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Literatura académica sobre el tema "STEM Integration"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 6 de febrero de 2022

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Artículos de revistas sobre el tema "STEM Integration"

Ferrada Ferrada, Cristian Andres, Danilo Antonio Díaz Levicoy y Francisco Javier Carrillo Rosúa. "Integración de las actividades STEM en libros de texto." Revista Fuentes 1, n.º 23 (2021): 91–107. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.8878.

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The STEM educational perspective is rising and it s consistent with the competence approach incorporated in educational law. The aim of this work is to analyze to what extent the Primary Education Sciences textbooks in Spain and Chile are aligned with this STEM perspective. Following a content analysis methodology, in the 12 widely disseminated analyzed textbooks, 462 activities were identified. Among them, 164 (less than 50%) are related with, at least, one STEM area. These activities were classified according to the integrated curriculum analysis model, which proposes six ways to approach the integration of an activity.The “linked approach” shows a greater relevance in Spanish (50%) and Chilean textbooks (46%). In adition, the activities were classified according to an adaptation of the environmental education perspective approach. Among 5 existing approaches, the “experiential” (60) and the “praxique” (50) are the most prevalent approaches. The findings reveal the need to increase the relationship among disciplines to achieve a truly integrated STEM approach.

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Kaushik, Gaurav, Jeroen Leijten y Ali Khademhosseini. "Concise Review: Organ Engineering: Design, Technology, and Integration". STEM CELLS 35, n.º 1 (25 de octubre de 2016): 51–60. http://dx.doi.org/10.1002/stem.2502.

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Grund, Nadja, Patrick Maier, Uwe Appelt, Heike Allgayer, Frederik Wenz, W. Jens Zeller, Stefan Fruehauf y Stefanie Laufs. "Impact of Chemoselective Pressure on Integration Site Patterns of Lentivirally Transduced Human Hematopoietic Stem Cells". Blood 112, n.º 11 (16 de noviembre de 2008): 4622. http://dx.doi.org/10.1182/blood.v112.11.4622.4622.

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Abstract Hematologic side effects of cancer chemotherapy like myelosuppression are frequently dose-limiting. Lentiviral gene therapy with cytostatic drug resistance gene transfer to human hematopoietic stem cells (CD34+) is a promising approach to overcome this problem. In this context it is of interest if chemotherapy mediated selection has an impact on lentiviral integration site patterns of transduced hematopoietic stem cells (CD34+). Concerning this issue, human CD34+ cells transduced with a lentiviral self-inactivating (SIN) vector encoding MGMTP140K (the O6-BG resistant mutant of O6-methylguanine- DNA methyltransferase) were in vitro treated with the alkylating agent BCNU. For integration site analysis LM-PCR was performed and integration patterns of the treated and untreated CD34+ cells were analyzed and compared with an in silico set of 106 random integrations. We found different integration preferences of the lentiviral vector between either the treated (82 integrations) or the untreated (30 integrations) CD34+ cells and the in silico set: both groups showed chromosomal preferences, a significant bias for integrations in genes (74,4% in the treated, respectively 70% in the untreated to 40% in the in silico group), especially by favouring introns, a random integration distribution regarding transcription start sites (TSS), and most importantly no significant differences concerning the number of integrations in or near cancer genes. Concerning all integration characteristics we could not find significant differences when comparing the untreated with the treated group. In conclusion, the general distribution of lentiviral integrations in either untreated or treated human CD34+ cells showed no distinct differences between both groups but significant differences compared to the in silico integration set. These results suggest that chemoselection of cells lentivirally overexpressing a specific chemoresistence gene might not influence the integration pattern. Therefore chemotherapy pressure seems not to hamper the safety of lentiviral vectors in gene transfer studies.

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Steele, Astrid y Elizabeth L. Ashworth. "Emotionality and STEAM Integrations in Teacher Education". Journal of Teaching and Learning 11, n.º 2 (26 de febrero de 2018): 11–25. http://dx.doi.org/10.22329/jtl.v11i2.5058.

