Relevant bibliographies by topics / STEM interest

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'STEM interest'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "STEM interest"

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Ahmad, Nursyahirah, and Denis Lajium. "LEARNING ENVIRONMENT AND INTEREST IN STEM CAREER." International Journal of Modern Education 2, no. 6 (September 15, 2020): 28–49. http://dx.doi.org/10.35631/ijmoe.26004.

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The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).
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Laut, Jeffrey, Tiziana Bartolini, and Maurizio Porfiri. "Bioinspiring an Interest in STEM." IEEE Transactions on Education 58, no. 1 (February 2015): 48–55. http://dx.doi.org/10.1109/te.2014.2324533.

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McKernan, Ruth, John McNeish, and Devyn Smith. "Pharma's Developing Interest in Stem Cells." Cell Stem Cell 6, no. 6 (June 2010): 517–20. http://dx.doi.org/10.1016/j.stem.2010.05.012.

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de Wynter, E. A., and N. G. Testa. "Interest of cord blood stem cells." Biomedicine & Pharmacotherapy 55, no. 4 (May 2001): 195–200. http://dx.doi.org/10.1016/s0753-3322(01)00049-x.

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Schneider, Barbara, Justina Judy, and Christina Mazuca. "Boosting STEM Interest in High School." Phi Delta Kappan 94, no. 1 (September 2012): 62–65. http://dx.doi.org/10.1177/003172171209400112.

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Kier, Meredith W., Margaret R. Blanchard, Jason W. Osborne, and Jennifer L. Albert. "The Development of the STEM Career Interest Survey (STEM-CIS)." Research in Science Education 44, no. 3 (November 20, 2013): 461–81. http://dx.doi.org/10.1007/s11165-013-9389-3.

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Han, Hyesook. "The Effects of Mathematics-Centered STEAM Program on Middle School Students' Interest in STEM Career and Integrated Problem Solving Ability." Communications of Mathematical Education 31, no. 1 (February 15, 2017): 125–47. http://dx.doi.org/10.7468/jksmee.2017.31.1.125.

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Tretola, Betsy, Eloise Coupey, and Laurie Meamber. "Multidisciplinary impact – the arts join informal STEM programs." Arts and the Market 9, no. 1 (May 7, 2019): 81–94. http://dx.doi.org/10.1108/aam-01-2019-0003.

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Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.
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Toker, Yonca, and Mehmet Gültaş. "STEM Interest Complexity Inventory Short Form With IRT and DIF Applications." Journal of Career Assessment 27, no. 1 (January 3, 2018): 78–96. http://dx.doi.org/10.1177/1069072717748645.

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The 127-item Science, Technology, Engineering, Mathematics (STEM) Interest Complexity Inventory and 15-item General STEM Interests Scale, each of which were previously developed to assess interests toward increasingly complex tasks, were shortened to 37-item and 12-item measures. Item response theory analyses employed on the data of 930 students in STEM majors indicated items with higher discrimination parameters and equivalent functioning across genders. The short form (SF) supported a four-factor structure of interests toward interacting with numerical data, symbolic data, spatial data, and STEM-related ideas. Concurrent criterion–related validation was supported with relevant vocational fit criteria. Hierarchical regression analysis revealed that STEM interest complexity added incremental variance over achievement motivation and test anxiety in predicting fit. Measurement invariance was demonstrated across samples from Turkey and the United States. The STEM Interest Complexity Inventory SF is a valid measure of vocational interests for research at the college level. Validities with high school and working samples are yet to be demonstrated.
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Halim, L., T. M. T. Soh, and N. M. Arsad. "The effectiveness of STEM mentoring program in promoting interest towards STEM." Journal of Physics: Conference Series 1088 (September 2018): 012001. http://dx.doi.org/10.1088/1742-6596/1088/1/012001.

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Dissertations / Theses on the topic "STEM interest"

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Lane, Morgan. "HIGH SCHOOL ENGINEERING STUDENTS’ IDENTITIES AND INTEREST IN STEM." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/13.

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With a national push toward improving STEM education, it is imperative for researchers to study what makes students want to pursue STEM education and STEM careers. To learn about this in the context of one high school’s engineering program, this study used student interviews to gain insight into how student identities influence their interest and experiences in STEM. Five components of student identities were revealed to be influential on a student’s interest in STEM: (1) an early interest/skill in STEM, (2) familial involvement in STEM, (3) self-motivation, (4) gender, and (5) socioeconomic status.Race/ethnicity, peer influence, and teacher influence did not seem to be as influential as anticipated for the participants in this study. The implications from this study can be used to inform STEM education instruction, specifically within engineering programs, in an effort to intentionally improve student experiences with and interest in STEM.
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Peterson, Bryanne. "Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/94557.

