Search results for 'Science Technological innovations' (try it on Scholar)

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  1. National Committee for Research Ethics in Science & Technology (2009). Guidelines for Research Ethics in Science and Technology. Jahrbuch für Wissenschaft Und Ethik 14 (1).score: 480.0
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  2. M. G. Jones, T. Andre, D. Kubasko, A. Bokinsky, T. Tretter, A. Negishi, R. Taylor & R. Superfine (2004). Remote Atomic Force Microscopy of Microscopic Organisms: Technological Innovations for Hands‐on Science with Middle and High School Students. Science Education 88 (1):55-71.score: 444.0
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  3. M. J. Mulkay (1972). The Social Process of Innovation: A Study in the Sociology of Science. London,Macmillan.score: 264.0
     
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  4. Soraya Nour & Olivier Remaud (eds.) (2010). War and Peace: The Role of Science and Art. Duncker & Humblot.score: 228.0
    Violence -- Poliltical philosophy -- Critical theory -- Science and arts in international relations -- Psyche -- Aesthetics -- Tolstoi's War and peace.
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  5. Alfred Nordmann, Hans Radder & Gregor Schiemann (eds.) (2011). Science Transformed?: Debating Claims of an Epochal Break. University of Pittsburgh Press.score: 225.0
    This edited volume presents an in-depth examination of these issues from philosophical, historical, social, and cultural perspectives.
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  6. Robert Lewis (1984). Hierarchy and Technological Innovation in Soviet Industry: The Science-Production Associations. [REVIEW] Minerva 22 (2):129-159.score: 225.0
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  7. Jon Elster (1983). Explaining Technical Change: A Case Study in the Philosophy of Science. Universitetsforlaget.score: 219.0
    In this volume, first published in 1983, Jon Elster approaches the study of technical change from an epistemological perspective.
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  8. Hugh Lacey (2012). Reflections on Science and Technoscience. Scientiae Studia 10 (SPE):103-128.score: 198.0
    Technoscientific research, a kind of scientific research conducted within the decontextualized approach (DA), uses advanced technology to produce instruments, experimental objects, and new objects and structures, that enable us to gain knowledge of states of affairs of novel domains, especially knowledge about new possibilities of what we can do and make, with the horizons of practical, industrial, medical or military innovation, and economic growth and competition, never far removed from view. The legitimacy of technoscientific innovations can be appraised only (...)
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  9. Martina Merz & Peter Biniok (2010). How Technological Platforms Reconfigure Science-Industry Relations: The Case of Micro- and Nanotechnology. [REVIEW] Minerva 48 (2):105-124.score: 192.0
    With reference to the recent science studies debate on the nature of science-industry relationship, this article focuses on a novel organizational form: the technological platform. Considering the field of micro- and nanotechnology in Switzerland, it investigates how technological platforms participate in framing science-industry activities. On the basis of a comparative analysis of three technological platforms, it shows that the platforms relate distinctly to academic and to industrial users. It distinguishes three pairs of user models, (...)
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  10. Martyn D. Pickersgill (2013). From 'Implications' to 'Dimensions': Science, Medicine and Ethics in Society. [REVIEW] Health Care Analysis 21 (1):31-42.score: 192.0
    Much bioethical scholarship is concerned with the social, legal and philosophical implications of new and emerging science and medicine, as well as with the processes of research that under-gird these innovations. Science and technology studies (STS), and the related and interpenetrating disciplines of anthropology and sociology, have also explored what novel technoscience might imply for society, and how the social is constitutive of scientific knowledge and technological artefacts. More recently, social scientists have interrogated the emergence of (...)
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  11. Diana Senechal (2011). Republic of Noise: The Loss of Solitude in Schools and Culture. R&L Education.score: 174.0
    Machine generated contents note: Chapter 1 Acknowledgments -- Chapter 2 Introduction: The Chatter of the Present -- Chapter 3 Definitions of Solitude -- Chapter 4 Distraction: The Flip Side of Engagement -- Chapter 5 Antigone: Literature as "Thinking Apart" -- Chapter 6 The Workshop Model in New York City -- Chapter 7 The Folly of the "Big Idea" -- Chapter 8 The Cult of Success -- Chapter 9 Mass Personalization and the "Underground Man" -- Chapter 10 The Need for Loneliness (...)
