Dissertations / Theses: '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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9

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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10

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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11

Mahmoud, Murad. "Attracting Secondary Students to STEM Using a Summer Engineering Camp." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7259.

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The purpose of this research was to study the benefits of having middle school students attend a summer camp focused on the fields of Science, Technology, Engineering and Mathematics (STEM). A lot of research funding is being used in such camps to help get more students into STEM fields as there is a lack of graduates in those fields. Therefore, it is important to understand the benefits and effectiveness of such camps. Students, teachers and parents were involved in this research. Students and teachers attended a one-week engineering camp at Utah State University while parents were involved via a blog updated daily with a summary of the activities of the day, pictures, and quotes from the students. The results show that those kinds of camps are effective at increasing students’ interest in STEM fields and in improving parents’ perceptions about those fields. Interestingly, students who started the camp with low interest in STEM fields gained a lot more from the camp than the other students. Similarly, female students also gained a lot more through the camp than male students. This leads us to believe that future camps should target students that stand to gain more from such camps.

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12

Austin, Janice E. "Incidents in the Undergraduate Research Experience that Contribute to an Interest in Science, Technology, Engineering, and Math (STEM)." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80347.

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There is national attention and concern from industry leaders, educators and politicians that the United States will not be able to maintain its competitive edge due to the lack of students prepared for careers in science, technology, engineering, and math (STEM) (Hurtado et al., 2008; Kuenzi et al., 2006; Kuenzi, 2008; Laursen et al., 2010). Student-faculty research, such as is done during an undergraduate research experience (URE), has been shown to be a high impact activity leading to greater student interest in STEM careers. A closer look is needed to get an idea of what types of experiences during UREs impact a student’s interest in persisting into a STEM field career and to understand what are the key mechanisms of the experience that make it meaningful. The findings in this study add to the literature by exploring participants views of the undergraduate research experience at non-doctoral-granting universities and by supporting the idea that UREs can be effective in these settings as well. Further, this study puts forward a theoretical explanation about how and why UREs promote a student’s interest in persisting to a STEM field career. The purpose of this qualitative study using critical incidents was to identify experiences during a URE that students perceived to encourage or deter their interest in pursuing a STEM field career following graduation and to identify causal mechanisms for why these experiences made a difference in their interest. This study was designed to use a qualitative approach consisting of individual interviews and a focus group with a total of 31 participants from three institutions to identify and come to a more complex, multi-layered understanding of the undergraduate research experience. A card sorting technique where participants assigned each card to the encouraged an interest, deterred an interest, neither encouraged nor deterred an interest, or did not experience category was used initially to generate a conversation about what individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Follow-up interview questions guided the participant in explaining the incident and how and why it impacted their interest in a STEM field career following graduation. Findings of the study indicate that all participants began their URE with an interest in science. No one set of critical incidents was identified to encourage or deter an interest as the same incident could have positive and negative outcomes. Because of the initial strong interest in science, incidents identified in the literature as deterring an interest in STEM often served to help participants refine the field or topic in STEM they wanted to pursue rather than causing them to leave STEM altogether. The individual critical incidents during the URE in totality, not individually, had an impact on participants’ interest in pursuing a STEM field career. It is a combination of multiple experiences or events that help students gain a greater sense of self and to refine career and research opportunities. The main contribution of this study is a theoretical model of the mechanisms by which a variety of incidents during a URE can impact an interest in STEM. This model identifies underlying causal mechanisms on how UREs can promote an interest in STEM. The model is similar to a grounded theory model in that it highlights student characteristics, contextual factors, mechanisms, and outcomes that help to refine STEM field career interest. The URE incidents in totality provide mechanisms resulting in outcomes that refine a career interest in STEM. As all participants were still involved in their URE, this study is limited in that we do not know with any certainty if the participants will enter a STEM field career. Future research designed with a longitudinal time frame could follow participants throughout the URE then into their career thus allowing greater understanding as to why some students may choose to leave the STEM pipeline. In-depth case studies would allow for testing of the conceptual model to identify turning points in an interest in a STEM field career and how interests in a STEM field career are refined. Further, case studies would allow researchers to compare the conceptual model in different settings. The goals of UREs can be advanced in settings where there is a central organizing office on campus that makes visible that the institution values research and STEM and creates opportunities where students can to connect to a wider community of researchers. Faculty mentors guiding UREs can advance a commitment to pursue science by continually articulating the importance and wider social significance of the research. Further, faculty mentors play an invaluable role by providing information about the range of opportunities to pursue research, connect students with other research, and encourage URE student attendance at professional conferences in order to begin identification with a wider community of like-minded individuals.
Ph. D.
Educators, industry leaders and politicians are concerned about the lack of students prepared for STEM field careers and the United States being able to maintain its competitive edge globally. One opportunity to prepare students for STEM field careers is through student-faculty research, such as is done during an undergraduate research experience (URE). This study was designed to identify and understand critical incidents in undergraduate research experiences that students perceive to encourage or deter their interest in pursuing a STEM field career following graduation and to identify why these experiences made a difference in their interest. An incident sorting process was used to identify individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Participant interviews and a focus group were conducted to understand how and why the identified experiences had a bearing on the student deciding to pursue a STEM field career following graduation. Findings of the study indicate that incidents during the URE combined, not individually, had an impact on participants’ interest in pursuing a STEM field career.

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Best, Bonnie Marie. "Teachers' Perceptions of African American Middle School Girls' Interest in Mathematics and Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2471.

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Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.

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Mills, Leila A. "Indicators of Science, Technology, Engineering, and Math (Stem) Career Interest Among Middle School Students in the Usa." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283852/.

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This study examines middle school students' perceptions of a future career in a science, math, engineering, or technology (STEM) career field. Gender, grade, predispositions to STEM contents, and learner dispositions are examined for changing perceptions and development in career-related choice behavior. Student perceptions as measured by validated measurement instruments are analyzed pre and post participation in a STEM intervention energy-monitoring program that was offered in several U.S. middle schools during the 2009-2010, 2010-2011 school years. A multiple linear regression (MLR) model, developed by incorporating predictors identified by an examination of the literature and a hypothesis-generating pilot study for prediction of STEM career interest, is introduced. Theories on the career choice development process from authors such as Ginzberg, Eccles, and Lent are examined as the basis for recognition of career concept development among students. Multiple linear regression statistics, correlation analysis, and analyses of means are used to examine student data from two separate program years. Study research questions focus on predictive ability, RSQ, of MLR models by gender/grade, and significance of model predictors in order to determine the most significant predictors of STEM career interest, and changes in students' perceptions pre and post program participation. Analysis revealed increases in the perceptions of a science career, decreases in perceptions of a STEM career, increase of the significance of science and mathematics to predictive models, and significant increases in students' perceptions of creative tendencies.

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Duck, Kerry Douglas. "The Effects of Problem-Based Learning on Interest in Mathematics for Elementary Students across Time." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1354.

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Elementary school is a transition time for student interests and motivation and there is a need for teachers to provide opportunities to facilitate continued interest. One area of concern is in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. One pedagogical approach that may help with facilitating interest is problem-based learning (PBL; Barrows, 1996). The purpose of this study was to assess changes in students’ reported levels of individual interest in mathematics across time and to assess differences in individual interest based on amount of PBL exposure. Participants included students (n = 45) involved with Project GEMS (Gifted Education in Mathematics and Science; Roberts, 2008), which was a federally funded grant through the Jacob K. Javits Gifted and Talented Students Education Program. Interest in mathematics was measured at the beginning of the first fall semester students entered the program and at the end of each subsequent spring semester with a 17-item interest measure consisting of four sub scores: emotion, value, knowledge, and engagement. Results indicate a negative linear trend for composite and sub factors of interest across time except value. The PBL intervention did not moderate the change in interest across time. Conclusions, possible limitations, and future directions are discussed.

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Brown, Arogeanae Ronterria Dinita. "Reframing AgriCULTURAL Experiences, Narratives, and Careers for African American Youth: A Study of Community-based Programs Leaders' Motivations and Educational Space." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84495.

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To uncover experiences specific to African Americans youth in agricultural and STEM (science, technology, engineering, mathematics) career explorations and to understand why African Americans are missing from agriculture and STEM, a systematic literature review and empirical study were conducted. Literature covering the current and past African American perceptions of agriculture and STEM discipline, and narratives and experiences of African Americans in agriculture, were reviewed to explain their influences on African American youth perceptions and interest to pursue careers in agriculture and STEM. However, literature also explained the role of agricultural programs in STEM and agricultural literacy. In one paper, Social Cognitive Career Theory was used to frame the career interest development process of the individual learner to reference African American Youth. This review captured African American's negative connotations of agricultural and STEM despite the knowledge and work African Americans have contributed to Agriculture and STEM since the formation of America. In addition, to address how to deter the negative connotations youth have, an empirical study was performed interviewing eight program leaders of community-based organizations that are engaging African American youth in agricultural and STEM education. Program leaders described their motivations and purpose as an act of service to the youth and the community as a way to provide youth with opportunities or capital as described by Bourdieu.
Master of Science in Life Sciences

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Krachenfels, Jessica Tanya. "Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91185.