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The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions: do teacher candidates (TCs) exhibit emotions directly related to the ArtScience integration project? If so, what are those emotions? How do those emotions connect with the TCs’ perceptions of integration? Anecdotal evidence and collected data in the form of reflection papers are analyzed and discussed. The authors suggest that STEAM integrations take into account the importance of emotion in multidisciplinary teaching and learning.

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Goldner, Jakob, Todd R. Kelley y Jeffrey D. Holland. "Insects as Tools for STEM Integration". American Entomologist 67, n.º 2 (1 de junio de 2021): 52–59. http://dx.doi.org/10.1093/ae/tmab026.

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An, Shuhua. "The impact of STEAM integration on preservice teachers' disposition and knowledge". Journal of Research in Innovative Teaching & Learning 13, n.º 1 (22 de mayo de 2020): 27–42. http://dx.doi.org/10.1108/jrit-01-2020-0005.

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PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

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Song, Jeong-Beom, Soo-Bum Shin y Tae-Wuk Lee. "A Study on Effectiveness of STEM Integration Education Using Educational Robot". Journal of the Korea Society of Computer and Information 15, n.º 6 (30 de junio de 2010): 81–89. http://dx.doi.org/10.9708/jksci.2010.15.6.081.

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Karahan, Engin, Sedef CANBAZOĞLU Bilici y Aycin Ünal. "Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education". Eurasian Journal of Educational Research 15, n.º 60 (1 de septiembre de 2015): 221–40. http://dx.doi.org/10.14689/ejer.2015.60.15.

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Maarouf, Saoussan A. "Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum". World Journal of Education 9, n.º 4 (24 de agosto de 2019): 83. http://dx.doi.org/10.5430/wje.v9n4p83.

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English Language Learners (ELLs) in the U.S. have recently received growing attention in educational researchbecause of their struggle in academic performance, especially after the launch of the Common Core State Standards(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests inEnglish language regardless of their proficiency level in reading. Despite increased focus and resources ofimplementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strongevidence that ELL students do not attain commensurate performance when compared to their nativeEnglish-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, therehas been much discussion in the educational field that the acronym STEAM should be further evolved into STREAMby integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Readingcurriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practicalclassroom strategies for classroom teaching and instruction are discussed.

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West, Emma L., Anai Gonzalez-Cordero, Claire Hippert, Fumitaka Osakada, Juan Pedro Martinez-Barbera, Rachael A. Pearson, Jane C. Sowden, Masayo Takahashi y Robin R. Ali. "Defining the Integration Capacity of Embryonic Stem Cell-Derived Photoreceptor Precursors". STEM CELLS 30, n.º 7 (18 de junio de 2012): 1424–35. http://dx.doi.org/10.1002/stem.1123.

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Tesis sobre el tema "STEM Integration"

Bratt-Leal, Andrés Miguel. "Biomaterial integration within 3D stem cell aggregates for directed differentiation". Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/45934.

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The derivation of embryonic stem cells (ESCs) has created an invaluable resource for scientific study and discovery. Further improvement in differentiation protocols is necessary to generate the large number of cells needed for clinical relevance. The goal of this work was to develop a method to incorporate biomaterial microparticles (MPs) within stem cell aggregates and to evaluate their use for local control of the cellular microenvironment for directed differentiation. The effects of unloaded MPs on ESC differentiation were first determined by controlled incorporation of poly(lactic-co-glycolic acid) (PLGA), agarose and gelatin MPs. Embryoid body (EB) formation, cell viability, and gross morphology were not affected by the presence of the MPs. Further analysis of gene expression and patterns of phenotypic marker expression revealed alterations in the differentiation profile in response to material incorporation. The ability of MPs to direct ESC differentiation was investigated by incorporation of growth factor loaded MPs within EBs. MPs were loaded with bone morphogenetic protein-4 (BMP-4). BMP-4 loaded MPs incorporated within EBs induced mesoderm gene expression while inhibiting expression of an ectoderm marker compared to untreated EBs. Finally, magnetic MPs (magMPs) were incorporated within EBs to induce magnetic sensitivity. The responsiveness of EBs to applied magnetic fields was controlled by the number of magMPs incorporated within the aggregates. Magnetic guidance was then used to control the precise location of single EBs or populations of EBs for bioreactor culture and for construction of heterogeneous cell constructs. Overall, the results indicated that PSC differentiation within spheroids is sensitive to various types of biomaterials. Incorporation of MPs within EBs can be used to direct ESC differentiation by control of the cellular environment from microscale interactions, by delivery of soluble factors, to macroscale interactions, by control of EB position in static and suspension cultures.

