Dissertations / Theses: 'Technology integration'

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Carter, Keith L. "Technology Strategy Integration." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7317.

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Techno-strategic integration is the process through which militaries integrate technological advances into a strategy that maximizes their advantages. While sheer military might is a function of a variety of factors, technology has taken center stage in the past two centuries. The industrial revolution changed the way war was fought, and the changes had wide ranging effects. The calamity of the First World War was in some ways a failure to techno-strategically integrate industrial age technology. The history of military technology and strategy illustrates many obstacles to the integration of the two. This thesis shows that successful techno-strategic integration is often highly correlated with effective execution of war and improvement of national security. On the other hand, enduring organizational preferences, inter-service rivalry, and commercial self-interest have often undermined new techno-strategic possibilities. However, with the growth and increasing capability of information age technology, this research shows growing indications that the techno-strategic paradigm of the industrial age is shifting. The United States is positioned to capitalize on its lead in informational innovations, and integrating technologies into new concepts of operations. If managed successfully, the United States might emerge with a leaner, more agile force that can keep its strategic competitors at bay.

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Hawman, Michael W. (Michael William). "Strategies for successful technology integration." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10546.

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Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.

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Carter, Joshua James. "Technology Integration and English Language Learners." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.

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The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.

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Hiebert, Patricia. "Supporting technology integration, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ49223.pdf.

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Lewis, Dietrick. "The Principal as Technology Integration Leader." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/213.

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Technology integration, the incorporation of technology resources and technology-related practices into the daily routines, work, and management of schools, is an essential component of 21st century schools. One of the most important aspects of technology integration is the role that principals play. Despite the importance of this role, many principals report that their preparation programs did not fully prepare them to lead a technology integration effort. One program designed to assist principals is the Alabama Math, Science, and Technology Initiative (AMSTI). Using International Society for Technology in Education's National Educational Technology Standards for Administrators (NETS-A) as a guide, AMSTI provides training to principals in technology integration. In an effort to describe the role of the principal in leading a technology integration initiative in 21st century schools, five AMSTI principals who exhibited excellence in technology integration were selected. Data were collected through interviews and observations and then transcribed, coded, and analyzed. From the analysis four themes emerged: lead by example, provide technology opportunities, minimize hindrances, and train regularly. Research questions were answered based on analysis of data. Several conclusions were formed by answering the research questions. Principals who were successful in leading a technology integration initiative had a shared vision that included a plan and goals for an initiative. They led by example and got faculty to believe in the merits of the initiative. Principals also showed a willingness to learn and provided resources such as training and technology for students and faculty. The final report serves as a resource for those charged with leading a technology integration initiative in 21st century schools.

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

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Munding, Andreas. "Interconnect technology for three-dimensional chip integration." Göttingen Cuvillier, 2007. http://d-nb.info/986311502/04.

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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.

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France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.

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Lindh, Cecilia. "Business Relationships and Integration of Information Technology." Doctoral thesis, Mälardalen University, School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-143.

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It is a well-established view that, over time, companies in a business-to-business setting develop long-lasting business relationships. The business relationship between two companies involves a wide range of exchanges on products, technical and economic issues. It also has a social content as it engages people in both companies. Business relationships are, therefore, argued to be founded on a varying extent of exchanges and content of behaviour. This thesis deals with the current and complex issue of the integration of information technology in such business relationships.

Integration in this thesis refers to when information technology is purposefully used and inseparable from the business relationship. A special standardized questionnaire was used to collect extensive empirical data on 353 business relationships between suppliers and one of their important customers. The results of the analysis of the data in the thesis show that high information technology integration, in terms of exchanges and behaviour, increases the efficiency of information exchanges in business relationships. Integration is also connected to the importance of business relationships for the development of information technology and increases a company’s knowledge on this technology. Furthermore, the results show that what is fundamental for the integration of information technology is its combination with the strength of the business relationship. Thereby, the integration of information technology has a wider impact on business relationships than simply facilitating higher efficiency under certain circumstances. It affects the general competence in using information technology, and allows new opportunities for the business relationship and the companies.