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Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Through an explanatory sequential multiple-method research design, a quantitative survey given at two intervals, pre and post study, and qualitative student interviews, data found that 76% of the sample had an increase in their overall attitude toward science and 10 out of 12 STEM careers had an increase in overall interest at the conclusion of the study. The qualitative data, three oral interviews, revealed that 22 participants referenced an increase in science interest, two participants stayed the same, and one participant noted a decrease in interest. Nine participants felt that their interest in pursuing a STEM career remained about the same or had no significant changes since their initial survey and 16 participants referenced an increase in pursuing a STEM career in their final interview. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-methods research design involving a unique population of transient students and the influence of a new learning tool used in the classroom.
Doctor of Philosophy
Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Seventy six percent of the population had an increase in their overall attitude toward science and ten out of twelve STEM careers had an increase in overall interest at the conclusion of the study. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-method research design involving a unique population of transient students and the influence of a new learning tool used in the classroom.

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Bates, Daniel Gordon. "An Investigation of the Impact A ROV Competition Curriculum has on Student Interest in sTEm, Specifically Technology and Engineering." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5928.

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This research investigates the impact a Remotely Operated Vehicle (ROV) program has on student interest in, and perception of, technology and engineering (sTEm). ROV programs embed areas of science, technology, engineering and math (STEM) into their curriculum; however, emphasis for this study is placed on interest and perception of the "T" and "E" of STEM. Although there are many articles detailing the benefits of ROV programs, there is little empirical data documenting the impact on student interest and perception of sTEm. This study outlines the background of a few major ROV programs in the U.S.; specifically Utah Underwater Robotics (UUR), an ROV statewide program within a landlocked state, the methods for gathering data and findings from a sTEm survey instrument administered to over 300 students ranging from 6th to 12th grade who participated in a five-month ROV program and near 50 students who did not. Key findings include: 1. Males were more interested in technology and engineering than females, regardless of whether they participated in the UUR ROV program. 2. Male and female students in the UUR program were more interested and had a more positive perception of engineering than those who did not participate in the UUR ROV program. 3. Females in the UUR program reported more interest in engineering careers and activities than females not in the program. 4. Females in the program reported more interest and self-efficacy in science than females not in the program. 5. Males in the UUR program reported more awareness of the positive and negative consequences of technology and engineering than those who did not participate.

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McCormick, Whitney. "Self-Efficacy and STEM Career Interest in Black and Latino Middle School Students| A Study on the Next Generation Science Standards." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863340.

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With only 11% of the current Science, Technology, Engineering, and Math (STEM) workforce being Black and Latino men and women, there is a crisis of underrepresented individuals in STEM fields. The construction of the Next Generation Science Standards (NGSS), and the mantra “all standards, all students,” represents an attempt to increase access to science for more students, and increase their self-efficacy about STEM subjects, as low self-efficacy is cited as one of the main causes of disinterest in STEM subjects. This study examined the relationship between students’ self-efficacy in STEM fields and their career interests, specifically in a population of Black and Latino youth. The study further analyzed self-efficacy and STEM interest between two groups of middle school students, those engaged with the Next Generation Science Standards (NGSS) and those with traditional instruction. The Student Attitudes Towards STEM survey was distributed to 580 students to collect quantitative data on student self-efficacy in STEM and their attitudes towards varied STEM careers. Statistical analysis (correlation) determined a significant (p < 0.01) moderate correlation between students’ self-efficacy and STEM career interest. Statistical analysis (independent samples t-test) also determined there was no statistical difference between the two student groups. This study offers insights into the implementation of the standards, suggestions for future research around science programs in schools, and a call to action for all schools to offer science courses to all students from kindergarten to 12th grade to increase interest in STEM fields for future careers and life outside the classroom.

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Howard, Nicol R. "The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students." Chapman University Digital Commons, 2015. http://digitalcommons.chapman.edu/ces_dissertations/2.

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The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achievement for female high school students, regardless of race. In spite of this significant relationship, STEM achievement outcomes are impacted by numerous factors. Further explorations of these factors are needed to provide a more accurate model to predict female high school student achievement in STEM.

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Dou, Remy. "The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3228.

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This collected papers dissertation explores students’ academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories. I collected data related to students’ in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4). Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses – Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students’ perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.

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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.

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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)

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Reeder, Christina. "Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955105/.

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This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after their teachers' participation in the program. Students were evaluated in terms of self-efficacy, knowledge of engineering, perceptions of engineering, and interest in engineering. A 22-item Likert pre/post survey was used for analysis, and participants included 589 students from six high schools, one middle school, and one magnet school. Paired surveys were analyzed to determine if there was a statistically significant difference in attitudes and knowledge after teachers implemented lessons from their time at the RET. Surveys were also analyzed to determine if there was a statistically significant difference in student response based on gender or student school type. Results showed no statistically significant difference in the self-efficacy of students, however there was a statistically significant difference in knowledge, perceptions, and interest in engineering. In addition, there was a statistically significant difference between genders on an isolated question, and seven out of the 22 Likert questions showed a statistically significant difference between student school types.

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Ponners, Pamela Jones. "Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822809/.

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Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses multiple media though the use of Quick Response (QR) codes and augmented reality (AR) triggers to access web-based technology. Using the transmedia book Skills That Engage Me students in kindergarten through second grade engage in curriculum designed to introduce science skills and careers. Using the modified Draw-a-Scientist Test (mDAST), observations and interviews, researchers analyzed pre and post data to describe changes students have about science and scientists. Future study may include the development and validation of a new instrument, Draw a Science Student, and examining the mDAST checklist with the intention of updating the parameters of what is considered positive and negative in relationship with work a scientist conducts.

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Keagy, Amy Haddock. "The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/886.

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Federal and state agencies in the United States have pressured institutions in higher education to increase the number of graduates in STEM disciplines and supply an educated workforce for the increasing shortages in the STEM economy. Undergraduate research experience is one potential mechanism for supporting retention and student success within STEM disciplines. Most evaluations of the impact of undergraduate research to this point have been qualitative research studies. The purpose of this study was to use a quantitative model to examine domain knowledge, domain interest, and career aspirations in undergraduate biology majors and how participation in research experiences may impact each of these aspects. Path analysis was performed with data collected from an online survey that was administered to six upper level biology courses during one semester. Domain interest and career aspirations was the only significant relation in the path model. Research experiences may indirectly impact career aspirations by increasing domain interest, but additional work is needed to examine this relationship. Stakeholders in undergraduate research at institutions may consider the implications of this study as they develop policies to reduce barriers for student participation in research.

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Toker, Yonca. "Non-ability correlates of the science-math trait complex: searching for personality characteristics and revisiting vocational interests." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37175.

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The trait complex approach (Ackerman&Heggestad, 1997) makes it possible to study the individual holistically by taking account of various individual differences at the same time, such as abilities, personality, motivation, and vocational preferences. Recently, Kanfer, Wolf, Kantrowitz, and Ackerman (2010) provided support for taking a whole-person approach in predicting academic performance. They also showed the incremental role of non-ability predictors over the role of ability predictors. Objectives of the present study were to further explore the non-ability variables of the science/math trait complex. Identifying the personality correlates of the science/math trait complex was the first objective. Investigation results yielded four personality factors as correlates of the complex, which play important roles for engineers and scientists at different stages of the vocational track: toughmindedness was the personality marker of the science/math trait complex and was associated with intending to pursue a STEM career; achievement and control were associated with academic success in STEM majors; and cognitively-oriented behavior was associated with more cognitively challenging pursuits, such as attending STEM competitions and planning to go on to graduate school. The second purpose was to revisit the vocational interests associated with the science/math trait complex and the Science, Technology, Engineering, and Mathematics (STEM) groups. A new measure was introduced, referred to as STEM Interest Complexity, which measures interests towards engaging in increasingly complex tasks in the Numerical, Symbolic, Spatial, and STEM-related Ideas domains. It was developed to assess the level of vocational interests, in addition to the traditionally assessed direction of vocational interests (Holland, 1985). Validation of the new STEM Interest Complexity measure showed adequate construct and concurrent criterion-related validities. Construct validity was established by demonstrating associations between the new measure and measures of the direction of interests, cognitive abilities, intelligence as personality, and learning goal orientations. Support for the new measure's criterion-related validity was found by demonstrating that the measure discriminates between majors, and predicts vocational criteria (i.e., college achievement in STEM, attachment to STEM fields, major satisfaction, and one's intentions to chose a complex STEM career). With dominance analyses, it was shown that STEM Interest Complexity was the most important vocational assessment in the prediction of criteria. Results support the assertion that vocational interest inventories can be improved by incorporating the level of complexity dimension. Finally, a science/math trait complex composite score, including the personality factors and STEM Interest Complexity, in addition to the previously determined ability, interest, and self-concept associates, showed moderate associations with STEM-related vocational criteria. The non-ability individual differences, which were the focus of the present study, added to the conceptualization and predictive utility of the science/math trait complex.

