Relevant bibliographies by topics / Science and technology studies

Academic literature on the topic 'Science and technology studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Science and technology studies"

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Andersen, Bjarke Lindsø, and Oliver Tafdrup. "Science and Technology Studies." Learning Tech, no. 10 (December 16, 2021): 218–39. http://dx.doi.org/10.7146/lt.v6i10.125247.

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Indholdet i skolens fag har altid været genstand for diskussioner om, hvordan sammenspillet mellem skolefag og videnskab kan og bør tage sig ud. I sin aktuelle form står teknologiforståelse på skuldrene af datalogi og design. Disse leverer vigtige inputs til faget men involverer ofte et målrettet fokus på digitale færdigheder og designprocesser, der fører til digitale løsninger på komplekse problemer. Vi argumenterer for, at STS-feltet (Science and Technology Studies) kan bidrage til en nuanceret teknologiforståelse, hvor digital myndiggørelse bliver et spørgsmål om at kunne bedrive teknologikritik. Denne evne kræver et begrebsligt udgangspunkt, og her byder STS sig til. Vi præsenterer tre begreber fra forskellige STS-positioner: mediering, teknologisk intentionalitet, og sociotekniske imaginationer. Først præsenterer vi begreberne – dernæst diskuterer vi, hvordan de kan danne udgangspunkt for en didaktik, der kvalificerer teknologikritikken i den digitale myndiggørelse.
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Van House, Nancy A. "Science and technology studies and information studies." Annual Review of Information Science and Technology 38, no. 1 (September 22, 2005): 1–86. http://dx.doi.org/10.1002/aris.1440380102.

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Steiner, Carol J. "Constructive Science and Technology Studies." Social Studies of Science 29, no. 4 (August 1999): 583–616. http://dx.doi.org/10.1177/030631299029004005.

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Baber, Zaheer. "Science and Technology Studies after the "Science Wars"." Asian Journal of Social Science 26, no. 1 (1998): 113–20. http://dx.doi.org/10.1163/030382498x00094.

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Cole, Stephen, Sheila Jasanoff, Gerald E. Markle, James C. Peterson, and Trevor Pinch. "Handbook of Science and Technology Studies." Contemporary Sociology 24, no. 6 (November 1995): 737. http://dx.doi.org/10.2307/2076663.

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Lynch, Michael, and Simon Cole. "Science and Technology Studies on Trial:." Social Studies of Science 35, no. 2 (April 2005): 269–311. http://dx.doi.org/10.1177/0306312705048715.

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Mitcham, Carl. "Why Science, Technology, and Society Studies?" Bulletin of Science, Technology & Society 19, no. 2 (April 1999): 128–34. http://dx.doi.org/10.1177/027046769901900207.

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Sturchio, Jeffrey L. ""Introduction To Science and Technology Studies"." Bulletin of Science, Technology & Society 5, no. 4 (August 1985): 373–76. http://dx.doi.org/10.1177/027046768500500405.

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Hamlin, Christopher. "Reflexivity in Technology Studies: Toward a Technology of Technology (and Science)?" Social Studies of Science 22, no. 3 (August 1992): 511–44. http://dx.doi.org/10.1177/0306312792022003004.

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Bauer, Henry H. "The Anti-Science Phenomenon in Science and Technology Studies." Science & Technology Studies 9, no. 1 (January 1, 1996): 34–49. http://dx.doi.org/10.23987/sts.55092.

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Dissertations / Theses on the topic "Science and technology studies"

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Antalffy, Nikó. "Antimonies of science studies towards a critical theory of science and technology /." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Antalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology." Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Thesis (PhD) -- Macquarie University, Division of Society, Culture, Media and Philosophy, Dept. of Sociology, 2008.
Bibliography: p. 233-248.
Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.
Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.
This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.
Mode of access: World Wide Web.
vii, 248 p
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Herman, Jennifer Linda. "Effecting Science in Affective Places: The Rhetoric of Science in American Science and Technology Centers." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396961008.

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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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Ienna, Gerardo <1989&gt. "Science and Technology Studies. Socio-epistemologia storica delle negoziazioni disciplinari." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8824/5/Ienna_Gerardo_tesi.pdf.

