Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [173]-182).

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Design, make and appraise (DMA) activities form a major component of the relatively new primary curriculum area of technology education. This case study is a descriptive and interpretative account of one teacher's attempt at implementing a DMA program in a class of children in their first year of formal schooling. The study seeks to discover and explore some of the factors and structural and organisational issues that arise during the implementation of a DMA program. The research aims to expand the knowledge base of the DMA strand of technology education as the teacher attempted to grapple with the problem of translating the theoretical technology education curriculum statements into practical realities in the classroom. This study highlights the importance of the teacher, her organisation and planning and selection of appropriate teaching strategies. / Group work, continuous assessment and the provision of adequate and appropriate resources were also found to be important contributing factors. Three further issues were found to emerge from the study. Firstly there was a weak link between the children's designing stage and their making and appraising stages. Secondly, DMA has the potential to assist schools to work towards a more gender-neutral curriculum in which both girls and boys have equal access. Special education children were found to be assisted by involvement in DMA activities. And thirdly, the setting of DMA tasks was seen to be an issue that could cause difficulties. Finally, a number of implications for teachers arose out of these findings and they have the potential to improve DMA teaching and learning.

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Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 154-160). Also available in print.

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Thesis (Ph.D)--Aerospace Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Mavris, Dimitri N.; Committee Member: German, Brian J.; Committee Member: Osburg, Jan; Committee Member: Ruffin, Stephen M.; Committee Member: Schrage, Daniel P.. Part of the SMARTech Electronic Thesis and Dissertation Collection.

This thesis presents an ethnographic study of the role of users in user-centered design. It is written from the perspective of science and technology studies, in particular developments in actor-network theory, and draws on the notion of the assemblage from the work of Deleuze and Guattari. The data for this thesis derives from a six-month field study of the routine discourse and practices of user-centered designers working for a multinational microprocessor manufacturer. The central argument of this thesis is that users are assembled along with the new technologies whose design they resource, as well as with new configurations of socio-cultural life that they bring into view. Informing this argument are two interrelated insights. First, user-centered and participatory design processes involve interminglings of human and non-human actors. Second, users are occasioned in such processes as sociotechnical assemblages. Accordingly, this thesis: (1) reviews how the user is variously applied as a practico-theoretical concern within human-computer interaction (HCI) and as an object of analysis within the sociology and history of technology; (2) outlines a methodology for studying users variously enacted within design practice; (3) examines how a non-user is constructed and re-constructed during the development of a diabetes related technology; (4) examines how designers accomplish user-involvement by way of a gendered persona; (5) examines how the making of a technology for people suffering from obesity included multiple users that served to format the designers’ immediate practical concerns, as well as the management of future expectations; (6) examines how users serve as a means for conducting ethnography-in-design. The thesis concludes with a theoretically informed reflection on user assemblages as devices that: do representation; resource designers’ socio-material management of futures; perform modalities of scale associated with technological and product development; and mediate different forms of accountability.

A novel method for modeling bends in coplanar waveguides (CPWs) is described. The CPW can be viewed as a pair of parallel coupled quasi-slot lines. Bends in the CPW are modeled as a non-uniform coupled line system in terms of their even- and odd- mode characteristics. This modeling approach is general and can be applied for bends with different angles and other similar discontinuities in the CPW. The salient feature of the model is the simplified illustration of frequency dependent effects in the bend. Right-angle, 45 degree, and mitered right-angle bends in the CPW are analyzed, and models are developed for each bend structure. The procedure for extracting the modal scattering matrix from the model is presented. To demonstrate the accuracy of the model, modal transmission coefficients obtained from the model are compared with full-wave electromagnetic simulations. Good agreement between the model and full-wave simulation results over a wide frequency range is demonstrated. The transfer of energy between even and odd modes in the bend is investigated and the effect of the physical properties of the CPW on mode conversion is analyzed in detail. Mode conversion at discontinuities like the bend in CPWs cause non-ideal behavior in the two-port (even-mode) measurements of such circuits. Theoretical prediction of the measured response is discussed along with the predicted response for transmission coefficient from model and full-wave simulations. Comparison between the measurements of a right-angle bend and the corresponding model results shows good agreement. Implementation of the model in SPICE is also discussed. / Graduation date: 2004