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Science And Technology For Development by United States. Delegation To The U.n. Conference On Science And Technology For Development%2c Vienna%2c 1979.

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1Science And Technology For Development; Report On The United Nations Conference On The Application Of Science And Technology For The Benefit Of The Less Developed Areas

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2ERIC ED602373: Teacher Effectiveness Of Some Selected Secondary Schools' Science, Technology, Engineering And Mathematics Subjects: Implication For Sustainable Development Using Science Education

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This study examined the teacher effectiveness of the selected STEM subjects' teachers of physics, chemistry, and biology at the senior secondary school level in Ijebu North local area of Ogun State, Nigeria. All the fifty teachers delivering the selected STEM subjects were observed using and adapted Teachers' Effectiveness Observation Guide (r=0.7). The data collected were analysed using descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects' teachers was relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categories of teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEM subjects' teachers. The study discussed the implications of the findings for sustainable development using science education. It recommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions, particularly in the use of activity-based instructional materials for science teaching.

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3CIA Reading Room Cia-rdp79-00798a000200020017-6: VISAS SPLEX: SCIENCE AND TECHNOLOGY AGREEMENT, APPLICATION OF COMPUTERS TO MANAGEMENT, THEORETICAL FOUNDATION FOR THE DESIGN, DEVELOPMENT, AND PRODUCTION OF SOFTWARE 01.01.04

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Date: hL4~I"' VFy n ? ?~ ? www~?~ ?~w ~?n ?~e~e~~w ww~ww------------ M1, .O i~ ~ fir.. ~. ~.~-.~~ .. .. .. ~... ~~. .. ~~. - .w v Department of State mEl f I is sSLir1A?C- of visa(s) to the a1kn(s' rcl itl UNCLASSIFIED 1268 E; c1 MOSCOW 16910 2420192 ago .'~ ACTION VOI:.-00 %' f OCT-P01 FUR-12 130-00 C,IAE-0 INSF-00 N$AE-00 CI1-014 OES-05 USXA-19 /037 W P,115417 NOV 75 M . MEM aASSY MOSCOW S CSTATF WASHDC 7919S r.L,RL CTOR FBI UN(LA5 MOSCOW 169101 116'520. N/A oL i-., tle., ~, _ , checks have nc 'AGS! CVIS,UR t6ARABOSHKIN9 YUKIV M S ANC G'UVERN!N'O SYSTEMS V, ' !e CaL,? Notes; . ,!WSJ- _3Z - }~~'3 MORO7OV V-LADIMIR PETROVICH , 9 JAN 1942 LIKOSLAVL' .LABORATORY CHIEF OF MOSCOW EONOMICAL STATISTICAL INSTITUTE V. ROSLYAKOV, GENNADIY STEPANO'/ICH 5 SLPT 1931 . VERKHOVA7H' YF DEPUTY'' DIRECTOR OF COMPUTE. CENTER OF MOSCON STATE State Dept. declassification & release instructions on file f~ F Approved For Release61 119: COIA-RDP79-00798A000200020017-6 Approved For Release 2001/11/19 : CIA-RDP79-00798A000200020017-6 Approved For Release 2001/11/19 : CIA-RDP79-00798A000200020017-6 proved Forcielease 2001/11/19 : CIA-RDP 9-0079 00200020017-6 ?~~ partment of State "E 32 ISCOW 16910 '2429119Z SHURAKOV, VIKTOR VALDIMIROVICH 26 AtJG 1033 LARICHI RECTOR OF MOSCOW ECONOMICAL STATISTICAL INSTITUTE S, TO VISIT NEW YORK, BISTON, WASHINGTON, CONTACT: IX CUTIVE SECRETARY, S&T AGREEMENT, WILLIAM ROOT O:PARTMENT OF STATE OES, WASHINGTON# O.C. Tle,l.; 63P-3007 n.0. AUFF'NKAMP, HEAD, COMPUTER APPLICATONS IN RESE,WH nIVISION OF COMPUTER RESEARCH. NATIONAL SCIENCE FOUNDATION, WASHINGTON W,.J0 DIXON (US COORDINATOR, TOPIC 4) PRtFESSOR Or BIOMATHFMATICS ANO DIRECTOR OF HEALTH ACTENCES COMPUTING FACILITY UNIVERSITY OF CAL LOS ANGELES, CAL ', KLEMA, RESEARCH ASSOCIATE COMPUTER RESEARCH CENTER NATIONAL BUREAU QLECONOMIC RESEARCH p~~o DECEMBER 7, 15 DAYS? MA Approved For Release 9 `1'iM W fClgRDP79-00798AO0020002OO17-6 Approved FoF4Wlease 2001/11/19 : CIA-RDP79-0079&Q,Q00200020017-6 US-USSR S&T AGREEMENT: COMPUTER APPLICATIONS: Theoretical Foundations for Software for Applications in Economics and Management (Topic 4) Proposed Itinerary Dec. 7 - Arrival in New York (overnight in New York) Dec. 8, 9 - Flight to Washington; working sessions on protocol and future program Dec. 10, 11 - Washington; workshop on mathematical software Dec. 12 - Washington; working sessions on protocol and future program Dec. 13 Flight to Eugene, Ore. (automobile to Corvallis, Ore.) Dec. 14 - Visit to Oregon Coast Dec. 15 - Corvallis, Ore.; Oregon State University Dec. 16 - Eugene, Ore.; University of Oregon Flight to San Francisco Dec. 17 - San Francisco, Calif.; Tymshare Corporation, Stanford University (Prof. Tarjin) Dec. 18, 19, - Flight to Los Angeles, Calif.; University 20 of California at Los Angeles (Prof. Dixon, possibly others) Scientific visits and completion of protocol Dec. 21 - Flight to New York for return to USSR Approved For Release 2001/11/19 : CIA-RDP79-00798A000200020017-6

