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Dissertations / Theses on the topic 'Scientific knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Perini, Laura Therese. "Visual representations and scientific knowledge /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3036945.

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2

Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, Università degli studi di Trento, 2011. https://hdl.handle.net/11572/368718.

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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content. In this dissertation, we p

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3

Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, University of Trento, 2011. http://eprints-phd.biblio.unitn.it/648/1/Hao's_PhD_thesis(final).pdf.

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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content. In this dissertation, we

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4

Ashton, Victoria Clare. "Scientific Knowledge: the Impact on Conservation." Thesis, University of Canterbury. School of Social and Political Sciences, 2011. http://hdl.handle.net/10092/7051.

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This thesis discusses the impact that paradigms of thought have on the construction of conservation programmes. Western scientific thinking represents a distinct way of looking at the world. It accepts a separation between nature and culture and thinks that knowledge about the world can best be discovered through the use of experiments that follow a specific set of rules, the scientific method. Scientific thinking is an integral part of the world view of scientists and extends to the way in which they interact with the world. Scientific researchers design their proj

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5

Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.

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This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of

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6

Gonzalez, Pinto Jose Maria 1975. "A knowledge-network model of scientific communities." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8517.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.<br>Includes bibliographical references (p. 68-69).<br>The amount of information organizations possess now days is overwhelming and the need of being capable of extracting valuable knowledge from such large amount of information is imperative. This thesis presents a software tool capable of extracting valuable knowledge (e.g. expertise) of a scientific community, generating relationships among community members automatically and revealing these relationships throu

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7

Biscaro, Claudio <1982&gt. "Wiring knowledge : metaphors, boundaries and scientific performance." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3068.

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The topic of the dissertation is knowledge combination that is key for innovation and the generation of new knowledge and for innovation. The dissertation comprises three chapters. In the first chapter, we longitudinally study the activity of a group of scientists and how they use metaphors to coordinate both disciplinary and multidisciplinary knowledge creation. In the second chapter, we show a method to identify concepts that bridge different disciplines through the analysis of textual networks. In the third chapter, we study how the structure of co-authorship network and the position of the

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8

Wallace, Michael. "Undergraduate honors students' images of science : nature of scientific work and scientific knowledge /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060156.

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9

Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.

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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impac

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10

Rinaldi, Fabio. "Knowledge mining over scientific literature and technical documentation." [S.l.] : [s.n.], 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000292610.

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11

Parpia, Pasha. "Neural plasticity and the limits of scientific knowledge." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58460/.

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Western science claims to provide unique, objective information about the world. This is supported by the observation that peoples across cultures will agree upon a common description of the physical world. Further, the use of scientific instruments and mathematics is claimed to enable the objectification of science. In this work, carried out by reviewing the scientific literature, the above claims are disputed systematically by evaluating the definition of physical reality and the scientific method, showing that empiricism relies ultimately upon the human senses for the evaluation of scientif

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12

McIver, Russell P. "A knowledge-based approach to scientific workflow composition." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/80633/.

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Scientific Workflow Systems have been developed as a means to enable scientists to carry out complex analysis operations on local and remote data sources in order to achieve their research goals. Systems typically provide a large number of components and facilities to enable such analysis to be performed and have matured to a point where they offer many complex capabilities. This complexity makes it difficult for scientists working with these systems to readily achieve their goals. In this thesis we describe the increasing burden of knowledge required of these scientists in order for them to s

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13

Wang, Victoria Rui. "A new generation system for scientific knowledge discovery." Phd thesis, Canberra, ACT : The Australian National University, 2015. http://hdl.handle.net/1885/151246.

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14

Chenu-Abente, Acosta Ronald. "Knowledge and Artifact Representation in the Scientific Lifecycle." Doctoral thesis, Università degli studi di Trento, 2012. https://hdl.handle.net/11572/368068.

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This thesis introduces SKOs (Scientific Knowledge Object) a specification for capturing the knowledge and artifacts that are produced by the scientific research processes. Aiming to address the current existing limitations of scientific production this specification is focused on reducing the work overhead of scientific creation, being composable and reusable, allow continuous evolution and facilitate collaboration and discovery among researchers. To do so it introduces four layers that capture different aspects of the scientific knowledge: content, meaning, ordering and visualization.

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15

Chenu-Abente, Acosta Ronald. "Knowledge and Artifact Representation in the Scientific Lifecycle." Doctoral thesis, University of Trento, 2012. http://eprints-phd.biblio.unitn.it/713/1/Kw_and_Artifact_Representation_in_the_Scientific_Lifecycle_.pdf.

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This thesis introduces SKOs (Scientific Knowledge Object) a specification for capturing the knowledge and artifacts that are produced by the scientific research processes. Aiming to address the current existing limitations of scientific production this specification is focused on reducing the work overhead of scientific creation, being composable and reusable, allow continuous evolution and facilitate collaboration and discovery among researchers. To do so it introduces four layers that capture different aspects of the scientific knowledge: content, meaning, ordering and visualization.

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16

Loughlin, Simon Patrick. "Modelling expertise in quantitative scientific problem solving." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268228.

