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Dissertations / Theses on the topic 'Scientists'
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Limson, Janice. "SA scientist one of the top five female physical scientists." Science in Africa, 2008. http://hdl.handle.net/10962/d1006283.
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South African scientist Professor Tebello Nyokong scoops 2009 L’ORÉAL-UNESCO For Women in Science Award. Announced on November 10, South African scientist Professor Tebello Nyokong has become the first South African scientist to win the L’ORÉALUNESCO award for women in science for research in physical sciences.
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Hancock, Sally. "Political scientists? : the UK knowledge economy and young scientists." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/14411.
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This thesis is an exploration of the UK knowledge economy, and its implications for the present and future lives of STEM (science, technology, engineering, mathematics) doctoral students at a research-intensive UK university. The research methodology included a critical literature review, focus groups, a large scale survey, and depth interviews. The thesis reports that the UK knowledge economy is a known phenomenon to young scientists and, across the population of young scientists, five distinct moral positions towards the knowledge economy are discerned. These five moral positions form a spectrum, ranging from ‘anti’ to ‘pro’ knowledge economy. Young scientists’ moral positions on the knowledge economy are revealed to be a key aspect of their scientific identity. That the scientific identities of young scientists are in part moral contradicts dominant images of the scientist who, in Steven Pinker’s words, is often construed as an ‘amoral nerd’ (Pinker in Shapin, 2008: xv). Young scientists’ conceptions of identity are however, notable for their narrowness. Young scientists continue to rely upon the paradigm of modernity when forming their moral position on the knowledge economy, and constructing their identity. Accordingly, they view scientific identity as solid and stable. A game theory informed analysis illuminates how young scientists strategically tailor their scientific life in order to construct and sustain a stable identity; the achievement of which, they believe, is the best preparation for a scientific career. The irony of this finding is that contemporary science is shaped by postmodern forces: the knowledge economy and liquid modernity. These forces generate diversity, contradiction and perpetual change. It is argued that young scientists must develop a liquid scientific identity, fit for these conditions. Three reforms of the STEM PhD are proposed to enable universities to support young scientists to ‘avoid fixation and keep the options open’ (Bauman, 1995: 20).
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Lowe, Richard Kingsley. "Scientists' and non-scientists' mental representation of scientific diagrams." Thesis, Lowe, Richard Kingsley (1992) Scientists' and non-scientists' mental representation of scientific diagrams. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/51370/.
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Diagrams are an ubiquitous means of depicting information. As well as being a valuable professional tool for both thinking and communicating, diagrams are widely used to help students learn various disciplines. However, in this context diagrams are used not only with the expectation that they will enrich the students’ knowledge of the discipline, but also with the assumption that diagrammatic information is inherently easier to process than other presentations.
This research arose from theoretically motivated doubts about the capacity of those without expertise in a particular discipline to process diagrams more easily than other presentations. It was set within the general expert-novice framework and based upon a theoretical position that diagram processing is not driven directly by the diagrammatic data but rather is mediated by an individual’s mental representation of those data. It gauged the processing capability of those without discipline expertise by comparing the way professional scientists represented diagrams mentally with the way they were represented by non-scientists. The scientists and diagrams used as illustrative examples in this research were professional meteorologists and weather maps respectively. If nonscientists’ mental representations of given diagrammatic material differ with regard to important fundamentals from those of scientists, they may not be able to process the material effectively without considerable support.
The results indicated fundamental differences between the way diagrams were represented mentally by the scientists and non-scientists. The nature and extent of these differences indicated that the non-meteorologists lacked a suitable basis for processing the diagrams in a way that would help them learn about the discipline. Their mental representation was impoverished, fragmentary and mainly based upon superficial visuospatial characteristics of weather map diagrams’ pictorial constituents. It was largely without the fundamental domain-specific meteorological dimension that was the basis of the scientists’ mental representation and was lacking in organisation, detail and scope. Whereas the scientists’ mental representation set the information from a particular weather map diagram in a much broader temporal and spatial meteorological context, the non-scientists’ mental representation was limited to the particular diagram under consideration and lacked the scientists’ highly interrelated and hierarchical structure between different types of information.
This research shows that the task of processing diagrams may not be as different from the task of processing other types of presentation as might be supposed. It indicates that as with other forms of presentation such as text and mathematics, individuals lacking experience in a discipline will have a limited capacity to make effective use of diagrammatic presentation. An inference from this research therefore is that diagrams cannot be regarded simply as an alternative form of presentation that is easier to process than other modes. Rather, the indications are that specific instructional support for students would be required with regard to the context, subject-matter principles and type of organisational structure that are the basis of the types of diagram which characterise a particular discipline. An improved realisation of the instructional potential of diagrams would require a change from the largely informal and somewhat haphazard manner by which students typically learn how to use diagrams at present, to more formal and systematic approaches. The development of such approaches requires further research to increase understanding of the nature of diagram processing and determine how this understanding may be translated into effective pedagogical strategies.
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Rendon, Netassha M. "Preservice Teachers' Images of Female Scientists, Male Scientists, and Teacher as Scientists: An Analysis of Stereotypical Indicators." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609176/.
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The role of depicting and analysing scientist images to reveal gender-science stereotypes among students in K-12 classrooms is an ongoing research trend in science education literature. The study reported here carries on this research trend but focuses on preservice elementary teachers' images of scientists. The purpose of this study was to investigate the relationship between preservice elementary teachers' gender and ethnicity and their drawn images of a female scientist, male scientist, and teacher as a scientist, respectively and the similarities and differences among images. In this study, preservice elementary teachers were asked to draw a female scientist, male scientist, and teacher as a scientist, respectively. One hundred and fifty participants indicated their gender and one hundred and twenty-five indicated their gender and ethnicity. Five hundred and eighty eight images were analysed. The data was analysed using a modified Draw-A-Scientist-Test Checklist (DAST-C) and chi-square tests. The results of this study indicate that gender-science stereotypes held by preservice teachers exist among genders and ethnicities. Factors that contribute to diminish or promote stereotypical images of scientists are age, education, culture, role models, and inquiry-based instruction. Also, similarities and differences between images of a female scientist, male scientist, and teacher as a scientist show that preservice teachers know how to draw scientists with physical indicators but do not include a realistic environment or activities for the scientist.
