Дисертації з теми "Expanding knowledge in the earth sciences"
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Larrère, Marc H. (Marc Henri). "A knowledge-based approach to full wave data processing." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/54317.
Повний текст джерелаMicrofiche copy available in Archives and Science.
Bibliography: leaves 71-75.
by Marc H. Larrère.
M.S.
Kamoyo, Memory. "A review of the use of scientific knowledge in environmental impact assessment reports for dam construction." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421468.
Повний текст джерелаSchreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.
Повний текст джерелаRoth, Cassandra (Cassandra B. ). "Local and expert knowledge in experienced mining communities : the case of a proposed uranium mine in Crownpoint." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/114333.
Повний текст джерелаThesis: S.B., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2007.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 51-53).
Public access to science is an essential environmental justice component of any mining development. Both limited public access to professional scientific knowledge and little acknowledgment by professionals of the contributions of local knowledge hinder discussion of proposed mines. A proposed uranium mine in Crownpoint, New Mexico, a predominantly Navajo community, presents a case for studying the role of expert and local knowledge in the individual's perception of the risks and benefits associated with the mine. Interviews, supplemented with numerous Nuclear Regulatory Commission documents and other articles of the public record, were used to understand how people developed their personal understanding of the trade-offs of mining uranium in their town. This research reveals that family experiences and personal observations are correlated with individual perception of risk, but the perception of uncertainty is related the group of experts available to the individual. The results suggest that individuals in such communities should have access to a range of experts and that local knowledge and experiences should be taken into account when journalists, industry representatives and government officials translate expert knowledge for public consumption.
by Cassandra Roth.
S.B.
Araiza, Roberto. "The use of interval-related expert knowledge in processing 2-D and 3-D data with an emphasis on applications to geosciences and biosciences /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Повний текст джерелаHamblyn, Richard. "Landscape and the contours of knowledge : the literature of travel and the sciences of the earth in eighteenth-century Britain." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336534.
Повний текст джерелаUhlemann, Steffi. "Understanding trans-basin floods in Germany : data, information and knowledge." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6886/.
Повний текст джерелаAbschätzungen zum Hochwasserrisiko beschränken sich zumeist auf die Analyse innerhalb eines Einzugsgebietes bzw. eines bestimmten Ortes. Die Zusammenhänge in größeren Regionen und vor allem Korrelationen zwischen verschiedenen Einzugsgebieten werden nur selten betrachtet. Solche einzugsgebietsübergreifenden Analysen sind jedoch sowohl für die Versicherungswirtschaft, den Katastrophenschutz sowie für großräumige strategische Hochwasserplanungen notwendig. Allerdings stehen nur für eine geringe Auswahl historischer Ereignisse Daten zur Verfügung und systematische Ansätze zu ihrer Erfassung wurden für Deutschland bisher nicht entwickelt. Die vorliegende Studie untersucht zum ersten die Häufigkeit und Intensität von flussgebietsübergreifenden Hochwasserereignissen in Deutschland anhand von gemessenen Abflüssen an einer Vielzahl von Stationen. Es können insgesamt 80 Hochwasserereignisse in Deutschland im Zeitraum von 1952-2002 nachgewiesen werden. Davon treten die meisten Ereignissen im hydrologischen Winterhalbjahr auf (64%). Wir können nachweisen, dass die Häufigkeit des Auftretens in verschiedenen Perioden unterschiedlich ist, und dass im Untersuchungszeitraum eine signifikante Zunahme von Winterereignissen und damit vor allem von sehr schweren flussgebietsübergreifenden Hochwasserereignissen zu verzeichnen ist. Die Studie hatte des Weiteren zum Ziel, die verfügbare Daten- und Informationsgrundlage zur Hochwasseranalyse zu erkunden. Im speziellen wird untersucht, inwieweit Hochwasserereignisdokumentationen und verwandte Berichte als eine weitere Datenquelle für ein verbessertes Prozessverständnis genutzt werden können. Im Rahmen einer systematischen Suche konnten für die 40 größten Hochwasserereignisse in Deutschland 186 relevante Berichte identifiziert werden. 80% des Materials kann als Grauliteratur eingestuft werden, d.h. als Veröffentlichungen welche nicht durch kommerzielle Verleger publiziert wird. Die sich daraus ergebende Frage nach der Qualität der Dokumente und ihres Informationsgehaltes wurde durch die Entwicklung und Anwendung eines Qualitätsbewertungsschemas beantwortet. Die Ergebnisse der Qualitätsbewertung zeigen, dass die Mehrheit der ereignisspezifischen Hochwasserberichte von guter Qualität ist, d.h. die Berichte sind in ausreichender Qualität verfasst, größtenteils korrekt und objektiv und beinhalten eine substantielle Menge an Informationen zu den Ursachen, Verläufen, betroffenen Objekten und Schäden eines Ereignisses. Es wird empfohlen diese Informationen in die Wissenssynthese für die Hochwasserrisikobewertung einfließen zu lassen. Sowohl Ergebnisse als auch Daten dieser Studie sind so publiziert, dass sie öffentlich zugänglich sind und für weitere Forschungsfragen genutzt werden können.