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Stansberry, Kathleen, and Kathleen Stansberry. "One-Step, Two-Step, or Multi-Step Flow: The Role of Influencers in Information Processing and Dissemination in Online, Interest-Based Publics." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12416.

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This research examines information flow in online, interest-based networks to determine if existing models of information dissemination are adequate to describe the communication processes that occur in online publics. This study finds that a small number of primary influencers from within online communities are central to information collection, collation, and distribution in online, interest-based networks. This finding is inconsistent with one-step, two-step, and multi-step flow models, which privilege mass media as the central source of information. To more accurately depict online information flow in interest-based networks, this study introduces the radial model of information flow. Furthermore, the results of this study show that communication processes in online publics are best explained using a combination of the transmissive paradigm of communication, on which information flow models are based, and a ritual view of communication. This research also contributes to the ongoing development of the situational theory of publics by identifying organized publics as a key subgroup of active publics. Organized publics are networks of individuals within active publics who frequently and consistently communicate on a shared interest or concern. Organized publics form active online communication networks and prepare for advocacy related to a shared interest, making them of particular interest to public relations professionals. Using a case study approach, this dissertation uses online network analysis and qualitative cluster analysis to study the role of community influencers in information flow and cultural development within the online young adult cancer community. Instead of focusing exclusively on social media as channel for message dissemination, the results of this study indicate that successful relationship building can best by achieved by public relations practitioners who work to develop authentic presences in online communities. This research shows that embracing a participatory model of public relations that actively engages primary influencers in the planning and campaign implementation processes can promote authentic online presences.

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Schneider, Madalyn R. "Middle School Students' Attitudes toward Math and STEM Career Interests: A 4-Year Follow-Up." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/922.

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The purpose of the current study is to examine middle school students' attitudes toward math, intent to pursue STEM-related education and occupations, and STEM interest from middle school to high school. The data used in this study are from a larger, on-going National Science Foundation (NSF) grant-funded study that is investigating middle school students' disengagement while using the Assistments system (Baker, Heffernan & San Pedro, 2012), a computer-based math tutoring system. The NSF grant study aims to explore how disengagement with STEM material can aid in the prediction of students' college enrollment as well as how it may interact with other factors affecting students' career choices (San Pedro, Baker, Bowers, Heffernan, 2013). Participants are students from urban and suburban schools in Massachusetts measured first in middle school and again four years later. Measures at Time 1 included: various items related to attitudes toward mathematics, occupations they could see themselves doing as adults, and the Brief Self-Control Scale (Tangney, Baumeister, & Luzio Boone, 2004). Measures at Time 2 included: items requesting the students' current mathematics and science courses and intended majors or occupations following high school graduation. Exploratory factor analysis, multiple regression and logistic regression analyses were used to test the following four hypotheses: I. There will be several distinct factors that emerge to provide information about middle school students' attitudes toward math; II. Students' attitudes toward math will correlate positively and significantly with students' intent to pursue STEM-related careers at Time 1 with a medium effect; III. Middle school attitudes toward mathematics will relate positively and significantly to level of high school mathematics and science courses with a medium effect; IV. Middle school intent to pursue STEM will correlate positively and significantly with high school intent to pursue STEM majors/careers with a medium effect. Results supported a 2-factor model of Attitudes toward Mathematics consisting of Math Self-Concept and Attitudes toward Assistments. Other significant findings include: a positive relationship between students' Attitudes toward Assistments and level of math class taken in high school; a positive relationship between students' Math Self-Concept and Self Control; a positive relationship between Self Control and students' endorsement of STEM careers while in middle school, and discrepancy between male and female students' endorsement of STEM careers as early as middle school. Although many of the study's primary hypotheses were not supported, the present study provides a framework and baseline for several important considerations. Limitations, including those related to the present study's small sample size, and future implications of the present study, which add to career development literature in STEM, are discussed in regard to both research and practice.

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Dixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.

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Mutschler, Roland. "Interets de l'indice de ruffier et du step test dans le suivi d'une equipe de handball." Université Louis Pasteur (Strasbourg) (1971-2008), 1989. http://www.theses.fr/1989STR1M087.

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Vieira, Ernanni Damião. "Ressonância magnética eletrônica no estudo de sistemas de interesse biológico." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/76/76132/tde-05072009-135902/.

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Neste trabalho de tese aplicamos a espectroscopia de Ressonância Paramagnética Eletrônica (RPE) junto com a chamada técnica do grupo repórter, aliada a simulação espectral por meio do programa NLSL, para investigar a interação da nicotina dependente com membranas. Também empregamos Ressonância Ferromangnética (RFM), que é uma técnica similar em muitos aspectos ao RPE, para investigamos células-tronco marcadas com nanopartículas superparamagnéticas de óxido de ferro (NSOF), previamente preparada no laboratório de nanotecnologia do Instituto Israelita de Ensino e Pesquisa Albert Einstein (IIEPAE). Os resultados relativos à primeira parte da tese, mostraram que a nicotina quando em meio ácido interage com a região da cabeça polar dos fosfolipídios estudados e tem ação penetrante em meio básico. A interação da nicotina com o DPPC resulta em uma desestabilização da fase gel do fosfolipídio. Este fato pode estar relacionado com a ocorrência de doenças respiratórias em tabagistas devido ao fato de que o DPPC é o maior constituinte do complexo surfatante pulmonar. Na segunda parte, fomos capazes de marcar células-tronco com nanopartículas superparmangéticas e também quantificá-las pelo cálculo da área, dupla integral do espectro de RFM das NOSF. Finalmente, fizemos uma caracterização das nanopartículas por meio de experimentos de RFM dependente da variação de temperatura, que confirmaram o comportamento superparamagnético das NOSF.
In this work, we made use of the Electron Paramagnetic Resonance (EPR) spectroscopy along with the so-called reporter group technique and extensive spectral simulations by means of the software NLSL to investigate the interaction of nicotine with model membranes. Besides that we also employed Ferromagnetic Resonance (FMR), which is a technique similar in many aspects to EPR, to investigate stem cells labeled with superparamagnetic nanoparticles of iron oxide (NSOF) previously made at the Nanotechnology Laboratory of the Instituto Israelita de Ensino e Pesquisa Albert Einstein (IIEPAE). The results concerning the first part of our work showed that nicotine in acidic pH value interacts with the polar headgroup region of the phospholipids under investigation, whereas it penetrates the model membrane in alkaline pH value. Also, the interaction of nicotine with DPPC resulted in destabilization of the phospholipid gel phase. This fact could be related to some of the effects of nicotine in respiratory diseases since DPPC is the major constituent of the pulmonary surfactant complex. In the second part of our work, we were able to successfully label stem cells with the superparamagnetic nanoparticles and also quantify that labeling by calculating the area under the double integrated NSOF FMR spectra. We also performed a characterization of the nanoparticles by means of temperature-variation FMR experiments, which showed that the iron oxide nanoparticled indeed had a superparamagnetic behavior.

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Periathiruvadi, Sita. "Investigating the Relationship Between Internet Attitudes of College Students and Their Stem (Science, Technology, Engineering and Mathematics) Career Perceptions." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500153/.

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Are our students just consumers of technology or do their interests in technology translate into positive perceptions about STEM majors and careers? This research aimed to describe the role of the Internet in undergraduate students’ academic and career perceptions in STEM areas. The purpose of the research was addressed in three parts. First, the attitudes of undergraduate students towards five functions of the Internet namely tool, toy, treasure, telephone and territory were described. Second, students’ STEM career-related perceptions were described in terms of their science and mathematics self-efficacy, outcome expectations, and attitudes towards a STEM career. Third, the relationship between the five Internet functions and the three STEM career-related perceptions was examined. The participants for this study were 566 undergraduate students from a large Southern university. The research design followed a mixed methods approach using multivariate analyses and content analyses. The findings of the research indicated that there was a small but meaningful relationship between undergraduate students’ Internet and STEM perceptions. In their daily lives, the students perceived the Internet more as a toy and a tool. For general career related purposes, they perceived the Internet more as a treasure and a tool. For STEM areas in particular, they perceived the treasure and toy dimensions of the Internet more relevant. Findings on the differences in students’ Internet and STEM career-related perceptions based on gender, major and enrollment in an Honors program are also discussed.

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Walsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.

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Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.

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Ibrahimovic, Ida, and Stina Vainio. "Killars och tjejers intressen inom naturvetenskap : Skillnader och bakomliggande orsaker." Thesis, Linköpings universitet, Biologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157664.