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  12. Huub Dijstelbloem (2008). Politiek Vernieuwen: Op Zoek Naar Publiek in de Technologische Samenleving. Van Gennep.score: 174.0
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  13. Fern Wickson, Roger Strand & Kamilla Lein Kjølberg (forthcoming). The Walkshop Approach to Science and Technology Ethics. Science and Engineering Ethics:1-24.score: 168.0
    In research and teaching on ethical aspects of emerging sciences and technologies, the structure of working environments, spaces and relationships play a significant role. Many of the routines and standard practices of academic life, however, do little to actively explore and experiment with these elements. They do even less to address the importance of contextual and embodied dimensions of thinking. To engage these dimensions, we have benefitted significantly from practices that take us out of seminar rooms, offices and laboratories as (...)
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  14. Karl Rogers (2008). Participatory Democracy, Science and Technology: An Exploration in the Philosophy of Science. Palgrave Macmillan.score: 157.0
    Taking insights from the philosophy of science and technology, theories of participatory democracy and Critical Theory, the author tackles and explores how democratic participation in scientific research and technological innovation could be possible, as a deliberative means of improving the rational basis for the development of modern society.
     
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  15. Charles Weiss (2012). On the Teaching of Science, Technology and International Affairs. Minerva 50 (1):127-137.score: 156.0
    Despite the ubiquity and critical importance of science and technology in international affairs, their role receives insufficient attention in traditional international relations curricula. There is little literature on how the relations between science, technology, economics, politics, law and culture should be taught in an international context. Since it is impossible even for scientists to master all the branches of natural science and engineering that affect public policy, the learning goals of students whose primary training is in the (...)
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  16. Marianne Benard, Huib de Vriend, Paul van Haperen & Volkert Beekman (2010). Science and Society in Dialogue About Marker Assisted Selection. Journal of Agricultural and Environmental Ethics 23 (4):317-329.score: 150.0
    Analysis of a European Union funded biotechnology project on plant genomics and marker assisted selection in Solanaceous crops shows that the organization of a dialogue between science and society to accompany technological innovations in plant breeding faces practical challenges. Semi-structured interviews with project participants and a survey among representatives of consumer and other non-governmental organizations show that the professed commitment to dialogue on science and biotechnology is rather shallow and has had limited application for all involved. (...)
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  17. A. Wolf (1935/1999). A History of Science, Technology, and Philosophy in the 16th, 17th, and 18th Centuries. Thoemmes Press.score: 150.0
    Wolf's study represents an incredible work of scholarship. A full and detailed account of three centuries of innovation, these two volumes provide a complete portrait of the foundations of modern science and philosophy. Tracing the origins and development of the achievements of the modern age, it is the story of the birth and growth of the modern mind. A thoroughly comprehensive sourcebook, it deals with all the important developments in science and many of the innovations in the (...)
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  18. K. Sylwester (2001). The Political Economy of Science, Technology and Innovation. Knowledge Technology and Policy 13 (4):130-132.score: 148.0
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  19. Weimin Xu, Zheng Cui & Li Zhang (2012). Big Science and the Contemporary Paradigm Shift of Technology Innovation. Science and Society 1:014.score: 148.0
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  20. Sang-Chul Park (2012). Competitiveness of East Asian Science Cities: Discourse on Their Status as Global or Local Innovative Clusters. [REVIEW] AI and Society 27 (4):451-464.score: 147.0
    In a knowledge-based economy of the globalizing economic order, the role of regions is very significant in order to create and to disperse knowledge. Particularly, geographical clusters of firms in a single sub-national region may contribute to transmitting certain kinds of knowledge between and among firms. In addition, markets prefer to favor specialized firms with a coherent body of knowledge when knowledge creation and the use of new knowledge become increasingly important for maintaining and improving a firm’s competitiveness. Therefore, regional (...)
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  21. Barry J. Fishman & Joseph Krajcik (2003). What Does It Mean to Create Sustainable Science Curriculum Innovations? A Commentary. Science Education 87 (4):564-573.score: 146.0
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  22. Steven M. Flipse, Maarten C. A. Van der Sanden & Patricia Osseweijer (2014). Setting Up Spaces for Collaboration in Industry Between Researchers From the Natural and Social Sciences. Science and Engineering Ethics 20 (1):7-22.score: 145.0
    Policy makers call upon researchers from the natural and social sciences to collaborate for the responsible development and deployment of innovations. Collaborations are projected to enhance both the technical quality of innovations, and the extent to which relevant social and ethical considerations are integrated into their development. This could make these innovations more socially robust and responsible, particularly in new and emerging scientific and technological fields, such as synthetic biology and nanotechnology. Some researchers from both fields (...)
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  23. Dane Scott (2011). The Technological Fix Criticisms and the Agricultural Biotechnology Debate. Journal of Agricultural and Environmental Ethics 24 (3):207-226.score: 144.0
    A common tactic in public debates over science and technology is to dismissively label innovations as mere technological fixes. This tactic can be readily observed in the long debate over agricultural biotechnology. While these criticisms are often superficial rhetorical tactics, they point to deeper philosophical disagreements about the role of technology in society. Examining the technological fix criticism can clarify these underlying philosophical disagreements and the debate over biotechnology. The first part of this essay discusses the (...)
