Thesis (S.T.B.)--Biblical Seminary in New York, 1953. / Bibliography: leaves 56-58.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 136-141). Also available via the Internet.

Thesis (Ed. D.)--Washington State University, May 2009. / Title from PDF title page (viewed on Apr. 14, 2010). "College of Education." Includes bibliographical references (p. 78-84).

Thesis (M. Phil.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 328-347).

Senior Honors thesis--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on May 21, 2009). Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Michigan, 1999. / Chair: Renée R. Anspach. Includes bibliographical references.

This study explored the management of university-industry collaborations (UICs). Although increasingly important for delivering innovation in many sectors, policy research has expressed concern about the detailed performance of these inter-organisational arrangements. Moreover, although well researched as a knowledge-based economic phenomenon there is much less equivalent managerial research, especially from the perspective of university scientists. Therefore, owing to the paucity of such research, this thesis investigated the adoption of particular project management (PM) practices by university scientists and their subsequent impact on innovative project performance. Four research questions were defined and they were developed, refined and tested within a two-stage process.

Orientador: Leandro Londero da Silva / Banca: Irinéa de Lourdes Batista / Banca: Rodolfo Langhi / Resumo: Nosso trabalho parte da necessidade de uma valorização da ciência que é desenvolvida em âmbito nacional. Em trabalhos anteriores, constatamos a subvalorização da produção científica da física nas coleções didáticas do Programa Nacional do Livro Didático (PNLD). Diante das constatações, defendemos que, uma possibilidade de valorização da ciência que é desenvolvida no Brasil é o ensino da física produzida em âmbito nacional em aulas do ensino médio. Perante isso, a presente pesquisa tem por objetivo investigar as potencialidades e delimitações para o ensino da física produzida no Brasil em aulas do ensino médio. Das possíveis questões que seriam relevantes responder, nos parece significativo e propomos para este estudo: 1) Como a produção científica da física, desenvolvida no Brasil, é apresentada/discutida pelos autores das coleções didáticas do PNLD (2018 - 2020)? 2) Qual a importância atribuída aos cientistas brasileiros, à física desenvolvida no Brasil e ao ensino desta por um grupo de professores que ensinam física? 3) Qual o conhecimento a respeito da física brasileira de um grupo de alunos do Ensino Médio? Qual a percepção que estes estudantes têm a respeito dessa temática? Optamos por uma pesquisa de abordagem qualitativa. Para responder à primeira questão foram analisados todos os livros didáticos das coleções que compõem o programa, para a segunda e terceira questões foram utilizados questionários, que foram respondidos por professores e alunos, respectivamente, da re... (Resumo completo, clicar acesso eletrônico abaixo) / Our work starts from the need for a valorization of science that is developed at the national level. In previous works, we found the undervaluation of the scientific production of physics in the didactic collections of the National Program of Didactic Book (PNLD). In view of the findings, we argue that a value of science is developed in Brazil, the teaching of physics produced at the national level in high school classes. In view of this, the present research aims to investigate the potentialities and delimitations for the teaching of physics produced in Brazil in high school classes. From the possible questions that would be relevant, it seems significant and we propose for this study: 1) How is the scientific production of physics developed in Brazil presented / discussed by the authors of the didactic collections of the PNLD (2018-2020)? 2) What is the importance attributed to Brazilian scientists, physics developed in Brazil and the teaching of this by a group of teachers who teach physics? 3) What is the knowledge about the Brazilian physics of a group of high school students? What is the perception that these students have about this subject? We opted for qualitative research. In order to answer the first question, all the textbooks of the collections that make up the program were analyzed. For the second and third questions, questionnaires were used, which were answered by teachers and students, respectively, from the State of São José do Rio Preto. For the analysis of these materials, the thematic Content Analysis assumptions were used. We note that not only the authors of the collections use Brazilian scientists and institutions in a supportive way, but with little relevance, as well as teachers and students know very little about these scientists and institutions. However, in both groups of subjects an interest in the subject appears. With these results a Multistrategic Didactic Unit was elaborated / Mestre

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xii, 167 p. Includes bibliographical references.