Thesis (Doctoral)--Königl. Technische Hochschule zu München, 1913.

Thesis (Doctoral)--Kgl. Technische Hochschule zu München, 1909.

Thesis (M.S.)--University of California, Berkeley, 1962. / "Engineering and Equipment, UC-38" -t.p. "TID-4500 (17th Ed.)" -t.p. Includes bibliographical references (p. 56).

Inaug.-diss.--Basel.

Thesis (M.S.)--University of Wisconsin--Madison, 1961. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 86).

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In the United States, there has been a growing focus on using science, technology, engineering, and mathematics to increase global competitiveness. Despite increased attention to these subjects and funding through the years, American students still fall behind students in other countries in math and science achievement. STEAM (science, technology, engineering, arts, and mathematics) education has been proposed as a reform effort to address this problem. Designed to prepare students for the interdisciplinary demands of the 21st-century workforce, STEAM education aims to incorporate art and design principles into science, technology, engineering, and mathematics subjects to foster creativity, critical thinking, and innovation. This study examines the experiences of high school teachers as they implement STEAM. Despite the potential benefits of STEAM to learning and STEM career interest, little is known about the teachers who are an integral part of its implementation. This study aims to fill this gap by examining how high school teachers' backgrounds and social interactions influence their understanding and implementation of STEAM curricula, the roles high school teachers play in developing and modifying said curricula, and the challenges high school teachers face when implementing it. This research was guided by a conceptual framework built upon three theories: social constructivism, teachers as curriculum makers, and barriers to technology integration. Social constructivism emphasizes the importance of social interactions and cultural context in shaping teachers' understanding of STEAM education. Teachers as curriculum makers highlights the active role teachers play in designing and adapting curricula to meet the needs of their students and educational environments. Barriers to technology integration provides a lens for understanding the challenges teachers face in implementing STEAM curricula. Using qualitative methods, including semi-structured interviews and thematic analysis, this exploratory study examined high school teachers' experiences implementing STEAM curricula. The findings reveal that high school teachers often lack formal STEAM pedagogical training, leading them to rely on prior content knowledge, informal learning experiences, and collaborative planning with colleagues to make decisions about implementation. Teachers face significant challenges in implementing STEAM, including a lack of funding, insufficient support from administrators, and difficulties with school timetabling. Despite these challenges, teachers hold positive attitudes toward STEAM and believe in its benefits for student career preparation, skill-building, and exposure to various subjects. The implications of this study highlight the need for targeted professional development programs that address the specific needs of high school teachers, emphasizing both content knowledge and interdisciplinary pedagogical strategies. They also highlight the importance of creating flexible and adaptable STEAM curricula that allow for teacher autonomy and creativity. Furthermore, the findings suggest that schools and districts should prioritize STEAM education by providing adequate funding, resources, and support structures to ensure its successful implementation in high schools. This research contributes to the growing body of literature on STEAM education by providing a detailed exploration of the experiences and challenges faced by high school teachers. It concludes with practical recommendations for educators, policymakers, and curriculum developers to support the effective implementation of STEAM education, aiming to prepare students with the skills and knowledge necessary for success in the 21st century. / Doctor of Philosophy / In the United States, STEAM (science, technology, engineering, arts, and mathematics) education has been proposed as a way to prepare students for the 21st-century workforce. STEAM education aims to foster creativity, critical thinking, and innovation. However, while much attention has been given to the benefits of STEAM for students, less is known about the experiences of teachers who bring this approach to life in classrooms. This study examines the experiences of high school teachers as they implement STEAM. Through interviews and in-depth analysis, this research explores how teachers' backgrounds and social interactions influence their understanding and implementation of STEAM curricula, the roles they play in developing and modifying said curricula, and the challenges they face when implementing it. Teachers face significant challenges in implementing STEAM, including limited funding, lack of support from administrators, and time constraints. Despite these challenges, teachers generally view STEAM positively, recognizing its benefits for student career preparation, skill-building, and exposure to various subjects. The implications of this study highlight the need for targeted professional development programs that address the specific needs of high school teachers, emphasizing both content knowledge and interdisciplinary teaching strategies. Schools and districts should support teachers by providing adequate resources, flexible curricula, and administrative backing. This research contributes to the growing understanding of STEAM education by highlighting the critical role of teachers and offering practical recommendations for educators, policymakers, and curriculum designers. By addressing these needs, STEAM education programs can better prepare students with the skills and knowledge necessary for success in the 21st century

Thesis (M.E.)--Sibley college, Cornell University. / Typewritten copy.

The design of last stage low pressure steam (LP) turbines has become increasingly complicated as turbine manufacturers have pushed for larger and more efficient turbines. The tip sections of these LP turbines encounter condensing wet steam at high velocities resulting in increased losses. These losses are difficult to predict with computational fluid dynamic models. To study these losses and improve the design of LP turbines a study was commissioned to determine the feasibility and cost of a steam cascade facility for measuring low pressure turbine blade tip section aerodynamic and thermodynamic performance. This study focused on two objectives: 1) design a steam production facility capable of simulating actual LP turbine operating conditions, and 2) design an instrumentation system to measure blade performance in wet steam. The steam production facility was designed to allow the test section size to be selected later. A computer code was developed to model the facility cycle and provide equipment requirements. Equipment to meet these requirements, vendors to provide it, and costs were found for a range of test section sizes. A method to control the test section conditions was also developed. To design the instrumentation system two methods of measuring blade losses through entropy generation were proposed. The first method uses existing total pressure probe techniques. The second method uses advanced particle imaging velocimetry techniques possibly for the first time in wet steam. A new method is then proposed to modify the two techniques to take measurements at non-equilibrium states. Finally accuracy issues are discussed and the challenges associated with achieving periodic flow in this facility are investigated. / Master of Science