Through its rich empirical content, theoretical approach and proximity to current business situations, this thesis is of interest to researchers and students who wish to understand the employment of information technology in business relationships, or for business professionals who want to further understand their situation regarding information technology in order to make decisions about further employment.

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Lo, Chi-lik Eric, and 盧至力. "Bridging data integration technology and e-commerce." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29360705.

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Fan, Andy 1976. "An evaluation of three dimensional integration technology." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80085.

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Farmakidis, Constantine G. "Implications of Using a Technology Integration Model." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384366122.

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Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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Taylor, Alan J. "Using a Moodle to leverage technology integration." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 97 p, 2009. http://proquest.umi.com/pqdweb?did=1654492831&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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James, M. Lovetta Wildemuth Barbara M. "Middle school teachers' understanding of technology integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2778.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.

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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.

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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.

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Stokes, Nina C. "Technology Integration For Preservice Science Teacher Educators." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1782.

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The current state of technology integration in science teacher education programs is examined with a view to providing science teacher educators with practical information and diverse examples of technologies they can model in their own courses. Motivators and barriers to technology integration and use are discussed, and recommendations for choosing and evaluating science technologies made. A brief history of how computers, related communication technologies, and science teacher education reform "fit" together is provided. Multiple interpretations of what is meant by "technology" and associated terms (distance learning, online courses, Web-enhanced courses, simulations, authentic data sets etc.) are included to set the context.

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De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.

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This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.

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Pine-Thomas, Joy Anne. "Educator's Technology Integration Barriers and Student Technology Preparedness as 21st Century Professionals." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3465.

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Millions of dollars have been spent to acquire educational computing tools, and many education, government, and business leaders believe that investing in these computing tools will improve teaching and learning. The purpose of this quantitative study was to determine whether charter school educators face technological barriers hindering them from incorporating technology into their classrooms. If they experienced self-efficacy issues integrating technology in their classrooms and if they believed their students were technologically prepared as 21st century professionals. A 5-point Likert scale survey, validated by a pilot study, was completed by 61 charter high school teachers. Their responses were analyzed, scores from the individual mean responses were used to calculate the total mean; and a parametric t test used to determine if the null or alternative hypothesis could be rejected. The theoretical foundation for this study was Cubans' and Brickners' first- and second-order barriers to change. In one charter school stratum, teachers experienced barriers integrating technology into their classes, while teachers in the other charter school strata did not. There was statistical significance in teachers' beliefs about their skills integrating technology into their classes and their students being technologically prepared as 21st century professionals. The results of this research could lead to positive social change by providing valuable information to help charter school administrators identify teachers who are experiencing barriers and how they can improve teacher's professional development integrating technology into their classrooms.

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Wang, Li. "Investigating How Participation In a Techonology-Based Project Has Influenced Education Faculty Members' Beliefs and Practices with Technology Integration: Factors That Influence Faculty Technology Integration and Implications for Faculty's Integration of Technology." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/5.

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This qualitative research study investigated the experiences of five education faculty members about their experiences with technology. These faculty members come from different areas of education. They participated in a technology-based project, the purpose of which was to help faculty members integrate technology into their classrooms and implement technology in their instructions. Before the project, all of the faculty members had experiences with technology, such as emails, Internet searches and PowerPoint applications. During the project, most of them learned web page design and more technology integration into their curriculum and instruction. The purpose of this study is to respond to the need to identify, study and disseminate examples of technology using teachers and portray a group of education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and factors that influence their beliefs and practices with technology integration are the focus of this study. Based on the literature and the research studies, the following questions were formulated in the following: 1. How has participation in the technology-based project influenced faculty members' beliefs and practices with technology integration? 2. What are the factors that influence faculty members' practices regarding technology? The findings are the following. All participants have always believed that technology is an important tool and should be integrated into the teaching and learning. However they believe that technology is not the only tool that can be used to enhance teaching and learning. Their experienced in the grant project have increased their confidence and comfort in using technology by being exposed to presentations and having real hands-on activities within a certain time period that did not conflict their academic calendars. Factors that influence their beliefs and practices are: experiences in the project, access to technology and technical problems, Administrative support (from the department and project directors) and technical support: from the students, from faculty, from technician, technological leadership, communication within the community and outside, time, and subject Issues. Internal factors identified include personal belief, personal feelings with technology use, demand of time to learn, learning style, and classroom teaching.