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Millen, Catherine Diane. "Women scientists, groups of women scientists, and the feminist critique of scientific knowledge." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388009.
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Lee, Sooho. "Foreign-born scientists in the United States do they perform differently than native-born scientists? /." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-11182004-171022/unrestricted/lee%5Fsooho%5F200412%5Fphd.pdf.
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Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2005.Bozeman, Barry, Committee Chair ; Rogers, Juan, Committee Member ; Gaughan, Monica, Committee Member ; Stephan, Paula, Committee Member. Vita. Includes bibliographical references.
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Sun, Xiao-e. "Transnationalism of recent ethnic Chinese scientists in the United States /." Connect to title online (ProQuest), 2009. http://proquest.umi.com/pqdweb?did=1883697251&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Matthews, Anna Zosia. "The practice of climate change scientists in the UK and US : money, scientists and climate change." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/2830/.
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Anthropogenic climate change is a potentially serious ecological problem. The science of climate change is complex, uncertain and contested. This combined with the scale of its potential terrestrial impacts has ensured that the topic remains the focus of debate amongst scientists, politicians and the wider public. The importance of climate science, and of climate scientists as experts informing the policy process, has contributed to the controversy that surrounds the production of scientific knowledge in this field. Previous studies have claimed that climate science has been unduly influenced both by external vested interests and the inappropriate emphasis placed by some climate scientists themselves on securing continued research funding. Against this background the thesis explores the funding of climate change research in the UK and USA. In this it pays particular attention to the attitudes and experiences of climate change scientists themselves through a study of their accounts of the process of obtaining research funding. The thesis begins by reviewing the development of climate change science since the start of the 20th century, with particular attention to its progressive politicisation in recent decades. This introduction to the empirical focus of the thesis is complemented by an exploration of previous theoretical expressions of the relationships between science and scientists, and wider society. A neo-Marxist approach is advanced as a potential theoretical foundation for the thesis. The implications of this approach for research methodology are next outlined. Interviews with US and UK climate change scientists and associated social commentators provide the basis for a more detailed exploration of their perceptions of relationships in practice between climate change science and wider societal forces. These accounts focus in particular on the availability of research funding and its distribution between researchers adopting different scientific positions on climate change. Government and business are highlighted as important influences upon the scale and distribution of financial support for climate change research - and by extension upon the conduct and content of climate change science. The interviews also suggest, however, that climate scientists feel at least some degree of freedom from their paymasters; a perception not exclusively confined to a small elite of leading scientists. Processes of bidding for funding, and research review and dissemination allow scientists to engage in strategic behaviour to secure support for research that addresses their own interests. Furthermore, the continuing debate between scientists about the reality, causes and scale of anthropogenic climate change of itself helps to maintain funding for research in this field.
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Lovász, Bukvová Helena. "Scientists' self-presentation on the Internet." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-87592.
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The doctoral thesis studied the behaviour of scientists on Internet profiles. The scientific community is founded on communication. The advance of research, the evaluation of research results, the reputation of individual scientists - all rest on constant interaction among the community members. The Internet, as a flexible channel for world-wide communication, has a considerable potential for the scientific community. Besides often discussed consequences for scientific publishing, the Internet also offers new opportunities for self-presentation of scientists. In this thesis, the online presence of scientists was studied with a 'positive lens', concentrating on how the Internet can be used to enhance scientists' individual self-presentation.
The doctoral thesis consists of five essays: an overview and four essays documenting separate research projects. The research was founded on the radical constructivist understanding of reality. It was classified as connected to three areas: research on science communication, research on digital identity, and research on generation of online content. Viewing the existing literature in these areas, three focal points were identified, which informed and guided the formulation of research aims and the implementation of research projects: focus on Internet self-presentation, assumption of strategic importance, and need for a holistic view. The aims of the thesis were (A) to develop a holistic understanding of scientists' Internet presence, (B) to study behavioural patterns on scientists' Internet profiles, and (C) to develop an instrument to support the development and management of scientists' Internet self-presentation. Based on these aims, four research projects were carried out. Each project pursued own research questions or objectives using suitable methods, yet all contributed to the overall aims of the thesis. Thus the thesis presents conceptual, empirical, and applied findings resulting from a multi-method approach and contributing both to research on Internet self-presentation as well as to practice in the management of online presence.
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Ndabeni, Khanyi. "Rhodes professor among best women scientists." The Herald Online, 2008. http://hdl.handle.net/10962/d1006278.
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A RHODES University scientist's ground breaking work in harnessing light for cancer therapy has won her a United Nations award worth almost R1- million. Named on Monday by the UN Educational, Scientific and Cultural Organisation (Unesco) as one of the world's top five "Exceptional Women Scientists", Professor Tebello Nyokong said winning the award was "just like getting a Nobel Prize". She was also recognised for her work regarding environmental cleanups. Nyokong, 57, grew up herding sheep in Lesotho and was unable to afford shoes. She now works in Rhodes University's chemistry department. She won the award for the Africa and Arab states category on World Science Day, which took place on Monday.
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Myrtle, Raymond Peter. "Student ideas about scientists and their work." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31246.
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Students in a summer work experience in university science and engineering laboratories were interviewed before, and near the end, of their three week placement to find their ideas about scientists and their work.
The study indicates that the friendliness of the people was a significant feature of the scientist's setting for all the students. Although all but one of the seven boys mentioned elements of the task or working with equipment first when discussing significant features of the experience, they all commented on the friendliness of the people. However, for all five girls and one of the boys, the friendliness of the people was the most significant feature of the experience and little was said about the task or working with equipment.
Before the placement the students were unsure of the friendliness of the scientists, and anticipated that scientists had serious and grave dispositions. Many thought the atmosphere of the laboratory would be formal, while others held a variety of ideas about the laboratory's formality. Scientists' work was thought to be demanding, requiring dedicated, hardworking, single-minded, serious persons who worked abnormal hours.
Following the placement, the students were relieved to find that 'scientists were friendly'. In addition they found that the people in a scientist's setting were informal, that they were 'not serious' and were often 'joking around'. The students' initial idea that a scientist's work is demanding was confirmed. Following the placement the students thought that scientists needed to be dedicated and serious about their work, but like other professionals, scientists sometimes needed to work 'abnormal hours'. While scientists did concentrate on the job, they were not 'thinking day and night only about their work'. However, the students thought that becoming a scientist took more effort than other similar careers.