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Syftet med studien är undersöka huruvida killar och tjejers intressen skiljer sig åt inom de naturvetenskapliga ämnena och om dessa elever är intresserade av vidare naturvetenskapliga studier efter avslutad gymnasial utbildning. Studien syftar även till att undersöka elevers kunskaper kring vilka yrken som räknas till naturvetenskapsområdet. Data från 110 elever (53 tjejer, 56 killar och en ospecificerad) från två gymnasieskolor i Östergötland har samlats in via en digital enkät med flervalsfrågor. Resultaten visar att tjejer har ett större intresse för de biologiska ämnesområdena genetik, evolution, miljövård och biomedicin jämfört med killar, samt att killarna har ett större intresse än tjejerna för kvantmekanik, elektromagnetism samt vågor och optik, som alla ligger inom fysikområdet. Det var 56 % av eleverna (28 tjejer och 33 killar) som var intresserade av en fortsatt utbildning inom naturvetenskap och det fanns ingen signifikant skillnad mellan könen (p=0,69>0,05). Gällande de yrkestitlar som räknas till naturvetenskapsområdet är det de yrken vars namn påminner om biologi, kemi eller fysik som blivit igenkända av flest elever, samtidigt som yrken med mer komplicerade yrkestitlar inte har blivit lika igenkända.
The aim of the study is to investigate whether the interests of boys and girls differ in the natural sciences and if these students are interested in further scientific studies after completing upper secondary education. This study also aims to investigate students’ knowledge of which professions are included in the field of science. Data from 110 pupils (53 girls, 56 boys and one unspecified) from two upper secondary schools in Ostergotland have been collected via a digital questionnaire with multiple choice questions. The results show that girls have a greater interest in the field of biology, such as genetics, evolution, environmental protection and biomedicine compared to boys, and that the boys are more interested than girls in quantum mechanics, electromagnetism, waves and optics, which all lie within the field of physics. There were 56 % of the students (28 girls and 33 boys) who were interested in continuing education in the natural sciences after their upper secondary education and there was no significant difference between the sexes (p=0,69>0.05). Regarding the professions that are included in the field of science there were those with names that reminiscent of biology, chemistry or physics that were recognized the most by the students, while the professions of more complex titles did not get recognized as easily.

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Serin, Kerstin. "Genom skugga och sten." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17109.

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Through Shadow and Stone är ett projekt där textil och ljus samspelar i en textil utsmyckningsbelysning för att skapa en stämning på en offentlig plats och där en personlig upplevelse har varit utgångspunkten. Fokus i arbetet ligger på hur skuggbilder kan bidra till stämningen i rummet och hur man med hjälp av trikåteknik kan ta fram strukturer som kan framkalla dessa. För att nå resultatet har arbete med färg och form även varit ett viktigt element.Through Shadow and Stone is a project based on a personal experience in Ribersborg and resulted in a group of light objects where textile and light interact to create an atmosphere for a public space.The project is focused on how shadows can have an effect on the feeling in a room and how to use the technique of tricotin order to create this. Color and shape are two elements that is important in this project.
Program: Textildesignutbildningen

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Catelli, Lucas Ferioli. "Geração de células-tronco pluripotentes induzidas (hiPSCs) a partir de células somáticas de indivíduos com fenótipo de interesse para transfusões sanguíneas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/17/17153/tde-07062017-103201/.

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A demanda por transfusões sanguíneas tem aumentado no Brasil e o número de doações de sangue permanecem insuficientes. Há escassez de componentes de sangue para transfusão, principalmente de concentrados de células vermelhas do sangue. As células-tronco pluripotentes induzidas humanas (hiPSCs) possuem um grande potencial para se tornar uma fonte de CÉLULAS VERMELHAS DO SANGUE, pois podem se diferenciar em qualquer tipo celular, incluindo CÉLULAS VERMELHAS DO SANGUE de fenótipo específico. O objetivo deste trabalho é a geração de hiPSCs para partir de células mononucleares de sangue periférico (PBMCs) de candidatos a doação de sangue que possuem fenótipo eritrocitário de baixa imunogenicidade, bem como a diferenciação eritroide das hiPSCs geradas. As amostras de sangue periférico (PB) de 11 indivíduos foram coletadas e caracterizadas quanto ao genótipo para os seguintes antígenos eritrocitários: Sistema Rh (RHCE*01/RHCE*02/RHCE*03/RHCE*04/RHCE*05), Kell (KEL*01/KEL*02), Duffy (FY*01/FY*02 and FY*02N.01), Kidd (JK*01/JK*02) e MNS (GYPB*03/GYPB*04). Outros antígenos de grupos sanguíneos distintos foram determinados por meio de fenotipagem. Duas amostras (PBMCs PB02 e PB12) foram selecionadas para a reprogramação devido ausência de múltiplos antígenos eritrocitários e, portanto, considerados de baixa imunogenicidade. Os PBMCs foram enriquecidos em eritroblastos e em seguida, as células foram transfectadas com os vetores episomais pEB-C5 e pEB-Tg e então, co-cultivados sobre fibroblastos de embriões murinos (MEFs) até o surgimento de colônias semelhantes a hiPSCs (hiPSC PB02 e hiPSC PB12). Estas colônias foram transferidas para condições de cultivo próprias e posteriormente caracterizadas quanto à sua pluripotência. A expressão dos genes de pluripotência OCT4, SOX2 e NANOG demonstrou níveis de expressão maior em comparação às linhagens não pluripotentes. As análises de imunofenotipagem por citometria de fluxo revelaram que em torno de 86% das células expressaram Nanog, 88% Oct4 e 88% Sox2. Os níveis de expressão de genes de pluripotência e marcadores foram consistentes com o estado indiferenciado encontrado em células pluripotentes conhecidas. A análise funcional para avaliação da pluripotência foi realizado pela injeção das hiPScs em camundongos imunodeficientes, demonstrando a formação de teratoma nas linhagens geradas. A metodologia para diferenciação hematopoética das hiPSCs geradas a partir dos corpos embrioides estão em progresso. O potencial de diferenciação foi confirmado durante a padronização deste processo, utilizando ensaio de formação de colônias em metilcelulose. Uma média de 10,5 colônias de precursores eritroide foram obtidas a partir de 50x103 hiPSC PB02 em diferenciação e uma colônia mista (mieloide e linfoide) a partir de 15x103 hiPSC PB12 foram obtidas. Neste trabalho foi possível gerar duas linhagens de hiPSCs com fenótipos de antígenos eritrocitários de interesse que podem ser mantidas em cultura por um longo período (26 passagens) e demonstram um potencial de diferenciação hematopoética.
The demand for blood transfusion has increased in Brazil and the number of blood donations remains insufficient. Therefore, there is a shortage of blood components for transfusion, mainly concentrates of red blood cells (RBCs). Human induced pluripotent stem cells (hiPSCs) have great potential to become a source of RBCs, because they can differentiate into every cellular type, including RBCs of a particular phenotype. The objective of this work was to generate hiPSC from mononuclear cells of peripheral blood (PBMCs) from blood donors who presented low immunogenic phenotype for transfusion, and erythroid differentiation of the generated hiPSCs. Peripheral blood samples from 11 individuals were collected and characterized for the following erythrocyte antigens: Rh system (RHCE*01/RHCE*02/RHCE*03/RHCE*04/RHCE*05), Kell (KEL*01/KEL*02), Duffy (FY*01/FY*02 and FY*02N.01), Kidd (JK*01/JK*02), MNS (GYPB*03/GYPB*04). Additionally, other antigens of different blood groups were determined by phenotyping. The samples PBMC PB02 and PBMC PB12 were chosen for iPS generation due to their multiple negative erythrocyte antigens. They were isolated, expanded into erythroblasts, and transfected using the reprogramming episomal vectors PEB-C5 and PEB-Tg. This population was co-cultured on mouse embryonic fibroblasts (MEFs) until the appearance of hiPSC like colonies (hiPSC PB02 and hiPSC PB12). These colonies were transferred to human embryonic stem cells (hESCs) culture conditions and characterized regarding their pluripotency. The expression of OCT4, SOX2 and NANOG pluripotency genes demonstrated that the expression of both lineages was higher in comparison with non-pluripotent lineages. Immunophenotyping performed by flow cytometry revealed that 86% of cells expressed Nanog, 88% Oct4 and 88% Sox2. Expression levels of pluripotency genes and markers were consistent with undifferentiated state found in known pluripotent cells. Functional analysis for pluripotency was achieved by the hiPSC injection in immunodeficient mice showing that both hiPSC cell lines were able to induce teratoma tumor. The hematopoietic differentiation potential was confirmed using methylcellulose assay, with an average of 10.5 erythroid colonies from 50x103 single cells and a mixed colonies of myeloid and lymphoid cells) and finally a colony composed of white cells from 15x103 PB12 hiPSC. In conclusion, it was possible to generate a hiPSC from a red blood cell phenotype that are negative for multiple antigens, and this cell line can be maintained for a long period in culture (26 passages) and show potential for hematopoietic differentiation.

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Barth, Katie Nicole. "An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3696.

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Fewer students in the United States are choosing to study and enter careers in the STEM disciplines-Science, Technology, Engineering, and Mathematics. This problem is being addressed through current educational reforms focusing on Integrated STEM curriculum and instructional design. This mixed-method quasi-experimental study researched the effects of science-engineering integration on student learning, student attitudes, and student interests in science within an elementary setting through the creation and implementation of an integrated science and engineering unit of instruction focused on the water cycle. Comparisons of student performance on end-of-unit science assessments revealed no significant differences in student learning between students who experienced an integrated unit of instruction and those who received an un-integrated science unit. However, increased student learning and interest in science was evidenced in responses to a student survey. Inasmuch as there is little in the way of frameworks to guide the legitimate integration of science and engineering instruction, this study offers a guide for teachers along with evidence of its efficacy.