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Miller, Daniel R. Day Roger P. "Exploring the integration of technology in collegiate mathematics." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927772.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 19, 2006. Dissertation Committee: Roger Day (chair), Beverly S. Rich, Michael Plantholt, Sherry Meier, Patricia Klass. Includes bibliographical references (leaves 99-107) and abstract. Also available in print.

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Tisell, Claes. "Integration of database technology and multibody system analysis." Doctoral thesis, Stockholm, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3041.

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Lindmark, Johan. "Developing the anaerobic digestion process through technology integration." Doctoral thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26081.

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Process optimization is needed for the development and expansion of the biogas industry and to meet the ever growing demand for methane. This thesis explores process technologies for the development of the anaerobic digestion process and includes pre-treatments, studies on the effects of different mixing modes and evaluation of a water treatment technology. Two pre-treatments were evaluated, mechanical and electroporation, for treatment of ley crop silage. Mechanical treatment included two milling machines designed for recycling of paper, Grubben deflaker and Krima disperser, and showed an increased biogas production of 59 % and 43 % respectively as well as a positive energy balance and economic results.. Electroporation increased the biogas production with 16 %, however, development is needed to increase its energy efficiency. Digester mixing has an effect on the digestion result. The performed review and experiments show that the mixing demand increases with organic loading. Excessive mixing during process start up, instabilities and shock loads leads to increased volatile fatty acid concentrations and process inhibition. Reduction of mixing reduces the effects of process instabilities and periodical mixing with mixing breaks has been shown to be beneficial for biogas production. A high temperature membrane filtration unit was evaluated at 70 °C, 90 °C and 110 °C to determine separation efficiencies, permeation speed when treating process water at a biogas plant. Improved separation can increase the capacity of the substrate pre-processing and reduce process related problems. The results show a total solids separation of 60 %, and an increasing filtration speed with temperature with fluxes of between 113 and 464 L/ h m2. The substrate pre-processing could theoretically handle up to 29 % more substrate as a result. Integration of these technologies in a biogas plant show that the pre-treatments studied exhibits a good performance when integrated and that mixing reduction has the potential to lower the process electricity demand by 23 % in the performed case study. However, even though the membrane filtration unit shows promising results it would demand a relatively high energy consumption and lead to limited benefits to a process already at it maximum organic loading.

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Huang, Tzung-Shi. "Integration of III-nitride semiconductors with silicon technology." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400229.

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Christofi, Stelios. "Dynamic application integration using peer to peer technology." Thesis, City University London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397928.

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Fuentes, J. A. "Transnational enterprises, technology and Central American economic integration." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381570.