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Chen, Xike. "Integration Capacity of Human Induced Pluripotent Stem Cell-Derived Cartilage". Kyoto University, 2019. http://hdl.handle.net/2433/242390.

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Robertson, Laura, Chihche Tai, Lindsay Lester, Karin Keith y Renee M. Moran. "STEM-Literacy Integration: Paper and Digital Interactive Notebooks in Grades 3-8". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5929.

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Dixon, Kerry. "The Contested Space of STEM-Art Integration: Cultural Humility and Collaborative Interdisciplinarity". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467717193.

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Rabalais, Mark E. "STEAM| A National Study of the Integration of the Arts Into STEM Instruction and its Impact on Student Achievement". Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687702.

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The purpose of this study is to examine the relationship between exposure to the arts and performance in Science, Technology, Engineering, and Math (STEM) subjects. STEAM, an integration of arts-based instruction into science and math related fields, is viewed as an alternative to traditional STEM academies. The literature briefly examines the current state of STEM programs and the deficiencies in graduate quality and quantity and the call from employers for a more innovative workforce. Advocates for STEAM argue for arts as a means to improve creativity, collaboration, risk-taking and exploration. Arguments against arts in STEM are grounded in political opinions concerning arts funding and logistical complications of implementing STEAM. However, some schools and STEM programs have embraced the STEAM premise and have begun to integrate arts into the traditional curriculum. The 2009 National Assessment of Educational Progress (NAEP) dataset was utilized to determine a correlation between the number of arts credits earned and mathematics/science achievement. Results from the NAEP dataset indicated a correlation between the amount of arts credits and increased achievement scores in science and math. The same correlation was found when controlling for demographic factors such as gender, race, and socio-economic status (SES). Overall, the arts' greatest impact was on students identified as "at-risk" or underrepresented in STEM fields. Controlling for these variable groups, one can note the quantifiable differences in scores. Overall, findings of the study provide empirical support for the addition of arts in STEM.

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Sakurai, Kenji. "Efficient integration of transgenes into a defined locus in human embryonic stem cells". Kyoto University, 2012. http://hdl.handle.net/2433/157427.

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Koeva, Martina I. "Stemness revisited : a meta analysis of stem cell signatures using high-throughput data integration /". Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Jennings, LaShay, Renee Rice Moran, Laura Robertson y Chih-Che Tai. "Teaching for the Future: The Integration of ELA and STEM in the Secondary Classroom". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3609.

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This hands-on, interactive session will demonstrate how to integrate English language arts and STEM at the secondary level. Participants will leave this session with a tool kit of ideas to assist in the melding of argumentation and close reading with STEM through the use of informational texts.

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Hart, Shuniqua Michelle. "Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.

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Researchers have shown rural elementary and middle-grade science teachers' inability to integrate STEM career-related lessons into their curricula despite engagement in professional development linked to the teachers' intent-driven beliefs. Researchers, however, have not investigated the influence of intentions on teachers' abilities to integrate STEM career-related lessons into science instruction. The purpose of this transcendental phenomenological study was to understand how intentions impacted rural elementary and middle-grade teachers' ability to integrate STEM career-related lessons during science instruction. Guided by Ajzen's (1988) theory of planned behavior, this study was designed to examine teachers' intentions to integrate STEM career-related lessons during science instruction and the underlying causes of such intentions. In this transcendental phenomenological study, reflective journal entries and interview data were collected through purposeful sampling of 10 rural elementary and middle-grade science teachers. Data were analyzed using a modification of the Van Kaam method of analysis. Findings showed that teachers intended to regularly integrate STEM career-related lessons, but needed more support from their administrators, colleagues, and community partners in fulfilling their intents to integrate STEM career-related lessons. Additional studies are needed for an increased understanding of how teachers in rural areas intend to integrate STEM career-related lessons amid challenges rural teachers face. This study may be of benefit to administrators and teachers who want to unite efforts in constructing a positive climate of integrating STEM career-related lessons during science instruction.