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Joy, Jonsson. "Att använda litteraturen i fysiken : Ett nyfiket steg in i vår värld av sagor." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43340.

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I det här arbetet undersöks olika sätt att arbeta med fysik utifrån litteratur. Metoden har varit att intervjua förskollärare och en kontaktperson ifrån projektet Lilla bokbryggan, samt att genomföra litteraturanalyser. Resultatet visar på olika arbetssätt, fysikaliska fenomen som finns tillgänglig i barnens litteratur, vad pedagogerna anser vara lämplig litteratur och exempel på hur litteraturen kan göras interaktiv. I diskussionen så diskuteras vad som egentligen kan räknas som litteratur, olika sätt att använda litteraturen i pedagogiskt arbete med fysisk, likheter mellan dessa arbetssätt, lämplig litteratur och genus, samt hur allt knyter an till syftet.
In this study different ways to work with physics through literature are researched. The method was to interview preschool teachers and a representative from the project Lilla bokbryggan, and literature analyzes. The result shows different approaches, Physical phenomena available in children’s literature, what the teachers consider suitable literature and examples on how to make literature interactive. In the discussion I discuss what is actually considered literature, different ways of using the literature in an educational approach in regards to physics, similarities between the different approaches, suitable literature and gender equality, and also how it all ties together with the purpose.

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Cicek, Mehmet, and Georgios Tsilfidis. "Ett steg framåt eller ett steg bakåt? : En studie om hur konsumenter prioriterar säkerhet och enkelhet vid val av moderna eller traditionella betalningsmedel." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-22088.

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Syfte: Identifiera de olika betalningsmedlen för att finna samband mellan upplevelserna av deras säkerhet, enkelhet och hur dessa aspekter påverkar valet av betalningsmedel. Metod: Kvantitativ metod Teori: Litteratur, vetenskapliga artiklar och empiriska rapporter Empiri: En enkätundersökning gjordes för datainsamling Slutsats: Undersökningen bekräftar att både upplevelsen av säkerhet och enkelhet påverkar konsumenterna i valet av betalningsmedel. Vår undersökning visar att enkelhet ör den vanli-gaste och viktigaste orsaken för en konsument i valet av betalningsmedel. Undersökningen visar även att i olika ålderskategorier skiljer sig användandet av de olika betalningsmedlen åt och den visar även på olika värderingsgrunder vad gäller säkerhet och enkelhet mellan ålders-kategorierna för valet av betalningsmedel.
Purpose: Identify the different payment methods to find a connection between the perceived safety, the ease of use and how those aspects affects the choice of pay method in a buying process. Method: Quantitative method Theory: Literature, scientific articles and empirical reports Empirical foundation: A survey was made to collect data Conclusion: The research confirms that both safety and ease of use affects consumers in the choice of pay method. Our research shows that the ease of use is the most common and im-portant reason for a consumer when choosing a pay method. The survey also shows that in different age categories the use of the various means of payment is different and also shows a difference in the valuation of qualities as safety and ease of use between age categories for the choice of payment.

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Kvarnling, Erik, and Robin Sundving. "Handtag, famntag, klapp eller kyss? - en studie av kommunikationsprocessens olika steg i LunarWorks planeringsarbete vad gäller reklam riktad till ungdomar via Lunarstorm." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1206.

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Zombrilli, Andréia Ferreira. "Transplante autólogo de células-tronco hematopoiéticas para doenças autoimunes: ambiente virtual de aprendizagem." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/22/22134/tde-30052018-111017/.

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O transplante autólogo de células-tronco hematopoéticas é indicado no tratamento de doenças autoimunes graves e refratárias ou que comprometem a qualidade de vida do paciente. Tal tratamento possui sólidas bases experimentais e clínicas e para alguns já apresenta superioridade ao tratamento convencional. No entanto, é um procedimento considerado agressivo, de alto custo financeiro, que pode acarretar eventos adversos, complicações, fatores de tensão física e psíquica para o paciente e sua família. Essa complexidade exige uma assistência de enfermagem especializada, capaz de assistir o paciente em cada uma das fases do tratamento, a fim de identificar os riscos, as intercorrências e propondo intervenções adequadas. Além disso, é fundamental que o paciente adquira conhecimentos e habilidades para se adaptar às condições impostas pela terapêutica, assim reunirá recursos de autonomia para realizar seu autocuidado. Frente ao exposto, as tecnologias podem ajudar e facilitar a aprendizagem, pois abordam o conteúdo por meio de várias formas e formatos. Nesse contexto, a enfermagem depara-se com o desafio de integrar o uso da Internet® no cuidado prestado ao paciente. A utilização dessa rede enfoca, principalmente, a disponibilização de informação de saúde ou estabelecimento de contato virtual para providenciar informação acessada de forma rápida e adequada à demanda da pessoa. Desta forma, o objetivo deste estudo foi desenvolver um ambiente virtual de aprendizagem com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. Trata-se de um estudo metodológico, com o objetivo de desenvolver o ambiente virtual de aprendizagem, website, com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. O website foi construído conforme o modelo de design instrucional, o qual percorreu as seguintes etapas: análise, design, desenvolvimento e implementação. Este foi desenvolvido em plataforma web, na linguagem de marcação Hypertext Markup Language, utilizando-se o programa WebAcappella, Responsive Website Creator 5 e disponibilizado no endereço eletrônico: http://www.transplantardai.com.br. O conteúdo do website foi estruturado nos seguintes tópicos: História, Transplante, Doenças Autoimunes, Links Interessantes, Orientações, Fala Equipe e Dúvidas Frequentes. Os ícones e menus foram criados de modo que o conteúdo atraia o usuário, sem cansar ou distraí-lo, a fim de otimizar os recursos disponíveis no ambiente e facilitar o acesso à busca dessas informações. Assim sendo, o presente estudo desenvolveu um ambiente virtual de aprendizagem que pode ser uma ferramenta utilizada para orientar, cuidar e interagir
Autologous hematopoietic stem cell transplantation is indicated for the treatment of severe or refractory autoimmune diseases, or those which compromise patients\' quality of life. This treatment has solid experimental and clinical foundations, and in some cases, it outranks conventional treatments. However, it is considered an aggressive and high-cost procedure that may lead to adverse events, complications, and factors of physical and psychic tension to patients and their families. This complexity requires specialized nursing care, capable of assisting patients in each phase of the treatment, so as to identify risks and propose appropriate interventions. In addition, patients must acquire knowledge and skills to adapt to the conditions imposed by the treatment, thus gathering autonomy resources to perform self-care. In the light of this, technologies can help and facilitate learning, as they approach content in several ways and formats. In this context, nursing faces the challenge of integrating the use of the Internet® in the care provided to patients. The use of this network focuses, mainly, on making health information available or establishing virtual contact to provide information that can be accessed fast and that is suitable to the person\'s demand. This was a methodological study, with the aim of developing a virtual learning environment and a website, with instructions on autologous hematopoietic stem cell transplantation for autoimmune diseases. The website was built according to an instructional design model, through the following steps: analysis, design, development, and implementation. It was developed on a web platform, using the Hypertext Markup Language and the programs WebAcappella and Responsive Website Creator 5, being available at http://www.transplantardai.com.br. The website content was structured in the following topics: History, Transplantation, Autoimmune diseases, Interesting links, Instructions, Talk to the team and Frequently asked questions. The icons and menus were created so that the content would be attractive to users, without making them tired or distracting them, in order to optimize the resources available in the environment and facilitate access to the search for information. Therefore, the present study developed a virtual learning environment that can be used for guidance, caring, and interaction

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Bell, Vincent. "Död eller levande? : Vad anser branschfolk i skivbolagen om bolagens positionoch roll i Sverige?" Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6485.

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I denna uppsats läggs fokus på skivbranschen och vad folk inom branschen anser omdess funktion och roll.Syftet med uppsatsen är att återge skivbolagens egna tankar och åsikter och jämföradessa med årsredovisningar från branschorganisationer, rapporter, litteratur,vetenskapliga artiklar samt den allmänna uppfattningen hämtad från blogg- ochforuminlägg och tidningsartiklar.Uppsatsen bygger till största delen av intervjuer med totalt sex personer som ärverksamma i branschen från den allra högsta nivån av multinationella bolag till deabsolut minsta.Den bild som framkommer i uppsatsen visar på att den vanligt förekommandeuppfattningen om att skivbolagen idag spelat ut sin roll är felaktig. Skivbolagen hjälperartister med bl.a. marknadsföring, utvecklingen av musik, all administrering samt att dehar de resurser som krävs för att nå ut till den breda massan. Det är dock beroende påvar i karriären man befinner sig och vad artisten själv vill uppnå. För vissa kan detsåledes vara onödigt. Uppsatsen visar även att skivbolagens roll förändrats drastiskt pågrund av bl.a. utbredningen av ny digital teknik. Det är också möjligt att på grund avdessa nya förutsättningar kan rollen förändras ytterligare i framtiden.Skivbolagen arbetar numera på en betydligt bredare front än tidigare. Verksamhetencentreras inte runt den fysiska försäljningen utan förlags- och licensieringsverksamheterär mycket aktuella. Samarbetet mellan små och stora skivbolag påvisas tydligt, en formav samarbete där båda parterna i många fall är beroende av varandra. De mindrebolagen förefaller även vara mer benägna att ta risker i samband med kontraktering avnya akter.