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L’obiettivo di questo lavoro è (ri)costruire il processo di emergenza del campo di ricerca dei “Science and Technology Studies” (STS) come risultato di una complessa opera di negoziazioni disciplinari. In funzione di questo obiettivo, abbiamo elaborato una metodologia che abbiamo battezzato come “Socio-epistemologia storica”. Dal punto di vista storico, questa tesi di dottorato propone una dettagliata ricostruzione del processo di emergenza del campo interdisciplinare degli STS fra gli anni ’60 e la metà degli anni ’80 (grazie anche a ricerche d’archivio e storia orale). In primo luogo, ci siamo occupati di tracciare alcune traiettorie intellettuali, accademiche e socio-politiche in funzione di una disamina delle condizioni di possibilità dell’emergere di tale campo (fra gli anni ’30 e gli anni ’60). Nel capitolo seguente abbiamo invece proposto una cartografia dei principali centri di ricerca e programmi pedagogici nei principali casi nazionali come: U.K., U.S., Francia, Repubblica democratica tedesca, Repubblica federale tedesca, Austria, e Paesi Bassi. Infine, un ulteriore capitolo è invece dedicato alla ricostruzione della nascita delle prime reti di ricerca internazionali (società e associazioni professionali) in ambito STS. I risultati di questa ricerca storica sono stati interpretati e organizzati tramite il framework della “sociologia dei campi accademici” e della “sociologia della conoscenza”. A completare la nostra disamina, l’approccio filosofico ha reso possibile un’analisi epistemologica basata sui concreti processi storici e sociali di negoziazione disciplinare che hanno reso possibile il programma di ricerca interdisciplinare degli STS. In questo senso, abbiamo sostenuto che le frontiere disciplinari nelle scienze sociali siano al contempo elaborate socialmente, tramite un lungo processo di negoziazione storica, e sulla base di rivendicazioni epistemiche.
The aim of this work is to (re)construct the emergence process of the “Science and Technology Studies” (STS) field, as a result of broad disciplinary negotiations (especially between history of science, sociology of science and philosophy of science). In order to achieve this, I proposed an integrated methodology that I labelled “Socio-Historical Epistemology”. From the historical point of view, my Ph.D thesis provides a detailed survey of the academic emergence of the “STS” interdisciplinary field, from the 60s to the mid 80s (made also through archive research and oral history). First of all, I traced some intellectual, academical and socio-political trajectories, in order to explain the conditions of the emergence of this field (from the 30s to the 60s). In the following chapter I proposed a cartography of the major research units and pedagogical programs in U.K., U.S., France, German Democratic Republic, Federal Republic of Germany, Austria and Netherlands. Finally, another chapter is dedicated to the professional and international societies in STS. The results of this historical inquiry have been interpreted and organised through the framework of the “sociology of scientific fields” and the “sociology of knowledge”. Furthermore, the philosophical approach has made possible an epistemological analysis of both the historical and the sociological genesis and development of the interdisciplinary context of research of the “STS”. In this sense I argued that disciplinary boundaries in social sciences are, at the same time, diachronically constructed and reconstructed, through a collective process of controversies and negotiations and due to epistemological claims.
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Rodman, Richard. "Connected knowledge in Science, Technology, Engineering, and Mathematics (STEM) education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705635.

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This study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.

This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.

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Verlager, Alicia. "Decloaking disability : images of disability and technology in science fiction media." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/39143.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006.
Includes bibliographical references.
This work examines how images of disability are used to frame cultural narratives regarding technology. As advances in biotechnology ensure that more people will be living with technological prosthetics against and beneath their skin, there is an increasing importance in examining how such bodies challenge traditional cultural attitudes regarding identity and non-normative bodies. This work uses a cultural studies approach to explore the intersections between disability and technology. Additionally, memoir is often included to illustrate some of the complexities regarding how experiences with disability and technological prosthetics can influence aspects of identity. Like disability, technology is often framed in gothic terms of lack or excess, and thus a discussion of the "techno-gothic" also features in this work. Furthermore, such a discussion is also relevant to seemingly unrelated modes of characterizing the other, such as the archetype of the cyborg, the queer body, or the formation of non-traditional social groups, even to images of the city as urban ruin.
(cont.) This work demonstrates that, while images of disability rarely inform us about the everyday experience of disability, they can inform us about how technology frames non-normative bodies as either "less than" or "more than" human, and how the tropes and language associated with disability is often used to characterize technology itself.
by Alicia "Kestrell" Verlager.
S.M.
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Pereira, Maria Teresa Castelao. "Gaston Bachelard's scientific philosophy: an approach to science and technology studies." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41622.