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Kinneberg, Kirsten R. C. "Tissue Engineering Strategies to Improve Tendon Healing and Insertion Site Integration". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307106075.

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Libros sobre el tema "STEM Integration"

Urban, Michael J. y David A. Falvo. Improving K-12 STEM education outcomes through technological integration. Hershey, PA: Information Science Reference, 2016.

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Campbell, Will D. The stem of Jesse: The costs of community at a 1960s southern school. Macon, Ga: Mercer University Press, 1995.

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Inc, Catapult. Microsoft Office 97 integration step by step. Redmond, Wash: Microsoft Press, 1997.

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SOA-based enterprise integration: A step-by-step guide to services-based application integration. New York: McGraw-Hill, 2009.

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McGrath, Michael. Practical M&A execution and integration: A step by step guide to successful strategy, risk and integration management. Hoboken, N.J: Wiley, 2011.

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Weerasekera, Priyanthy. Multiperspective case formulation: A step towards treatment integration. Malabar, Fla: Krieger Pub. Co., 1996.

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Evaluating technology integration in the elementary school: A step by step guide. Eugene, Or: International Society for Technology in Education, 1993.

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Toronto, Coleen E. y Ruth Remington, eds. A Step-by-Step Guide to Conducting an Integrative Review. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37504-1.

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Corporation, Alberta Educational Communications. One giant step: The integration of children with special needs. Calgary: Alberta Educational Communications Corporation, 1985.

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Loon, M. van. Time-step enlargement for Runge-Kutta integration algorithms by implicit smoothing. Amsterdam: National Aerospace Laboratory, 1991.

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Capítulos de libros sobre el tema "STEM Integration"

Cianca, Sherri. "STEM Transdisciplinary Integration". En Teaching Elementary STEM Education, 143–73. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-6.

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English, Lyn D. y Judy Anderson. "STEM and Integration". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_439-1.

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Ingle, Erin A. y Mike Mueller. "Science, Youth, and Integration: The Quest for Mindfulness Through Birding". En Converting STEM into STEAM Programs, 117–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25101-7_9.

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Thyagarajan, Bhaskar. "Bacteriophage Integrases for Site-Specific Integration". En Primary and Stem Cells, 199–209. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118147177.ch10.

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Park, Laureen. "A Study of Integration: The Role of Sensus Communis in Integrating Disciplinary Knowledge". En Interdisciplinary Pedagogy for STEM, 19–36. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56745-1_2.

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Schmidt, Manfred, Kerstin Schwarzwaelder, Cynthia C. Bartholomae, Hanno Glimm y Christof von Kalle. "Detection of Retroviral Integration Sites by Linear Amplification-Mediated PCR and Tracking of Individual Integration Clones in Different Samples". En Genetic Modification of Hematopoietic Stem Cells, 363–72. Totowa, NJ: Humana Press, 2009. http://dx.doi.org/10.1007/978-1-59745-409-4_24.

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Kustikova, Olga S., Christopher Baum y Boris Fehse. "Retroviral Integration Site Analysis in Hematopoietic Stem Cells". En Methods in Molecular Biology, 255–67. Totowa, NJ: Humana Press, 2008. http://dx.doi.org/10.1007/978-1-59745-182-6_18.

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Bratt-Leal, Andres, Richard Carpenedo y Todd McDevitt. "Integration of Biomaterials into 3D Stem Cell Microenvironments". En Studies in Mechanobiology, Tissue Engineering and Biomaterials, 45–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/8415_2010_3.

