Relevant bibliographies by topics / Crtical theory of technology

Academic literature on the topic 'Crtical theory of technology'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Crtical theory of technology"

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Van Atta, Don. "A Crtical Examination of Rgades in the USSR." Economic and Industrial Democracy 10, no. 3 (August 1989): 329–40. http://dx.doi.org/10.1177/0143831x89103004.

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Sulaksono, Santiko Tri, Sudjatmi Kustituantini Alfa, and Dani Gustaman Syarif. "CRITICAL HEAT FLUX NANOFLUIDS MEASUREMENTS SYSTEM USING ARDUINO." JURNAL TEKNOLOGI REAKTOR NUKLIR TRI DASA MEGA 23, no. 1 (February 17, 2021): 9. http://dx.doi.org/10.17146/tdm.2021.23.1.6005.

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Crtical heat flux (CHF) is an important characteristic of nanofluids. The CHF measurements were carried out in nanofluid research at the Center for Applied Nuclear Science and Technology. These measurements are done manually using a variable power supply and a multimeter. However, it was difficult to record the voltage and current due to the sudden break of the wire. In this study, Arduino was used to measure CHF automatically. The voltage is applied to the wire and increases automatically along with the measurement of the voltage and current in the wire. The results of the voltage and current measurements were compared with a multimeter and were not significantly different. It can be concluded that the CHF measurement system using arduino can be used to measure nanofluid CHF.
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Smyth, Gerry. "Tiger, Theory, Technology." Irish Studies Review 15, no. 2 (May 2007): 123–36. http://dx.doi.org/10.1080/09670880701284726.

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Liu, Albert, and Andrew Feenberg. "Critical Theory of Technology." MLN 107, no. 5 (December 1992): 1032. http://dx.doi.org/10.2307/2904830.

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Herther, Nancy K. "Technology, theory and learning." Electronic Library 24, no. 5 (September 2006): 585–89. http://dx.doi.org/10.1108/02640470610707204.

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Metcalfe, J. S. "Technology and economic theory." Cambridge Journal of Economics 34, no. 1 (December 22, 2009): 153–71. http://dx.doi.org/10.1093/cje/bep075.

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Bower, Matt. "Technology‐mediated learning theory." British Journal of Educational Technology 50, no. 3 (March 18, 2019): 1035–48. http://dx.doi.org/10.1111/bjet.12771.

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Hilbrink, J. O. "Technology decomposition theory and magnetic disk technology." IEEE Transactions on Engineering Management 37, no. 4 (1990): 284–90. http://dx.doi.org/10.1109/17.62327.

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Lievrouw, Leah A., and Terje Rasmussen. "Social Theory and Communication Technology." Contemporary Sociology 31, no. 5 (September 2002): 613. http://dx.doi.org/10.2307/3090085.

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Fernandez, Luke. "Digital Technology and Democratic Theory." Contemporary Sociology: A Journal of Reviews 51, no. 4 (July 2022): 274–76. http://dx.doi.org/10.1177/00943061221103312b.

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Dissertations / Theses on the topic "Crtical theory of technology"

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Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Faculty of Education and Social Work. School of Policy and Practice, 2005. http://hdl.handle.net/2123/1605.

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Doctor of Philosophy(PhD)
This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
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Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/1605.

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This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
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Chain, Jennifer. "A Multilevel Analysis of Student, Family, and School Factors Associated with Latino/a Parental Involvement in the Middle School Learning Environment." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20664.

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Research suggests parental home and school involvement improves multiple outcomes for middle school students, including academic achievement, school engagement, motivation, self-efficacy, and prosocial behaviors. Little is known, however, about multilevel factors associated with Latino/a parental involvement in the middle school learning environment. In the current study, multilevel analysis was used to explore student, family, and school factors associated with Latino/a parental involvement. Results from the hierarchical linear modeling analyses found (a) Latino/a parental home and school involvement varied within schools and between schools, (b) student gender, prosocial behavior, and academic achievement were positively associated with parental home involvement, and (c) student gender, problem behavior, prosocial behavior, academic achievement, and family socioeconomic status were positively associated with parental school involvement. Percentages of Latino/a students and low-income students in schools did not significantly moderate the average parental home or school involvement across students and across schools. The results of this study have implications for educators and policy makers to promote Latino/a parent-teacher collaboration in the middle school learning environment.
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Vattam, Swaroop. "Interactive analogical retrieval: practice, theory and technology." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45798.