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Fan, Andy 1976. "Three dimensional integration technology using copper wafer bonding." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37915.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
Includes bibliographical references (p. 216-219).
With 3-D integration, the added vertical component could theoretically increase the device density per footprint ratio of a given chip by n-fold, provide a means of heterogeneous integration of devices fabricated from different technologies, and reduce the global RC delay to a non-factor in circuits by using smarter 3-D CAD tools for optimizing device placement. This thesis work will focus primarily on the development and realization of a viable 3-D flow fabricated within MTL. Specifically, the presentation will attempt on answering these questions in regards to 3-D: 1. What enabling technologies were needed for 3-D to work ? 2. Does it really work ? 3. Will the "3-D heat dissipation problem" prevent it from working ? 4. What applications is it good for ? Referring to the first item, a viable 3-D integration flow has been developed on both the wafer-and-die-level, and the enabling technologies were the following: Low temperature Cu-Cu thermocompression bonding, an aluminum-Cu based temporary laminate structure used stabilizing the handle wafer - SOI wafer bond, and tooling optimization of the die-die bonder setup in TRL.
(cont.,) Next, nominal feasibility of the 3-D flow was demonstrated by fabricating a 21-stage and 43-stage CMOS ring oscillators, where each single CMOS inverter / buffer stage was constructed by connecting NMOS-only devices from one substrate with PMOS-only devices from a separate substrate. Proof-of-concept was accomplished when all 92 Cu-Cu bonds, 204 thru-SOI Cu damascene vias, and 56 pairs of MOSFETs communicated simultaneously to produce a 2.75 MHz (43-stage) and 5.5 MHz (21-stage) oscillators, ringing rail-to-rail at 5 V Vdd under proper Vt adjustments on the SOI-PMOS using integrated backgates. Furthermore, to combat the perceived heat dissipation problem in 3-D, this work focused on using the Cu-Cu interlayer bond as heat dissipators, with Cu planes working as flux spreaders and Cu vias as direct heat conduits. Finally, 3-D RF passive integration onto existing chips can be made feasible, under certain device performance trade-offs, by using cobalt magnetic shielding, which offers at least a -10 dB throughout 0-20 GHz, with a max isolation of -24 dB at 13 GHz, at +4 dBm reference input power.
by Andy Fan.
Ph.D.

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Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

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Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.

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Solé, Carulla Àurea. "Biochar production integration into Phoenix BioPower BTC technology." Thesis, KTH, Energiteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-246129.

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Phoenix BioPowers teknik BTC (Biomass fired TopCycle) integrerar förgasning av biomassa som ett försteg till en TopCycle högtrycksgasturbin. Dessutom injiceras ånga tillsammans med produktgasen i förbränningen, för att uppnå hög effektivitet samt minskar de totala kostnaderna samtidigt som tekniken erbjuder kontrollerbar och pålitlig förnybar kraft. Värmintegrationen med hjälp av ånga som värmebärare resulterar i hög värmeåtervinning genom processen och utgör en ytterligare effektivisering av BTC anläggningen. Företaget har erhållit finansiering för ett projekt för CO2 negativ kraftproduktion, vilket syftar till att verifiera om BTC-teknik kan bli den första skalbara kommersiellt genomförbara tekniken som erbjuder CO2-negativ kraftproduktion genom att skapa en ny separat intäktsström från biokol. Genom att använda BTC-enheten under olika förhållanden kan biokol produceras tillsammans med det nödvändiga bränslet för att driva gasturbinen. Uppsatsen presenterar en genomförbarhetsbedömning av integrationen av biokolproduktion i en BTC 30MWe-anläggning. Därför kommer integrationen av pyrolys och förgasningssteg före kraftenheten studeras och analyseras termodynamiskt och ytterligare optimeras för att uppnå de förhållanden under vilka högkvalitativ biokol produceras samtidigt som kraftproduktion och värmeåtervinning säkerställs. En beräkningsmodellen utvecklades för Aspen Plus® för att validera systemets genomförbarhet från teknisk synvinkel. Resultaten av simuleringen visar en total anläggningsverkningsgrad på höga 88–91%, och elverkningsgrader på 52–55%. Medan modellen visar att systemet är i viss utsträckning är känsligt för förgasningstemperaturen, har temperaturen i pyrolyssteget en signifikant inverkan på den totala prestandan.
Phoenix BioPower technology BTC (Biomass fired TopCycle) integrates biomass gasification as a prior step to a TopCycle high pressure gas turbine. Additionally, steam is injected together with the product gas into the combustor, achieving high efficiencies and reducing overall costs while offering controllable and reliable renewable power. Heat recovery is implemented within the system by means of steam as a heat carrier, making optimised heat integration an added asset of the plant. The company has been funded to do a carbon negative power project, which aims to verify if the BTC technology can become the first scalable commercially viable technology offering carbon negative power, by generating a new separate revenue stream from biochar. By operating the BTC plant under different conditions, biochar can be produced along with the required fuel to run the gas turbine. This thesis presents a feasibility assessment of the integration of biochar production into the BTC 30MWe plant. Therefore, the integration of pyrolysis and gasification steps before the power island will be studied and analysed thermodynamically and further optimised to obtain the conditions under which high quality biochar is produced while ensuring power generation and heat recovery. A computational model using Aspen Plus® was built to validate the feasibility of the system from the technical point of view. The results of the simulation show an overall plant efficiency as high as 89-91%, and electrical efficiencies of 52-55%. While the model reveals that the system is slightly sensible to gasification temperature, pyrolysis temperature has a significant impact at the overall performance.

