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Asbury, Donald James. "Integrating science and technology". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/asbury/AsburyD0812.pdf.
Pełny tekst źródłaSamusenko, Ihor, i Kseniia Kuhai. "Science and technology development". Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/15979.
Pełny tekst źródłaCheung, Chi-wai. "Museum of Chinese Science and Technology". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951609.
Pełny tekst źródłaIncludes special report study entitled: Relationship between man and nature in Chinese traditional architecture. Includes bibliographical references.
Horrocks, Sally Margaret. "Consuming science : science, technology and food in Britain, 1870-1939". Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492324.
Pełny tekst źródłaTesinsky, Milan. "Science and Technology for Americium Transmutation". Doctoral thesis, KTH, Reaktorfysik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-100186.
Pełny tekst źródłaAmericium är ett av det mest besvärande elementen i använt kärnbränsle.Denna avhandling behandlar olika aspekter av möjligheten att transmuteraamericium i snabba reaktorsystem. I den första varianten utarbetas simuleringaroch beräkningsmodeller för neutrondatamätningar av betydelse föracceleratordrivna system avsedda att transmutera americium. I den senareundersöks mer praktiska tillämpningar, i synnerhet beräknas gränser för hurmycket americium som kan laddas i bränslet för kritiska bykylda reaktorer.
QC 20120806
Cheney, David W. "Information technology, science, and public policy". Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2959.
Pełny tekst źródłaTitle from PDF t.p. (viewed Jan. 17, 2008). Thesis director: Don E. Kash Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Vita: p. 330. Includes bibliographical references (p. 289-329). Also available in print.
Cheung, Chi-wai, i 張志偉. "Museum of Chinese Science and Technology". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982712.
Pełny tekst źródłaForje, J. W. "Science and technology policy in Cameroon". Thesis, University of Salford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356195.
Pełny tekst źródłaMarchenko, T. "Tianjin University of science and technology". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65671.
Pełny tekst źródłaDu, Plessis Pierre. "Tracking knowledge : science, tracking and technology". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14263.
Pełny tekst źródłaKnowledges are not distinct entities. They cannot be held in isolation as if bounded, discrete, or systematic. They are far too dynamic and complex to be thought of in this way. 'Scientific' and 'Indigenous' knowledge, however, are often discussed polemically and held in dialogical tension against one another. They are part of a set of dualisms that work under certain universal assumptions critical to Western epistemology. These dualisms include modernity/tradition; nature/culture; and subject/object. This study examines the multiple perspectives, including both scientists and local trackers, involved in the Western Kgalagadi Conservation Corridor Project (WKCC) in an attempt to resolve some of these dualisms. It focuses on the dimensions of tracking animals and data collection with a GPS technology known as 'Cybertracker'. Involving both scientists and people from the Kalahari with knowledge of tracking animals, the dynamics of knowledge production and the movement of knowledge are explored. Their work together demonstrates ways that movement and embodiment are central to the production of knowledge. Knowledge production and the relationship between diverse knowledges and approaches in the WKCC project are investigated without reducing them to the same epistemological foundation or holding them in dualistic opposition. Knowledges become part of networks and engage with one another through their movement, embodiment, and interaction with various non-human subject-objects. The use of the Cybertracker databasing technology shows that an engagement of multiple perspectives, the significance of movement, performance, historical connections, and subject-object relations in a variety of contexts are key to understanding the production of knowledge. The movement, agency, and relatedness demonstrated in various 'knowledge objects', including data, shows that the complexities involve a continual exchange of influence in which knowledges are always changing. The presence of diverse knowledges, expressed in both their relatedness and their tensions, are evident in their very movement in these networks as actors and the interwoven trails they leave behind. In the process, the boundaries between the dualisms become blurred, if not irrelevant.
Antalffy, Nikó. "Antimonies of science studies towards a critical theory of science and technology /". Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.
Pełny tekst źródłaPujol, Priego Laia. "At the crossroads of big science, open science, and technology transfer". Doctoral thesis, Universitat Ramon Llull, 2020. http://hdl.handle.net/10803/669220.