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Analogy is ubiquitous in human cognition. One of the important questions related to understanding the situated nature of analogy-making is how people retrieve source analogues via their interactions with external environments. This dissertation studies interactive analogical retrieval in the context of biologically inspired design (BID). BID involves creative use of analogies to biological systems to develop solutions for complex design problems (e.g., designing a device for acquiring water in desert environments based on the analogous fog-harvesting abilities of the Namibian Beetle). Finding the right biological analogues is one of the critical first steps in BID. Designers routinely search online in order to find their biological sources of inspiration. But this task of online bio-inspiration seeking represents an instance of interactive analogical retrieval that is extremely time consuming and challenging to accomplish. This dissertation focuses on understanding and supporting the task of online bio-inspiration seeking. Through a series of field studies, this dissertation uncovered the salient characteristics and challenges of online bio-inspiration seeking. An information-processing model of interactive analogical retrieval was developed in order to explain those challenges and to identify the underlying causes. A set of measures were put forth to ameliorate those challenges by targeting the identified causes. These measures were then implemented in an online information-seeking technology designed to specifically support the task of online bio-inspiration seeking. Finally, the validity of the proposed measures was investigated through a series of experimental studies and a deployment study. The trends are encouraging and suggest that the proposed measures has the potential to change the dynamics of online bio-inspiration seeking in favor of ameliorating the identified challenges of online bio-inspiration seeking.
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Oswald, W. Andrew (William Andrew). "Understanding technology development processes theory & practice." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/90699.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 75-77).
Technology development is hard for management to understand and hard for practitioners to explain, however it is an essential component of innovation. While there are standard and predictable processes for product development, many of these techniques don't apply well to technology development. Are there common processes for technology development that can make it predictable, or is it unpredictable like basic research and invention? In this thesis, after building a foundation by looking at product development processes, I survey some of the literature on technology development processes and compare them to a handful of case studies from a variety of industries. I then summarize the observations from the cases and build a generic model for technology development that can be used to provide insights into how to monitor and manage technology projects. One of the observations from the product development literature is that looping and iteration is problematic for establishing accurate schedules which becomes one of the fundamental disconnects between management and engineering. Technologists rely heavily on iteration as a tool for gaining knowledge and combined with other risks, technology development may appear "out of control". To mitigate these risks, technologists have developed a variety of approaches including: building a series of prototypes of increasing fidelity and using them as a form of communication, simultaneously developing multiple technologies as a hedge against failure or predicting and developing technologies they think will be needed outside of formal channels. Finally, I use my model to provide some insights as to how management can understand technology development projects. This gives technologists and non-technical managers a common ground for communication.
by W. Andrew Oswald.
S.M. in Engineering and Management
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Cao, Fengshan 1948. "International agricultural technology transfer: Theory and application." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277893.

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The gap that exists between the technologies in developed and less developed countries leads to the possibility and necessity of agricultural technology transfer. The lower cost of transfer compared with costs of local development leads to profitable transfer for recipient country. Recipient country must perform local research to adapt the transferred technology to their local needs and to ensure that benefits are distributed in an equitable manner. Is it in the interest of the donor country to sell technology to less developed country? Conventional arguments consider only whether technology transfer to less developed country will be against the donor country's interest in agricultural product exports. It is incomplete. Economic surplus concept has been applied here to discuss both producer's and consumer's gain or lose. An empirical analysis of the U.S.-Mexico agricultural technology transfer showed that both Mexico and United States benefited from the technology transfer.
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Berke, Katherine M. (Katherine Marie). "Evaluating investments in information technology : theory versus practice." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10880.

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Berthon, Jean-Paul. "Technology or customer orientations : theory and scale development." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9055.

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Bibliography: leaves 105-118.
The issue of the relationship between innovation and market orientation is a vexing yet vital problem for researcher and practitioner alike. The recent strategic management and marketing literatures have featured an ongoing debate concerning these philosophies as guiding templates for the way in which organisations conduct their business activity. This dissertation takes as its theme this central tension. Specifically, it focuses on the dialectic between marketing and innovation. The contrast between serving and creating customers is explored and the sometimes-uneasy relationship between an innovation and a customer orientation is examined in the light of both philosophical origin and contemporary research. From this discussion, a model that provides an inclusive paradigm is developed. The resulting archetypes and their inter-relationships are then discussed and related to the different strategies that firms have used to resolve the tension. The dissertation then explores the dynamics of the change process for several well-known companies, based on the insights generated by the model. Managerial implications of the model are explored, with a particular emphasis on how new technology is changing the desirability of alternative strategies. Having specified and explored the model on a conceptual level, the dissertation then goes on to operationalize the framework. Specifically, a measurement scale to assess the extent to which a firm or a business corresponds to a particular archetype is developed. Tests of reliability and validity are conducted. The results indicate in four clearly defied factors that correspond to the archetypes in the model. The use of the model and scale for management and academics are discussed.
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Obeidat, Mohammad AbdulQadir [Verfasser]. "Examining the Adoption of Technology Using the Technology Trade Theory (TripleT) / Mohammad AbdulQadir Obeidat." Munich : GRIN Verlag, 2016. http://d-nb.info/1107189942/34.