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4DTIC ADA092884: Developing A Methodology For Assessing The Contributions To Industrial Development Of Science And Technology Institutions In Developing Countries.

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This report describes a methodology which evolved during investigations of the contributions to industrial development of science and technology institutions in Malaysia, Nigeria, and Colombia. Assessments of technical capabilities, of potential impact of science and education, and of appropriateness of technological approaches must be highly subjective. While some information may be available concerning program budgets, orientation, effectiveness, and impact, reliable data for quantifying such indicators of science and technology activities are frequently unavailable in developing countries. When such data are available, they can be helpful, but the important qualitative aspects of science and technology remain in the realm of subjective judgements. The investigations in the three countries were limited in depth and duration. Less than three weeks was spent by a team of specialists in each country, and for each country the preparatory work, data analysis, and report preparation involved only several additional months of effort.

“DTIC ADA092884: Developing A Methodology For Assessing The Contributions To Industrial Development Of Science And Technology Institutions In Developing Countries.” Metadata:

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  • Language: English

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5Issues Of Development : Towards A New Role For Science And Technology : [proceedings Of An International Symposium On Science And Technology For Development, Held In Singapore In January 1979]

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This report describes a methodology which evolved during investigations of the contributions to industrial development of science and technology institutions in Malaysia, Nigeria, and Colombia. Assessments of technical capabilities, of potential impact of science and education, and of appropriateness of technological approaches must be highly subjective. While some information may be available concerning program budgets, orientation, effectiveness, and impact, reliable data for quantifying such indicators of science and technology activities are frequently unavailable in developing countries. When such data are available, they can be helpful, but the important qualitative aspects of science and technology remain in the realm of subjective judgements. The investigations in the three countries were limited in depth and duration. Less than three weeks was spent by a team of specialists in each country, and for each country the preparatory work, data analysis, and report preparation involved only several additional months of effort.