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The contributions of Gaston Bachelard to the history and philosophy of science are not very well known in the United States. This thesis traces the particular characteristics of Bachelard's epistemology within the context of early twentieth century French culture and science. Bachelard began his career in philosophy comparatively late in life and although his background in mathematics and physics was reflected in his philosophical approach to science, he belonged more to the French intellectual avant-garde than to the traditional philosophies of positivism and pragmatism defended by the Third Republic. Bachelard's writings represent an important contribution to a new vocabulary in epistemology, and they influenced scholars such as Georges Canguilhen, Alexandre Koyré, Louis Althusser and Michel Foucault. His works definitely deserve wider exposure, as they easily connect with problems that American scholars pursue today in Science Studies.
Master of Science
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Zuiderent-Jerak, Teun. "Standardization healthcare practices; experimental interventions in medicine and science and technology studies." [S.l.] : Rotterdam : [The Author] ; Erasmus University [Host], 2007. http://hdl.handle.net/1765/10605.

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Dyehouse, Jeremiah. "Science Fiction : Rhetoric, Authenticity, Textuality and the Museum of Jurassic Technology." Oberlin College Honors Theses / OhioLINK, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1509374752516486.

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Books on the topic "Science and technology studies"

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Wieser, Matthias, and Diana Lengersdorf. Schlüsselwerke der Science & Technology Studies. Wiesbaden: Springer VS, 2014.

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Jasanoff, Sheila, Gerald Markle, James Peterson, and Trevor Pinch. Handbook of Science and Technology Studies. 2455 Teller Road, Thousand Oaks California 91320 United States of America: SAGE Publications, Inc., 1995. http://dx.doi.org/10.4135/9781412990127.

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Bammé, Arno. Science and technology studies: Ein Überblick. Marburg: Metropolis-Verlag, 2009.

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O'Doherty, Kieran C., Lisa M. Osbeck, Ernst Schraube, and Jeffery Yen, eds. Psychological Studies of Science and Technology. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25308-0.

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Lengersdorf, Diana, and Matthias Wieser, eds. Schlüsselwerke der Science & Technology Studies. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19455-4.

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Sheila, Jasanoff, and Society for Social Studies of Science., eds. Handbook of science and technology studies. Thousand Oaks, Calif: Sage Publications, 2001.

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Sheila, Jasanoff, and Society for Social Studies of Science., eds. Handbook of science and technology studies. Thousand Oaks, Calif: Sage Publications, 1995.

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Sheila, Jasanoff, and Society for Social Studies of Science., eds. Handbook of science and technology studies. Thousand Oaks, Calif: Sage Publications, 1995.

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Felt, Ulrike, and Sarah R. Davies. Exploring Science Communication: A Science and Technology Studies Approach. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529721256.

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The philosophy of science and technology studies. New York: Routledge, 2005.

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Book chapters on the topic "Science and technology studies"

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McCormick, John. "Science And Technology." In Introduction to Global Studies, 79–98. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00400-7_5.

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Aarden, Erik, and Daniel Barben. "Science and Technology Studies." In Konzepte und Verfahren der Technikfolgenabschätzung, 35–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02035-4_3.

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Potthast, Jörg. "Science and Technology Studies." In Handbuch Wissenschaftspolitik, 91–105. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-91993-5_7.

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Harding, Sandra. "Science and Technology." In A Companion to Gender Studies, 239–54. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405165419.ch16.