Pełny tekst źródłaLas grandes infraestructuras científicas se enfrentan a crecientes demandas de responsabilidad pública, no solo por su contribución al descubrimiento científico sino también por su capacidad de generar valor económico para la sociedad. Para construir y operar sus sofisticadas infraestructuras, a menudo generan tecnologías de vanguardia al diseñar y construir soluciones técnicas para problemas de ingeniería complejos y sin precedentes. Paralelamente, la década anterior ha visto la irrupción de rápidos cambios tecnológicos que afectan la forma en que se genera y comparte la ciencia, lo que ha llevado a acuñar el concepto de Open Science (OS). Los gobiernos se están moviendo rápidamente hacia este nuevo paradigma y están pidiendo a las grandes infraestructuras científicas que "abran" el proceso científico. Sin embargo, estas dos fuerzas se oponen, ya que la comercialización de tecnología y productos científicos generalmente requiere importantes inversiones financieras y las empresas están dispuestas a asumir este coste solo si pueden proteger la innovación de la imitación o la competencia desleal. Esta tesis doctoral tiene como objetivo comprender cómo las nuevas aplicaciones de las TIC están afectando los resultados científicos y la transferencia de tecnología resultante en el contexto de las grandes infraestructuras científicas. La tesis pretende descubrir las tensiones entre estas dos fuerzas normativas e identificar los mecanismos que se emplean para superarlas. La tesis se compone de cuatro estudios: 1) Un estudio que emplea un método mixto de investigación que combina datos de dos encuestas de escala global realizadas online (2016, 2018), con dos caso de estudio sobre dos comunidades científicas distintas -física de alta energía y biología molecular- que evalúan los factores explicativos detrás de las prácticas de intercambio de datos científicos; 2) Un caso de estudio sobre Open Targets, una infraestructura de información basada en datos considerados como bienes comunes, donde el Laboratorio Europeo de Biología Molecular-EBI y compañías farmacéuticas colaboran y comparten datos científicos y herramientas tecnológicas para acelerar el descubrimiento de fármacos; 3) Un estudio de un conjunto de datos único de 170 proyectos financiados bajo ATTRACT, un nuevo instrumento de la Comisión Europea liderado por grandes infraestructuras científicas europeas, que tiene como objetivo comprender la naturaleza del proceso fortuito detrás de la transición de las tecnologías de grandes infraestructuras científicas a aplicaciones comerciales previamente no anticipadas ; y 4) un estudio de caso de la tecnología White Rabbit, un sofisticado hardware de código abierto desarrollado en el Consejo Europeo de Investigación Nuclear (CERN) en colaboración con un extenso ecosistema de empresas.
Big science infrastructures are confronting increasing demands for public accountability, not only within scientific discovery but also their capacity to generate secondary economic value. To build and operate their sophisticated infrastructures, big science often generates frontier technologies by designing and building technical solutions to complex and unprecedented engineering problems. In parallel, the previous decade has seen the disruption of rapid technological changes impacting the way science is done and shared, which has led to the coining of the concept of Open Science (OS). Governments are quickly moving towards the OS paradigm and asking big science centres to "open up” the scientific process. Yet these two forces run in opposition as the commercialization of scientific outputs usually requires significant financial investments and companies are willing to bear this cost only if they can protect the innovation from imitation or unfair competition. This PhD dissertation aims at understanding how new applications of ICT are affecting primary research outcomes and the resultant technology transfer in the context of big and OS. It attempts to uncover the tensions in these two normative forces and identify the mechanisms that are employed to overcome them. The dissertation is comprised of four separate studies: 1) A mixed-method study combining two large-scale global online surveys to research scientists (2016, 2018), with two case studies in high energy physics and molecular biology scientific communities that assess explanatory factors behind scientific data-sharing practices; 2) A case study of Open Targets, an information infrastructure based upon data commons, where European Molecular Biology Laboratory-EBI and pharmaceutical companies collaborate and share scientific data and technological tools to accelerate drug discovery; 3) A study of a unique dataset of 170 projects funded under ATTRACT -a novel policy instrument of the European Commission lead by European big science infrastructures- which aims to understand the nature of the serendipitous process behind transitioning big science technologies to previously unanticipated commercial applications; and 4) a case study of White Rabbit technology, a sophisticated open-source hardware developed at the European Council for Nuclear Research (CERN) in collaboration with an extensive ecosystem of companies.
Jones, Mavis Francine. "Guiding science and technology, democratic governance of science in late modernity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62612.pdf.