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Griffith, Moumita. "Inspiring children and teenagers to pursue science and technology : A study in methods, activities, and toys that could potentially make technology and science interesting to children and teenagers." Thesis, Linnéuniversitetet, Institutionen för maskinteknik (MT), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75896.

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This is a study in what motivates children and teenagers to pursue science and technology as future career choices. The subject is of relevance due to the increasing dependency on technology and the decline in engineering applications. Due to children and teenagers being the most susceptible targets for learning, they are the focal point in this study. The aim of this study is to identify what can create an interest in science and technology as well as to study to what extent a toy, game, or physical object can inspire children and teenagers (for product development purposes). The main research method in this study is a survey that has been filled in by 184 engineers. In addition to this, other research methods include interviews and a literature review. A majority of the respondents are from IKEA as this study has been conducted in collaboration with them. However, the result is intended to be used on a general level as the research questions are: ‘What can be used to create an interest in science and technology among children and teenagers?’ and ‘To what extent can a toy, game, or any other physical object inspire children and teenagers to pursue careers within the fields of science and technology while being gender neutral?’. Through analysing the collected data, it is evident that inspirational objects, inspirational people, and blended learning can be used to create an interest in these subjects. Furthermore, toys, games, and other physical objects can create an interest, however, the extent is decided based on how satisfied the child or teenager feels by interacting with the object.

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Pásler, Tomáš. "Podnikatelský záměr pro založení firmy TOP BAITS." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2014. http://www.nusl.cz/ntk/nusl-224605.

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This Master´s thesis deals with the business plan for establishment of a corporation TOP Baits. It is in the business of manufacturing and selling baits for carp fishing. The thesis is divided into several chapters are devoted to theoretical knowledge ofbusiness analysis, general and business environment and its own proposals for solutions.

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Seddigh, Aram. "Office type, performance and well-being : A study of how personality and work tasks interact with contemporary office environments and ways of working." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118824.

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Today, many organisations are adopting offices that have an open design with or without flexible seating. While advocates of open-plan offices propose that these office types lead to cost savings and aid inter and intra-team communication, opponents argue that these office types are associated with decreased performance and worsened health among employees. This thesis investigates how the type of office (cell offices, shared room offices, small open-plan offices, medium-sized open plan offices, large open-plan offices and flex offices) influences employee health and performance, and whether this is different for different personalities and jobs with different concentration demands. Data were gathered by means of surveys and cognitive tests from five organisations with different office types. In Study I (N=1241), the aim was to investigate the main effect of office type on indicators of health and performance and the interaction effect of office type with the need to concentrate in order to carry out work tasks. Office type alone was associated with distraction and cognitive stress in such a way that cell offices were associated with fewest problems, followed by flex offices, while open-plan offices were associated with the most problems. While employees in open-plan offices and employees in flex offices reported more problems as the need for concentration increased, employees in cell offices reported the same level of problems regardless of the need of concentration. Study II (N=527) investigated how performance on a memory test was affected during normal working conditions as compared to a quiet baseline. There was a negative dose-response relationship between the size of the open-plan office environment and the drop in word recall during the normal working condition. However, Study II also showed that individuals working in cell offices had as high a drop in performance during normal working conditions as did those working in large open-plan office environments. Study III (N=1133–1171) focused on the interaction effect between office type and individual differences in personality. The personality trait agreeableness interacted with office type on the outcome variables distraction and job satisfaction. Specifically, Study III may indicate that as offices get more open and flexible, agreeable people will report more problems. In conclusion, the studies in the present thesis have implications for practice and suggest that office type impacts on employee health and performance, while concentration demands of the job and agreeableness moderate the effects. Although employees report higher level of distraction in open-plan office environments, when performance on a demanding task is measured, cell offices are not as favourable during normal working conditions as self-reported data usually indicate. Organisations should also be aware that, among open-plan offices, small open-plan offices are associated with fewer problems.
Kontorslandskap med eller utan fasta arbetsstationer förekommer idag i många organisationer. Förespråkare för kontorslandskap hänvisar till kostnadsbesparing samt förbättrade förutsättningar för kommunikation, medan motståndare hävdar att kontorslandskap leder till försämrad prestation och hälsa bland medarbetarna. Denna avhandling undersöker om kontorstyp påverkar de anställdas hälsa och prestation, samt om effekten av kontorstyp varierar beroende på de anställdas personlighet och typ av arbetsuppgifter. Data i form av enkätsvar och prestation på kognitiva tester samlades in från fem organisationer med olika typer av kontorslösningar (cellkontor, delade kontorsrum, små kontorslandskap, mellanstora kontorslandskap, stora kontorslandskap och flexkontor). I studie I (N = 1241) var syftet att undersöka huvudeffekten av kontorstyp på indikatorer för hälsa och prestation samt om effekten är beroende av koncentrationskraven i arbetet. Kontorstyp visade samband med distraktion och kognitiv stress på så sätt att medarbetare i cellkontor uppgav minst problem, följt av de i flexkontor, medan kontorslandskap var förknippade med mer problem. Vidare rapporterade anställda som hade arbetsuppgifter som krävde koncentration mer problem i kontorslandskap och flexkontor, medan anställda i cellkontor, oavsett arbetets krav, rapporterade lika mycket problem. I studie II (N = 527) undersöktes hur prestation på ett minnestest påverkades under normala arbetsförhållanden jämfört med en tyst referensmätning i olika kontorstyper. Det fanns ett negativt dos-responssamband mellan storleken på kontorslandskapet och hur många procent sämre medarbetare presterade under normala arbetsförhållanden. Men Studie II visade också att personer som arbetar i cellkontor hade ett lika högt bortfall i prestation under normala arbetsförhållanden som de som arbetade i stora kontorslandskap. I studie III (N = 1133-1171) låg fokus på interaktionseffekten mellan kontorstyp och personlighet. Vänlighet var den enda personlighetsvariabeln som interagerade med kontorstyp på utfallsvariablerna distraktion och arbetstillfredsställelse. Mer specifikt visade Studie III att när kontoret blir mer öppet och flexibelt, så rapporterar människor som skattar sig högt på personlighetsvariabeln vänlighet fler problem. Resultaten i avhandlingen kan få flera praktiska implikationer då den visar att kontorstyp påverkar medarbetarnas hälsa och prestation, medan koncentrationskrävande arbetsuppgifter och vänlighet modererar effekterna. Vidare visar avhandlingen att även om anställda rapporterar mindre distraktion i cellkontor jämfört med i kontorslandskap, behöver inte cellkontor vara lika gynnsamma som självskattade mått visar när prestationen mäts med objektiva mått under normala arbetsförutsättningar, i det här fallet ett minnestest. Slutligen bör organisationer även vara medvetna om att avhandlingen visar en viss tendens att små kontorslandskap är förknippade med mindre problem än stora.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

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Frank, Carolin. "Arbeitswelt als Kontext." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-147216.

