Dissertations / Theses on the topic 'Science in Society'
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Blomley, Matthew. "The new science, social science, and society." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620289.
Full textEly, Joshua J. "Society and Science: Ancient Astronomy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/31.
Full textPalacpac, Eric Parala. "Science-Society interface in the Philippines." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515554.
Full textReza, Faisal 1980. "Human cloning : science, ethics, policy, society." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29582.
Full textIncludes bibliographical references (leaves 73-74).
The interplay of science, ethics, policy and society contribute to our understanding of and relation with human cloning. Genetic science and technology at the end of the twentieth century has permitted successful cloning of mammals and other animals. Such advancement has raised key ethical issues regarding the prospect of cloning human beings. Evaluation of these issues has led to policies aimed at regulating this novel technology. In tum, these policies strive to prepare our society for the scientific possibilities and ethical implications of human cloning.
by Faisal Reza.
B.S.
Hay, Gordon Lindsay. "Ideology, science, and discourse in contemporary society." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22049.pdf.
Full textHartwick, Elaine R., and Louise Zimmer. "The dialectic relation between society and science." Thesis, Boston University, 1985. https://hdl.handle.net/2144/30810.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The questions examined are central to the ongoing debate in science, which encompasses two general positions when answering the question, what is science? One position is the positivist tradition which views science as objective and value-free, while the other more structural tradition views science as value-laden. It was the latter position we adopted in handling the material.
2031-01-01
McIntyre, John Alan. "Science, Reason and Society: Foucalt and Habermas." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17087.
Full textDick, Barbara Kathleen. "Modern Arabic science fiction : science, society and religion in selected texts." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11907/.
Full textKemp, Stephen. "Reconciling science and society : a critical historicist approach." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22369.
Full textHallim, Robyn. "Marie Corelli: Science, Society and the Best Seller." Thesis, The University of Sydney, 2002. http://hdl.handle.net/2123/521.
Full textHallim, Robyn. "Marie Corelli science, society and the best seller /." University of Sydney. English, 2002. http://hdl.handle.net/2123/521.
Full textAbramsky, R. S. "Lay empowerment in science." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/33212.
Full textJolibert, Catherine. "Governance of Biodiversity: Bringing together society, policy and science." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/117448.
Full textThis research is underpinned by two observations: despite man-made directives, laws and initiatives, biodiversity is still shrinking; and the very concept of biodiversity combines societal, political and scientific considerations. The challenge of biodiversity loss therefore requires us to consider a three-layered theoretical framework that contains social and ethical (what are the values of biodiversity?), political (what are the legitimate mechanisms by which biodiversity can be protected?) and epistemological questions (how can we understand biodiversity?). In this thesis I develop this three-layered understanding of biodiversity and of the general issue of how we may best improve biodiversity governance from these three viewpoints in order to highlight the social, political and scientific foundations that humanity must understand and support if it is to address the issue of biodiversity protection in an effective way. To respond to this question, I focus on science-stakeholders interfaces in the field of European biodiversity research. I adopt a normative standpoint in which research that includes stakeholders was by definition more ‘social’, integrating human needs and the impact of human activity as fundamentals that should be considered if we are to meet the environmental challenges of the present and the future. In this context, the objectives of this thesis are (i) to shift from an anthropocentric human needs-based approach to a more global and ecosystemic one, (ii) to highlight perspectives that acknowledge the redistribution of state functions towards non-state, and bottom up environmental governance process, (iii) to shift toward multi-faceted, multi-directional process of knowledge production and transfer, and (iv) to turn the tensions and challenges related to interdisciplinary and intercultural research for sustainable development into opportunities. To reach these objectives, the thesis builds on four case studies that cover a critical assessment of (i) the extension of the Human-scale Development model to non-humans in analysing environmental conflict in South Europe, (ii) two mechanisms of governance: the participation of non-state actors and scenario-building for environmental planning in Western Europe, (iii) the level and modalities of stakeholder engagement in EU-funded FP6 biodiversity research projects and the impact of a more participatory approach, and (iv) the challenges and opportunities that arise when nine PhD students set out to write a doctoral dissertation within an interdisciplinary research project (GoverNat). To improve biodiversity governance, I therefore propose a holistic view of human and non-human needs, recognizing the intrinsic value of the living world (i.e. the social dimension of the concept of biodiversity, chapter 1); strengthen community life present and future, encouraging bottom-to-top collective decision-making (i.e. political dimension of the concept of biodiversity, chapter 2); involve and share experiences of key stakeholders, creating local networks for the co-construction of common knowledge (i.e. scientific dimension of the concept of biodiversity, chapter 3); and enable interdisciplinary communication and networks that require time and patience (chapter 4). This thesis offers arguments and tools to justify the protection of biodiversity in its social, political and scientific dimensions, and therefore also in an interdisciplinary context. It also feeds the debate on sustainable public policy-making. From now on, we need to support an integrative approach to governance in which the public are involved based on fundamental needs. This would enable an inclusive, permanent but dynamic reflexion on future environmental policy proposals.