Pełny tekst źródłaFu, Ping 1964. "China's science & technology policy and the implementation of technology transfer". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31108.
Pełny tekst źródłaHerman, Jennifer Linda. "Effecting Science in Affective Places: The Rhetoric of Science in American Science and Technology Centers". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396961008.
Pełny tekst źródłaDrews, Jacquelyn L. "Technology in science education a grant proposal /". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007drewsj.pdf.
Pełny tekst źródłaPeruzzo, Alberto. "Quantum information science in integrated photonics technology". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573139.
Pełny tekst źródłaTranter, Kieran. "Technical Legality: Law, Technology and Science Fiction". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366905.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Law School
Arts, Education and Law
Full Text
Watkins, Mark N. "Technology and the history-social science framework". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
Pełny tekst źródłaPeterson, Cynthia Lynn. "Using computer technology to enhance science education". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
Pełny tekst źródłaStokes, Nina C. "Technology Integration For Preservice Science Teacher Educators". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1782.
Pełny tekst źródłaBarry, Andrew Michael. "The science of science : programmes of British space research". Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333979.
Pełny tekst źródłaAntalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology". Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.
Pełny tekst źródłaBibliography: p. 233-248.
Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.
Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.
This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.
Mode of access: World Wide Web.
vii, 248 p
Parslow, Michelle Lisa. "Women, science and technology : the genealogy of women writing utopian science fiction". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3058.
Pełny tekst źródłaShearn, Peter Anthony. "Making science visible : new forms of science and technology management and evaluation". Thesis, University of Manchester, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500670.
Pełny tekst źródłaMurrell, Rachel Kerys. "Constructing science for the camera : science and technology programmes on British popular television". Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317258.
Pełny tekst źródłaVeith, Errol. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film". Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366488.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Film, Media and Cultural Studies
Full Text
Riggs, C. Anne. "Values & beliefs in science & technology education". Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.
Pełny tekst źródłaRabbat, Ralph R. 1978. "Technology enabled science teaching : software framework for electromagnetism". Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84808.
Pełny tekst źródłaSalter, Ammon J. "Faint expectations : science and technology policy in Ontario". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266551.
Pełny tekst źródłaLaag, Edward Aric. "Observations of starburst galaxies science and supporting technology /". Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957320791&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268854875&clientId=48051.
Pełny tekst źródłaIncludes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 16, 2010). Includes bibliographical references. Also issued in print.
Wollmann, Sabine. "Resources for Optical Quantum Information Science and Technology". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365844.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Natural Sciences
Science, Environment, Engineering and Technology
Full Text
Holland, Earl Joseph. "Using technology to reinforce the elementary science framework". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1288.
Pełny tekst źródłaHowcroft, Susan Jean. "English for science and technology: a computer corpus-based analysis of English science and technology texts for application in higher education". Doctoral thesis, Universidade de Aveiro, 1999. http://hdl.handle.net/10773/4627.
Pełny tekst źródłaThis thesis presents two analyses: first the analysis of computer corpora from undergraduate textbooks to isolate the (American) English language of science and technology they present; secondly an analysis of the English language competence of undergraduates starting their university studies in science and technology. These two analyses are contrasted in order to apply the results to the design of an English language syllabus for first year undergraduates. A frequency and range word list was produced using a large baseline corpus to contrast with the main corpora taken from physics and chemistry textbooks on the students’ bibliographies as a resource for syllabus design. Secondly, four corpora, two main and two sub-corpora produced from the physics and chemistry textbooks on the bibliographies of the undergraduates were analysed using Biber’s (1988) algorithms and functions for variation across speech and writing. The student intake was tested over five years and the results of those tests analysed. It was found that there was considerable variation in the students’ levels of language competence. However, there was a close correlation between the students’ competence and the number of years they had studied English in secondary school. Nevertheless there were students with extremely advanced competence and some with little or no competence in English amongst the undergraduates. Comprehension of scientific texts was generally found to correlate with more advanced competence and more years of study. The frequency and range word list showed the contexts which are appropriate for materials to be used with these students and demonstrated variation from many of the accepted views of the language of science and technology. The computer corpora analyses varied from Biber’s academic prose category. The sub-corpora demonstrated greatest variation which is believed to be as a result of specific cultural and/or literary material in the analogies used in the textbooks. The heavy load of cultural background knowledge which the reader would need in order to work with the textbooks adequately was also found in the exercises the students were supposed to use for practice on the topic presented in the chapter. This and the interpretation of visuals in the textbooks were considered to be two principle factors that needed to be emphasised in a syllabus for first year undergraduates. However, given the time constraints on language teaching for science and technology students, a methodology which would lead to greater student autonomy is suggested using computer corpus-based studies - data- viii driven learning and computer-supported distance communications and learning.