There was no significant change in career choices as result of the experience.
Based on the results of this study it is recommended that in order to improve students' views of science, teachers and others should emphasize that scientists are friendly, informal, intelligent, normal people, and that there are a range of work roles in science requiring various levels of education, effort and commitment.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Siegel, Angeline M. "Unspoken connections| Scientists' intersubjective experiences with animals." Thesis, Saybrook University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711355.
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Little is known about the scientist-animal relationship; therefore, the aim of this study was to learn how moments of intersubjectivity, or "oneness" are created and experienced by scientists. It is by appreciating the risks and vulnerabilities intrinsic to human-animal relationships that propel the present investigation. The current cultural bias of valuing objectification and detachment as the predominant form of scientific investigation overlooks relational subtleties intrinsic to deriving meaning from humananimal studies. By examining scientists and their descriptions of intersubjectivity with their animal participants, a greater understanding of society's philosophical and ethical deliberations on the human-animal relationship may be revealed. An exploratory, sequential mixed-method design was utilized to phenomenologically examine intersubjectivity, as well as to measure the prevalence of its dimensions within the larger academic population. Phenomenological analysis from ten interviews identified humananimal intersubjectivity as having four significant phases: joint mindfulness, synchronized embodiment, intrinsic belonging , and transcendental awareness. Spearman correlational analysis from fifty-four responses to the online survey supported these findings, as well as identified a potential link with the variables of proximity (r s = .469, p < .05, n=25), closeness (rs = .483, p < .01, n=25), similarity (rs = .483, p < .01, n=25) and embodied awareness (rs = .421, p < .01, n=25) that account for variation in the scientific population. When examining past behavior as it related to current scientific practices, gender differences emerged that resemble those reported by neuroanatomical studies. Lastly, further mixed analysis identified academic and cultural risks that were met by employing concealment and silencing strategies. These results add valuable depth in the interpretation of intersubjectivity and its relationship with scientific behavior, as well as insight into the role of intersubjectivity within ethical and philosophical debates.
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Vit’ko. "YOUNG GENERATION OF SCIENTISTS: ADVANTAGES AND DISADVANTAGES." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33925.
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Polaha, Jodi, Jennifer Funderburk, Tina Studts, Lesley Manson, J. D. Smith, Nadiya Sunderji, and Mark Vosvick. "Shark Tank: Clinician Innovators to Clinician Scientists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6659.
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Polaha, Jodi. "Psychologists as Scientists in Integrated Primary Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6763.
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This course will help psychologists-in-training begin to develop the knowledge, attitudes, and skills to provide leadership, clinical and consultation services, as well as program development and evaluation assistance in primary care settings. The “plug and play” structure of the course is designed to enable all graduate programs, even those who do not have faculty with direct primary care experience, offer training to students in this burgeoning area of integrated primary care.
Each module includes PowerPoint lectures with faculty notes, student exercises, illustrative videos that are easily accessed when the PowerPoint is in full screen mode and wifi is available, resources, and references. Instructor manuals elucidate key concepts and provide additional readings and resources. The modules can be supplemented to meet individual program needs and individual modules can be used as colloquia lectures or as adjunct lectures in existing classes.
The curriculum was developed by a core group of nine primary care psychologists with vast experience working and training in integrated primary care. Some of the topic modules, such as working with older adults and managing chronic pain, were written by experts in particular subject areas, in collaboration with the core team to ensure that they retained a foundation in primary care.
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Odhiambo, Francis O. "The information behaviour of Kenyan medical scientists." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7274.
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The subjects of this research are Kenyan medical scientists. The study aims to investigate the Kenyan medical scientists' information behaviour in the context of their research information acquisition. It also aims to show how research can function in conditions of relative information deprivation. The theoretical framework of the study has been designed to include both quantitative and qualitative methods. Wilson's model of information behaviour is used to develop the conceptual framework of this study. Triangulation is used in data collection and is achieved by the use of interviews, documentary analysis and observation. Both quantitative and qualitative techniques have been used for the analysis of data It is found that the medical scientists work under conditions of relative information deprivation. Libraries are inadequate and have deteriorating collections, while informal personal contacts are difficult to establish and maintain. Personal collections are thin and disparate while travel to conferences is also severely constrained. In spite of this, excellent research is continuing using the limited resources available. An attempt is made to show how research functions.
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Mecham, Stella. "How can we educate future forensic scientists?" Thesis, Mecham, Stella (2021) How can we educate future forensic scientists? Masters by Coursework thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/61361/.
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Over the past two decades, in particular, the field of forensic science has experienced a significant development bringing this ever-evolving field to the public’s attention. Forensic science education has undergone a rapid expansion in the number of courses and the number of students enrolling. This literature review aims to research the past 20 years of literature to understand what education is and has been for science as well as looking into future techniques and learning tools that may be useful for the future 20 years in particular for the future of forensic education. In science education, the classic didactic lecture and inquiry-based learning has transitioned to more technological and hands-on approaches like active lectures, practical learning, virtual reality, online learning, and problem-based learning. Literature around forensic education is very minimal with virtual reality, gamification, and online learning being the approaches commonly mentioned as the new way forward.
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Lee, Jinling. "Scientists' Attitudes Toward Media Coverage of Disasters." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/292231.
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Riesch, H. "Scientists' views of the philosophy of science." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446063/.
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Many studies in public understanding of science emphasise that learning how to do science also involves learning about the philosophical issues surrounding the nature of science. This thesis aims to find out how scientists themselves talk and write about these philosophical topics, and how these topics get used in scientific thought. It contrasts scientists' opinions on these issues with how they are portrayed in popular science, and also contrasts them with how philosophers themselves have justified their ideas. Through analysing how scientists talk and write about philosophical topics, it aims to find out what and how scientists themselves think and learn about the nature of science, and what they would like other people to learn about it. 30 popular science books were analysed for how they treat philosophical topics on the nature of science. 40 academic scientists were then asked in a series of semi- structured interviews questions based on the philosophical topics that were found discussed most often in the books. Five philosophical topics are dealt with in detail: The demarcation question of "what is science", the philosophies of Popper and Kuhn, Occam's razor and reductionism, which reflect the most common philosophical themes in the popular science books. In interpreting the books and the scientists' responses on these topics, I use the concepts of boundary work and boundary objects, and social identity theory. It demonstrates that philosophical topics can be used to draw boundaries and to define social identities around science or various disciplinary affiliations. Philosophies and famous philosophers like Popper also act as boundary objects facilitating scientific communication across boundaries. The talk surrounding the various philosophical categories however often hides a big variation in actual philosophical opinion, which is set slightly apart from how the philosophy itself is discussed.
