Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by Don Howard for the Program in History and Philosophy of Science. "July 2007." Includes bibliographical references (leaves 385-420).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 112-117). Also available via the Internet.

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Sherry Southerland, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed June 8, 2005). Document formatted into pages; contains viii, 128 pages. Includes bibliographical references.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3113225"

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

This is the report of a case study which was an investigation of how a group of long-established, in long-term and close working relationships, academic Computer Scientists working at a 1990's Scottish university have understood the many changes that have taken place in their field over their careers. It is a study that was performed by one of these Computer Scientist who had found it increasingly difficult to keep a grasp of the expanding, evolving and transforming knowledge-base that is a the core of being a Computing teacher in academia today, in the hope that performing the study would shed some light upon the nature of these changes, the forces that cause these changes, and how other Computer Scientists handle their changing field. The study was primarily performed through open conversations that took place in the group, one-to-one between the author and his then colleagues. As such, the study is based on analysis of subjective expressions of the personal experiences of the academics involved. As teachers in a new university, previously a Scottish Central Institution (akin to an English polytechnic), their teaching was applied Software Engineering rather than theoretical Computer Science, but a part of the group were originally educated as Computer Scientists. The study reviews the growth of Computer Science as an academic field in Scotland and compares the participants' experiences with those in other changing academic fields. The principal findings of the study are that knowledge in applied Computer Science originates entirely from outwith the academy. Commercial companies, philanthropic groups, end users and students all bring Computer Science knowledge into the academy. In order to teach the subject, these Computer Scientists must actively seek to gather in this knowledge, filter it and apply it in their teaching. The knowledge is volatile, difficult to provenance, only partially knowable, and time-stamped. It is not be found in books or other traditional academic sources. The one role that these Computer Scientists bring to knowledge creation in the field is in their formulation of new degree programmes which produce the field's new graduates and so affect the renewal and direction of the applied field of CS.

This thesis draws on previous engagements between art and Geography in experimental geographies to explore relationships between artists and different forms of institutions. It focuses on experimental artists and associated experimental artist-led collectives, which I term ‘artist-led groups’, to explore how these artists and groups have experimented with different forms of institutions’ as part of their work around science and technology. These experimental artists and groups draw on successive waves of institutional critique in the art world, alongside forms of social practice, to ask key spatial and social questions of institutions. This thesis explores the approaches these experimental artist-led groups and two other key artists have used to experiment with key facets of institutions, allowing them to ask critical questions of science and technology. In doing so, this thesis demonstrates creative approaches to engaging publics around science and technology which offer potential for expanding inter- and cross-disciplinary conversations in geographical discourse. This thesis uses an experimental methodology combining a form of artistic practice as research method on the one hand and ethnographic methods on the other. It combines these methods as part of an ethnography to explore how these artist-led groups associate with one another in a social network. The thesis then focuses on two experimental artists in this social network whose works are becoming increasingly heard within geographical discourse. These experimental artist-led groups and artists are shown to operate different creative approaches when engaging with institutions. I show these in three ways, showing how 1) artist-led groups experiment with different modes of institutions to bring contemporary science and technology issues into the public realm; 2) experimental artist Neal White uses artistic experiments to critique science and technology; and 3) experimental artist Richard Pell uses his Center for PostNatural History to experiment with ways of prompting public discussions around science and technology. Accordingly, this thesis argues that these experimental engagements highlight the benefit of inter- and cross-disciplinary conversations in better understanding and shaping institutions. For geographers, this experimental approach can create novel forms of knowledge to help better understand the social nature and implications of institutions.

Thesis (M.S.)--Youngstown State University, 2008. / Includes bibliographical references (leaves 50-52). Also available via the World Wide Web in PDF format.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Don A. Howard for the Program in History and Philosophy of Science. "July 2006." Includes bibliographical references (leaves 251-269).