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The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase "opportunities for young Americans to gain strong STEM skills" (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students' STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students' premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
Ph. D.
The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase “opportunities for young Americans to gain strong STEM skills” (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students’ STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students’ premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
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Brimmer, Linda Ertrachter. "Careers in STEM Begin with Elementary Student Interest in Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4272.

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I investigated why math capable students are not entering science, technology, engineering, and math (STEM) careers. To research the problem, I explored how highly effective elementary math teachers (HEMT) create student interest in mathematics using the self- efficacy (SE) theory and information and communication technology (ICT). The purpose of the study was to discover if teacher training and instructional strategies can influence student interest in mathematics to improve STEM career entry. The theoretical framework adopted for this study was the SE theory, and the 4-phase model of interest development was the conceptual framework. Participants in this multi-case qualitative study included 5 HEMT who work in a southern ICT-based urban school. The data gathered were individual teacher observations, interviews, and discussions about student artifacts, which were then analyzed for themes and patterns using NVivo software. The results indicated that the teacher participants use vertical curriculum experiences to improve student SE in 4th and 5th-grade students to fill-in curriculum gaps. Also, problem-solving math equations based on real-world simulations are used to stimulate and sustain a perceived student interest in mathematics. Additionally, ICT was used to augment math lessons and to personalize learning. Society will benefit from this information when educational stakeholders implement instructional strategies that improve student interest through the use of real life scenarios. Real-world math applications can influence elementary student interest in taking higher levels of math education that lead to STEM careers.
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Gutierrez, Carina. "Project Increasing Interest in STEM for Underrepresented Females Using Historical Vignettes." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784130.

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Women are underrepresented in the STEM workforce. Trends are starting to change as more and more women are starting to choose majors that are related to STEM. However, the numbers decline sharply in engineering, physical sciences and computer sciences. This project was created as a resource to be used in schools to encourage the increase of women studying, and eventually working, in STEM fields. Research has shown that many women who choose STEM majors and careers were heavily influenced by informal STEM enrichment opportunities outside of the school day and female role models in STEM. This project is an NGSS aligned lesson that incorporates a historical vignette highlighting the work of a female scientist. The vignette can be used in a lesson or as a pull out in a different class or program.

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Briones, San Juanita G. "Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538641/.

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The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a STEM career as compared to the general student population. The study involved seventh grade students from two rural middle schools in north central Texas and was framed through a constructivist lens using a quasi-experimental design with a convenience sample. The Solenoid Invention Kit Assessment and the STEM Semantics Survey used in this study were used from a previously large existing dataset from a grant funded by the National Science Foundation for Innovative Technology Experiences for Students and Teachers. Findings suggested that there were no significant differences between the general student population and students with special needs. However, STEM coursework in an inclusive classroom may impact students' decision to pursue STEM careers.
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Yao, Soledad G. "THE INFLUENCE OF ACCESS TO INFORMAL STEM LEARNING EXPERIENCES ON MIDDLE SCHOOL STUDENTS’ SELF-EFFICACY AND INTEREST IN STEM." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/10.

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Informal learning experiences have become increasingly effective in enhancing self-efficacy and interest in the fields of science, technology, engineering, and mathematics (STEM).This study investigated the impact of access to informal STEM learning experiences on student self-efficacy and interest in STEM before and after participating in the 2018 See Blue See STEM Summer Experience. Pre-survey results indicated that middle school students who had previous access to informal STEM learning experiences are 3.21 times as likely to demonstrate high self-efficacy in STEM as those who had no previous access. After engaging in the 2018 summer experience, post-survey results showed a statistically significant increase in student self-efficacy in STEM and indicated that students who had previous access to informal STEM learning experiences are 4.13 times as likely to manifest interest in STEM as those who had no previous access. These results suggest that increasing exposure to informal STEM learning experiences enhances both self-efficacy and interest in STEM.
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Steinberg, Mia. "Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792.

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Long, Anthony W. "Heightening Interest in STEM through a Mentoring Project Between Undergraduate and Middle School Students." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1343751128.

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White, Jeffry L. "Persistence of interest in science, technology, engineering, and mathematics: an analysis of persisting and non-persisting students." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1115846872.

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Belanger, Aimee L. "Goal Congruity and Math Interest: The Mediating Role of Belonging." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1386275133.

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Books on the topic "STEM interest"

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Yager, Robert Eugene. Exemplary science for building interest in STEM careers. Arlington, Va: NSTA Press, 2012.

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Estates in land and future interests: A step-by-step guide. New York: Wolters Kluwer Law & Business, 2013.

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Estates in land and future interests: A step-by-step guide. New York, NY: Aspen Publishers, 2009.

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Portland step-by-step: A walking guide to scenic and historic points of interest. Beaverton, Or: Touchstone Press, 1988.

