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Pioneering Progress : American Science, Technology, and Innovation Policy
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Flow Experience : Empirical Research and Applications
This volume provides updates and informs the reader about the development of the current empirical research on the flow experience.It opens up some new research questions at the frontiers of the field.The book offers an overview on the latest findings in flow research in several fields such as social psychology, neuropsychology, performing arts and sport, education, work and everyday experiences.It integrates the latest knowledge on experimental studies of optimal experience with the theoretical foundation of psychological flow that was laid down in the last decades.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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How to create a data flow diagram in computer science?
To create a data flow diagram in computer science, you first need to identify the different processes, data stores, and data flows within the system. Start by identifying the main processes that occur within the system and the data that is input and output from each process. Then, create a diagram using standardized symbols to represent the processes, data stores, and data flows, showing how they interact with each other. Finally, review and refine the diagram to ensure it accurately represents the flow of data within the system.
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How are pressure, volume flow, and flow velocity related?
Pressure, volume flow, and flow velocity are related through the principles of fluid dynamics. When there is an increase in pressure, the volume flow rate also increases, and the flow velocity also increases. This relationship is described by the equation of continuity, which states that the product of the cross-sectional area and the flow velocity is constant for an incompressible fluid. Therefore, as pressure increases, the fluid flow must also increase in order to maintain the constant product of area and velocity.
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What is a cash flow and a flow of goods?
Cash flow refers to the movement of money in and out of a business, including income from sales, expenses, and investments. It is a crucial indicator of a company's financial health and ability to meet its financial obligations. On the other hand, a flow of goods refers to the movement of physical products or materials through the supply chain, from production to distribution to consumption. Both cash flow and flow of goods are essential components of a business's operations and success, as they impact profitability, efficiency, and overall performance.
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What is the difference between scatter flow and main flow?
Scatter flow refers to the movement of particles or objects in various directions, often in a random or disorganized manner. This can occur in a fluid or gas, where particles move in different directions due to turbulence or other forces. On the other hand, main flow refers to the dominant or primary direction of movement within a system. In a river, for example, the main flow is the central current that carries most of the water downstream, while scatter flow might refer to smaller eddies or swirls of water moving in different directions.
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Flow and Microreactor Technology in Medicinal Chemistry
Learn to master a powerful technology to enable a faster drug discovery workflow The ultimate dream for medicinal chemists is the ability to synthesize new drug-like compounds with the push of a button.The key to synthesizing chemical compounds more quickly and accurately lies in computer-controlled technologies that can be optimized by machine learning.Recent developments in computer-controlled automated syntheses that rely on miniature flow reactors—with integrated analysis of the resulting products—provide a workable technology for synthesizing new chemical substances very quickly and with minimal effort.In Flow and Microreactor Technology in Medicinal Chemistry, early adopters of this ground-breaking technology describe its current and potential uses in medicinal chemistry.Based on successful examples of the use of flow and microreactor synthesis for drug-like compounds, the book introduces current as well as emerging uses for automated synthesis in a drug discovery context.Flow and Microreactor Technology in Medicinal Chemistry readers will also find: Numerous case studies that address the most common applications of this technology in the day-to-day work of medicinal chemistsHow to integrate flow synthesis with drug discoveryHow to perform enantioselective reactions under continuous flow conditions Flow and Microreactor Technology in Medicinal Chemistry is a valuable practical reference for medicinal chemists, organic chemists, and natural products chemists, whether they are working in academia or in the pharmaceutical industry.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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How do you calculate the partial flow and the total flow?
To calculate the partial flow, you would need to determine the flow rate of a specific component or section of a system. This can be done by measuring the volume or mass of the substance passing through that particular point over a specific period of time. To calculate the total flow, you would sum up all the individual flow rates of the different components or sections of the system. This would give you the overall flow rate of the entire system.
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Does Germany flow with the land where milk and honey flow?
The phrase "flowing with milk and honey" is often used to describe a place abundant in resources and prosperity. While Germany is a developed country with a strong economy and high standard of living, it may not necessarily be described as a place where milk and honey flow. However, Germany does have a rich agricultural sector, including dairy production, and is known for its high-quality food products. Overall, Germany may not be a literal representation of a land flowing with milk and honey, but it does enjoy a level of prosperity and abundance.
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How does electricity flow?
Electricity flows through a circuit in a closed loop, starting at the power source (such as a battery or power outlet) and traveling through a conductor, such as a wire. The flow of electricity is driven by the difference in electrical potential between the positive and negative terminals of the power source. As the electrons move through the circuit, they encounter resistance, which can come from components like light bulbs or motors, causing them to do work before returning to the power source to complete the circuit.
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Where do rivers flow?
Rivers flow downhill due to gravity, following the path of least resistance. They typically start at higher elevations, such as mountains or hills, and flow towards lower elevations, eventually reaching a larger body of water like an ocean, sea, or lake. The flow of rivers can be influenced by various factors such as topography, geology, and human activities.
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