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6Funds For Development Of Science And Technology (11-Sep-1991)

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7Alcohol Fuels : Options For Developing Countries : Report Of An Ad Hoc Panel Of The Advisory Committee On Technology Innovation, Board On Science And Technology For International Development, Office Of International Affairs, National Research Council

'Funds for Development of Science and Technology (11-Sep-1991)' from the Parliament Digital Library

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8Science And Technology For Integrated Rural Development

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  • Language: Eng

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9ERIC ED628531: Development And Validation Of A Localized Module In Science, Technology, Engineering And Mathematics Competencies For Food And Beverage Services Level II Trainees

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This Research and Development study developed and validated a localized Science, Technology, Engineering, and Mathematics (STEM) Competencies for Food and Beverage Services (FBS) level II trainees. Twenty-five (25) FBS NC II trainees from General Santos National School of Arts and Trades participated in the study; 72% were female, 28% were aged 21-25, and 72% were college graduates. Trainers, assessors, and industry experts evaluated the modules. Analysis of variance (ANOVA) and weighted mean were employed to answer study issues and examine evaluator ratings. The competencies of preparing the dining area, promoting food and beverage, and providing room service are the least mastered. There is a significant difference in these competencies based on sex with t-3.017, p-0.012 and age with t-5.081, p-0.005, but not on educational achievement f-1.856, p-0.160. Required knowledge, skills, and (STEM) Competencies were identified based on the training regulation of the qualification. The correlation test showed p-values greater than 0.05, supporting the null hypothesis that mean gain scores on evaluating localize modules with STEM competencies in objectives, concepts, skills, usability, appropriateness, and adequacy are not significantly different. Thus, it is recommended that the localized module be tested in the training of FBS NC II and employed in the subsequent study.

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10Science And Technology For Development

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This Research and Development study developed and validated a localized Science, Technology, Engineering, and Mathematics (STEM) Competencies for Food and Beverage Services (FBS) level II trainees. Twenty-five (25) FBS NC II trainees from General Santos National School of Arts and Trades participated in the study; 72% were female, 28% were aged 21-25, and 72% were college graduates. Trainers, assessors, and industry experts evaluated the modules. Analysis of variance (ANOVA) and weighted mean were employed to answer study issues and examine evaluator ratings. The competencies of preparing the dining area, promoting food and beverage, and providing room service are the least mastered. There is a significant difference in these competencies based on sex with t-3.017, p-0.012 and age with t-5.081, p-0.005, but not on educational achievement f-1.856, p-0.160. Required knowledge, skills, and (STEM) Competencies were identified based on the training regulation of the qualification. The correlation test showed p-values greater than 0.05, supporting the null hypothesis that mean gain scores on evaluating localize modules with STEM competencies in objectives, concepts, skills, usability, appropriateness, and adequacy are not significantly different. Thus, it is recommended that the localized module be tested in the training of FBS NC II and employed in the subsequent study.

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  • Language: English

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11Science And Technology For Development; Report On The United Nations Conference On The Application Of Science And Technology For The Benefit Of The Less Developed Areas

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This Research and Development study developed and validated a localized Science, Technology, Engineering, and Mathematics (STEM) Competencies for Food and Beverage Services (FBS) level II trainees. Twenty-five (25) FBS NC II trainees from General Santos National School of Arts and Trades participated in the study; 72% were female, 28% were aged 21-25, and 72% were college graduates. Trainers, assessors, and industry experts evaluated the modules. Analysis of variance (ANOVA) and weighted mean were employed to answer study issues and examine evaluator ratings. The competencies of preparing the dining area, promoting food and beverage, and providing room service are the least mastered. There is a significant difference in these competencies based on sex with t-3.017, p-0.012 and age with t-5.081, p-0.005, but not on educational achievement f-1.856, p-0.160. Required knowledge, skills, and (STEM) Competencies were identified based on the training regulation of the qualification. The correlation test showed p-values greater than 0.05, supporting the null hypothesis that mean gain scores on evaluating localize modules with STEM competencies in objectives, concepts, skills, usability, appropriateness, and adequacy are not significantly different. Thus, it is recommended that the localized module be tested in the training of FBS NC II and employed in the subsequent study.

