to a concern with overeating led to the introduction onto the market of engineered foods capitalizing off popular interest in diet and health. A middle chapter describes a series of institutional scandals that generated the political animus to change the FDA's system, and registered a broader "shock of recognition" that Americans' views about food and food politics had changed. The final two chapters describe the introduction of "Nutrition Information" labeling in the 1970s and the mandatory "Nutrition Facts" panel in the 1990s. By looking at the regulation of labels as a kind of public-private infrastructure for information, the turn to compositional labeling can be understood not merely as a shift in representation-from whole foods to foods as nutrients-but more broadly as a retooling of food markets to embed notions about personal responsibility for health into the ways that food was designed, marketed, and consumed.
by Xaq Zachary Frohlich.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
36
Downes, Kieran. "From enthusiasm to practice : users, systems, and technology in high-end audio." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/50110.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2009.Page 414 blank.
Includes bibliographical references (p. 401-413).
This is a story about technology, users, and music. It is about an approach to the design, manipulation, and arrangement of technologies in small-scale systems to achieve particular aesthetic goals - goals that are at once subjective and contingent. These goals emerge from enthusiasm for technology, for system-building, and for music among members of a community of users, and the promise of the emotional rewards derived from these elements in combination. It is a story about how enthusiasm and passion become practice, and how particular technologies, system-building activities, listening, debating, innovating, and interacting form that practice. Using both historical and ethnographic research methods, including fieldwork and oral history interviews, this dissertation is focused on how and why user communities mobilize around particular technologies and socio-technical systems. In particular, it concerns how users' aesthetic sensibilities and enthusiasm for technology can shape both technologies themselves and the processes of technological innovation. These issues are explored through a study of the small but enthusiastic high-end audio community in the United States. These users express needs, desires, and aesthetic motivations towards technology that set them apart from mainstream consumers, but also reveal important and under-recognized aspects of human relationships with technology more broadly. Covering the emergence and growth of high-end audio from the early 1970s to 2000, I trace some of the major technology transitions during this period and their associated social elements, including the shift from vacuum tube to solid-state electronics in the 1970s, and from analog vinyl records to digital compact discs in the 1980s. I show how this community came to understand technology, science, and their own social behavior through powerful emotional and aesthetic responses to music and the technologies used to reproduce music in the home. I further show how focusing on technology's users can recast assumptions about the ingredients and conditions necessary to foster technological innovation.
by Kieran Downes.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
37
Labruto, Nicole Francesca Hayes. "The plantation network : Brazilian bioenergy science and sustainability in the global South." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120881.
Full textAbstract:
Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 273-315).
This dissertation provides a multiscalar analysis of climate change solutions from the global South by investigating how bioscientists are leveraging postcolonial ecological legacies into the basis for what they envision as a sustainable future. In Brazil, scientists from different disciplines are reengineering sugarcane-a crop central to the colonial project-at molecular, organismic, and economic scales in order to expand biofuels as international energy commodities. I argue that biology has become central to what I call the plantation network: a postcolonial agricultural formation that includes laboratories as obligatory passage points in the growing of plants to meet human needs and desires, especially in the era of "sustainability" and "green capitalism." My research uses the plantation network formation to show that even though Brazilian scientists work under ethical and ecological threats posed by climate change, they also rely on Brazilian history, ideology, and cultural practices as they reshape life forms, landscapes, and labor in Brazil and Mozambique. This multisited analysis draws on ethnographic research conducted with molecular biologists attempting to create the world's first commercially viable transgenic sugarcane plant, biochemists working to develop waste-reducing fermentation technologies by using bioprospected "wild" yeasts to digest sugarcane bagasse, and a think tank of agronomic economists seeking to transfer a "Brazilian biofuel model" to Lusophone Mozambique. For these scientists, Brazil's long history of sugarcane is coming to center on ethoses and practices of what they call "sustentabilidade" (sustainability): a form of technoscientifically-aided industrial development that contributes to environmental wellbeing while maintaining the possibility of continued capitalist production for future populations. The dissertation examines "sustainability" as it has emerged in these sites by considering the plantation as a pharmakon-like entity: at the same time (1) a destructive nexus of social-ecological relations that has propelled the harmful, unjust conditions that have led to calls for "sustainable" practices and principles and (2) a redemptive space for ethically-sound renewable fuel and food production that scientists believe is central to creating a more just, livable world. I investigate how scientific practices related to ethically-rendered biofuels are motivating changes to the biotechnologies, production techniques, and locations of sugarcane plantations.
by Nicole Francesca Hayes Labruto.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)
38
Herzig, Rebecca M. (Rebecca Margaret) 1971. "In the name of truth : sacrifical ideals and American science, 1870-1930." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9993.