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Sosa, Nicholas. "Melting Poles, Polio, and Moral Perceptions of Scientists: Humanization and Trust of Scientists in Moral Dilemmas Predicts Science Acceptance." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1550575151240985.
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Jackson, Julie Kay Cropper. "What sparks interest in science? : a naturalistic inquiry /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Holmes, A. R. "Improving our STAMINA : exploring the relationships between farmers, natural scientists and social scientists in cross-disciplinary, upland arable land research." Thesis, Cranfield University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501010.
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There have been increasing concerns about predicted climate change and a growing emphasis by governing bodies, such as the EU, on a multidisciplinary, integrated approach to technology development, which encourages and facilitates the active participation of end-users. STAMINA was an EU funded research project, which was developed to assess and model the risks and adaptation capacity of farming systems in hilly arable areas. An essential goal of the project was to establish dialogue with potential users of the new STAMINA technology, i.e. farmers, and include their perceptions in the production of a computer support tool aimed to aid decision making processes. This thesis was designed to facilitate this goal by developing a better understanding of farmers and scientists and the different types of knowledge that each 'ould contribute. The broad aim was to identify the constraints to the successful development, as well as the subsequent uptake and adoption, of the STAMINA inology in upland, arable areas of the UK.
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Drenker, Michelle Irene. "European scientists in Canada : the transatlantic brain drain." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38165.
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This study focuses on the emigration of scientists from the European Union to Canada, and the resulting ‘brain drain’ for Europe. While brain drain encompasses a wide array of professions and industries, the scientific research community is relatively cohesive, highly internationalized, and affords an arguably significant level of mobility for successful contributors. The European Union has attempted to remedy this loss of ‘star scientists’ by implementing a variety of schemes and initiatives aimed at re-attracting and retaining top scientists in Europe. Through the creation of the European Research Area, the EU has made an effort to better coordinate scientific research and development across member-states. At the same time, the allocation of funding to reintegration grants provides economic incentive for scientists who have left to return to Europe. Both schemes aim to position the European research community as a key player in the global competition for scientific talent. These initiatives notwithstanding, a significant percentage of scientists who have left have Europe have no intention to return.
The question arises: why are European scientists emigrating to North America, specifically Canada, and why do they remain there, despite the variety of policies and programs aimed to attract and retain the highly skilled workforce in the European Union? The question is examined through qualitative methods, including both policy analysis as well as primary data gathered from 20 in-depth interviews. The project provides a close-up perspective on the motivations and concerns underpinning the migration decisions of these ‘star scientists’, and the ways in which they navigate not only the research sector, but also the world.
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Baker, Lisa M. "How scientists reason : the use of unexpected findings." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68069.
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While there is much data in the experimental cognitive psychology literature reporting that subjects working on science-like tasks ignore findings inconsistent with their hypotheses, much cognitive science research has found that reasoners focus on unexpected findings. To study how real-world scientists deal with unexpected findings, data was collected from a prominent immunology laboratory. Four lab meetings were analyzed using a standardized coding procedure. The amount of reasoning, interactions, and new hypotheses about unexpected versus expected findings was analyzed. Presenters at the meetings reasoned more about unexpected than expected findings, and group members reasoned and interacted extensively about unexpected findings. Both presenter and group members formed more new hypotheses about unexpected than about expected findings. These results are consistent with the finding in cognitive science research that reasoners focus on unexpected data. It is proposed that several heuristics influence which unexpected findings scientists pay attention to.
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Xiao, Fang. "Interdisciplinarity among Academic Scientists: Individual and Organizational Factors." Georgia Institute of Technology, 2014. http://scholarworks.gsu.edu/pmap_diss/50.
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Drawing on a wide variety of social science theories, this study investigates the effects of tenure system, university climate for interdisciplinary research (IDR), gender, and industry experience on academic scientists’ engagement in IDR in different disciplines. Using survey and bibliometric data, two dependent variables are generated to measure production aspects of IDR: the self-reported percentage of IDR papers which is from researchers’ own estimate of their IDR papers responding to one survey question, and the calculated percentage of IDR papers which is a combination of two bibliometric indicators of scientists’ borrowing and boundary crossing activities. Results find that our conventional wisdom about the effects of some individual and organizational factors on scientists’ propensity to engage in IDR is outdated, and their effects depend on the disciplinary contexts. These findings suggest science policy makers, funding agencies and university administrators to keep fresh and informed about scientists’ research activities and underlying context and take full into account of distinct characteristics of different disciplines when they make or reform policies to encourage IDR work.
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Stiles, Lori. "Scientists at UA, Collaborating Institutions Decode Maize Genome." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2010. http://hdl.handle.net/10150/622061.
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Ortega-San-Martin, Luis. "Albert the Great: the patron saint of scientists." Revista de Química, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101440.
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He aquí una visión personal de la vida y obra de quien hoy en día es considerado como el santo patrono de los científicos. Alberto Magno fue un religioso católico ávido por entender la naturaleza de todas las cosas. Fue autor de diversas obras filosóficas y teológicas, pero tambiénde tratados sobre minerales, biología, física e incluso de alquimia. Vivió en la Europa del siglo XIII y ya entonces defendía los principios del método científico.He aquí una visión personal de la vida y obra de quien hoy en día es considerado como el santo patrono de los científicos. Alberto Magno fue un religioso católico ávido por entender la naturaleza de todas las cosas. Fue autor de diversas obras filosóficas y teológicas, pero tambiénde tratados sobre minerales, biología, física e incluso de alquimia. Vivió en la Europa del siglo XIII y ya entonces defendía los principios del método científico.
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Salehjee, Saima Qasim. "Making scientists : developing a model of science identity." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/14670.