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Agassi, Joseph. "Science and Technology." In Boston Studies in the Philosophy of Science, 239–48. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-2946-8_21.

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Frickel, Scott, and Florencia Arancibia. "Environmental Science and Technology Studies." In Handbooks of Sociology and Social Research, 457–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77712-8_22.

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Harding, Sandra. "Postcolonial Science and Technology Studies." In Postcolonlsm, 2041–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003101444-18.

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Wieser, Matthias. "Cultural Studies und Science & Technology Studies." In Schlüsselwerke der Science & Technology Studies, 363–76. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19455-4_30.

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Singh, R. B., R. S. Paroda, and Malavika Dadlani. "Science, Technology and Innovation." In India Studies in Business and Economics, 213–50. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0763-0_8.

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AbstractScience, technology and innovation (STI), targeted to solve both generic and location-specific challenges, are key drivers for transforming agri-food systems. These can transform the sustenance and low return livelihood to a profitable and respectable occupation for smallholder farmers, while motivating, attracting and empowering youth and women in agriculture. A paradigm shift is needed to: i) increase productivity, profitability, inclusiveness and efficiency of human engagement, ii) achieve complete nutrition security, iii) address the challenges of climate change, iv) adopt environment-friendly sustainable practices, and v) establish efficient farmer-market linkages. To achieve the desired goals, this chapter highlights effective pathways for: i) scaling innovations by combining ITK, conventional methods, and adopting NextGen cutting edge technologies evolved nationally or internationally, ii) enduring STI through a Gold Class education system, and iii) leveraging strong public-private partnership. The chapter also recommends increased investments in R&D, urgent need for enabling policy environment for scaling innovations and suggests clear transformative action points.
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Singh, Vijay P., Rajendra Singh, Pranesh Kumar Paul, Deepak Singh Bisht, and Srishti Gaur. "Case Studies." In Water Science and Technology Library, 255–78. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1316-5_12.

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Conference papers on the topic "Science and technology studies"

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Huang Lucheng, Zhang Ertao, and Miao Hong. "Empirical studies on elderly welfare science and technology needs." In 2016 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2016. http://dx.doi.org/10.1109/picmet.2016.7806607.

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Letina, Alena, and Valenatina Filko. "DIGITAL MEDIA IN SCIENCE AND SOCIAL STUDIES TEACHING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1817.

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Castelao-Lawless, Teresa, and William Lawless. "Informing Science (IS) and Science and Technology Studies (STS): The University as Decision Center )." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2416.

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Students of history and philosophy of science courses at my University are either naive robust realists or naive relativists in relation to science and technology. The first group absorbs from culture stereotypical conceptions, such as the value-free character of the scientific method, that science and technology are impervious to history or ideology, and that science and religion are always at odds. The second believes science and technology were selected arbitrarily by ideologues to have privileged world views of reality to the detriment of other interpretations. These deterministic outlooks must be challenged to make students aware of the social importance of their future roles, be they as scientists and engineers or as science and technology policy decision makers. The University as Decision Center (DC) not only reproduces the social by teaching standard solutions to well-defined problems but also provides information regarding conflict resolution and the epistemological, individual, historical, social, and political mechanisms that help create new science and technology. Interdisciplinary research prepares students for roles that require science and technology literacy, but raises methodological issues in the context of the classroom as it increases uncertainty with respect to apparently self- evident beliefs about scientific and technological practices.
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Kira, Gustavo, and Luiz Ernesto Merkle. "Articulating Human Computer Interaction with Science, Technology and Society studies." In IHC '16: XV Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3033701.3033741.

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Drickamer, H. G., J. M. Lang, and Z. A. Dreger. "Recent high pressure photoluminescence studies." In High-pressure science and technology—1993. AIP, 1994. http://dx.doi.org/10.1063/1.46263.

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Kavyashree, B. P., K. C. Gouda, and G. C. Lakshmikantha. "Data Mining Approach for Climate Studies." In Department of Information Science and Technology. Singapore: Research Publishing Services, 2015. http://dx.doi.org/10.3850/978-981-09-4426-1_116.