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  • Title: ➤  Science And Technology For Development; Report On The United Nations Conference On The Application Of Science And Technology For The Benefit Of The Less Developed Areas
  • Author: ➤  
  • Language: English

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12ERIC ED066305: Conference Of Ministers Of Education And Those Responsible For The Promotion Of Science And Technology In Relation To Development In Latin America And The Caribbean Convened In Cooperation With ECLA And OAS, Venezuela, December 1971, Final Report.

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Summarized in this report are commission reports, resolutions, and recommendations offered to a 1971 UNESCO conference dealing with education, science, technology, and development in Latin America and the Caribbean. The narrative material serves to illuminate the Conference objectives to: (1) review the progress made in education since a 1966 conference relating to education and economic planning, (2) consider the reform and democratization of secondary education, with particular reference to the development of science teaching, (3) identify needs in respect of regional cooperation with regard to higher education, especially in science, technology and agriculture and to university scientific research, and (4) examine the Director-General's proposals concerning regional integration in Latin America in the fields of UNESCO's competence. Additional material includes the conference addresses, and lists of documents and participants. The Conference was held in Caraballeda, Venezuela, December 6-15, 1971, with the cooperation of UNESCO, the United Nations Economic Commission for Latin America and the Organization of American States. (BL)

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  • Language: English

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13FUNDS FOR DEVELOPMENT PROMOTION OF SCIENCE AND TECHNOLOGY (1-Dec-2006)

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14New Wealth : Commercialization Of Science And Technology For Business And Economic Development

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15International Center For Development Of Science And Technology ( ICDST) Blog – The ICDST Uncovers Interesting Stories From News And Announcements.

ICDST

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16Interagency Coordination Of Federal Scientific Research And Development, The Federal Council For Science And Technology: Report

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17The Fundamental Role Of Science And Technology In International Development : An Imperative For The U.S. Agency For International Development

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18Science And Technology As The Basis For Development Schemes (11-Mar-1992)

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19DTIC ADA1015932: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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20DTIC ADA1015935: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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21DTIC ADA1015937: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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22Role Of Core Facilities In The Strategy For Russia’s Science And Technology Development

By

The relevance of the formulated problems and proposed solutions in the report and further discussion is manifested by the assignment of the President of the Russian Federation V. V. Putin to design implementation arrangement tools for the long-term Strategy for Russia’s Science and Technology Development by autumn 2016. In addition to the tool for implementation of research in priority areas of Russian Scientific and Technological Complex development it is necessary to design relevant infrastructure. This brings forth a problem of efficient engagement of existing infrastructure assets into research activities and their capacity development in accordance with the existing scientific tasks. Core facilities (abbreviated in Russian as CKP), which provide multiple access to scientific equipment, research methods and expertise of employees of research and educational institutions for a wide range of interested parties, is one of infrastructure classes actively supported by the government. Effective public support of CKP and their orientation to external users allow to consider them as the second level infrastructure support to the research in priority areas of Russian Scientific and Technological Complex development. As the first level infrastructural support we consider infrastructure of a Centre of Excellence – the leading research institution by means of establishing CKP at their premises it is suggested to compensate CKP costs of servicing external users from the budget of Centre of Excellence, which is formed mainly from public funds. That is how the principle of multichannel funding is realized in connection with CKP, which is a strong incentive for research institutions to contribute to infrastructural support of research initiated by a Centre of Excellence. Implementation of the proposed 2-level system of infrastructural support to research means a wider understanding of CKP role in innovation processes, evolutionary transition from a bulk of CKPs to the structures responsible for research support in certain priority areas. Introduction of CKPs into activities of Centres of Excellence will enable CKP efficiency growth, which is not currently evident as the centres build up resource capacity by means of government support.

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23Review Of The Monograph By I. N. Vasilyeva, V. V. Lapochkina, E. A. Plekhanova Et Al. "Implementation Of Science And Technology Policy In The Russian Federation: Current Status And Prospects For Development"

By

Scientific review of a monograph written by the RIEPL team.