Chouliara, Despoina. "The Role of Misconceptions in the Development of a Reliable Geological Knowledge. A Statistical Analysis of the Alternative Ideas of Earth Science Bachelor Students at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275664.
Повний текст джерелаDe studenter som börjar på universitet har inhämtat kunskap kring olika naturvetenskapliga fenomen och företeelser under sinuppväxt och genom undervisningen i grundskola och gymnasium. Detta kan ha resulterat i alternativa idéer eller missuppfattningar som står i strid med den vetenskapliga uppfatt-ningen. När desedanbörjar studera på universitetsnivå, så kan den uppfattning deredan har hamna i konflikt med undervisningen och blir till ett motståndmotkunskapsinlärning. Förståelsen av dessa alternativa idéer är därför mycket viktig, speciellt tidigt i en utbildning, då det visat sig i tidigare studier att dessa alternativaidéerkan vara mycket motståndskraftiga mot devetenskapliga förklaringar de möter, även efter att de studerat vidare under lång tid.Syftet med denna studie är att undersökaom kandidatstudenter i geovetenskap vid Uppsala universitet harmed sigalternativa idéer och sedan se hur detta påverkar deras kunskap om grund-läggande delar av geovetenskapernasom jordens magnetfält, källor till värme i jordens inre, platt-tektonik, vulkaner och jordbävningar, isostasi, vittring och erosion, jordens utveckling och framtid, åldern på bergarter och bergartsbildning. Studien genomfördes med hjälp av ett frågeformulär med 20 frågori form av en konceptinventering, vilket är ett diagnostiskt verktyg för att studera alternativa idéer och missuppfattningar hos elever och studenter. Frågorna valdes från en Internetbaserad resurs för s.k. ”Geoscience Concept Inventory”. Dessa skickades ut till studenterpå år ett, två och trepå kandidatprogrammet i geovetenskap, med frågor som täckte de områden som nämnts tidigare.Därefter utfördes en statistisk analysav resultatetoch utvärderades med avseende på studenternas kunnande i de olika frågorna.Ett förväntat resultat var att de studenter som läste på tredje året borde ha mer kunskap och förförståelse än de på första året av programmet. Resultatet avslöjade dock att förståelsen hos de olika studenterna i många fall var relativt lika och kunskapen i stort sett densamma för alla studenter, oavsett antaletår av studier. En slutsats var således att de alternativa idéer som studenterna hade var motståndskraftiga mot nya idéer och kunskap, så som teorin beskrivit det och att det är viktigt att ha kunskap om alternativa idéer som studenter kan förväntas bära med sig i undervisningen.I den geovetenskapliga utbildningenerhålls således inte ny kunskap genom en ständig påbyggnad av ny information genom åren, utan är ett slags ”kamp” mellan intuition och logik, strävandemot en mer vetenskaplig kunskapslogik
Cecconi, Carla. "Beach clean-up as a practical implementation of ESD: effects in students’ knowledge, awareness and behavioural intentions." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387304.
Повний текст джерелаDas, Raja. "Debris-Slide Susceptibility Modelling Using GIS Technology in the Great Smoky Mountains National Park." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3630.
Повний текст джерелаde, Barros Gelli Raquel. "EIAs in the Mining Industry: Analysis of the Use of Scientific Knowledge and the Incorporation of the SDGs." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444520.
Повний текст джерелаMumford, Elaine. "Marginalized Indigenous Knowledge and Contemporary Swedish Colonialism: The Case of Reindeer Husbandry in Gällivare Forest Sámi Community." Thesis, Uppsala universitet, CEMUS, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445273.
Повний текст джерелаDálkke
Enqvist, Johan. "Stewardship in an urban world : Civic engagement and human–nature relations in the Anthropocene." Doctoral thesis, Stockholms universitet, Stockholm Resilience Centre, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146193.
Повний текст джерелаAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Manuscript.
Peacock, Aaron Dean. "Ecological Indicator Development, Integration and Knowledge Mapping." 2007. http://trace.tennessee.edu/utk_graddiss/262.
Повний текст джерелаFeinberg, Marc. "Exploring an emerging land use conflict: GIS based site selection for expanding forests in Denmark." Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387799.
Повний текст джерелаCorreia, Pedro Alexandre Pereira. "Contribution to the Knowledge of the fossil flora and fauna of the Douro Carboniferous Basin (NW of Portugal)." Doctoral thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/86609.
Повний текст джерелаCorreia, Pedro Alexandre Pereira. "Contribution to the Knowledge of the fossil flora and fauna of the Douro Carboniferous Basin (NW of Portugal)." Tese, 2016. https://repositorio-aberto.up.pt/handle/10216/86609.
Повний текст джерела(6630563), Darryl Reano. "GeoConnections: The Impacts of Geoscience Education Informed by Indigenous Research Frameworks." Thesis, 2019.