Esta tese apresenta duas análises: primeiro uma análise de corpora computadorizados, criados a partir de livros dos estudantes de licenciaturas, para isolar a linguagem Inglesa (Americana) das ciências e tecnologias que apresentam; segundo uma análise dos conhecimentos da língua Inglesa que estes alunos apresentam ao iniciar os seus estudos universitários em ciências e tecnologias. Estas duas análises são postas em contraste para se aplicar os resultados obtidos ao desenho de um programa de língua Inglesa para os alunos do primeiro ano. Foi criada uma lista com a abrangência e a frequência das palavras de um corpus de larga base, para ser contrastada com os principais corpora compilados dos livros de física e química constantes das bibliografias dos estudantes, como uma fonte para o desenho de programas. Seguidamente, quatro corpora, dois principais e dois subordinados, produzidos a partir dos livros de física e química referidos nas bibliografias dos estudantes, foram analisados usando os algoritmos e funções de Biber (1988) para variações entre linguagem falada e escrita. Durante cinco anos, à entrada para a Universidade, os estudantes foram submetidos a testes e os resultados analisados. Constatou-se que havia variações consideráveis no nível de conhecimentos da língua por parte dos estudantes. Contudo, havia uma correlação apertada entre as competências dos estudantes e o número de anos que tinham estudado Inglês nas escolas secundárias. Todavia, havia estudantes com competências extremamente avançadas e outros com competências reduzidas, ou quase nulas, em Inglês. A compreensão de textos científicos estava geralmente correlacionada com os níveis mais avançados de competências e maior número de anos de estudo. A lista com a abrangência e a frequência das palavras mostrou os contextos apropriados dos materiais a utilizar com estes estudantes e demonstrou que havia diferenças em relação a muitos dos pontos de vista aceites em relação à linguagem das ciências e tecnologias. A análise dos corpora computadorizados varia das categorias da linguagem da prosa académica de Biber. Os corpora subordinados mostram uma maior variação, que se julga ser devida a materiais específicos, culturais e/ou literário, usados nas analogias dos livros de estudo. O grande peso dos conhecimentos de fundo de que os estudantes necessitam para trabalhar adequadamente com os livros de estudo foi, também, encontrado nos exercícios que necessitam de fazer para praticarem o que está referido nos tópicos dos capítulos. Isto, juntamente com a interpretação das imagens dos livros, foram considerados os dois principais factores a precisarem de ser relevados no programa para o primeiro ano dos estudantes. Contudo, atendendo às restrições de tempo x para o ensino de línguas a estudante de ciências e tecnologias, a metodologia que conduziria a maior autonomia dos alunos será baseada na utilização de corpora computadorizados (data-driven learning) e aprendizagem à distância assistida por computador.
Kim, Gouk Tae. "Science Government policy Korea". Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8094.
Pełny tekst źródłaFadhli, 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.
Pełny tekst źródłaFisher, J. S. "The role of information technology in supporting the development of science linked technology education". Thesis, Cranfield University, 1992. http://hdl.handle.net/1826/4149.
Pełny tekst źródłaMerrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students". Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.
Pełny tekst źródłaDaniels, Chux Uzoka. "Organisational capabilities for science, technology and innovation policy formulation in developing countries : the case of Nigeria's Federal Ministry of Science and Technology". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60801/.
Pełny tekst źródłaKirby, Beverly A. "The future of clinical laboratory science a Delphi study /". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5424.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains xi, 418 p. Includes abstract. Includes bibliographical references (p. 146-158).
Vint, Sherryl. "Problematic selves and unexpected others, technology, subjectivity, science fiction". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ60035.pdf.
Pełny tekst źródłaChinaprayoon, Chinawut. "Science, technology and innovation composite indicators for developing countries". Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07082007-163713/.