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Corkill, John. Steam at work. Kettering, Northants: Silver Link Pub., 2003.

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Bianco, Joe. Portland step-by-step: A walking guide through historic and scenic and points of interest. 2nd ed. Portland, Or: Avellino Press, 2000.

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Whiteley, J. S. 50 years of preserved steam on the main line. Sparkford [England]: Haynes, 1989.

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Internet adventures: Step-by-step guide to finding and using educational resources. 2nd ed. Boston: Allyn and Bacon, 1998.

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Internet adventures: Step-by-step guide to finding and using educational resources. Boston: Allyn and Bacon, 1996.

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Leshin, Cynthia B. Internet adventures: Step-by-step guide for finding and using educational resources. Paradise Valley, AZ: Xplora Pub., 1995.

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Book chapters on the topic "STEM interest"

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Healy, Lyn, and Ludmila Ruban. "Miscellaneous Cell Types and Cell Lines of Interest." In Atlas of Human Pluripotent Stem Cells in Culture, 187–98. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-7507-2_12.

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DuBoff, Bruce. "The Importance of Interest Development Across STEM Learning Environments." In Intersections Across Disciplines, 63–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_6.

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Zheng, Lanqin. "Foster Learning Interest Based on the Interest-Driven Creation Theory in STEM Activities: A Case Study." In Lecture Notes in Educational Technology, 61–74. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1718-8_5.

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Reilly, Edel M. "Chapter 9. Improving girls’ interest in mathematics through writing: Findings from a mixed-methods study." In Language, Literacy, and Learning in STEM Education, 143–64. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lsse.1.09rei.

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Regan, Elaine, and Jennifer DeWitt. "Attitudes, Interest and Factors Influencing STEM Enrolment Behaviour: An Overview of Relevant Literature." In Understanding Student Participation and Choice in Science and Technology Education, 63–88. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_5.

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Top, Namik, and Alpaslan Sahin. "Make it Hapen: A Study of a Novel Teaching Style, STEM Students on the Stage (SOS)TM, for Increasing Students ’ STEM Knowledge and Interest." In A Practice-based Model of STEM Teaching, 43–61. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-019-2_4.

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Jacob, Maria, Cláudia Neves, and Danica Vukadinović Greetham. "Extreme Value Statistics." In Forecasting and Assessing Risk of Individual Electricity Peaks, 61–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28669-9_4.

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Abstract When studying peaks in electricity demand, we may be interested in understanding the risk of a certain large level for demand being exceeded. For example, there is potential interest in finding the probability that the electricity demand of a business or household exceeds the contractual limit. An alternative, yet in principle equivalent way, involves assessment of maximal needs for electricity over a certain period of time, like a day, a week or a season within a year. This would stem from the potential interested in quantifying the largest electricity consumption for a substation, household or business.
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Vives, Joaquim, and Judit Amposta. "Risk Management." In Quality Management and Accreditation in Hematopoietic Stem Cell Transplantation and Cellular Therapy, 165–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64492-5_18.

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AbstractWe live in a world of uncertainty. Moving forward in this context would be much easier if we could manage to identify, analyse, mitigate, and ultimately accept the most relevant threats, with a deep understanding of the actual significance of such risk(s). Remarkably, this strategy can be applied to any field of interest, from daily life to economics or medicine. Indeed, current quality standards in cellular therapy have already incorporated risk-based management in their guidelines. In this chapter, we present the concept of risk management as part of a quality management program and discuss by whom, why, how, and when this approach should be applied in order to benefit the production and use of safe and effective cell-based therapies in general and hematopoietic stem cell transplantation in particular.
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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Raffety, Charles, Theodore Prawat, Jonathon Richter, Raymond F. Hamilton, Melisa Schelvan, Paulette Jones, and Andrij Holian. "Developing Serious Games to Improve Learning and Increase Interest in STEM Careers for Middle School Students: The Mice of Riddle Place®." In Communications in Computer and Information Science, 132–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41769-1_11.

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Conference papers on the topic "STEM interest"

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Burns, Henriette D., Kristin Lesseig, and Nancy Staus. "Girls' interest in STEM." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757645.

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Ali, Marlina, Corrienna Abdul Talib, Johari Surif, Nor Hasniza Ibrahim, and Abdul Halim Abdullah. "Effect of STEM competition on STEM career interest." In 2018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE, 2018. http://dx.doi.org/10.1109/iceed.2018.8626904.

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Chin, Jessica, Abe Zeid, Claire Duggan, and Sagar Kamarthi. "Reenergizing and reengaging student interest through CAPSULE." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229624.

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Makhmasi, S., R. Zaki, H. Barada, and Y. Al-Hammadi. "Students' interest in STEM education." In 2012 IEEE Global Engineering Education Conference (EDUCON 2012). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201144.