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Torregrosa, Tess. "True Integration; the MoBI Hackathon for STEM Informing Arts and Arts Informing STEM". En Springer Series on Bio- and Neurosystems, 157–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24326-5_16.

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Petrosino, Anthony J., Maximilian K. Sherard y Sneha A. Tharayil. "The Education Philosophy, Theories and Models That Enable STEM Policy Integration". En STEM in the Technopolis: The Power of STEM Education in Regional Technology Policy, 51–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39851-4_3.

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Actas de conferencias sobre el tema "STEM Integration"

Zilora, Stephen J. "STEM Integration with informatics". En 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229636.

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Drazan, John F., Laquana Cooke y Ron Eglash. "Harmonious integration: Tuning STEM education with generative justice". En 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457555.

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Nersesian, Eric, Adam Spryszynski y Michael J. Lee. "Integration of Virtual Reality in Secondary STEM Education". En 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882070.

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Nie, Jingyu. "Research on STEM Curriculum Integration Technology". En 2021 3rd International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2021. http://dx.doi.org/10.1109/cste53634.2021.00015.

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Flynn, Eric P. "From design to prototype - Manufacturing STEM integration in the classroom and laboratory". En 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229630.

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Griffith, Henry y Angela Griffith. "Integration of an Intelligent Tutoring Software within an accelerated Engineering mathematics course". En 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910228.

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Wysocki, Bryant T. "The integration of STEM design activities at the earliest stages of education". En 2012 IEEE 2nd Integrated STEM Education Conference (ISEC). IEEE, 2012. http://dx.doi.org/10.1109/isecon.2012.6204162.

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Grabarnik, G. Y. y S. Yaskolko. "Teaching statistics to non-mathematics majors: Interdisciplinary integration with R and EDA". En 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525204.

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Kiggundu, Jeremy. "Advanced considerations for defensive cyber products with regards to network security and enterprise integration capabilities". En 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882010.

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Jong, F. Chen, Musse Mohamud Ahmed y Denis Lee Hau Aik. "Integration of Renewable Energy Sources Optimization in Sarawak Using GIS and MCDM-AHP". En 2019 International UNIMAS STEM 12th Engineering Conference (EnCon). IEEE, 2019. http://dx.doi.org/10.1109/encon.2019.8861261.

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Informes sobre el tema "STEM Integration"

Danner, William F. A proposed integration framework for STEP:. Gaithersburg, MD: National Institute of Standards and Technology, 1990. http://dx.doi.org/10.6028/nist.ir.90-4295.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, septiembre de 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.

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Danner, William F., David T. Sanford y Yuhwei Yang. STEP (Standard for the Exchange of Product Model Data) resource integration:. Gaithersburg, MD: National Institute of Standards and Technology, 1991. http://dx.doi.org/10.6028/nist.ir.4528.

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Bussinger, Scott. Erasable Disk Mass Memory, STEP Mission 3 Integration and Flight Support; Post Flight Performance Report. Fort Belvoir, VA: Defense Technical Information Center, abril de 1998. http://dx.doi.org/10.21236/ada372706.

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Gorman, Michael A. Integration of the Army National Guard and Army Reserve into the Army Acquisition Corps: The Next Step. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1998. http://dx.doi.org/10.21236/ada351041.

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Farmer, J. C. ,. LLNL. Crevice corrosion and pitting of high-level waste containers: a first step towards the integration of deterministic and probabilistic models. Office of Scientific and Technical Information (OSTI), julio de 1997. http://dx.doi.org/10.2172/16344.

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Zhu, Guangdong. Integration of a Concentrating Solar Steam Topping Turbine to an Existing Geothermal Binary Power Plant: Cooperative Research and Development Final Report, CRADA Number CRD-17-700. Office of Scientific and Technical Information (OSTI), abril de 2020. http://dx.doi.org/10.2172/1659915.