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This study is an analysis of a three-phase study with twelve professional scientists and non-scientists (Phase One), one-hundred and twenty-three science and non-science university students (Phase Two) and thirty secondary school girls (Phase Three), to illustrate their ‘science lives’. I have used identity theories and transformational learning theory (TLT) to illustrate transformation or movement of learners towards, or away from, science. The understanding of these models and theories have led me to design a theoretical model of science identity (Sci-ID) that represents the global forces (GF) experienced by learners, the social agencies and agents (SA) that embody those forces, the transformational learning (TL) experiences (events, triggers and interventions) that shape personal meaning, and the inclinations and individual internal agency (IIA) that impact upon individuals’ subject and career choices. I have adopted semi-structured ‘narrative’ styled interviews, a descriptive questionnaire and science ‘intervention evaluation’ approaches from the three cohorts. The data generated has been analysed in several ways, including the use of synoptic analysis to construct individual stories about the participants, in third-person voice, from their responses. These stories and the broader, aggregated, thematic, outcomes have been used to examine the Sci-ID model. These outcomes stress three main themes related to the study (or not) of science, that include (i) progressive transformational learning and smooth transformation, (ii) progressive transformational learning and wavering transformation and (iii) reconstructive transformational learning and wavering transformation. These themes indicates that people in life accept and reject certain TL experiences that either ‘go with their IIA’ or ‘go against it’. The majority find their way, choose and select TL experiences exhibiting small or medium movement towards or away from science. However, very few people exhibit large movement accompanied by regressive TL experiences. This study also reveals the existence of two very broad kinds of people (i) people who demonstrate stable pro-science or anti science and (ii) ‘fluid’ people who populate the centre-ground between pro-science and anti-science people. The fluid group caught my attention because their IIA shows greater ambivalence and the impact of GF, SA, incorporating events, triggers and interventions appear to have more impact than on those with a more stable science identity. Therefore, through six science education-based interventions I was able to work with – and influence - more ‘fluid’ kinds of secondary school girls. I used a number of mini-transformative experiences that led them to gain appreciation of science-based education and possible future science careers.
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Checkel, Jeffrey T. (Jeffrey Taylor). "Organizational behavior, social scientists, and Soviet foreign policymaking." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13909.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1991.Includes bibliographical references (p. 427-472).
by Jeffrey T. Checkel.
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1991.
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Chudamani, K. S., and H. C. Nagarathna. "A model of information use behavior by scientists." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105351.
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Poster paperThe services that are provided in a library are at various levels and varieties. Library automation services such as computerized OPAC, e-mail based reference service etc., are be-ing provided. Also, Web based services like Web Opac, E-Journals, CD-ROM Collection search, Bibliographical database services such as Engineering village 2, Compendex, Chemi-cal Abstract, Web of science, are being provided.
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Robbin, Alice. "Social scientists at work on the electronic network." Meckler, 1992. http://hdl.handle.net/10150/105712.
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The purpose of this article is to contribute to our stock of knowledge about who uses networks, how they are used, and what contribution the networks make to advancing the scientific enterprise. Between 1985 and 1990, the Survey of Income and Program Participation (SIPP) ACCESS data facility at the University of Wisconsin-Madison provided social scientists in the United States and elsewhere with access through the electronic networks to complex and dynamic statistical data; the 1984 SIPP is a longitudinal panel survey designed to examine economic well-being in the United States. This article describes the conceptual framework and design of SIPP ACCESS; examines how network users communicated with the SIPP ACCESS project staff about the SIPP data; and evaluates one outcome derived from the communications, the improvement of the quality of the SIPP data. The direct and indirect benefits to social scientists of electronic networks are discussed. The author concludes with a series of policy recommendations that link the assessment of our inadequate knowledge base for evaluating how electronic networks advance the scientific enterprise and the SIPP ACCESS research network experience to the policy initiatives of the High Performance Computing Act of 1991 (P.L. 102-194) and the related extensive recommendations embodied in Grand Challenges 1993 High Performance Computing and Communications (The FY 1993 U.S. Research and Development Program).
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Hendriks, Barbara. "Clinician Scientists als Akteure im Kontext Translationaler Forschung." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/20037.
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Clinician Scientists werden im Kontext einer Translationalen Forschung als Schlüsselfiguren thematisiert, insbesondere seit ihnen das Potenzial zugesprochen worden ist, biomedizinische Grundlagenforschung und medizinische Praxis auf praktische Weise miteinander verbinden zu können. Damit adressiert das Berufsbild des Clinician Scientists auf individueller Ebene das sogenannte ‚valley of death‘, welches metaphorisch zentrale Übersetzungslücken im biomedizinischen Erkenntnis- und Entwicklungsprozess markiert. Ungeachtet ihrer besonderen Position befinden sich Clinician Scientists noch immer in einer beruflichen Nische, der es offensichtlich nicht gelingt, die Translationsanforderungen auf der praktischen Ebene tatsächlich erfolgreich zu vermitteln. Vor diesem Hintergrund fragt die vorliegende Arbeit nach dem Professionszustand des Clinician Scientists und bedient sich dabei eines neo-pragmatischen Zugangs, der es ermöglicht Kritik und Empörung, welche die im Feld befindlichen Akteure gegenüber ihrer translationsorientierten Umwelt formulieren, für eine Soziologie der Kritik zu nutzen. Der analytische Bezugsrahmen ermöglicht sodann eine Beleuchtung des Professionszustands über individuelle Krisenzustände, die eine öffentliche Kritik an den eigenen professionellen Zuständen freisetzt. Die Arbeit leistet damit eine Beschreibung kritischer Potenziale, die im Kontext von Professionsentwicklungen gedeutet werden und offenbart im Ergebnis ein ambivalentes Verhältnis zwischen den Konzeptionen Translation und Profession: Ungeachtet ihres theoretisch augenscheinlich professionsfördernden Charakters avanciert die Translationale Forschung zum individuell-situativen Krisenherd und be- bzw. verhindert somit zugleich eine professionelle Entwicklung des Clinician Scientists.Clinician scientists are described as a key solution towards the problem of translational research in the field of (bio)medicine, especially since they are perceived to have the potential to combine biomedical research and clinical practice. Translational research overall addresses the ‘translation gap’ between biomedical research findings on the one hand and clinical practice and applications on the other, which constitutes a major challenge towards the current biomedical research system. Despite their importance for translational problems clinician scientists still constitute a ‘rare breed’, struggling in fulfilling expectations of translational research on the individual level. In the light of this problematization, the cumulative thesis aims to explore the professional nature of the clinician scientist with the help of a neo-pragmatic approach by making use of critique and indignation individuals utter against their translational ecology. The analytical framework therefore allows to analyze professional development via individual situations of crisis. The thesis thus contributes to a description of critical potentials from individuals involved and reveals an ambivalent relationship between the concepts of translation and profession: despite its obviously supporting character translational research turns into a moment of crisis actually hindering and, respectively preventing clinician scientists from becoming a profession.