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Smith, Alan. "Stem cells." In SIGGRAPH '20: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368827.3389225.

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Drozd, Andrew L., Ramona L. Smith, Daniel J. Kostelec, Maria Fallacaro Smith, Corey Colmey, Greg Kelahan, Martha Group, Evan M. Drozd, and John Bertrand. "Rebuilding smart and diverse communities of interest through STEAM immersion learning." In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910235.

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Polizzi, Anthony. "Igniting STEM Interest in Middle School Students." In AIAA SPACE 2009 Conference & Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2009. http://dx.doi.org/10.2514/6.2009-6615.

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Nite, Sandra B., Ali Bicer, Kimberly C. Currens, and Rayan Tejani. "Increasing STEM Interest through Coding with Microcontrollers." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274273.

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Yoo, Wook-Sung, Spoorthi Raghunandan Pattaparla, and Sameer Ahamed Shaik. "Curriculum development for computing education academy to enhance high school students' interest in computing." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457548.

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Seth, Deeksha, James Tangorra, Mike Kaczmarczik, and Mariah Romaninsky. "Comparing high-school students' interest and understanding in individual versus integrated biology and engineering topics." In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910225.

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Reports on the topic "STEM interest"

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Pakko, Michael R. Do High Interest Rates Stem Capital Outflows? Federal Reserve Bank of St. Louis, 1999. http://dx.doi.org/10.20955/wp.1999.002.

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Lee, Wookwon, Nicholas B. Conklin, and Ramakrishnan Sundaram. An Approach to Promoting STEM Interest via Near-Space Ballooning. Ames (Iowa): Iowa State University. Library. Digital Press, January 2017. http://dx.doi.org/10.31274/ahac.6.

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Ahn, Thomas, Peter Arcidiacono, Amy Hopson, and James Thomas. Equilibrium Grade Inflation with Implications for Female Interest in STEM Majors. Cambridge, MA: National Bureau of Economic Research, December 2019. http://dx.doi.org/10.3386/w26556.

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DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1095.

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Harvey, Allan H. Evaluation and correlation of steam solubility data for salts and minerals of interest in the power industry. Gaithersburg, MD: National Bureau of Standards, 1997. http://dx.doi.org/10.6028/nist.tn.1387.

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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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Castleford, D., and F. Hartung. Multimedia Internet KEYing (MIKEY) General Extension Payload for Open Mobile Alliance BCAST LTKM/STKM Transport. Edited by L. Dondeti. RFC Editor, June 2007. http://dx.doi.org/10.17487/rfc4909.

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Hodgdon, Taylor, Anthony Fuentes, Jason Olivier, Brian Quinn, and Sally Shoop. Automated terrain classification for vehicle mobility in off-road conditions. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40219.

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The U.S. Army is increasingly interested in autonomous vehicle operations, including off-road autonomous ground maneuver. Unlike on-road, off-road terrain can vary drastically, especially with the effects of seasonality. As such, vehicles operating in off-road environments need to be in-formed about the changing terrain prior to departure or en route for successful maneuver to the mission end point. The purpose of this report is to assess machine learning algorithms used on various remotely sensed datasets to see which combinations are useful for identifying different terrain. The study collected data from several types of winter conditions by using both active and passive, satellite and vehicle-based sensor platforms and both supervised and unsupervised machine learning algorithms. To classify specific terrain types, supervised algorithms must be used in tandem with large training datasets, which are time consuming to create. However, unsupervised segmentation algorithms can be used to help label the training data. More work is required gathering training data to include a wider variety of terrain types. While classification is a good first step, more detailed information about the terrain properties will be needed for off-road autonomy.
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Herbert, George, and Lucas Loudon. The Size and Growth Potential of the Digital Economy in ODA-eligible Countries. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.016.

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This rapid review synthesises evidence on the current size of the digital market, the countries promoting development of digital business and their approach through Trade Policies or Incentive Frameworks, and the current and potential size of the market with the UK / China / US / other significant countries. It draws on a variety of sources, including reports by international organisations (such as the World Bank and OECD), grey literature produced by think tanks and the private sector, and peer reviewed academic papers. A high proportion of estimates of the size of the digital economy come from research conducted by or for corporations and industry bodies, such as Google and the GSMA (which represents the telecommunications industry). Their research may be influenced by their business interests, the methodologies and data sources they utilise are often opaque, and the information required to critically assess findings is sometimes missing. Given this, the estimates presented in this review are best seen as ballpark figures rather than precise measurements. A limitation of this rapid evidence review stems from the lack of consistent methodologies for estimating the size of the digital economy. The OECD is attempting to develop a standard approach to measuring the digital economy across the national accounts of the G20, but this has not yet been finalised. This makes comparing the results of different studies very challenging. The problem is particularly stark in low income countries, where there are frequently huge gaps in the relevant data.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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