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Schwiebert, Erin Lynn. "TECHNOLOGY INTEGRATION IN PRIMARY CLASSROOMS IN NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288383598.

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Dunlap, Craig G. "Effective Technology Integration: A Plan for Professional Development." Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033055123.

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MADDIN, ELLEN A. "FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

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Maltez, Megan M. "Effects of technology integration in K-12 settings." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-2/maltezm/meganmaltez.pdf.

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Benkart, Peter. "3-dimensional chip integration technology and critical issues." Norderstedt BoD, Books on Demand, 2009. http://d-nb.info/998933112/04.

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Markee, Lois J. "Technology Integration in Tennessee Twenty-first Century Classrooms." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2945.

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In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers' satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change.

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Moran, Renee Rice, and Monica Billen. "Screencasts: The Integration of Reading, Writing, and Technology." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3592.

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Book Summary: With the adoption of the Common Core State Standards, there is a renewed focus on developing writing skills and, along with it, an awareness that the new digital technologies have much to contribute in this vital area. Learn how to integrate technology into writing instruction with this handbook full of innovative ideas from an eclectic group of educators.Benefits - Find out how digital technology can facilitate grammar instruction, prewriting and brainstorming exercises, editing, revising, peer review, assessment, and collaborative writing. - Equip yourself with and learn how to model strategies that help students brainstorm, plan, and organize their writing. - Discover how the natural interplay between reading and writing can be used to strengthen both of these processes. - Capitalize on the capability students have to move their writing through multiple storage locations and technologies from school computers and smartphones to laptops and tablets. - Explore the need for students to know why they are writing and for whom. - Develop your students understanding of voice, and teach them how to manage deadlines and other responsibilities of authorship. - Examine the process of not just fixing mistakes, but also understanding the root issues that drive writing errors. - Address the issue of assessing writing in ways that lead to positive growth in writing skill.

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Zhu, Mingjie, and Qinghua Liu. "XAP Integration." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-996.

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Abstract

This bachelor thesis will present the XAP tool integration project. Apart from presenting the survey of

integration techniques that includes integration models and case tool models, we have conducted a

comparison of these models. Then we reason about their applicability in the XAP setting. We apply this

survey into the XAP tool integration project – integrate three tools in one IDE on data level. In this IDE,

the user can create a new project and use these three tools freely in the new created project. The

database among them is shared.

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Jones, A. H. "Integration of multiple sensor systems." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383191.

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Al-Ghazo, Ali M. "Technology integration in university teachers' education programs in Jordan : comparisons of competencies, attitudes and perceptions toward integrating technology in the classroom /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559858801&sid=12&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Luo, Jun. "Integration of metallic source/drain contacts in MOSFET technology." Doctoral thesis, KTH, Integrerade komponenter och kretsar, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-13136.