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Van, Niekerk Johannes Frederick. "Fostering information security culture through intergrating theory and technology." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1404.

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Today information can be seen as a basic commodity that is crucial to the continuous well-being of modern organizations. Many modern organizations will be unable to do business without access to their information resources. It is therefor of vital importance for organizations to ensure that their infor- mation resources are adequately protected against both internal and external threats. This protection of information resources is known as information security and is, to a large extent, dependent on the behavior of humans in the organization. Humans, at various levels in the organization, play vital roles in the pro- cesses that secure organizational information resources. Many of the prob- lems experienced in information security can be directly contributed to the humans involved in the process. Employees, either intentionally or through negligence, often due to a lack of knowledge, can be seen as the greatest threat to information security. Addressing this human factor in information security is the primary focus of this thesis. The majority of current approaches to dealing with the human factors in information security acknowledge the need to foster an information security culture in the organization. However, very few current approaches attempt to adjust the "generic" model(s) used to define organizational culture to be specific to the needs of information security. This thesis firstly proposes, and argues, such an adapted conceptual model which aims to improve the understanding of what an information security culture is. The thesis secondly focuses on the underlying role that information security educational programs play in the fostering of an organizational information security culture. It is argued that many current information security edu- cational programs are not based on sound pedagogical theory. The use of learning taxonomies during the design of information security educational programs is proposed as a possible way to improve the pedagogical rigor of such programs. The thesis also argues in favor of the use of blended and/or e-learning approaches for the delivery of information security educational content. Finally, this thesis provides a detailed overview demonstrating how the various elements contributed by the thesis integrates into existing trans- formative change management processes for the fostering of an organizational information security culture.
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Books on the topic "Crtical theory of technology"

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European Reliability Conference (1986 Copenhagen, Denmark). Reliability technology: Theory & applications. Amsterdam: North-Holland, 1986.

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Liščić, B. Quenching theory and technology. 2nd ed. Boca Raton: CRC Press, 2010.

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Aksoy, Pelin. Information technology in theory. Boston, Mass: Thomson Course Technology, 2008.

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Zandman, Felix. Resistor theory and technology. Malvern, PA: Vishay Intertechnology, Inc, 2001.

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Liščić, B. Quenching theory and technology. 2nd ed. Boca Raton: CRC Press, 2010.

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J, DeKryger William, and DeKryger William J, eds. Automotive technology: Theory & service. 2nd ed. Albany, N.Y: Delmar Publishers, 1990.

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Critical theory of technology. New York: Oxford University Press, 1991.

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Lis?c?ic?, B. Quenching theory and technology. 2nd ed. Boca Raton: CRC Press, 2010.

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Liščić, B. Quenching theory and technology. 2nd ed. Boca Raton: CRC Press, 2010.

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Matthewman, Steve. Technology and Social Theory. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34395-5.

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Book chapters on the topic "Crtical theory of technology"

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Monsees, Linda, and Ole Wæver. "Theory Is Technology; Technology Is Theory." In Technologies of International Relations, 13–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97418-7_2.

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Taylor, Eunice, and Jerry Taylor. "New Technology." In Mastering Catering Theory, 241–55. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20616-2_11.

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Wienand, Norman. "Theory and Architectural Technology." In Architectural Technology, 1–18. Oxford: John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118292365.ch1.

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Matthewman, Steve. "Theorizing Technology." In Technology and Social Theory, 8–28. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34395-5_2.

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Kirkpatrick, Graeme. "Modernity Theory." In Technology and Social Power, 38–62. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-02014-7_3.

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Das, Apurba. "Information Theory." In Signals and Communication Technology, 169–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12743-4_8.

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Zammit-Mangion, Andrew, Michael Dewar, Visakan Kadirkamanathan, Anaïd Flesken, and Guido Sanguinetti. "Theory." In SpringerBriefs in Applied Sciences and Technology, 15–46. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01038-0_2.

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Carman, Taylor. "Quantum Theory as Technology." In Heidegger on Technology, 299–313. 1 [edition]. | New York : Taylor & Francis, 2018. | Series: Routledge studies in twentieth-century philosophy ; 44: Routledge, 2018. http://dx.doi.org/10.4324/9781315561226-17.