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Die Gestaltung berufsorientierender Lehr- und Lernprozesse für Naturwissenschaft und Technik besitzt insbesondere vor dem immer wieder diskutierten Fachkräftemangel in diesem Bereich eine zentrale Bedeutung. In diesem Sinne soll Berufsorientierung für Naturwissenschaft und Technik dazu beitragen, dass Lernende naturwissenschaftsbezogene Berufe als Option für die Gestaltung der eigenen Ausbildungs- und Berufsbiographie wahrnehmen. Um diese Funktion zu realisieren, sind Maßnahmen notwendig, die auf eine Veränderung der für die Berufswahl relevanten Schüler-merkmale fokussieren. Im ersten Teil der Arbeit wurde daher zunächst der Stand der Forschung zu Modellen der Berufswahl sowie empirischen Studien hinsichtlich der für die Berufsentscheidung bedeutsamen Schülermerkmale analysiert. Als Handlungskonsequenzen für die Gestaltung schulischer Berufsorientierungsprozesse hat sich ergeben, dass zum einen Interesse und Fähigkeitsselbstkonzept gefördert werden müssen, um die Entscheidung für ein naturwissenschaftlich-technisches Studium zu begünstigen. Über die Förderung von Interesse und Fähigkeitsselbstkonzept hinaus bedarf es zum anderen im Sinne einer nachhaltigen Berufsorientierung der Ausbildung naturwissenschaftlich-technischer Kompetenzen hinreichender Qualität sowie wahrscheinlich der Entwicklung eines realistischen Berufskonzepts. Die ebenfalls im theoretischen Teil der Arbeit vorgenommene Analyse von best-practice-Beispielen an explizit berufsorientierenden Maßnahmen hat gezeigt, dass insbesondere eine in den Fachunterricht integrierte Berufsorientierung besonders wirksam ist. Jedoch gibt es hierfür bisher keine tragfähigen Ansätze, die alle genannten Aspekte miteinander verknüpfen. Es bedarf somit einer konkreten konzeptionellen Grundlage. Da im Rahmen einer in den Fachunterricht integrierten Berufsorientierung die Arbeit von Natur- und Ingenieurwissenschaftlern neben den natur- und ingenieurwissenschaftlichen Fachinhalten zu einem expliziten Aneignungsgegenstand wird, ist eine valide Beschreibung dieser notwendige Voraussetzung für die konzeptionelle Umsetzung. Diese stellt jedoch ebenso wie der Gestaltungsansatz eine Lücke der Forschung und Entwicklung im Bereich der Berufsorientierung bzw. Naturwissenschaftsdidaktik dar. Im Rahmen der vorliegenden Arbeit wurde daher zunächst die Arbeit von Naturwissenschaftlern und Ingenieuren beschrieben und strukturiert. Um dann auf dieser Basis ein Ansatz zur Gestaltung integrierter Berufsorientierung zu entwickeln. Darüber hinaus wurden im Sinne einer passfähigen Berufsorientierung die Kenntnisse von Lernenden über die Arbeit von Naturwissenschaftlern und Ingenieuren und der Zusammenhang zwischen einem realistischen Berufskonzept und der Ausbildung natur- und ingenieurwissenschaftlicher Berufserwartungen untersucht. Denn obwohl stets die Bedeutung von Berufskenntnissen betont wird, kann diese nur normativ begründet werden, da belastbare Forschungsergebnisse fehlen. In den Teilen II bis IV der Arbeit wurden somit folgende Problemfelder nacheinander bearbeitet: - die Beschreibung und Strukturierung der Arbeit von Naturwissenschaftlern und Ingenieuren (= Teil II); - die Ermittlung der Kenntnisse von Lernenden über die Arbeit von Naturwissenschaftlern und Ingenieuren sowie deren Einfluss auf die Ausbildung naturwissenschaftlicher bzw. technischer Berufserwartungen (= Teil III); - die Entwicklung eines Ansatzes für die Gestaltung berufsorientierender Konzepte im Rahmen des Naturwissenschaftsunterrichts (= Teil IV). Für die Charakterisierung der Arbeit von Naturwissenschaftlern und Ingenieuren konnte nicht auf bestehende Erkenntnisse zurückgegriffen werden. Denn in anderen Forschungsgebieten wie z. B. der Arbeits- und Organisationspsychologie oder der berufswissenschaftlichen Forschung, werden lediglich Ausschnitte natur- und ingenieurwissenschaftliche Arbeit unter jeweils wissen-schaftsspezifischen Fragestellungen analysiert. Eine systematische für berufsorientierende Lehr- und Lernprozesse geeignete Aufarbeitung fehlt bisher. Im Rahmen der vorliegenden Arbeit wurde daher in der ersten empirischen Studie auf Basis berufswissenschaftlicher Arbeitsanalysen in Unternehmen sowie Forschungseinrichtungen zentrale Initiierungskontexte und Arbeitsaufträge naturwissenschaftlicher bzw. ingenieurwissenschaftlicher Arbeit bestimmt. Die Arbeitsanalyse stellt eine Kombination verschiedener qualitativer Befragungs- und Beobachtungsmethoden zur Erfassung der Arbeitswelt dar. Die ermittelten Daten wurden mittels eines in Anlehnung an die strukturierende Inhaltsanalyse von Mayring entwickelten Auswertungssystems analysiert. Hierdurch konnte ein Überblick zu den typischen Initiierungskontexten und Arbeitsaufträgen sowie den jeweils zugehörigen Arbeitsaufgaben natur- und ingenieurwissenschaftlicher Arbeit ermittelt werden. Für die berufsspezifische Beschreibung wurde ein Perspektivwechsel von einer auftragsbezogenen zu einer berufsbezogenen Betrachtung vorgenommen. Dies bedeutet, dass die innerhalb eines Arbeitsauftrags anfallenden Arbeitsaufgaben bzw. Arbeitsaufgabenkomplexe dem Beruf des Naturwissenschaftlers oder Ingenieurs zugeordnet und kategorisiert worden sind. Ergebnis dieses Prozesses war, dass die von Naturwissenschaftlern und Ingenieuren übernommene Arbeit mittels berufsspezifischen Kernarbeitsaufträge und -aufgaben sowie berufsübergreifenden Managementaufgaben und Transferaufgaben beschrieben werden können. Diese Kategorisierung natur- bzw. ingenieurwissenschaftlicher Arbeit war Grundlage für die Erfassung der Berufskenntnisse. Ziel der zweiten Studie war, das bei den Lernenden bestehende Konzept über die Arbeit von Naturwissenschaftlern und Ingenieuren zu charakterisieren sowie dessen Bedeutsamkeit für die Ausbildung natur- bzw. ingenieurwissenschaftlicher Berufserwartungen zu bestimmen. Hierfür wurden Gymnasiasten der 10. und 11. Klasse (N = 450) ein Testinstrument zur Erhebung der Berufskenntnisse sowie ein Fragebogen zur Erfassung der Berufswünsche und weiterer berufswahlrelevanter Merkmale vorgelegt. Für die Auswertung der erhobenen Daten wurden zur Beschreibung des Berufskonzepts deskriptive Methoden eingesetzt und für die Bestimmung der Bedeutsamkeit von Berufskenntnissen logistische Regressionsmodelle spezifiziert sowie Mediationseffekte mittels Bootstrapping geprüft. Hinsichtlich der Kenntnis natur- und ingenieurwissenschaftlicher Arbeit wurde deutlich, dass Lernende bereits einen guten Überblick über die zentralen Arbeitsaufträge von Naturwissenschaftlern und Ingenieuren besitzen, jedoch die bei der Bearbeitung auftretenden Arbeitsaufgaben kaum kennen sowie natur- und ingenieurwissenschaftlicher Arbeit nur un-genügend zu entsprechender Facharbeit abgrenzen können. Bezogen auf die Bedeutsamkeit von Berufskenntnissen konnte gezeigt werden, dass lediglich ausgewählte Aspekte in einem Zusammenhang mit natur- bzw. ingenieurwissenschaftlichen Berufserwartungen stehen. Für die Ausbildung von naturwissenschaftlichen Berufswünschen sind dies die Kenntnis der Transferaufgaben sowie die Abgrenzung von natur- zu ingenieurwissenschaftlicher Arbeit. Für die Ausbildung von ingenieurwissenschaftlichen Berufswünschen sind dies hingegen die Kenntnis der Kernarbeitsaufträge sowie die Abgrenzung von ingenieurwissenschaftlicher zu betriebswirtschaftlicher Arbeit. Die Ergebnisse verweisen darauf, dass berufsorientierende Lehr- und Lernprozesse neben naturwissenschaftlich-technischen Interessen und Fähigkeiten auch die Ausbildung eines realistischen Berufskonzeptes fördern müssen. In Bezug zu den Ergebnissen beider empirischer Studien wurden abschließend Kriterien und Ziele berufsorientierender Lehr- und Lernprozesse differenziert sowie ein konkreter Gestaltungsansatz entwickelt und hinsichtlich einer projektorientierten Umsetzung untersetzt Im Rahmen der Arbeit wurde weiterhin ein Ansatz zur Gestaltung von in den naturwissenschaftlichen Fachunterricht inte-grierten Berufsorientierungsprojekten unter Rückgriff auf kontextorientierte bzw. berufsbildende Ansätze entworfen. Grundlegendes Prinzip des Konzepts ist die Konfrontation der Lernenden mit didaktisch-aufbereiteten beruflichen Arbeitsaufträgen des Naturwissenschaftlers bzw. Ingenieurs. Zur Bearbeitung des Auftrags sind die damit verbundenen Arbeitsaufgaben auszuführen. Hierbei wird von den Lernenden das erforderliche naturwissenschaftliche Know-how angewendet bzw. angeeignet. Weiterhin erschließen sich die Lernenden die Arbeitswelt von Ingenieuren bzw. Naturwissenschaftlern aktiv. Perspektivisch ist dieser Ansatz weiterzuentwickeln und hinsichtlich seiner Wirksamkeit zu evaluieren. Hierbei eröffnen sich Potentiale an die Evaluation berufsorientierender Konzepte weiterführende Forschungsfragen hinsichtlich des Zusammenhangs zwischen von Berufskenntnissen und Berufserwartungen zu koppeln.

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Ekman, Agnes, and Emma Hägglund. ""Jaha, det gick ju bra den här gången också" : En kvalitativ undersökning av seniorers förhållande till e-handel." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16341.