Full text
39
Shulman, Peter Adam. "Empire of energy : environment, geopolitics, and American technology before the age of oil." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39577.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, June 2007."May 2007."
Includes bibliographical references (p. 298-318).
This dissertation asks how the United States physically built its global empire. Between 1840 and 1930, empire building involved the establishment of a network of naval bases and coaling stations. By focusing on energy, I reconceptualize the American overseas empire as neither inevitable nor geographically predetermined. I trace how coal shaped U.S. expansion, how this expansion influenced ideas about national security, and how these security concerns affected the global environment. Coal reveals continuities in American foreign relations that link overseas expansion to responses to the introduction of steam power into ocean travel. As the Navy sought coal, it progressively assembled the familiar contours of America's global reach. The dissertation addresses both global and local history. It shows how policy makers before the Civil War demonstrated tremendous creativity in initiating geological investigations, diplomatic arrangements, and commercial agreements in foreign territories. Between the Civil War and 1898, these approaches gradually gave way to a more singular effort by the Navy to control strategic ports around the world. Soon, coal was so central to the Navy that coaling strategy and technology formed a foundation for the education of elite officers at the Naval War College, where its study shaped the planning for future wars. Attention to Americans in Borneo, Japan, the Isthmus of ...
Peter Adam Shulman.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
40
Blackburn, Renée Marie. "Highway madness! : politics and citizen participation in postwar U.S. traffic safety technology and policy." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113948.
Full textAbstract:
Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 158-164).
Modern U.S. traffic safety policy is largely guided by three overarching principles that have influenced governments, industry, and community and citizen activists since the 1940s. The terms, education, engineering, and enforcement, detailed in the Action Program for Traffic Safety were developed by engineers and U.S. federal government traffic safety experts in response to growing concerns around rising traffic fatalities. In these guidelines, and the iterations that developed from them, responsibility for traffic safety shifted between drivers, policy makers, and the automotive industry. My dissertation examines the evolution of traffic safety policy, specifically looking at solutions to reach zero fatalities, over multiple decades. The traffic safety experts, including the auto industry, federal government, and community activists, striving for zero fatalities have reshaped traffic infrastructure, automotive regulation, and consumer perceptions of risky behaviors in an attempt to solve a major public health issue. Broadly following four themes, infrastructure, institutions, technology, and behavior, each chapter highlights how these actors mitigated risks and defined safety in order to find solutions to highway fatalities. To safety-concerned government officials and industry leaders, central actors in the development of federal traffic safety policy, traffic safety encompassed engineering, education, enforcement, citizenship, humanitarian, and moral issues. On the other hand, to women's community and activist groups, like MADD, traffic safety's focus was the education of drivers and pedestrians, and the prevention of crashes through educational and public health approaches. However, to working class white males, government mandated safety was viewed as an infringement upon their freedom as individuals to choose how to be safe and how to define their level of safety, regardless of its effects on others. Through analysis of these narratives emerges a more complete picture of the public health, education, and social policy implications of twentieth century traffic safety, the role of citizen activism in traffic safety policy development at the local, state, and federal levels, and the ways in which the traffic safety solutions have shifted over time.
by Renée Marie Blackburn.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)
41
Pradheksa, Pratama Yudha. "Islam and the Social Construction of Risk: A Discourse Analysis of the Fatwa to the Muria Nuclear Power Plant in Indonesia." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/86275.