Kawana, Y. "John Stuart Mill's projected science of society, 1827-1848." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18561/.
Full textCrosswhite, F. S. "Editorial - Trivia, Computers, Research, American Society, and Plant Science." University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/554217.
Full textFadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.
Full textLazarevic, David. "Life Cycle Thinking and Waste Policy : Between Science and Society." Doctoral thesis, KTH, Industriell ekologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-105781.
Full textQC 20121127
Shi, Yvonne Yuk-hang. "Science-technology-society education for primary pupils of Hong Kong." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267061.
Full textLazarevic, David Andrew. "Life cycle thinking and waste policy : between science and society." Troyes, 2012. http://www.theses.fr/2012TROY0037.
Full textThis study investigates the application of life cycle thinking (LCT) and life cycle assessment (LCA) in the field of waste management from perspectives based in the social sciences. LCT is explored through the theoretical construct of regimes, where theoretical resources drawn from the combination of the ‘pragmatic turn’ and the multi- level perspective of system innovation. This work is based on seven papers treating theoretical arguments, qualitative and quantitative analysis, case studies and semi-structured interview data. LCT is placed in the context of contemporary societies. LCT and LCA are seen as instruments of quantification and evaluation used by actors which have both similar and disparate objectives, and who offer justifications for its use through arguments embedded in conflicting pluralities of worth. Furthermore, this work analyses LCA as a tool for the qualification of the waste hierarchy; a waste management principle articulating the convention of closed material cycle economies. This study argues that the technological trajectory of waste management regimes has been significantly influenced, inter alia, by actors’ institutional articulation of the waste hierarchy at national and territorial levels. It discusses the legitimacy of the quantitative application LCT and LCA as intermediary objects used to qualify the waste hierarchy. Furthermore, LCT is placed in a prospective context which may be used to assist in the transition toward sustainable waste management
Harker, David. "Creating Scientific Controversies: Uncertainty and Bias in Science and Society." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1107692369.
Full texthttps://dc.etsu.edu/etsu_books/1017/thumbnail.jpg
Olmos, Peñuela Julia. "Science-Society interactions in the social sciences and humanities:empirical studies of the Spanish Council for Scientific Research." Doctoral thesis, Universitat Politècnica de València, 2013. http://hdl.handle.net/10251/31653.
Full textInteractions among agents in the innovation system are critical for the promotion of knowledge exchange, learning processes and the innovation process. The analysis of interactions between universities or public research organisations (science) and social agents (society) has received great attention in the scientific community because, among other reasons, the results of these interactions can have implications for the design of science and innovation policies and organisation management. This thesis analyses the interactions between researchers in the social sciences and humanities (SSH) and social agents. The SSH community is a collective that has been little studied from this perspective and presents particular characteristics as compared to other scientific fields. The three studies included in the thesis address different aspects of the topic and are based on empirical data obtained through surveys and interviews conducted in the Spanish Council for Scientific Research (CSIC). The first study explores whether the knowledge produced by the SSH is less useful than that produced in STEM fields (Science, Technology, Engineering and Mathematics), as science policy seems to presume when establishing measures based on indicators (patent licenses, R&D contracts with companies, creating spin off) that are difficult to apply to the SSH community. The empirical analysis shows that SSH research outputs are no less useful than those from STEM because, in both cases, there are social agents interested in them. However, the preferred type of collaborative mechanism varies across fields, as does the type of agent with whom researchers interact. Firms are the prevailing type of agent collaborating with STEM researchers whilst SSH researchers collaborate with a varied group of social agents (i.e. government, NGOs, etc.). The second study explores the extent to which SSH research groups engage with a variety of social agents through non¿formalized collaborations. To do this, two complementary analyses (quantitative and qualitative) are conducted. Results show that most of the collaborations are not institutionally formalized, which means that the research organisation does not identify, record or value them. However, engagement in these informal collaborations, that do not necessarily have an economic counterpart, are attractive due to the relatively low cost (in time and economic terms) of many such activities, the absence of restrictive conditions (e.g. IPR, confidentiality) and other intangible benefits accruing to the researcher. The third study examines the extent to which SSH research groups interact with social agents through different knowledge transfer (KT) activities ¿consultancy, contract research, joint research, training and personnel mobility¿ and identifies the determinants of each. Results show that the most frequent KT activities are consultancy and contract research, while personnel exchange is a marginal activity among those analysed. The study of the factors determining the engagement in these activities shows that consideration of the social uses of the research outputs from the beginning enhances research groups¿ engagement in all the knowledge transfer activities analysed. Overall, the three studies support the conclusion that SSH research produces knowledge and outputs that are of interest to society. However, differences from other scientific fields are found in terms of the prevalent type of interaction mechanisms used and the variety of social agents with whom interactions are established. These findings may have practical utility for the design of policies aimed at encouraging and enhancing the range of interactions, for improving managerial practices and for the assessment of these interactions through indicators able to capture the type of interactions identified in this thesis.