Pełny tekst źródłaLeichteris, Edgaras. "Model for measuring competitiveness of science and technology parks". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110927_103002-32899.
Pełny tekst źródłaMokslo ir technologijų parkų efektyvumo vertinimas – Lietuvoje nuolat akcentuojama problema, tačiau mokslo ir technologijų parkų efektyvumas yra tik viena iš prielaidų globaliam mokslo ir technologijų parkų konkurencingumui, valstybės ekonomikos ir visuomenės transformacijai. Mokslinio tyrimo objektas - mokslo ir technologijų parkų sistemos vertinimas nacionalinės inovacijų sistemos ir globalaus konkurencingumo kontekstuose. Šiame darbe nustatomos holistinio inovacijų sistemos modelio pagrindinės charakteristikos, būdingi konkurencingumo veiksniai, suformuojami mokslo ir technologijų parkų sistemos konkurencingumo vertinimo kriterijai, sukuriamas konkurencingumo vertinimo modelis, leidžiantis šiuos vertinimo kriterijus pritaikyti praktikoje. Pirmą kartą mokslo ir technologijų parkų sistema nagrinėjama kaip neatsiejama nacionalinės inovacijų sistemos dalis ir jos posistemė, veikianti sudėtinguose politiniuose, ekonominiuose ir socialiniuose-kultūriniuose kontekstuose. Suformuoti mokslo ir technologijų parkų konkurencingumo vertinimo kriterijai leidžia plačiau pažvelgti į jų jau dabar atliekamas visuomenines funkcijas, jas susieti su valstybės įgyvendinamomis kitomis politikomis, taip išvengiant besidubliuojančio finansavimo ir priemonių.
Roberts, Stephen John. "Environmentalist views on science and technology : a materialist critique". Thesis, Keele University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409549.
Pełny tekst źródłaKnickerbocker, Abby (Abby Anne) 1975. "Women in computer science : problems and solutions through technology". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/80086.
Pełny tekst źródłaIncludes bibliographical references (leaves 102-109).
by Abby Knickerbocker.
M.Eng.
DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.
Pełny tekst źródłaThe purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.
Chau, Michael, Hsinchun Chen, Jailun Qin, Yilu Zhou, Wai-Ki Sung, Mark Chen, Yi Qin, Daniel M. McDonald i Ann M. Lally. "NanoPort: A Web Portal for Nanoscale Science and Technology". ACM/IEEE-CS, 2002. http://hdl.handle.net/10150/105926.
Pełny tekst źródłaAreas related to nanotechnology, or nanoscale science and engineering (NSSE), have experienced tremendous growth over the past few years. While there are a large variety of useful resources available on the Web, such information are usually distributed and difficult to locate, resulting in the problem of information overload. To address the problem, we developed the NanoPort system, an integrated Web portal aiming to provide a one-stop shopping service to satisfy the information needs of researchers and practitioners in the field of NSSE [1]. We believe that the approaches taken also can be applied to other domains.
Baumann, Annika. "Network Science – Applications in Technology, Business and Social Media". Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19216.
Pełny tekst źródłaNetworks constitute an integral part of our lives. One of the most important communication networks is the Internet which led to large changes in everyday life, which are examined in part in this dissertation. Overall, the present dissertation is subdivided into three areas, which are based on the traditional three dimensions of information systems, comprising perspectives technology, management and organization. At the core of this dissertation is the technological perspective, centered on an analysis of the structure and robustness of the Internet network using the mathematical-methodical aspect of graph theory. The second part of the thesis deals with the management perspective. The focus lies on the understanding and prediction of user behavior in the e-commerce context utilizing methods of predictive modeling. The third area includes the organizational perspective from the point of view of users. Here, two specific sub-areas are selected. The first sub-area revolves around social media websites, with the goal of understanding how sub-groups of users utilize them in different ways. The second area is centered around the aspect of how the propagation of mobile devices influences individuals in their personal and professional environments. Based on these three perspectives, a total of 18 studies were conducted within the scope of this dissertation, using different methodological applications to gain scientific insights with respect to the areas examined.
Veith, Errol, i n/a. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film". Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051012.112131.
Pełny tekst źródłaBehnke, Kara Alexandra. "Gamification in Introductory Computer Science". Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743653.
Pełny tekst źródłaThis thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.