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Xu, Lei, Xiaoyuan Peng, Jianmin Miao, and Anand K. Asundi. "Digital microholointerferometry for microstructure studies." In International Symposium on Optical Science and Technology, edited by Malgorzata Kujawinska, Ryszard J. Pryputniewicz, and Mitsuo Takeda. SPIE, 2000. http://dx.doi.org/10.1117/12.498417.

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Schneider, Michael L., S. Rast, Marshall Onellion, Jure Demsar, Antoinette J. Taylor, Yu D. Glinka, Norman H. Tolk, et al. "Femtosecond optical studies of cuprates." In International Symposium on Optical Science and Technology, edited by Ivan Bozovic and Davor Pavuna. SPIE, 2002. http://dx.doi.org/10.1117/12.453707.

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Wilson, W. H., J. W. Forbes, T. P. Liddiard, and R. M. Doherty. "Sensitivity studies of a new energetic formulation." In High-pressure science and technology—1993. AIP, 1994. http://dx.doi.org/10.1063/1.46242.

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Deb, S. K., S. Meenakshi, and B. K. Godwal. "High pressure Raman studies on p-dichlorobenzene." In High-pressure science and technology—1993. AIP, 1994. http://dx.doi.org/10.1063/1.46374.

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Reports on the topic "Science and technology studies"

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Van Atta, Richard, Christopher Baker, Robert Bovey, Peter Cannon, and Paul Collopy. Science and Technology in Development Environments - Industry and Department of Defense Case Studies. Fort Belvoir, VA: Defense Technical Information Center, November 2003. http://dx.doi.org/10.21236/ada429056.

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Van Geet, O. Laboratories for the 21st Century: Case Studies; National Renewable Energy Laboratory, Science and Technology Facility, Golden, Colorado (Brochure). Office of Scientific and Technical Information (OSTI), April 2010. http://dx.doi.org/10.2172/977307.

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Intarakumnerd, Patarapong, ed. Productivity, Innovation, and Economic Structural Change in Vietnam. Asian Productivity Organization, February 2021. http://dx.doi.org/10.61145/uyfm9415.

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Dr. Patarapong Intarakumnerd, Professor and Deputy Program Director, Science, Technology and Innovation Policy Program, National Graduate Research Institute for Policy Studies, Tokyo, Japan; Dr. Atsushi Sunami, President, Sasakawa Peace Foundation, and Professor/Executive Advisor to the President, National Graduate Research Institute for Policy Studies, Tokyo, Japan; and Vietnam National Productivity Institute, Directorate for Standards, Metrology and Quality, Hanoi, Vietnam
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Shi, Yue, Liqun Wu, Zehuan Liao, and Ningning Zhang. The Comparision of Impact of Chinese Medicine and Diane-35 on Sex Hormone Level in Adolescent with Polycystic Ovary Syndrome. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0031.

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Review question / Objective: The Comparision of Impact of Chinese Medicine and Diane-35 on Sex Hormone Level in Adolescent with Polycystic Ovary Syndrome. Condition being studied: Adolescent patients who met the diagnostic criteria of PCOS. Information sources: English databases (PubMed, Embase, Web of Science, and the Cochrane Library) and Chinese databases (China National Knowledge Infrastructure(CNKI), Wanfang, the China Science and Technology Journal Database (VIP), and the Chinese Biomedical Literature Database (CBM)).
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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, June 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers.
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Wei, Yuehui, Hui Mao, Ziyun Jiang, Luyao Liu, Yuqiao Quan, and Xun Li. Efficacy and safety of Zuogui Wan combined with conventional Western medicine for postmenopausal osteoporosis: A protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0099.