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The continuous and aggressive downscaling of conventional CMOS devices has been driving the vast growth of ICs over the last few decades. As the CMOS downscaling approaches the fundamental limits, novel device architectures such as metallic source/drain Schottky barrier MOSFET (SB-MOSFET) and SB-FinFET are probably needed to further push the ultimate downscaling. The ultimate goal of this thesis is to integrate metallic Ni1-xPtx silicide (x=0~1) source/drain into SB-MOSFET and SB-FinFET, with an emphasis on both material and processing issues related to the integration of Ni1-xPtx silicides towards competitive devices. First, the effects of both carbon (C) and nitrogen (N) on the formation and on the Schottky barrier height (SBH) of NiSi are studied. The presence of both C and N is found to improve the poor thermal stability of NiSi significantly. The present work also explores dopant segregation (DS) using B and As for the NiSi/Si contact system. The effects of C and N implantation into the Si substrate prior to the NiSi formation are examined, and it is found that the presence of C yields positive effects in helping reduce the effective SBH to 0.1-0.2 eV for both conduction polarities. In order to unveil the mechanism of SBH tuning by DS, the variation of specific contact resistivity between silicide and Si substrates by DS is monitored. The formation of a thin interfacial dipole layer at silicide/Si interface is confirmed to be the reason of SBH modification. Second, a systematic experimental study is performed for Ni1-xPtx silicide (x=0~1) films aiming at the integration into SB-MOSFET. A distinct behavior is found for the formation of Ni silicide films. Epitaxially aligned NiSi2-y films readily grow and exhibit extraordinary morphological stability up to 800 oC when the thickness of deposited Ni (tNi) <4 nm. Polycrystalline NiSi films form and tend to agglomerate at lower temperatures for thinner films for tNi≥4 nm. Such a distinct annealing behavior is absent for the formation of Pt silicide films with all thicknesses of deposited Pt. The addition of Pt into Ni supports the above observations. Surface energy is discussed as the cause responsible for the distinct behavior in phase formation and morphological stability. Finally, three different Ni-SALICIDE schemes towards a controllable NiSi-based metallic source/drain process without severe lateral encroachment of NiSi are carried out. All of them are found to be effective in controlling the lateral encroachment. Combined with DS technology, both n- and p-types of NiSi source/drain SB-MOSFETs with excellent performance are fabricated successfully. By using the reproducible sidewall transfer lithography (STL) technology developed at KTH, PtSi source/drain SB-FinFET is also realized in this thesis. With As DS, the characteristics of PtSi source/drain SB-FinFET are transformed from p-type to n-type. This thesis work places Ni1-xPtx (x=0~1) silicides SB-MOSFETs as a competitive candidate for future CMOS technology.
QC20100708
NEMO, NANOSIL, SINANO

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Hedberg, Henry E. "Technology integration professional development for teachers strategies for action /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HHedberg2008.pdf.

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Puttaswamy, Kiran. "Designing high-performance microprocessors in 3-dimensional integration technology." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2007. http://hdl.handle.net/1853/19759.

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Thesis (Ph.D)--Electrical and Computer Engineering, Georgia Institute of Technology, 2008.
Committee Chair: Loh, Gabriel H.; Committee Co-Chair: Lee, Hsien-Hsin S.; Committee Member: Lim, Sung Kyu; Committee Member: Prvulovic, Milos; Committee Member: Yalamanchili, Sudhakar; Committee Member: Yoder, Douglas.

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Mills, John Barry. "The role of information technology in cross-functional integration." Thesis, University of the West of England, Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283597.

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Wang, Kai. "Novel process integration schemes for Cu/LOW-k technology." Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446189.