Olmos Peñuela, J. (2013). Science-Society interactions in the social sciences and humanities:empirical studies of the Spanish Council for Scientific Research [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/31653
TESIS
Premiado
Jasper, William Gordon. "Detecting biology teachers' images of teaching about science, technology, and society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34964.pdf.
Full textWickstrom, Craig M. "A Post-Critical Science of Administration: Toward a Society of Explorers." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1513694390316079.
Full textGalbraith, Sarah Marie. "Utiles et Necessarias : Early Modern Science and the Society of Jesus." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24895.
Full textWhite, Avery F. "An Open Society: Robert Nozick’s Utopian Project." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565805139549975.
Full textGovett, A., and Alison L. Barton. "Bringing Science of Mind to [Science] Educators: Mindfulness in the Science Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3425.
Full textMcIlwaine, Stephen John. "Science, journalism and society : overcoming the "red shift" in the 21st century /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18569.pdf.
Full textEmiroglu, Sinem. "Information Society: National Science And Technology Policies In Turkey And South Korea." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614980/index.pdf.
Full textdevelopment perspective
furthermore aims to study the economic, social and structural dimensions of information society related policies with the case studies of Turkey and South Korea. Although in 1950s Turkey and South Korea had similar characteristics in terms of basic economic and social indicators, Turkey has lagged behind in South Korea in terms of development perspective and information society parameters. In addition, information society levels of Turkey and South Korea are measured and compared by ICT development index. Information society policies of South Korea and Turkey are analyzed in the scope of national science and technology policies separately. In theoretical perspective, transforming to information society is analyzed on the basis of &ldquo
Deployment policies in the field of ICT&rdquo
and &ldquo
Two models of network policy formation&rdquo
. The findings of the study indicate that, although hegemonic ruler organizations determine science and technology and transforming to information society related policies, government should not apply these policies without considering their internal dynamics. These policies should be re-evaluated and modified in the scope of national advantages and priorities. In addition, this study aims to indicate the importance of the role of science and technology policies on being an information society for 21st century.
Taylor, Kenneth. "Genetic science in the risk society : contrasting responses of government and public." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432581.
Full textRogers, Juan D. "Implementation of a national information infrastructure : science and the building of society /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09062007-142652/.
Full textJudson, Tracey F. "Civil society, second society and the breakdown of Communist regimes in Central and Eastern Europe : Poland, Czechoslovakia and Romania." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/33163.
Full textRossi, Michael Paul Ph D. Massachusetts Institute of Technology. "The rules of perception : American color science, 1831-1931." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69452.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 365-389).
Although vision was seldom studied in Antebellum America, color and color perception became a critical field of scientific inquiry in the United States during the Gilded Age and progressive era. Through a historical investigation of color science in the United States in the late nineteenth and early twentieth centuries, I argue that attempts to scientifically measure, define, and regulate color were part of a wider program to construct a more rational, harmonious, and efficient American polity starting from one of the very baseline perceptual components of reality - the experience of color. As part of this program, I argue secondly that color science was as much a matter of prescription as description - that is, color scientists didn't simply endeavor to reveal the facts of perception and apply them to social problems, they wanted to train everyday citizens to see scientifically, and thereby create citizens whose eyes, bodies, and minds were both medically healthy and morally tuned to the needs of the modern American nation. Finally, I argue not simply that perception has a history - i.e. that perceptual practices change over time, and that, for Americans of a century ago, experiences of color sensations were not taken as given but had to be laboriously crafted - but also that this history weighs heavily upon our present day understanding of visual reality, as manifested not least of all in scientific studies of vision, language, and cognition. Employing a close reading of the archival and published sources of a range of actors including physicist Ogden Rood, semiotician Charles Peirce, logician Christine Ladd-Franklin, board game magnate Milton Bradley, and art professor Alfred Munsell, among others, this study reveals the origins of some of the most deeply-rooted conceptions of color in modern American culture.
by Michael Paul Rossi.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS
Thornton, Timothy John. "Political society in early Tudor Cheshire 1480-1560." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359719.