Знайти повний текст джерелаAll of the work described in this dissertation involves the use of Indigenous research frameworks to design research projects, to facilitate communication with Indigenous communities that I have collaborated with, and also to teach and mentor undergraduate and graduate students. Indigenous research frameworks emphasize the importance of place in relation to the integrity of cultural values espoused by many Indigenous communities. This entails a respect for the spirituality component of Indigenous people because this is often directly tied to relationships between the land, animals, and plants of their local environments.
While some research has been conducted to help understand Indigenous people’s understandings of geoscience, less emphasis has been placed on recognizing and leveraging common connections Indigenous students make between their Traditional cultures and Western science. Thus, the research presented in this dissertation identifies connections Indigenous learners make between geology concepts and their everyday lives and cultural traditions in both formal and informal settings. Some of these connections have been integrated into place-based geoscience education modules that were implemented within an introductory environmental science course.
Qualitative analysis, using a socioTransformative constructivism theoretical lens, of semi-structured interviews after implementation of a Sharing/Learning program for an Acoma pilot project, implemented informally, and for a series of geoscience education modules at a private university provides evidence that elements reflective of the use of sociotransformative constructivism (e.g. connections between global and localized environmental issues) were acknowledged by the participants as particularly impactful to their experience during implementation of the geoscience-focused activities. In addition to the socioTransformative theoretical perspective, Indigenous research frameworks (i.e. Tribal Critical Race Theory) were used to contextualize the educational interventions for two different Indigenous communities, Acoma Pueblo and the Confederated Tribes and Bands of the Yakama Nation. Tribal Critical Race Theory was not used to analyze the semi-structured interviews. Instead the Indigenous research frameworks were used to ensure that the research practices undertaken within these Indigenous communities were respectful of the Indigenous community’s cultural values, that Indigenous data sovereignty was paramount, and so that the research objectives were transparent. In addition, permission to publish the results of this research was sought from the governing entities of both Tribal Councils of Acoma Pueblo and the Yakama Nation.
The research presented in this dissertation provides evidence that academic research can be undertaken in respectful ways that benefit Indigenous communities. The connections that participants in the Acoma Sharing/Learning program could potentially be used to create more culturally relevant educational materials for the Acoma Pueblo community, if that is what the governing entities of the Acoma Pueblo community desire. The modules implemented more formally at a private university could potentially, with permission from the governing entities of the Yakama Nation, be integrated into geoscience programs at a broader level creating opportunities for contemporary Indigenous perspectives to be valued alongside Western modern science. Moving forward, this could potentially increase interest among Indigenous community members in pursuing academic pathways within geoscience disciplines.
The research pursued in this dissertation is only a beginning. Approaches to research that promote the agency of local communities in the types of research questions asked and how that research is conducted should be a priority for Western scientists to maintain a respectful relationship with the many communities, Indigenous and non-Indigenous, in which they work. It is my intention to be part of this revolution in how academic researchers interact with contemporary Indigenous communities as well as the next generation of scientists. In the future, my research will continue to serve and benefit Indigenous communities, but I will also begin asking research questions that will help increase the use of diverse and equitable practices within academia. In this way, I hope to bridge the two worlds of Indigenous Knowledge systems and Western science with the primary purpose of maintaining respect among these two communities. In the future, my research will focus on how these respectful practices can move beyond academic research and pedagogy into the realms of professional development, mentoring, and community revitalization.
Perry, Simona Lee. "More than one river: Local, place-based knowledge and the political ecology of restoration and remediation along the Lower Neponset River, Massachusetts." 2009. https://scholarworks.umass.edu/dissertations/AAI3380005.
Повний текст джерелаNkanyani, Tebogo Edwin. "Teaching difficulties of natural sciences educators in the planet, earth and beyond strand in the Sekgosese East Circuit of Limpopo." Diss., 2017. http://hdl.handle.net/10500/26877.
Повний текст джерелаScience and Technology Education
M. Ed. (Natural Sciences Education)
Porter, Dianna. "Assessing students' learning about climate change under two different conditions." Thesis, 2010. http://hdl.handle.net/1828/3217.
Повний текст джерелаBango, Oyindiye Mosi. "Exploring senior phase Natural Science teachers’ classroom practices : a focus on planet earth and beyond strand." Diss., 2017. http://hdl.handle.net/10500/26862.
Повний текст джерелаScience and Technology Education
M. Ed. (With specialisation in Natural Science Education)
Cullis-Suzuki, Severn. "Tending the meadows of the sea: Traditional Kwakwaka’wakw harvesting of Ts’áts’ayem (Zostera marina L.; Zosteraceae)." Thesis, 2007. http://hdl.handle.net/1828/293.
Повний текст джерелаPaul, Roxanne. "Counting on their migration home: an examination of monitoring protocols and Saanich First Nations’ perspectives of Coho (Oncorhynchus kisutch), Chinook (O. tshawytscha) and Chum (O. keta) Pacific Salmon at Goldstream River and Saanich Inlet, Southern Vancouver Island, British Columbia." Thesis, 2006. http://hdl.handle.net/1828/196.
Повний текст джерелаSchutt, Stefan. "The Small Histories project: the internet, life stories and ‘performances of reconstruction’." Thesis, 2011. https://vuir.vu.edu.au/16069/.
Повний текст джерела