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17

Leung, Wai-hung. "Characterizing and fostering students' knowledge building and scientific understanding." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38962238.

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18

Leung, Wai-hung, and 梁偉雄. "Characterizing and fostering students' knowledge building and scientific understanding." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38962238.

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19

Meehan, Diane. "Knowledge-based advising in the domain of scientific programming." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385302.

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20

Ashmore, M. "A question of reflexivity : Wrighting sociology of scientific knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355573.

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21

Hampel, Mathis. "Climate reconstruction and the making of authoritative scientific knowledge." Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/climate-reconstruction-and-the-making-of-authoritative-scientific-knowledge(f8b53f44-73ab-4349-84d2-3b0957c53b6d).html.

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Because the authority of science is thought to legitimise governmental regulations to restrict the emission of so-called greenhouse gases (GHGs), in this thesis I study the making of authoritative scientific knowledge through the lens of a controversy about climate reconstruction. While controversies in climate science are typically explained with vested interests that have turned an innocent form of knowledge into the victim of the political opponent’s misuse, I draw on insights from science studies to illuminate a more nuanced and symmetrical critique on climate science, the theory of anthro

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22

Collis, Jaron Clements. "An application of artificial intelligence to quantitative problem solving in engineering." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361311.

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23

Lai, Shu-Fang. "Dickens and science : summaries and contributions related to science in Household Words and All The Year Round with an introduction." Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298934.

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24

Wilson, David William. "On the problem of indeterminacy in fluvial geomorphology." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246883.

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25

Koulaidis, Vasilios. "Philosophy of science in relation to curricular and pedagological issues : a study of science teachers' opinions and their implications." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020173/.

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This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of clas

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26

Mahmud, Zakaria. "Source of New and Advance Scientific Knowledge of Software Practitioners." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4345.

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Context: Academic researchers publish their results of new and advanced scientific knowledge (often in close collaboration with industry) in academic journals and conferences. However, it is not know to what extent this information reaches the practitioners. So far this has not been investigated. This information will help researchers in the dissemination process of their research findings. Objectives: In this study we investigate which types of knowledge dissemination forums exist in software engineering, how frequent and aware they are to software practitioners and how useful they find it in

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27

Mihindu, S. "Holistic model for knowledge collaboration in scientific communities of practice." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26817/.

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This research sets out to develop a holistic model for Knowledge Collaboration for scientific Communities of Practice (CoP). It, inter alia, investigates appropriate methods which support Knowledge Collaboration of Scientific Community of Practice (SCoP). It also identifies the main challenges associated with supporting Knowledge Collaboration and ways of addressing specific challenges in the development of a Knowledge Collaboration Environment (KCE) within SCoP. In addition, it establishes how individuals within CoP and groups associated with CoP create new knowledge in collaboration. The nec

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28

Muspratt, Alexander Walter, and n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.

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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first su

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29

Bikard, Michaël. "Essays on the production and commercialization of new scientific knowledge." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82296.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Scientific research frequently generates tremendous economic value. Yet, this value tends to be elusive and public and private organizations often struggle to obtain returns from their investment in science. This dissertation, composed of three essays, examines persistent challenges to the production and commercialization of new scientific knowledge. The first essay of the dissertation describes simultaneous discoveries an

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30

Dryllerakis, Kostantinos. "Domain logic programming : theory and applications to scientific knowledge representation." Thesis, Imperial College London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299452.

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31

Muspratt, Alexander Walter. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365592.

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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first su

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32

Bucciarelli, Karina. "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1365.

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This thesis explores what to have distorted scientific knowledge claims due to socially constructed conceptions of gender. Using the paradigm example of the explanation of human fertilization misrepresenting knowledge as it maps on stereotypes about the passive female and the active male onto the scientific participation of the egg and the sperm. Exploring arguments presented by feminist epistemologists, I argue that in order to produce knowledge free of distortions due to problematic social conceptions we must engage in a specific epistemological framework with three main components: 1) criti

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33

Torino, Emanuelle. "Compartilhamento de conhecimento científico na perspectiva de pesquisadores da Universidade Tecnológica Federal do Paraná." Universidade Estadual de Londrina, 2010. http://repositorio.utfpr.edu.br/jspui/handle/1/148.

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Os estudos acerca da gestão do conhecimento apontam para a utilização do conhecimento como fomento de um desempenho mais eficaz, a partir do envolvimento dos sujeitos nos processos organizacionais, valorizando os ativos do conhecimento, capazes de promover o sucesso da organização. A literatura da área de gestão do conhecimento concentra suas discussões no ambiente das organizações empresariais e possui a maioria das pesquisas e aplicações voltadas ao conhecimento organizacional, contudo, verifica-se a existência de outros contextos, nos quais a gestão do conhecimento pode ser estudada e discu

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34

Chaffey, Heather. "Integrating scientific knowledge and local ecological knowledge (LEK) about common eiders (Somateria mollissima) in southern Labrador /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,165662.

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35

Onishi, Yukinori. "Epistemological Analysis of the Scientific Realism Debate." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199020.