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  24. Ricard V. Solée, Sergi Valverde, Marti Rosas Casals, Stuart A. Kauffman, Doyne Farmer & Niles Eldredge (2013). The Evolutionary Ecology of Technological Innovations. Complexity 18 (4):15-27.score: 144.0
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  25. Benoît Godin (2010). Innovation Without the Word: William F. Ogburn's Contribution to the Study of Technological Innovation. [REVIEW] Minerva 48 (3):277-307.score: 141.0
    The history of innovation as a category is dominated by economists and by the contribution of J. A. Schumpeter. This paper documents the contribution of a neglected but influential author, the American sociologist William F. Ogburn. Over a period of more than 30 years, Ogburn developed pioneering ideas on three dimensions of technological innovation: origins, diffusion, and effects. He also developed the first conceptual framework for innovation studies—based on the concept of cultural lags—which led to studying and forecasting the (...)
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  26. Jerome Ravetz (1978). Scientific Knowledge and Expert Advice in Debates About Large Technological Innovations. Minerva 16 (2):273-282.score: 140.0
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  27. Alan Irwin & Brian Wynne (eds.) (1996). Misunderstanding Science?: The Public Reconstruction of Science and Technology. Cambridge University Press.score: 139.0
    Misunderstanding Science? offers a challenging new perspective on the public understanding of science. In so doing, it also challenges existing ideas of the nature of science and its relationships with society. Its analysis and case presentation are highly relevant to current concerns over the uptake, authority, and effectiveness of science as expressed, for example, in areas such as education, medical/health practice, risk and the environment, technological innovation. Based on several in-depth case-studies, and informed theoretically by (...)
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  28. Jan Todd & R. D. Hill (1997). Colonial Technology: Science and the Transfer of Innovation to Australia. Annals of Science 54 (2):218-218.score: 138.0
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  29. James Phillips (ed.) (2009). Philosophical Perspectives on Technology and Psychiatry. Oxford University Press.score: 135.0
    Our lives are dominated by technology. We live with and through the achievements of technology. What is true of the rest of life is of course true of medicine. Many of us owe our existence and our continued vigour to some achievement of medical technology. And what is true in a major way of general medicine is to a significant degree true of psychiatry. Prozac has long since arrived, and in its wake an ever-growing armamentarium of new psychotropics; beyond that, (...)
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  30. William Kelleher Storey (1998). Review of 'Colonial Technology: Science and the Transfer of Innovation to Australia' by Jan Todd. [REVIEW] Social Epistemology 12 (2):135 – 141.score: 135.0
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  31. P. Kroes, M. Bakker & D. Edgerton (1995). Technological Development and Science in the Industrial Age: New Perspectives on the Science Technology Relationship. Annals of Science 52 (4):424-424.score: 132.7
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  32. Les Todres (2002). Humanising Forces: Phenomenology in Science; Psychotherapy in Technological Culture. Indo-Pacific Journal of Phenomenology 2 (1).score: 132.0
    One of the concerns of the existential-phenomenological tradition has been to examine the human implications of living in a world of proliferating technology. The pressure to become more specialised and efficient has become a powerful value and quest. Both contemporary culture and science enables a view of human identity which focuses on our 'parts' and the compartmentalisation of our lives into specialised 'bits'. This is a kind of abstraction which Psychology has also, at times, taken in its concern to (...)
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  33. Michael Davis & Kelly Laas (2013). “Broader Impacts” or “Responsible Research and Innovation”? A Comparison of Two Criteria for Funding Research in Science and Engineering. Science and Engineering Ethics:1-21.score: 130.0
    Our subject is how the experience of Americans with a certain funding criterion, “broader impacts” (and some similar criteria) may help in efforts to turn the European concept of Responsible Research and Innovation (RRI) into a useful guide to funding Europe’s scientific and technical research. We believe this comparison may also be as enlightening for Americans concerned with revising research policy. We have organized our report around René Von Schomberg’s definition of RRI, since it seems both to cover what the (...)