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Lee, Thomas Y. (Thomas Yupoo). "Attribution principles for data integration : technology and policy perspectives." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/29251.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology, Management, and Policy Program, 2002.
Includes bibliographical references (p. [229]-250).
This thesis addresses problems of attribution that arise from the data integration that is exemplified by data re-use and re-distribution on the Web. We present two different perspectives. We begin with a simple definition of attribution, asking what data are we interested in and where does it come from? A formal model and its properties are defined, implementation in an extended relational algebra is described, and application to semistructured data on the Web is discussed. However, because the problem is more than simply what and where, we then expand the scope of our analysis. From the perspective of intellectual property policies, we adopt a broader view of the attribution problem space. A policy analysis that surveys the status quo policy landscape and stakeholder interests is followed by specific policy recommendations. Informed by our technology perspective, we offer two new arguments to support misappropriation as a policy approach to the attribution problem space. Our formal model of attribution is developed in the established foundation of the Domain Relational Calculus (DRC). Three distinct types of attribution are identified: comprehensive, source, and relevant. For each type, we consider the attribution of equivalent DRC expressions, attribution for composed queries, and granularity. An algebra is presented to implement the model. The extended algebra is closed, reduces to the standard relational algebra, and is a consistent extension of the standard algebra.
(cont.) The policy perspective encompasses not only what and where but also integration architectures and the relationships between data providers and users. Information technologies separate the processes and products of data gathering from data selection and presentation. Where the latter is addressed by copyright, the former is not addressed at all. Based upon two traditional, legal-economic frameworks, the asymmetric Prisoner's Dilemma and Entitlement Theory, we argue for a policy of misappropriation to support integration and attribution for data.
by Thomas Y. Lee.
Ph.D.

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Moral, Cejudo Alberto Jose del. "Integration of vertical Single Electron Transistor into CMOS technology." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673762.

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Aquesta tesi presenta les investigacions realitzades cap a la integració de transistors verticals d’un sol electró (SET) en tecnologia metall-òxid-semiconductor complementari (CMOS). Dues de les principals motivacions de la indústria de semiconductors són la miniaturització de dispositius i la reducció del consum d’energia. En els nodes més avançats, les arquitectures tridimensionals han guanyat una importància significativa per tal d’augmentar la densitat d’integració, sent els dispositius disposats verticalment els candidats més adequats per a les generacions més recents. D’altra banda, els dispositius d’un sol electró són exemples de circuits de baix consum energètic. En aquest treball, s’aborda la fabricació d’un SET basat en un nanofil vertical i la seva co-integració amb tecnologia CMOS. El punt de partida és un nanopilar de Si/SiO2/Si amb nanopunts de Si a la capa intermèdia de SiO2, que actuen com a punt quàntic del sistema. Els elèctrodes de porta i drenador es situen al voltant de l’òxid intermedi i en contacte amb el cap del pilar, respectivament. La integritat del pilar i el contacte dels seus elèctrodes es validen mitjançant caracterització estructural. Tot i que la integració SET en producció a gran escala és encara un repte, la seva combinació amb tecnologia CMOS es beneficia de la maduresa tecnològica del processament de circuits integrats, superant els inconvenients intrínsecs del SET com el soroll de fons o la inestabilitat del dispositiu. Aquest treball també presenta la fabricació monolítica i compatible amb CMOS d’un transistor planar convencional co-integrat amb un SET vertical. La fabricació del procés s’adapta per complir les restriccions imposades pel SET prefabricat, com ara un pressupost tèrmic reduït, capes de protecció i dopatge modificat. Es demostra la fabricació monolítica de SET vertical i transistors planars convencionals; es preserva la integritat del pilar i els transistors fabricats funcionen en condicions òptimes per a la compatibilitat SET.