Full textHassan, Qais Mahmoud. "A multilayered agent society for flexible image processing." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1688.
Full textGiustozzi, Antonio. "War, politics and society in Afghanistan 1978-1992." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265765.
Full textGoodare, Jennifer. "Representing science in a divided world : the Royal Society and Cold War Britain." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/representing-science-in-a-divided-world-the-royal-society-and-cold-war-britain(3b43e9ec-765b-4944-b9b3-ea0284fc7d66).html.
Full textOrjuela, Luis Javier. "Columbian society in the 1990s : fragmentation, legitimacy, and efficiency." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/2638.
Full textBaldursson, Eirikur. "The elusive frontier : on the emergence and change of a science-society contact /." Göteborg : Dept. of Theory of Science and Research, 1995. http://www.gbv.de/dms/goettingen/221641823.pdf.
Full textRoss, Charlotte. "Representations of science, literature, technology and society in the works of Primo Levi." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/1220/.
Full textMacGuire, Frances. "Bridging science and society in the debate over high temperature incineration of PCBs." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321002.
Full textOkusu, Haruko. "Rethinking science and society : risk assessment of agricultural modern biotechnology for developing countries." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434539.
Full textFyfe, Aileen Kennedy. "Industrialised conversion : the Religious Tract Society and popular science publishing in Victorian Britain." Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/270409.
Full textBaldursson, Eirikur. "The elusive frontier : on the emergence and change of a science-society contract /." Göteborg : Göteborg university, Department of theory of science and research, 1995. http://catalogue.bnf.fr/ark:/12148/cb369720162.
Full textWong, Kai-shung. "Evaluating teaching units on science issues in society a case study in sixth form curriculum /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627036.
Full textKuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.
Full textGleason, Mary Louise. "The Royal Society of London years of reform, 1827-1847 /." New York : Garland, 1991. http://books.google.com/books?id=_rHaAAAAMAAJ.
Full textNash, Sarah. "Social diversity and democratic society: A study of policing." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9264.
Full textMakki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.
Full textTitle from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
Stokes, Christopher Anthony. "Information societies in formation : making information-society strategies." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322863.
Full textKelkar, Shreeharsh. "Platformizing higher education : computer science and the making of MOOC infrastructures." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107312.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 211-223).
This dissertation investigates the role of software in institutional transformation using the example of Massive Open Online Courses or MOOCs. It ethnographically tracks the development of the software infrastructure being built for MOOCs, focusing on three communities-programmers, instructors, and researchers-who centrally participate in the MOOC start-ups' stated mission of reinventing higher education. It argues that MOOC infrastructures are best viewed as an example of a heterogeneous software assemblage that I call the "software-as-platform," that is today being widely deployed and used in a number of industries and institutions. The software-as-platform consists primarily of software that holds together a variety of normative logics: open-endedness; fast, iterative, production processes; data-driven decision-making; governance for emergent effects; scalability; and personalization. Of these, the most important is that its creators give to it an open-endedness as to its ultimate purpose: thus, the assemblage is often framed using the language of "tools" or "platform." I then argue that the software-as-platform is a vehicle through which the norms and practices of Silicon Valley are making their way into other institutions, a process I call "platformization." Finally, I suggest that the software-as-platform enables the emergence of a new form of expertise: tool-making. Tool-makers see themselves as building software tools, whose ultimate purpose comes from their users. The tools themselves draw on many other kinds of expert knowledge chosen at the discretion of the tool-builders. The dissertation consists of four chapters bookended by an Introduction and a Conclusion. Chapter 2 is an analysis of the public discourse around MOOCs. Chapter 3 describes MOOC infrastructures, showing how a cluster of institutions, software, and people are organized to produce the plethora of courses as well knowledge about education. Chapter 4 tells the story about how edX, a MOOC start-up, turned itself from an educational organization into a software organization by deploying the software-as-platform, thereby transforming and displacing particular institutional roles. In Chapter 5, I analyze the practices of a rising class of tool-makers, computer scientists, and describe how they are able to draw on other kinds of expertise, and intervene in new domains, while still presenting themselves as neutral system-builders.
by Shreeharsh Kelkar.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)