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Robinson, Jocelyne Virginia. "Algonquin Ekwânamo matrix project : "a place to interface", for elders, indigenous scientists/non-indigenous scientists, indigenous knowledge systems and western science systems." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55935.
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This research is consistent with literature that states there are inequities relating to the under-representation of Indigenous students in the subjects of math, science and technology in education as compared to Non-Indigenous people in Canada. The analysis of nine in-depth interviews and the process of documentary explores two questions that this thesis aims to address: From the perspectives and dialogues of three Elders, three Indigenous scientists, and three Non-Indigenous scientists who have contemplated the ways to address the tensions between Indigenous Knowledge Systems and Western Science Systems: What are the educational possibilities, challenges, and benefits of having these systems interface? How can art, technology and dialogue be mediums for exploring the interface between these systems so that Indigenous learners may be motivated to participate in both knowledge systems? An interplay between three theoretical, methodological frameworks of Indigenous Storywork (Archibald, 2008a, 2008b), Irwin in A/r/tography (Irwin & Springgay, 2008), Implicate Order (Bohm, 2007) and through the development of a fourth theoretical, methodological framework the Algonquin Ekwânamo Matrix Project shape this research. Four themes emerged from this analysis: [1] Language and Story as Tools for Critical Thinking [2] Culture and Ecological Mindfulness in Kinships with Nature and All Living Entities [3] Identity and Relevance in Education as Seeing Ourselves in Academia [4] Presence and Wholistic Learning From the Heart. Four A’s Strategies emerged from the in-depth interviews in relation to the four themes that may incite new ways for building complementary relationships in science education: The first is Activating Indigenous and Non-Indigenous Knowledge Encounters Through Dialogue; second is Aligning Indigenous Knowledge Interfaces Through Dialogical Strategies; third is Applying Indigenous Knowledge and Western Science Interfacing Through Co-created Strategies in Bohmian Dialogue and First Nations Circles; and fourth is Anticipating Innovative Knowledge Enhancements through decentralized think tank groups that align with Indigenous culturally competent ways for accessing well being. This research study helped develop the Algonquin Ekwânamo Matrix Project’s theoretical and methodological framework that foreground the need to address the global ecological crisis through meaningful dialogue, respectful relationships and a new science paradigm that reflects wholistically art, science, diverse philosophies and perspectives.Education, Faculty of
Graduate
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Kim, Chankook. "Perceptions of collaboration a comparison of educators and scientists for COSEE Great Lakes /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196106835.
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Nikiforova, Irina. "Turing award scientists: contribution and recognition in computer science." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44756.
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One of the most significant rewards in science is peer recognition, often bestowed in the form of awards. However, little is known about what sets apart award-winning contributions, how award committees determine prize-worthy contributions, and why some scientists are more likely to be recognized than others, particularly in the field of computer science. Using a mixed method approach that includes qualitative and quantitative techniques, this study investigates the characteristics of award-winning contributions, and the education and career factors associated with recipients of the Turing Award, a Nobel equivalent award in computer science, and compares them to those of a matched group of non-winning scientists. In regard to award-winning contributions, the study finds that the Turing Committee was just as likely to recognize contributions related to practice ("applied research") as to theory ("basic research"). In regard to education and career factors, the study reveals that neither scientific productivity nor the quality of contributions differentiated winning from non-winning scientists and their contributions. However, early advantages, visibility to the awarding association, prior eminence, and affiliation with a top computer science department distinguished award winners. These findings suggest that excellence in computer science is a quality that has not been defined, explained, or communicated by the award committee to the computing community or to the public. The findings call attention to the limitations of peer reviews and the importance of improving the design of nomination, evaluation, and selection procedures as well as citations accompanying the Turing Award and other computer science awards.
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Arnøy, Siri Hall. "The Hopeful Hydrogen : Scientists Advocating Their Matter of Concern." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for tverrfaglige kulturstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17510.
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In this thesis, I look at Norwegian hydrogen scientists and their interaction with policy and politics, asking the question of whether scientists have taken part in the making of policy for hydrogen as an energy carrier. Hydrogen has been suggested for various roles in the energy system, from dominating force in a new energy regime (the Hydrogen Society) to one of several potential low-emission fuels for transportation. Hydrogen has to varying degrees been connected to renewable energy, fossil fuels and nuclear energy (the latter has been seen internationally, but has not been an issue for policy in Norway). At the same time, hydrogen as an energy carrier represents a set of technologies that need to work together, and while production, use and storage of hydrogen is currently doable, it is not yet commercially viable without government support. Furthermore, hydrogen faces a set of issues related to infrastructure – hydrogen energy may be an option, but it requires allies to become reality. Theoretically, I employ literature on scientists as advisors to policymakers, on interdisciplinarity, and on the proposed turn towards an increased focus on relevance (as shown in e.g. the concept of ‘Mode 2' science). I show how hydrogen science is a result of a co-production of diverse scientific efforts and an amalgamation of political issues, and I use translation theory to see how the scientists attempt to gain support for hydrogen science and promote understanding for hydrogen as a broader energy issue. Finally, I argue that while these various STS approaches are useful to illuminate my case, we need to pay as close attention to the role of policymakers as we do to the role of scientists when examining their interaction. The empirical basis of the thesis is a combination of field work (which has served as a basis for finding interviewees and documents), interviews and document studies. In the first paper, Adaptable scientists? Features of interdisciplinary research, I use interviews with the hydrogen scientists to examine hydrogen science as a field. Embarking from a definition of hydrogen scientists as scientists who somehow – through e.g. writing research papers or newspaper feature articles or attending conferences – have connected their research to hydrogen as an energy carrier, the paper employs different theories on interdisciplinarity to simultaneously explore if interdisciplinarity is indeed a fitting label for hydrogen science, and what it means for the hydrogen scientists to be involved in an interdisciplinary field. I show how being engaged with hydrogen has an observable effect on research agendas, and how the scientists simultaneously connect hydrogen to a personal sense of meaning and achieving societal relevance. The second paper, The Rise and Fall of ‘Hydrogen Society': Scientific advice and policy learning, shows how ‘hydrogen society' made its way into Norwegian energy policy discourses, and how it after first receiving significant political attention, lost prominence. The policy discourses are mainly observed through a document study, while a combination of documents and interviews are used to illuminate the role of scientific advice in the process. The paper shows how hydrogen first was connected to a set of issues like industry policy, domestic use of natural gas, and renewable energy, and how it then seemingly become mainly a technology for environmentally friendly transportation. Finally, in the third paper, Advising or advocating? Funding applications as policy advice, I look at funding applications submitted to the Research Council of Norway, looking at the ways in which the relevance of science is argued through them, and suggesting that they represent a channel for scientists interacting with policymakers and are a fruitful place of study to look at scientists as policy advisors.