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Finnsson, Páll Tómas. Housing markets and housing policy in the Nordics. Nordregio, abril de 2021. http://dx.doi.org/10.6027/wp2021:1.1403-2511.

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The Nordic Economic Policy Review (NEPR) is an annual publication presenting some of the latest and cutting-edge research into selected topics of economic policy. This year’s edition dives into the Nordic housing markets, examining some of the key policy mechanisms behind the rapidly rising housing prices, as well as the impacts on social welfare and social and ethnic segregation. The theme is selected by the NEPR steering group, which consists of representatives from the Nordic Ministries of Finance, Nordregio, and the NEPR editor. This publication provides a short summary of the five NEPR 2021 articles, which seek to answer the following questions: André Anundsen: What is the prevalence of house price bubbles in the Nordics? Erlend Eide Bø: Do buy-to-let investments lead to higher housing prices? Mats Bergman and Sten Nyberg: What explains the large increase in the relative cost of construction? Niku Määttänen: How can housing taxation improve social welfare? Essi Eerola: How do Nordic housing policies affect affordability and integration?

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Birch, Izzy. Thinking and Working Politically on Transboundary Issues. Institute of Development Studies (IDS), enero de 2020. http://dx.doi.org/10.19088/k4d.2021.010.

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There is growing consensus that political factors are a key determinant of development impact. The practice of Thinking and Working Politically (TWP) is built around three interconnected principles: (i) strong political analysis, insight, and understanding; (ii) detailed appreciation of, and response to, the local context; and (iii) flexibility and adaptability in program design and implementation. The literature notes that while TWP emphasises the centrality of politics and power, technical knowledge is still important and can reinforce the political agenda, for example by increasing the confidence of smaller states or by strengthening collective understanding. Furthermore, improving the quality of domestic cooperation can be a step towards regional cooperation, and flexible engagement with the diverse range of actors that populate transboundary settings has been shown to be an effective strategy. The literature also highlights lessons learned including Transboundary cooperation can be built from the bottom up and for development partners, pre-existing bilateral partnerships may facilitate their engagement at a transboundary level, particularly on sensitive issues. Given the relatively isolated experience of TWP in transboundary settings, the evidence base for this report is also limited. The two areas where most examples were found concern regional integration and transboundary water management.

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Bridges, Todd, Jeffrey King, Johnathan Simm, Michael Beck, Georganna Collins, Quirijn Lodder y Ram Mohan. International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), septiembre de 2021. http://dx.doi.org/10.21079/11681/41946.

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To deliver infrastructure that sustain our communities, economy, and environment, we must innovate, modernize, and even revolutionize our approach to infrastructure development. Change takes courage, but as one starts down the path of innovation, what was once novel becomes more familiar, more established. The U.S. Army Corps of Engineers (USACE) is walking this path with our partners through the Engineering With Nature (EWN) Initiative, integrating human engineering with natural systems. The International Guidelines on Natural and Nature-Based Features for Flood Risk Management are the next step toward revolutionary infrastructure development—a set of real-world guidelines to help familiarize us with what was once novel. USACE and collaborators around the world have been building, learning, and documenting the best practices for constructing Natural and Nature-Based Features (NNBF) for decades. The consolidation of these lessons into a single guidance document gives decision-makers and practitioners a much-needed resource to pursue, consider, and apply NNBF for flood risk management while expanding value through infrastructure. Relationships and partnerships are vital ingredients for innovation and progress. The NNBF Guidelines was achieved because of the strong relationships in the nature-based engineering community. The magnitude and diversity of contributors to the NNBF Guidelines have resulted in a robust resource that provides value beyond a single agency, sector, or nation. Similarly, the work of incorporating NNBF into projects will require us to strengthen our relationships across organizations, mandates, and missions to achieve resilient communities. I hope you are inspired by the collaborative achievement of the NNBF Guidelines and will draw from this resource to develop innovative solutions to current and future flood risk management challenges. There is a lot we can achieve together along the path of revolutionary infrastructure development.

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