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Hempelmann, Uwe. "3. Mie theory." In Colour Technology of Coatings, 143–49. Hannover, Germany: Vincentz Network, 2019. http://dx.doi.org/10.1515/9783748600282-019.

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Bidault, Francis. "The Pure Theory of Technology Pricing." In Technology Pricing, 38–59. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-10393-5_3.

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Conference papers on the topic "Crtical theory of technology"

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Roberts, Christopher M., and Viktor A. Podolskiy. "Rigorous Diffraction Interface Theory." In CLEO: Applications and Technology. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/cleo_at.2017.jtu5a.36.

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Suhonen, Sami. "PUT THEORY INTO PRACTISE: MEASUREMENT ASSIGNMENTS IN PHYSICS THEORY COURSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2115.

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Yu Dan and Hang Chang Chieh. "A reflective review of disruptive innovation theory." In Technology. IEEE, 2008. http://dx.doi.org/10.1109/picmet.2008.4599648.

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Magnus, Amy L., and Mark E. Oxley. "Theory of confusion." In International Symposium on Optical Science and Technology, edited by Bruno Bosacchi, David B. Fogel, and James C. Bezdek. SPIE, 2001. http://dx.doi.org/10.1117/12.448337.

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Gautam, Pooja. "Game theory." In ICWET '10: International Conference and Workshop on Emerging Trends in Technology. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/1741906.1742240.

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Palmer, Andrew. "The limits of reliability theory and the reliability of limit state theory applied to pipelines." In Offshore Technology Conference. Offshore Technology Conference, 1996. http://dx.doi.org/10.4043/8218-ms.

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Saric, William, and Helen Reed. "Crossflow Instabilities - Theory & Technology." In 41st Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-771.

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Turoff, M., and A. Rana. "Collaboration technology: theory & methodology." In Proceedings of HICSS 32 - 32nd Annual Hawaii International Conference on System Sciences. IEEE, 1999. http://dx.doi.org/10.1109/hicss.1999.772700.

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Schellenberg, Franklin M., and Chris A. Mack. "MEEF in theory and practice." In Photomask Technology and Management, edited by Frank E. Abboud and Brian J. Grenon. SPIE, 1999. http://dx.doi.org/10.1117/12.373313.

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Sheppard, Colin J. R., and Peter Torok. "Vectorial theory of confocal fluorescence." In Electronic Imaging: Science & Technology, edited by Carol J. Cogswell, Gordon S. Kino, and Tony Wilson. SPIE, 1996. http://dx.doi.org/10.1117/12.237488.

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Reports on the topic "Crtical theory of technology"

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Alesina, Alberto, Michele Battisti, and Joseph Zeira. Technology and Labor Regulations: Theory and Evidence. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20841.

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Acemoglu, Daron, Philippe Aghion, Rachel Griffith, and Fabrizio Zilibotti. Vertical Integration and Technology: Theory and Evidence. Cambridge, MA: National Bureau of Economic Research, December 2004. http://dx.doi.org/10.3386/w10997.

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Beaman, Lori, Ariel BenYishay, Jeremy Magruder, and Ahmed Mushfiq Mobarak. Can Network Theory-based Targeting Increase Technology Adoption? Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24912.

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Swinbanks, M. A., and S. Daley. Advanced Submarine Technology - Project M Control Theory Report. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada288945.

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Gass, Robert F. Theory, Doctrine, and Ball Bearings: Adapting Future Technology to Warfare. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada324294.

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Iranzo, Susana, and Giovanni Peri. Schooling Externalities, Technology and Productivity: Theory and Evidence from U.S. States. Cambridge, MA: National Bureau of Economic Research, August 2006. http://dx.doi.org/10.3386/w12440.

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Gruner, Glenn A. Clausewitz at Mach II--Has Classical Military Theory Kept Pace with Technology? Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada274111.

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Clark-Wilson, Alison, Amreen Bashir, and Tom Kaye. A Theory of Change for a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2021. http://dx.doi.org/10.53832/edtechhub.0044.

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Swanson, G. J. Binary Optics Technology: The Theory and Design of Multi-Level Diffractive Optical Elements. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213404.

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Greenwood, Jeremy, Nezih Guner, and Karen Kopecky. The Wife’s Protector: A Quantitative Theory Linking Contraceptive Technology with the Decline in Marriage. Cambridge, MA: National Bureau of Economic Research, October 2019. http://dx.doi.org/10.3386/w26410.

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