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36

Van, der Walt Johanna Maria. "Technology for knowledge innovation : a realistic pluralist scientific problem solving capability." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01232006-155408.

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37

Deutsh, Shoshana. "No science, no democracy : environmental knowledge and scientific activism in Canada." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55116.

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“No Science, No Evidence, No Truth, No Democracy”: this phrase has appeared on signs and has been chanted at protests across Canada since the “Death of Evidence” protests in 2012. It marked the emergence of a number of pro-science organizations that have sought to protect the role of science in Canada’s democracy in the face of substantial changes to science governance in Canada. Arguing against funding cuts to environmental research and libraries, much of the protest has been centred on the emergence of a “wilful ignorance” or “war on science” in Canada. This thesis takes these pro-science ac

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38

Kruglikova, Nina. "The environmental NGO as mediator of scientific knowledge : an ethnographic study." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669734.

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39

Paterson, Timothy Murray. "Tainted blood, tainted knowledge, contesting scientific evidence at the Krever Inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0017/NQ48692.pdf.

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40

Katsh-Singer, Rebecca. "District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106720.

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Thesis advisor: Katherine L. McNeill<br>The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and peda

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41

Wickman, Chad. "Displays of Knowledge: Text Production and Media Reproduction in Scientific Practice." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247068612.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from OhioLINK ETD abstract webpage (viewed March 12, 2010). Advisor: Christina Haas. Keywords: Scientific writing; rhetoric of science; writing in the disciplines; multimodality; semiotics; visual rhetoric; technical writing; ethnography; workplace literacy. Includes bibliographical references.

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42

STERZI, Valerio Vittorio Ant. "Knowledge networks in scientific productivity and international R&D spillovers." Doctoral thesis, Università degli studi di Bergamo, 2009. http://hdl.handle.net/10446/74.

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43

Clement, Mark. "Sifting science : methodism and natural knowledge in Britain 1815-70." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320889.

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44

Mwamba, Tchafu. "Michael Polanyi's theory of tacit knowledge : towards a reappraisal of rationality, science and methodology." Thesis, London School of Economics and Political Science (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299699.

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The progress of science depends partly, upon the acceptance of indeterminate tacit premisses about the nature of science and the object of science. These premisses are tacit because (i) they extend to what is beyond the limitations of present data, -not the empirical or the imaginative- and therefore involve heuristic anticipations. (ii) they also involve personal and interpersonal mechanisms such as the personal presuppositions and commitments of the scientist operating within a given community. This community confers values on scientific work in the form of publications, research grants, pro

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45

Sivitz, Paul Andrew. "Communication and community: moving scientific knowledge in Britain and America, 1732-1782." Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/sivitz/SivitzP0812.pdf.

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This dissertation explores the dissemination of knowledge, letter-writing, print culture, institutionalization of knowledge, and identity. In this work, the scientific knowledge itself plays a secondary role to how that knowledge was communicated within the scientific community and to the general public. While these exchanges have been well-documented, this work delves deeper into the volume and patterns of letter-writing among the participants, examining extant correspondence, as well as known, but missing, letters that communicated ideas across dozens, hundreds, or even thousands of miles wi

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46

Tang, Li. "The US - China scientific collaboration, knowledge moderation, and China's rise in nanotechnology." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41051.

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In the emerging knowledge economy, scientific pursuit in the form of international collaboration has escalated. Studies consistently report that such collaboration, which has been intensifying in the last several decades, is common among not only advanced economies but also in emerging scientific nations such as China, India, and Brazil. The emergence of a "new invisible college" of international knowledge exchange has aroused interest from social scientists and captured the attention of policymakers. Indeed, recognizing its importance as a means of monitoring and exploiting other countries' R

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47

Cameron, Mary. "Culturally Safe Epidemiology: Methodology at the Interface of Indigenous and Scientific Knowledge." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20210.

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Since the early 20th Century, epidemiological research has brought benefits and burdens to Aboriginal communities in Canada. Many First Nations, Métis, and Inuit continue to view Western research with distrust; quantitative study methods are perceived as especially inconsistent with indigenous ways of knowing. There is increasing recognition, however, that rigorous epidemiological research can produce evidence that draws attention, and potentially resources, to pressing health issues in Aboriginal communities. The thesis begins by introducing a framework for culturally safe epidemiology, from

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48

Ogborn, Jon Michael. "Theoretical and empirical investigations of the nature of scientific and commonsense knowledge." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325509.

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49

Cotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.

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50

Walls, Zachary, John B. Bossaer, and David Cluck. "Using Scientific Inquiry to Increase Knowledge of Vaccine Theory and Infectious Diseases." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2326.

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Background: The aim of this study was to design and evaluate a laboratory activity based on scientific inquiry to educate first-year pharmacy students in the U.S. about vaccination theory and the attributes of common pathogens. Methods: The laboratory activity had two principal sections. The first consisted of an interactive game during which students rolled a die to determine outcomes based on a set of pre-determined criteria. In the second section, students generated and tested hypotheses about vaccine theory using a computer simulation that modeled disease transmission within a large popula

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