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  34. Sven Ove Hansson (2007). What is Technological Science? Studies in History and Philosophy of Science Part A 38 (3):523-527.score: 126.0
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  35. William J. McKinney (1995). Between Justification and Pursuit: Understanding the Technological Essence of Science. Studies in History and Philosophy of Science Part A 26 (3):455-468.score: 126.0
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  36. Daniel Gil‐Perez & Jaime Carrascosa‐Alis (1994). Bringing Pupils' Learning Closer to a Scientific Construction of Knowledge: A Permanent Feature in Innovations in Science Teaching. Science Education 78 (3):301-315.score: 126.0
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  37. Jan Todd (1993). Science at the Periphery: An Interpretation of Australian Scientific and Technological Dependency and Development Prior to 1914. Annals of Science 50 (1):33-58.score: 126.0
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  38. J. W. (1995). Between Justification and Pursuit: Understanding the Technological Essence of Science. Studies in History and Philosophy of Science Part A 26 (3):455-468.score: 126.0
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  39. P. Kroes (1989). Philosophy of Science and the Technological Dimension of Science in Imre Lakatos and Theories of Scientific Change. Boston Studies in the Philosophy of Science 111:375-382.score: 126.0
     
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  40. Roser Pintó (2005). Introducing Curriculum Innovations in Science: Identifying Teachers' Transformations and the Design of Related Teacher Education. Science Education 89 (1):1-12.score: 126.0
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  41. Lorenzo Magnani, Walter Carnielli & Claudio Pizzi (eds.) (2010). MODEL-BASED REASONING IN SCIENCE AND TECHNOLOGY. Springer.score: 125.0
    This volume is based on the papers presented at the international conference Model-Based Reasoning in Science and Technology (MBR09_BRAZIL), held at the University of Campinas (UNICAMP), Campinas, Brazil, December 2009. The presentations given at the conference explored how scientific cognition, but several other kinds as well, use models, abduction, and explanatory reasoning to produce important or creative changes in theories and concepts. Some speakers addressed the problem of model-based reasoning in technology, and stressed the issue of science and (...)
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  42. Karen Kastenhofer (2010). Do We Need a Specific Kind of Technoscience Assessment? Taking the Convergence of Science and Technology Seriously. Poiesis and Praxis 7 (1-2):37-54.score: 125.0
    The presented paper addresses the concept of technoscience and its possible implications for technology assessment. Drawing on the discourse about converging technologies, it formulates the assumption that a general shift within science from epistemic cultures to techno-epistemic cultures lies at the heart of the propagated convergence between nano-, bio-, info- and cogno-sciences and technologies. This shift is adequately captured—so the main thesis—by the technoscience label. The paper elaborates on the shared characteristics of the new technosciences, especially their hybrid character (...)
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  43. Vincent di Norcia (2005). Intellectual Property and the Commercialization of Research and Development. Science and Engineering Ethics 11 (2):203-219.score: 122.3
    Concern about the commercialization of research is rising, notably in testing new drugs. The problem involves oversimplified, polarizing assumptions about research and development (R&D) and intellectual property (IP). To address this problem this paper sets forth a more complex three phase RT&D process, involving Scientific Research (R), Technological Innovation (T), and Commercial Product Development (D) or the RT&D process. Scientific research and innovation testing involve costly intellectual work and do not produce free goods, but rather require IP regulation. RT&D (...)
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  44. Vincent Norcia (2005). Intellectual Property and the Commercialization of Research and Development. Science and Engineering Ethics 11 (2):203-219.score: 122.3
    Concern about the commercialization of research is rising, notably in testing new drugs. The problem involves oversimplified, polarizing assumptions about research and development (R&D) and intellectual property (IP). To address this problem this paper sets forth a more complex three phase RT&D process, involving Scientific Research (R), Technological Innovation (T), and Commercial Product Development (D) or the RT&D process. Scientific research and innovation testing involve costly intellectual work and do not produce free goods, but rather require IP regulation. RT&D (...)
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  45. Michael Seltzer (1998). The Technological Infrastructure of Science. Techné: Research in Philosophy and Technology 3 (3):141-149.score: 122.0
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  46. Karin Dahlberg & Steen Halling (2001). Human Science Research as the Embodiment of Openness: Swimming Upstream in a Technological Culture. Journal of Phenomenological Psychology 32 (1):12-21.score: 120.0
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  47. G. S. Khozin (1973). Science and Technology, Ideology and Politics in the Usa: (Toward an Analysis of the Evolution of Complex Scientific-Technological Projects in the USA). Russian Studies in Philosophy 12 (3):50-70.score: 120.0
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  48. Andrzej Kiepas (2013). Eco-Philosophy and the Rationality of Science and Technology. Henryk Skolimowski's Criticism of Technological Civilization. Dialogue and Universalism 23 (4):127-139.score: 120.0
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  49. Harvey Brooks (1972). “World Leadership”, the “Technological Gap” and National Science Policy. Minerva 10 (2):323-329.score: 120.0
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