Esta tesis presenta las investigaciones realizadas hacia la integración de transistores verticales de un solo electrón (SET) en tecnología metal-óxido-semiconductor complementario (CMOS). Dos de las principales motivaciones de la industria de semiconductores son la miniaturización de dispositivos y la reducción de consumo de energía. En los nodos más avanzados, las arquitecturas tridimensionales han ganado una importancia significativa para aumentar la densidad de integración, siendo los dispositivos dispuestos verticalmente los candidatos más adecuados para las generaciones más recientes. Por otro lado, los dispositivos de un solo electrón son ejemplos de circuitos de bajo consumo energético. En este trabajo, se aborda la fabricación de un SET basado en un nanohilo vertical y su co-integración con tecnología CMOS. El punto de partida es un nanopilar de Si/SiO/Si con nanopuntos de Si en la capa intermedia de SiO2, que actúan como puntos cuánticos del sistema. Los electrodos de puerta y drenador se sitúan alrededor del óxido intermedio y en contacto con la parte superior del pilar, respectivamente. La integridad del pilar y el contacto de sus electrodos se validan mediante caracterización estructural. Aunque la integración SET en producción a gran escala es todavía un reto, su combinación con tecnología CMOS se beneficia de la madurez tecnológica del procesamiento de circuitos integrados, superando al mismo tiempo los inconvenientes intrínsecos del SET como ruido de fondo o la inestabilidad del dispositivo. Este trabajo también presenta la fabricación monolítica y compatible con CMOS de un transistor planar convencional co-integrado con un SET vertical. La fabricación del proceso se adapta para cumplir las restricciones impuestas por el SET prefabricado, como presupuesto térmico reducido, capas de protección o dopaje modificado. Se demuestra la fabricación monolítica de SET vertical y transistores planares convencionales; se preserva la integridad del pilar y los transistores fabricados funcionan en condiciones óptimas para la compatibilidad SET.
This thesis presents the investigations performed towards the integration of Single Electron Transistor (SET) into Complementary Metal-Oxide-Semiconductor (CMOS) technologies. Two of the main drives in semiconductor industry are device miniaturization and power consumption reduction. In the most advanced nodes, three-dimensional architectures have gained significant importance to increase the integration density, being vertically arranged devices the most suitable candidates for the ultimate generations. On the other hand, single electron devices are examples of ultra-low power consumption circuits. In this work, the fabrication of a SET based on a vertical nanowire and its co-integration with CMOS technology is addressed. The starting point is a Si/SiO2/Si nanopillar with Si nanodots in the intermediate SiO2 layer, acting as quantum dot of the system. The subsequent gate and drain electrodes are placed all-around the embedded oxide and on contact with the pillar cap, respectively. Pillar integrity and its electrodes contacting are validated by structural characterization. While SET integration in large-scale production is still challenging, its combination with CMOS technology benefits from the technological maturity of integrated circuits processing, overtaking SET intrinsic drawbacks as background noise or device instability. This work also reports the CMOS compatible and monolithic fabrication of a conventional planar transistor co-integrated with a vertical SET. The process fabrication is adapted to fulfil the restrictions imposed by the pre-fabricated SET, such as reduced thermal budget, protective layers and modified doping. The monolithic fabrication of vertical SET and planar transistors is demonstrated; the pillar integrity is preserved, and the fabricated transistors operate at optimum conditions for SET compatibility.
Universitat Autònoma de Barcelona. Programa de Doctorat en Enginyeria Electrònica i de Telecomunicació

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Kennedy, Tyler Douglas. "Tech. is More: Holistic Integration of Technology into Housing." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623250571183889.

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Giammarco, Kristin. "Data centric integration and analysis of information technology architectures." Thesis, Monterey, California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/2989.

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The premise of this thesis is that integrated architectures have increased usefulness to the users of the systems they describe when they can be interactively and dynamically updated and used in conjunction with systems engineering analyses to enable systems optimization. In order to explore this premise, three research topics are presented. The first topic discusses needs and uses for integrated architectures indicated throughout Department of Defense (DoD) policies, directives, instructions, and guides. The second topic presents a systems engineering analysis process and discusses the relevancy of integrated architectures to these analyses. Building on the previous two topics, the third discusses federation, governance, and net-centric concepts that can be used to significantly improve DoD Enterprise Architecture development, integration, and analysis
with specific recommendations for the Army Architecture Integration Process. A key recommendation is the implementation of a collaborative environment for net-centric architecture integration and analysis, to provide a rich and agile data foundation for systems engineering and System of Systems engineering analyses, which are required to optimize the DoD Enterprise Architecture as a whole. Other conclusions, recommendations, and areas for future work are also presented.
US Army (USA) author.

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Dissertations / Theses on the topic 'Technology integration'

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