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Scott, Maggie. "Plural rationalities, contested expertise : UK scientists and GM crops." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424827.
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One important aspect of the UK societal debate regarding genetic modification (GM) of food crops is the non-acceptance by the public of 'science-based' assurances by spokespersons from Industry and Government. A feature of the GM controversy has been scientific experts on opposite sides of the debate disagreeing in public. This research examines factors underlying that dispute. Scientists who have expressed their views on GM in the public arena and who represent different positions on the spectrum of opinion were interviewed in depth. Rather than simply pointing towards a pro-GM technocratic government-industry coalition, challenged by anti-GM protagonists calling for a more democratic, participative approach, the data are interpreted here as showing a more complex interaction, which corresponds to that predicted by cultural theory. A cultural theory interpretation of the data has theorised that the scientists' different perspectives on the risks and benefits of GM technology and on the causes and preferred solutions to the GM controversy, are based on cultural biases and the associated four 'myths of nature'. The key features of these four different perspectives can be summarised as being an emphasis on: coercion/holism (autonomous), participation (egalitarian), regulation (hierarchist) and competition (individualist). The scientists offer conflicting accounts about the influence of values on the nature of scientific knowledge used in GM technology. Further, each holder of a particular perspective does not understand the basis for the positions of their opponents. The cultural influence on scientists' perspectives identified in this study may be under-recognised, unacknowledged or misunderstood by policy makers. The implications are that the status of a dominant rationality of a single, objective, identifiable 'sound science' on which policy-makers base regulation and risk management decisions should be questioned. An improved understanding of these influences may lead to a realisation that GM decisions are actually choices made between plural rationalities. PhD Thesis PLURAL RATIONALITIES, CONTESTED EXPERTISE: UK SCIENTISTS AND GM CROPS Maggie Scott Bsc (Hons) Faculty of Technology The Open University 31 May 2005
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Yu, Ying-ho Zeno, and 余英豪. "A natural hub for scientists: Hong Kong Science Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984976.
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Palmer, Judith Marian Penfold. "Factors affecting the information behaviour of agricultural research scientists." Thesis, University of Sheffield, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392754.
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Lenard, Steven R. (Steven Robert) 1976. "The role of research scientists in adaptive management programs." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17695.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.Includes bibliographical references (p. 96-99).
This thesis investigates the effectiveness of the Glen Canyon Adaptive Management Program (GCDAMP) in improving and increasing the contributions of scientists to natural resource management decision-making. Natural resource managers turn to scientists for assistance in understanding the complex natural systems they are charged with managing. However, interaction between scientists and decision makers is traditionally been described in terms of tensions and tradeoffs, which lead to a less than optimal utilization of scientific information in policy decisions. The primary cause of these tensions is a mutual lack of understanding of the differences between the norms of practice within the scientific and policy communities, respectively. Adaptive management is a promising strategy to resolve these tensions. The GCDAMP is one of the most developed adaptive management programs in the country. This research compares the experience of GCDAMP scientists with that of scientists within the US Geological Survey (USGS). USGS is a research science organization within the Federal government, and as such is constantly facing the tension between science and policy. Their experience is used as a proxy for typical interactions between scientists and policy makers. The study found that GCDAMP scientists contributed more freely, to more aspects of decision- making, than scientists working with more traditional policy formulation processes. The main reason for this was the strong and secure role scientists play in the GCDAMP as compared to more tenuous and less consistent roles played by scientists in decision making processes in which USGS scientists participate.
(cont.) The strong and secure role allowed for much more frequent and substantial collaborative interaction between scientists and decision makers. This interaction clarified to each group the norms of practice within the communities of the others and created negotiated space in which scientists could engage in activities useful to policy decision-making but which USGS scientists generally avoid. While the emphasis on scientific experimentation in management action characteristic of adaptive management was a major driver of improved collaborative interactions, the collaboration itself proved to be equally, if not more, important to improving the contribution of scientists to GCDAMP management decisions.
by Steven R. Lenard.
M.C.P.
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Kolka, Alexandra. "The public sphere according to UK stem cell scientists." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/391/.
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In this thesis the concept of social representations is made relevant to the study of the ‘public sphere’ according to scientists. This is elaborated by the re-examination of the notion of a ‘consensual’ and a ‘reified universe’ substantiating a more sociopsychological approach in the study of relevant phenomena. Two processes generate social representations of the public: anchoring and objectification. The empirical study investigates the scientists’ views of the public sphere, in relation to public perceptions, media coverage and the regulation of cloning technology. Elite media coverage of the stem cell debate and conversations with stem cell scientists are systematically analysed with multiple methods. Findings are based on 461 news articles that appeared in Nature and Science between 1997 and 2005 and on interviews with 18 U.K based stem cell researchers conducted between February and October 2005. The analysis compares the debate before and after the ‘stem cell war’ of 2002, and typifies a high tension in representing the public sphere, elaborated in metaphors and prevailing arguments. Central elements of the representation assume a strong disassociation of science from the public sphere; peripheral elements operate with a degree of blurring of those same boundaries, which recognises a common project. This representation, while being expressive of its context of production, constitutes a functional response to it.