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In this paper we have examined why seniors do not use e-business to the same extent as other age groups. Seniors belong to the age group that, according to statistics from Statistics Sweden (SCB) in 2011, utilizes e-business the least in relation to the number who use the internet. To understand how seniors reason and perceive the possibility to shop on the internet, we have conducted four interviews with people from 65 years and older. We have let the respondents answer questions regarding utility aspects, e-business interfaces, general shopping habits, risks, and whether or not they usually shop online. We also found out how seniors reason when they sell products and services. The results of our study show that seniors must see a benefit in using an e-business, that lack of knowledge can make them opposed to it and that they are characterized by a certain reluctance and aversion towards learning how e-business works. In this study we have used Technology Acceptance and Adoption Model (STAM) by Renaud and van Biljon (2008), to see what constitutes the seniors accepting or rejecting a technology. The model is focused on seniors and technology but not on e-business so we developed our own model, Senior E-Business Adoption & Acceptance Model (SEAM), focusing on seniors and e-business.
I den här uppsatsen har vi valt att ta reda på varör seniorer inte nyttjar möjligheten att handla via e-handel i samma utsträckning som övriga åldersgrupper. Seniorer tillhör den ålderskategori som, enligt statistik från Statistiska Centralbyrån (SCB) år 2011, handlar via e-handel minst i förhållande till antalet som använder internet. För att förstå hur seniorerna resonerar och upplever möjligheten att handla via internet har vi genomfört fyra kvalitativa intervjuer med personer från 65 år och uppåt. Vi har låtit intervjupersonerna besvara ett antal frågor gällande nyttoaspekt, e-handelsgränssnitt, generella shoppingvanor, risker och huruvida de själva brukar handla via internet. Vi har också tagit reda på hur seniorerna resonerar gällande att sälja produkter och tjänster. Resultatet av vår undersökning visar att seniorer måste se en nytta i att använda en e-handel, att okunskap kan göra dem negativt inställda och att de präglas av en viss ovilja och olust att lära sig hur e-handel fungerar. I studien har vi utgått från Technology Acceptance and Adoption Model (STAM) av Renaud och van Biljon (2008), för att se vad som leder fram till att seniorerna accepterar eller förkastar teknik. Modellen fokuserar på seniorer och teknik men inte på e-handel så vi valde att vidareutveckla den och skapade Senior E-business Adoption & Acceptance Model (SEAM) med inriktning på både seniorer och e-handel.

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Michelon, Dino. "UHF energy harvester in CMOS technology." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM4322.

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Un des défis majeurs de l’Internet des Objets et, plus généralement, des tous les réseaux de capteurs sans fils, c’est l’alimentation de chaque nœud connecté. La solution la plus commune est d’équiper chaque dispositif d’une batterie mais cela introduit plusieurs contraintes, qui mettent en question la faisabilité de cette approche sur le long terme (durée de vie limité, couts de gestion élevé, empreinte écologique).Cette thèse développe une possible solution basée sur la transmission sans-fils de l’énergie. Un récupérateur d’énergie RF, composé d’une antenne, un redresseur haute-fréquence et un convertisseur élévateur, est présenté. Ce système permet de récupérer les ondes électromagnétiques et de produire une tension continue en sortie, qui peut être utilisé pour alimenter des microcontrôleurs ou des capteurs. L’absence d’une batterie interne augmente la flexibilité globale, surtout pour les situations où le remplacement n’est pas possible (ex. dispositifs implantés, nombre élevé de nœuds, milieux dangereux). Une étude approfondie sur les redresseur intégrés ultra-haute-fréquence de type Schottky et MOS a été mené ; plusieurs topologies ont été analysées et optimisées. De plus, l’utilisation d’un convertisseur élévateur a été envisagée, dans le but d’accroitre la tension en sortie ; une première version discrète et puis une plus compacte version intégrée, ont été abordées et testées. Ces développements ont permis d’aboutir à un récupérateur complet, potentiellement capable d’alimenter un microcontrôleur du commerce
One of the challenges of the Internet of Things and, more in general, of every wireless sensor network is to provide electrical power to every single one of its smart nodes. A typical solution uses batteries but various major concerns reduce the long-term feasibility of this approach (limited lifetime, maintenance and replacement costs, and environmental footprint).This thesis develops a possible solution based on the wireless transmission of power. A complete RF harvester composed of an antenna, a UHF rectifier and a step-up voltage converter is presented. This system captures electromagnetic waves and converts them to a stable DC voltage to supply power to common logic circuits like microcontrollers and sensors. The lack of an internal battery provides an extended flexibility, especially when its replacement is not a viable option (ex. implanted devices, large number of nodes, dangerous environments, etc.). An in-depth study of integrated Schottky and CMOS UHF rectifiers is carried out; various topologies and optimizations are analyzed. Moreover, the use of an additional step-up converter is proposed in order to increase the system output voltage; an early discrete implementation and a final, more compact, integrated version are discussed and tested. These developments lead to a complete system capable of potentially powering an application with an off-the-shelf microcontroller

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Savary, Etienne. "Biologie des cellules souches cochléaires : perspectives dans le traitement de la surdité sensorielle." Thesis, Montpellier 1, 2010. http://www.theses.fr/2010MON1T034/document.

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La destruction des cellules ciliées de la cochlée entraine des surdités sensorielles. Chez les mammifères ces cellules ne se régénèrent pas et les déficits auditifs occasionnés sont définitifs. Aucune thérapie visant à remplacer les cellules ciliées détruites n'est actuellement proposée.L'objectif de cette thèse est de contribuer au développement d'une thérapie cellulaire basée sur la greffe de cellules souches / progénitrices cochléaires et destinée à promouvoir la régénération des cellules ciliées.Au cours de nos travaux, nous avons isolé une population de cellules souches cochléaires chez des souris néonatales appartenant à la « side population » (Savary et al. 2007). Nous avons également montré, par des expériences de perte et de gain de fonction in vitro, que la voie de signalisation Notch est nécessaire pour l'auto-renouvellement et la différenciation de ces cellules (Savary et al., 2008). Des lignées de souris transgéniques exprimant la GFP sous le promoteur de la GFAP et de la Nestine nous ont permis de suivre l'expression de ces marqueurs de cellules souches dans des cochlées de souris P3 et adultes. En étudiant l'expression combinée d'autres marqueurs comme Sox2 et Abcg2, nous avons montré que les cellules progénitrices cochléaires sont réparties différemment chez les souris néonatales et les souris adultes (Smeti, Savary et al 2010).Nos expériences préliminaires de transplantation in vitro dans un modèle murin de surdité génétique humaine de type DFNA15 démontrent que les cellules souches / progénitrices greffées sont capables d'intégrer l'épithélium sensoriel lésé et de se différencier en cellules exprimant un marqueur de cellules ciliées
The destruction of cochlear hair cells causes sensory deafness. In Mammals these cells do not regenerate and damages are irreversible. Currently, there is no proposed therapy to replace the destroyed hair cells.The focus of this thesis is to develop a novel cell therapy based on transplantation of cochlear progenitor cells in order to promote regeneration of hair cells.We first isolated a population of cochlear stem cells from neonatal mice by using the side population analysis technique (Savary et al. 2007). Then, we showed, by in vitro loss and gain of function experiments, that the Notch signaling pathway is necessary for cellular self-renewal and differentiation (Savary et al., 2008).Transgenic mice strains expressing GFP under the control of GFAP and Nestin promotors allowed us to monitor the expression of these markers of stem cells in the P3 and adult mice cochleae. By studying the combined expression of other stem cells markers such as Sox2 and ABCG2, we showed that the niches of cochlear progenitor cells are differently distributed in neonatal and adult mice (Smati, Savary et al 2010).Our preliminary in vitro transplantation experiments in a mouse model that mimics human genetic deafness DFNA15 show that the transplanted stem / progenitor cells are able to migrate to the lesion site, to integrate the damaged sensory epithelium and to differentiate into cells expressing a marker of hair cells

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50

Wiss, Erik, and Andrée Theander. "Från färdiginspelat låtmaterial till mastrings-ideal, digitala distributionsavtal, ersättning från en radiokanal, pressade CD-skivor i kartongfodral och en budget med god vinstmarginal." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1122.

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Syftet med det examensarbete som genomförts har varit att kartlägga processen för att på egen hand lansera sin musik i form av ett fullängdsalbum tillgängligt att köpas både i form av digitala nedladdningar och som traditionell CD-skiva.

I arbetet har vi bekantat oss med viktiga aspekter angående distributionsavtal, upphovsrätt, marknadsföring, design, foto, logotyper, texter och koder man bör känna till. En stor del av arbetet har även ägnats åt att förklara och utreda den sista delen i ljudbearbetningen - mastring. Dessutom har vi satsat på marknadsförning och exponering på Internet samt olika betalningslösningar som möjliggör skivans försäljning.

För att erhålla de nödvändiga delarna i arbetsprocessen har kontakt upprättats med bland andra: IFPI, Grammotex, N©B och Dicentia.

I rapporten får vi följa den progressiva rockgruppen Cap Outrun och deras väg till målet i form av en fallstudie.

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Dissertations / Theses on the topic 'STEM interest'

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