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Review question / Objective: The proposed systematic review of randomized controlled trials (RCTs) will address the effectiveness and safety of Zuogui Wan combined with conventional Western medicine (CWM) for osteoporosis in postmenopausal women, and provide reference for clinical practice. Information sources: We will use computers to search PubMed, Cochrane Library, Embase, Web of Science, Chinese National Knowledge Infrastructure database (CNKI), WanFang database, Chinese Biomedical Database (CMB), Chinese Science and Technology Periodical database (VIP), China Master’s Theses Full-text Database (CMFD), China Proceedings of Conference Full-text Database (CPFD), WHO International Clinical Trials Registry Platform (ICTRP), Chinese Clinical Trials Registry (ChiCTR) and ClinicalTrials.gov, and select all eligible RCTs from inception to October, 2021. Clinicians will also be consulted for additional studies.
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Arora, Saurabh, Arora, Saurabh, Ajit Menon, M. Vijayabaskar, Divya Sharma, and V. Gajendran. People’s Relational Agency in Confronting Exclusion in Rural South India. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/steps.2021.004.

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Social exclusion is considered critical for understanding poverty, livelihoods, inequality and political participation in rural India. Studies show how exclusion is produced through relations of power associated with gender, caste, religion and ethnicity. Studies also document how people confront their exclusion. We use insights from these studies – alongside science and technology studies – and rely on life history narratives of ‘excluded’ people from rural Tamil Nadu, to develop a new approach to agency as constituted by two contrasting ways of relating: control and care. These ways of relating are at once social and material. They entangle humans with each other and with material worlds of nature and technology, while being mediated by structures such as social norms and cultural values. Relations of control play a central role in constituting exclusionary forms of agency. In contrast, relations of care are central to the agency of resistance against exclusion and of livelihood-building by the ‘excluded’. Relations can be transformed through agency in uncertain ways that are highly sensitive to trans-local contexts. We offer examples of policy-relevant questions that our approach can help to address for apprehending social exclusion in rural India and elsewhere.
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Wu, Jiarui. Summary and Collection of Review Essay Writing. Core Academy, February 2024. http://dx.doi.org/10.61362/r2124279.

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This File Includes recent review essays composed by Jiarui Wu. These essays appears in Journal of Chinese Political Sciences, The Chinese Historical Review, China Report, African and Asian Studies, Politics, Religion & Ideology, African Affairs, Journal of Global South Studies, Technology and Culture, Asian Studies Review, and International Studies Review. Readers can access these essays by themselves to study academic writing skills and How to compose book review essays for journals.
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Collett, Clementine, Gina Neff, and Livia Gouvea. The Effects of AI on the Working Lives of Women. Inter-American Development Bank, March 2022. http://dx.doi.org/10.18235/0004055.

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Globally, studies show that women in the labor force are paid less, hold fewer senior positions and participate less in science, technology, engineering and mathematics (STEM) fields. A 2019 UNESCO report found that women represent only 29% of science R&D positions globally and are already 25% less likely than men to know how to leverage digital technology for basic uses. As the use and development of Artificial Intelligence (AI) continues to mature, its time to ask: What will tomorrows labor market look like for women? Are we effectively harnessing the power of AI to narrow gender equality gaps, or are we letting these gaps perpetuate, or even worse, widen? This collaboration between UNESCO, the Inter-American Development Bank (IDB) and the Organisation for Economic Co-operation and Development (OECD) examines the effects of the use of AI on the working lives of women. By closely following the major stages of the workforce lifecycle from job requirements, to hiring to career progression and upskilling within the workplace - this joint report is a thorough introduction to issues related gender and AI and hopes to foster important conversations about womens equality in the future of work.
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Zhou, Ruoyu, Wenjie Yang, Ming Wu, Yu Wang, and Liqiong Wang. A meta-analysis of prevalence and risk factors of Internet pornography addiction among adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0013.

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Review question / Objective: To provide an overview of prevalence and risk factor for Internet pornography addiction in adolescents according to meta-analyses. Condition being studied: Internet pornography addiction：A psychopathic state of being addicted to adult-talking chat rooms and online pornographic literature and videos. Research into the area of addictive sexual behaviors on the Internet began with an inquiry into the various constructs surrounding compulsive sexual behavior. Information sources: For literature on mindfulness practice for adolescent emotional disorders published before December , 20th, 2021, search databases will include Google Scholar, EMBASE, Web of Science, PubMed, the CNKI, the Chinese Science and Technology Periodical Database, VIP, Wanfang, and Cochrane Library.
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