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Pitts, Dennis R. "Learning about Scientists in a Gender-Equitable, Multimedia Environment." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/773.
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The goal of this dissertation was to produce gender-equitable, multimedia based science materials with the objective of attracting female students to careers in science. This goal was accomplished through the development and use of a gender-equitable, multimedia based software application for use in the middle school integrated science classes. Observable objectives in this application included I) text, pictures, and lessons that portrayed female and male role models, 2) the portrayal of females and males in nonstereotyped roles, 3) the portrayal of females in roles that were equal to the roles of males, 4) the portrayal of females as scientists in the areas of the Physical Sciences, 5) the diversity of science related occupations, 6) the relationship of science to everyday life, 7) the number of references to characters of one gender did not exceed the number represented by the other gender, and 8) questions used for review or testing were gender-neutral. Fraser's (J 981) Test of Science-Related Attitudes (TOSRA) was administered as a pre and post-questionnaire to the target audience to determine general attitudes toward multimedia-based learning materials as well as any specific reactions toward gender-bias free materials. It was expected that by using gender-equitable multimedia software, students' attitudes toward science instruction would be impacted in a positive way. The educational intervention treatment, developed with HyperStudio® for Windows®, followed sound principles of courseware design and development. It was posited that female students would realize and appreciate the idea that science-related careers are as open to them as to males. Also, after using the software, male students would benefit from the experience by reaching beyond preconceived notions of stereotyping.
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Davies, Sarah R. "Scientists and the public : studies in discourse and dialogue." Thesis, Imperial College London, 2008. http://hdl.handle.net/10044/1/7715.
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Jones, Drew. "Developing destruction: the arms industry, Catholic scientists, and morality." [Denver, Colo.] : Regis University, 2009. http://165.236.235.140/lib/DJones2009.pdf.
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Yu, Ying-ho Zeno. "A natural hub for scientists : Hong Kong Science Park /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952663.
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Cronin, Blaise, and Lokman I. Meho. "Using the H-index to Rank Influential Information Scientists." Wiley, 2006. http://hdl.handle.net/10150/105439.
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We apply a new bibliometric measure, the h-index (Hirsch, 2005), to the literature of information science. Faculty rankings based on raw citation counts are compared with those based on h-counts. There is a strong positive correlation between the two sets of rankings. We show how the h-index can be used to express the broad impact of a scholarâ s research output over time in more nuanced fashion than straight citation counts.
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Verginer, Luca. "The mobility of scientists and inventors: patterns and determinants." Thesis, IMT Alti Studi Lucca, 2019. http://e-theses.imtlucca.it/265/1/Verginer_phdthesis.pdf.
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Life Scientists working both at Universities and private institutions are very mobile. This fact is reflected both in their
tendency to move globally, from city to city, as well as from
institution to institution. This thesis addresses several questions regarding the mobility patterns of these scientists and
tests possible determinants for their relocation choice.
We develop a novel dataset tracking the mobility of 3.7 million scientists across 9,745 cities over two decades. We show
that mobility is marked by national borders and shared languages and that the mobility network is dominated by a small
set of “global cities”. We also find that only a few countries clearly benefit from international exchange. Moreover,
we find that young and prolific researchers gravitate towards
these “global cities”.
We use the mobility data to show how state and federal Stem
Cell funding restrictions in the US have affected the spatial
distribution of scientists as well as their propensity to leave
the country. In fact we find that differential state and federal
approaches to Stem Cell research has had the overall effect of
geographically concentrating scientists and averting an exodus of these researchers.
Finally, we analyze the impact of M&As in the Pharmaceutical Sector to establish if these shocks cause a higher than average turnover. High turnover of R&D personnel in this R&D
intensive sector is an undesirable outcome. We do in fact find
that turnover is higher following an acquisition. However,
as noted elsewhere, acquired companies experience often financial distress before the event and so defection starts even
before the deal takes place.
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Kim, Van Tat, and n/a. "Designing an English course for scientists and technologists in Vietnam." University of Canberra. Liberal Studies, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.123424.
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In 1974 the Ministry for Higher Education stated that
every scientist in Vietnam must know one or two foreign languages
(one of them being English), and be able to use it for his work.
But even now, the number of people who have acquired the language
as required is still small. This paper examines the causes of this
problem and possible remedies.
What has caused the situation to change so slowly? The
reasons may be several, but the most striking one is that teachers
do not understand the nature of EST, so they try to teach scientists
the same language forms in the same way as they do with young
students at Foreign Language Colleges. Consequently, the learners
know a lot about the language, but can use only a little.
The paper considers several aspects of the situation.
Scientists and technologists need to learn only the language forms
often used in scientific literature and the skills needed for their
work. For this reason, teachers must first identify the learners'
needs, then draw up a list of objectives of the course, look for
relevant materials and use appropriate methods of teaching. To help
teachers to do these things, a training programme is needed. The
training will familiarize the teachers with key scientific concepts,
characteristics of EST, and the way to place learners in appropriate
groups.
Several approaches to ESP/EST are examined, but EST
learners in Vietnam are rather different from those in other
countries, so a special model for an EST course is designed ;
an example of a reading course to illustrate the model is given
for teachers to refer to. Finally, some suggestions are offered
to solve problems arising from present EST courses.
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Krajnc, Anita. "Green learning, the role of scientists and the environmental movement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59060.pdf.
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Sass, Enrico. "Academic entrepreneurship : Why do university scientists play the entrepreneurship game?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6687/.
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Research on entrepreneurial motivation of university scientists is often determined by quantitative methods without taking into account context-related influences. According to different studies, entrepreneurial scientists found a spin-off company due to motives like independency, market opportunity, money or risk of unemployment (short-term contracts). To give a comprehensive explanation, it is important to use a qualitative research view that considers academic rank, norms and values of university scientists. The author spoke with 35 natural scientists and asked professors and research fellows for their entrepreneurial motivation. The results of this study are used to develop a typology of entrepreneurial and non-entrepreneurial scientists within German universities. This paper presents the key findings of the study (Sass 2011).