Spelling suggestions: "subject:"bcience world"" "subject:"bcience orld""
1 |
Integrating geographic information systems and community mapping into secondary science education : a web GIS approach /O'Dea, Elizabeth K. January 1900 (has links)
Thesis (M.S.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references (leaves 57-62). Also available online.
|
2 |
The effect of estimates of Soviet military strength upon Western decision making during World War IILarson, Gary Kenneth. January 1963 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-121).
|
3 |
The secret air war over France USAAF Special Operations units in the French campaign of 1944 /Moore, Bernard Victor. January 1900 (has links)
Thesis--School of Advanced Airpower Studies. / Title from title screen (viewed Oct. 29, 2003). "May 1992." Includes bibliographical references.
|
4 |
"Who has the puck?" : strategic initiative in modern conventional war /Judge, Sean M. January 2008 (has links)
Thesis (M.S.)--School of Advanced Air and Space Studies, 2008. / "June 2008." Vita. Includes bibliographical references (p. 107-111). Also available via the Internet.
|
5 |
Bracketing the enemy forward observers and combined arms effectiveness during the Second World War /Walker, John R. January 2009 (has links)
Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Mar. 11, 2010). Advisor: Clarence Wunderlin. Keywords: Forward Observers; Combined Arms; World War II. Includes bibliographical references (p. 325-357).
|
6 |
Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centreLebel, Josée January 2008 (has links)
Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.
|
7 |
Mining the curriculum: comparing the form and content of the museum exhibit Mine games with other mining curriculaKorteweg, Elisabeth (Lisa) Maria 11 1900 (has links)
In 1993, facing a future of escalating land-use controversies and a less than
sympathetic public attitude towards mining, major corporations in the British
Columbia mining industry and the provincial government invested in a public
education project: Vancouver's Science World's Mine Games exhibit.
This thesis will examine two pedagogical highlights of the Mine Games exhibit
promoted by Science World and its sponsors. They are the interactivity of the
exhibit (as evidenced by the hands-on stations and the computer games) and the
decision-making or 'consensus-building' process experienced in the simulated
town-meeting, Hotseat! One of the virtues of an exhibition that explicitly makes
a case for its merits and attempts to tell an important story is that it encourages
debate and makes possible the suggestion of other stories.
In this thesis, I critique Mine Games on the claims it has made for itself. The
thesis adopts a comparative approach, contrasting the pedagogical goals and
content of the Mine Games exhibit with school based mining curriculum. I argue
that the narrative and museological conventions of the exhibit reveal the story
of Mine Games for what it is — a specific, comedic story that excludes other
stories. Hidden under the facade of high-tech displays and computer games is a
traditional approach used both in schools and museums to exercise control and
deliver a non-threatening message: environmental controversies are resolvable,
all it takes is reasoned compromise.
|
8 |
The evolution of the U.S. Navy into an effective night-fighting force during the Solomon Islands campaign, 1942-1943 /Reardon, Jeff T. January 2008 (has links)
Thesis (Ph.D.)--Ohio University, August, 2008. / Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)
|
9 |
The evolution of the U.S. Navy into an effective night-fighting force during the Solomon Islands campaign, 1942-1943Reardon, Jeff T. January 2008 (has links)
Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)
|
10 |
Mining the curriculum: comparing the form and content of the museum exhibit Mine games with other mining curriculaKorteweg, Elisabeth (Lisa) Maria 11 1900 (has links)
In 1993, facing a future of escalating land-use controversies and a less than
sympathetic public attitude towards mining, major corporations in the British
Columbia mining industry and the provincial government invested in a public
education project: Vancouver's Science World's Mine Games exhibit.
This thesis will examine two pedagogical highlights of the Mine Games exhibit
promoted by Science World and its sponsors. They are the interactivity of the
exhibit (as evidenced by the hands-on stations and the computer games) and the
decision-making or 'consensus-building' process experienced in the simulated
town-meeting, Hotseat! One of the virtues of an exhibition that explicitly makes
a case for its merits and attempts to tell an important story is that it encourages
debate and makes possible the suggestion of other stories.
In this thesis, I critique Mine Games on the claims it has made for itself. The
thesis adopts a comparative approach, contrasting the pedagogical goals and
content of the Mine Games exhibit with school based mining curriculum. I argue
that the narrative and museological conventions of the exhibit reveal the story
of Mine Games for what it is — a specific, comedic story that excludes other
stories. Hidden under the facade of high-tech displays and computer games is a
traditional approach used both in schools and museums to exercise control and
deliver a non-threatening message: environmental controversies are resolvable,
all it takes is reasoned compromise. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
|
Page generated in 0.0308 seconds