Full textAbstract:
This thesis analyzes Badan Tenaga Atom Nasional (BATAN, the Indonesia National Nuclear Energy Agency and the the Ulama of Pengurus Cabang Nahdlatul Ulama (PCNU, the Islamic scholars of District Branch of Nahdlatul Ulama) Jepara’s different risk assessments of the purposed nuclear power plant in Muria, Indonesia. Using a discourse analysis combined with the social construction of risk from a science and technology studies (STS) perspective, this thesis focuses on the Ulama’s risk assessments, and looks at how the Islamic interpretations of fiqh (Islamic Jurisprudence) and the knowledge of perceived risk of the State’s nuclear inexpertise, environmental degradations, the type of the reactor, and foreign technological dependence are used simultaneously by the Ulama of the PCNU Jepara to construct maslahah (benefits) and mafsadah (disadvantages) on the fatwa to the proposed Muria nuclear power plant. I argue that the different risk assessments converge on the proposed Muria nuclear power plant, which are based on not only scientific and political discourse but also Islamic beliefs. In contrast to alternative forms of knowledge, Islamic belief not only has orientations to the social world but also the afterlife. I found the Ulama’s concerns regarding perceived risk of the State’s nuclear inexpertise did not change whether from the authoritarian regime to the democratic model. Across the contesting political regimes, the Ulama articulated their concerns of perceived risk of the State’s nuclear inexpertise through distrust of the State’s capacities and capabilities in handling a commercial nuclear power plant. Furthermore, the different ways of constructing risk through BATAN and the Ulama depict the contested meaning of national identity after the Indonesia independence. Lastly, this thesis offers a unique view of studying Islam and the social construction of risk from a non-Western context.Master of Science
42
Behrouzan, Orkideh. "Prozàk diaries : post-rupture subjectivities and psychiatric futures." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/69450.
Full textAbstract:
This work is a historically situated ethnography of the rise in psychiatric discourses in Iran since the 1990s. It explores the trajectory of emerging psychiatric selves in the convergence of the social and the psychological. I examine psychiatric mindsets, the ways different sectors of the society embody, internalize, and modify psychiatric discourses to articulate and understand their distinct generational experiences and sedimented anxieties. Generational in my inquiry has to do with the way different generations experiences the 1980s, the Iran-Iraq war, new forms of citizenship and the politicization of their bodies and minds. This ethnography is interdisciplinary, intimate and multi-sited. Its areas include medical training and practice, neuroscientific explanatory models for mental illness and it treatment, biomedical modes of thinking versus psycho-dynamic ones, the subjective experience of being or wanting to be medicated, the historical trajectory of the field of psychiatry in the 2 0 th century Iran and its knowledge communities, cultural material such as cinema and literature, shifting gendered and gendering paradigms of motherhood, biomedical modernization, and the discursive processes that give rise to emerging psychiatric selves. The 1990s paradigm shift is a significant pretext to the emergence of spaces in literature, art and particularly Persian blogs, where belated articulation and dialogical reconstruction of traumatic memory create forms of identification, and grounds for making sense of the past in order to heal, cope and move on.by Orkideh Behrouzan.
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2010.
"September 2010." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 268-278).
43
Im, Hyun Gyung. "In sync over distance : flexible coordination through communication in geographically distributed software development work." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/40393.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2006.Includes bibliographical references (p. 209-219).
In this dissertation, I examine how the members of a distributed software development team (LC) operating entirely virtually for four and half years developed useful social practices to collaborate across time and space. Based on various communication data from LC, I analyze the communicative structuring of distributed work in members' daily practices. I show that "temporal flexibility," often mentioned as key advantage of virtual organizing, is socially accomplished through "boundary management," as members negotiate different temporal boundaries and learn and adapt to others' temporal patterns. Second, I identify dynamic coordination practices in LC that interweave multiple modes of communication and coordination in evolving work contexts, and demonstrate how these coordination practices facilitate temporal flexibility in LC. Finally, I analyze how members used the asynchronous communication medium of email to coordinate their tasks, using the notion of genre and genre system.
(cont.) My analysis suggests that communicating, coordinating, and temporal structuring are not distinctive activities, but are closely bound up with each other in a local practice; time, communication, and coordination are dynamically reconfigured over time, reflecting evolving work, social relations, and local contexts. Key Words: distribute teams, virtual teams, virtual organizing, technology-mediated communication, temporal flexibility, coordinating, communicating, temporal structuring, social practices, communicative structuring, genre and genre system, reconfiguration of time, communication, and coordination.
by Hyun Gyung Im.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
44
Hoyt, Kendall L. (Kendall Lindquist) 1971. "The role of military-industrial relations in the history of vaccine innovation." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8065.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Science, Technology and Society, June 2002."May 2002." Vita.
Includes bibliographical references (p. 193-205).
This thesis examines the historical conditions that have contributed to high rates of vaccine innovation in the U.S. during the twentieth century. Empirical analysis of vaccine license data demonstrates that the highest rates of innovation were achieved during the 1940's. Historical analysis of this data indicates that a large percentage of these innovations were the product of World War II vaccine development programs. Participation in these programs fostered a uniquely productive culture of collaboration between military and industrial vaccine developers that persisted through the postwar era, maintaining innovation rates through the 1960's and early 1970's. By the mid-1970's, however, the historical circumstances and cultural factors that engendered and sustained military-industrial collaboration began to change, causing rates of vaccine innovation to fall and vaccine stocks to dwindle. Poor economic incentives for vaccine development are often cited as the reason for falling rates of innovation. This explanation is correct but incomplete, because, for example, economic incentives for vaccine development were poor during the 1940's and 1950's, when innovation rates were high. I demonstrate that vaccine innovation is tied to levels of military-industrial collaboration and that declining rates of innovation in recent decades are associated with the disruption of this military-industrial culture of collaboration. Finally, drawing on lessons from this history of military-industrial relations, I examine the opportunities and challenges that the new "war on terrorism" presents for efforts to improve vaccine innovation and supplies.
Kendall L. Hoyt.
Ph.D.
45
Bivins, Roberta E. (Roberta Emily). "The needle and the lancet : British acupuncture and the cross-cultural transmission of medical knowledge." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10708.
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Bentley, Patricia Peterson 1954. "Genetic manipulation : the paradox of control in a flexible corporation." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/34340.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2000.Includes bibliographical references (p. 399-410).
This dissertation is a two-theme ethnography focusing on the early history of one company within the context of the turbulent business environment of the 1990's. One theme is the control exercised by a corporation to mold its people to achieve certain productive ends, focusing on three areas: culture, physical environment and technology. The second theme is the ability of a corporation to be flexible. Taken together, the two themes form the self-contradictory notion of trying to control a group to increase its ability to be flexible. Many writers who focus on organizations have found the biological metaphor of evolution a useful way to conceptualize some aspects of a successful firm. In contrast I find the biological metaphor of genetic manipulation best illustrates the kind of control exercised by the leadership of this particular firm. From its inception, the leadership team wanted to create a flexible firm, one that could thrive in a turbulent environment. Rather than rely on a multiplicity of heterogeneous experiments, they actively manipulated specific aspects of the firm. The early results, the formation of a successful company, suggested that those controls and the decision to actively mold the firm using such controls were the right choices. When faced with a radical change in the marketplace, the arrival of the Internet economy, the leaders of this firm responded with the same technique and once again were able to mold a successful firm. To the extent that the Internet economy requires companies to change at Internet speed, this firm's ability to manipulate its own "DNA" may well be a model for success for other firms in this environment.
by Patricia Peterson Bentley.
Ph.D.
47
Galer, Gregory. "Forging ahead : the Ames family of Easton, Massachusetts and two centuries of industrial enterprise, 1635-1861." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/29897.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Science, Technology and Society, February 2002.Includes bibliographical references (p. [312]-323).
This dissertation uses the Ames Family of Easton, Massachusetts as a case study on development of business and industry in early nineteenth century America. From English iron-working roots transplanted to America in 1635 the artisan tradition of blacksmithing dominated the Ames family for generations. Oliver Ames was trained as a smith, but when he came to Easton in 1803 to focus on the manufacture of shovels, he made an important step in the evolution from artisan and craftsman to industrialist, a common transition well exemplified by Oliver Ames's life. The Ames story demonstrates that the "Industrial Revolution" was no revolution at all. It was a gradual and fluid evolution from one way of doing business to another, an evolution in which many older methods and beliefs (the importance of farming, the dependence on kin, devotion to the community, conservative capital investments...) served men like Oliver Ames well. Common mischaracterizations of industrial development as revolutionary slights the importance of early nineteenth century industry; encourages an inaccurate focus on the romantic nature of small, rural mills; and discourages any impulse to examine in detail the ways in which early industry operated and played a part in industrial development. In fact, the management and operation of many of these facilities was far more complex than is typically recognized. Many of the earliest industrialists struggled to understand and manage complicated issues such as labor, raw materials, shipping, sales, international trade, economics, technological and scientific understanding, and the impact of business on family and community.
(cont.) We can learn much about later business practice by exploring these earlier industries. The thesis discusses Oliver Ames's operations in Easton, West Bridgewater, and Canton, Massachusetts including joint waterpower development. Later management by Oliver's sons Oakes and Oliver is also studied as are merchant houses in New York and blast furnaces in Franklin and Wawayanda, New Jersey managed by Old Oliver's son William and the puddling and heavy forging shop run by his son Horatio in Falls Village, Connecticut. Later family investments are briefly discussed including Oakes's involvement with the Credit Mobilier Construction Company which built the Union Pacific Railroad.
by Gregory J. Galer.
Ph.D.
48
Myers, Natasha. "Modeling proteins, making scientists : an ethnography of pedagogy and visual cultures in contemporary structural biology." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/40976.
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Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2007.Includes bibliographical references (p. 260-277).
This ethnography tracks visualization and pedagogy in the burgeoning field of structural biology. Structural biologists are a multidisciplinary group of researchers who produce models and animations of protein molecules using three-dimensional interactive computer graphics. As they ramp up the pace of structure determination, modeling a vast array of proteins, these researchers are shifting life science research agendas from decoding genetic sequence data to interpreting the multidimensional forms of molecular life. One major hurdle they face is training a new generation of scientists to work with multi-dimensional data forms. In this study I document the formation and propagation of tacit knowledge in structural biology laboratories, in classrooms, and at conferences. This research shows that structural biologists-in-training must cultivate a feel for proteins in order to visualize and interpret their activity in cells. I find that protein modeling relies heavily on a set of practices I call the body-work of modeling. These tacit skills include: a) forms of kinesthetic knowledge that structural biologists gain through building and manipulating molecular models, and by using their own bodies as mimetic models to help them figure out how proteins move and interact; and b) narrative strategies that assume a teleological relationship between form and function, and which figure proteins through analogies with familiar human-scale phenomena, such as the pervasive description of proteins as "machines." What I find is that these researchers are not only transforming the objects of life science research: they are training a new generation of life scientists in forms of knowing attuned to the chemical affinities, physical forces and movements of protein molecules, and keyed to the tangible logic and rhetoric of "molecular machines."
(cont.) This research builds on concerns in the feminist science studies literature on modes of embodiment in scientific practice, and contributes to studies of performance in science by examining visual cultures as performance cultures. In addition, I incorporate historical studies of the life sciences to map the making of the protein-this intricately crafted entity whose forms and functions, I argue, are recalibrating scientific expertise, reanimating biological imaginations, and reconfiguring the very contours and temporalities of "life itself."
by Natasha Myers.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
49
Kumar, Richa Ph D. Massachusetts Institute of Technology. "The Yellow Revolution in Malwa : alternative arenas of struggle and the cultural politics of development." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/47825.
Full textAbstract:
Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2009.Includes bibliographical references (p. 319-331).
This dissertation engages with two analytical frameworks to explore questions of social transformation and structures of power in rural society in India. The first is a specific critique of various types of development discourse and development projects that have been elaborated by national and international elites during the last forty years, focusing on the dry land Malwa region in the central Indian state of Madhya Pradesh. This includes a project to introduce soyabean cultivation to the region in the 1970s, which has been post-facto labeled as a yellow revolution, and a discourse which argues that providing market information through new information and communication technologies is empowering farmers. I argue that these projects and discourse have mostly steered away from engaging with the structures of power framing rural society, and thus, have failed to bring about much change in the condition of rural people in central India. The second analytical framework is a recovery and foregrounding of alternate arenas of struggle that rural people in the Malwa region have been participating in. The platform of democratic politics is one such avenue that marginalized groups have used to make demands upon the state to provide them with support and allows them to hold the state accountable for the same. Participating in cultural projects that question and subvert the forms of caste and gender based exclusion that frame the lives of people is another such arena which provides women and adivasis (tribals) with a language of empowerment. This research argues that for the language and practice of development to have more relevance to the lives of the poor and for it to engage with the deeper aspirations in their lives, the role of these political and cultural projects as vital platforms for rural people to exercise agency and bring about change, must be recognized.
by Richa Kumar.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
50
Roush, Wade Edmund. "Catastrophe and control : how technological disasters enhance democracy." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/28134.
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