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24ERIC ED439955: The Development, Implementation And Initial Research Findings Of 'Science And Technology For All' In Israel.

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Reform in science and technology education started in Israel in 1992 with the release of the "Tomorrow '98 Report." The report featured 43 recommendations for new programs, special projects, changes, and improvements that are both educational and structural in the areas of curriculum development and implementation, pedagogy of science, and professional development of science teachers. This paper focuses on the recommendations that concern the teaching and learning of 'Science and Technology for ALL' (MUTAV), a program for high school students who opt not to specialize in any of the science disciplines (biology, chemistry, or physics). (Contains 29 references.) (CCM)

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25OIG-08-85 - The Science And Technology Directorate's Processes For Selecting And Managing Research And Development Programs

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OIG-08-85 - The Science and Technology Directorate's Processes for Selecting and Managing Research and Development Programs http://www.dhs.gov/xoig/assets/mgmtrpts/OIG_08-85_Aug08.pdf (Unofficial mirror of http://www.documentcloud.org/documents/241114-oig-08-85-the-science-and-technology.html)

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26DTIC ADA1015936: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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27Applications Of Biotechnology To Traditional Fermented Foods : Report Of An Ad Hoc Panel Of The Board On Science And Technology For International Development

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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28ERIC ED118419: Science And Technology For International Development: A Selected List Of Information Sources In The United States And Bibliography Of Selected Materials. Second Edition.

By

This report updates a previous publication with the same title, issued in March 1972. The purpose of these reports has been to identify and document the services of information sources in the United States which might be of use to those working on policies for science and technology in developing nations. Many of the sources noted in the original edition have been updated and, in addition, several new sources of collections and services have been added. Of the two major sections of this work, the first identifies a number of U.S.-based libraries and organizations with major holdings in fields related to science and technology in developing nations along with a record of some of the smaller, more specialized collections of interest. The second section of this report is comprised of a bibliography of selected references related to the use of science and technology for development. Three main topics: (1) the transfer of technology, (2) industrialization, and (3) small-scale industries are emphasized, these being different from those addressed in the first edition. (Author/CP)

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29Science And Technology For Development; Report On The United Nations Conference On The Application Of Science And Technology For The Benefit Of The Less Developed Areas

By

This report updates a previous publication with the same title, issued in March 1972. The purpose of these reports has been to identify and document the services of information sources in the United States which might be of use to those working on policies for science and technology in developing nations. Many of the sources noted in the original edition have been updated and, in addition, several new sources of collections and services have been added. Of the two major sections of this work, the first identifies a number of U.S.-based libraries and organizations with major holdings in fields related to science and technology in developing nations along with a record of some of the smaller, more specialized collections of interest. The second section of this report is comprised of a bibliography of selected references related to the use of science and technology for development. Three main topics: (1) the transfer of technology, (2) industrialization, and (3) small-scale industries are emphasized, these being different from those addressed in the first edition. (Author/CP)

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30DTIC ADA092883: Contributions To Industrial Development Of Science And Technology Institutions In Colombia And Opportunities For Bilateral Cooperation.

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This report analyzes the characteristics and capabilities of the principal institutions that comprise the science and technology infrastructure in Colombia, the potential contributions of these institutions to industrial development, and opportunities for bilateral cooperation between these institutions and related institutions in the United States. The report is based largely on observations during a three-week visit to Colombia in June 1979 by a team of senior scientists and engineers from Cornell University and on documentation obtained during the visit. Despite the brevity of the visit, the team was able to gain a number of insights concerning the activities of research, educational, and industrial organizations in Colombia.

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31DTIC ADA367074: Tools Deployment Strategy For The Implementation Of Integrated Product And Process Development (IPPD) In Science And Technology (S&T)

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The purpose of this task was to identify tools and methods that could support the AFMC/ST Science and Technology (S&T) Integrated Product and Process Development (IPPD) Initiative. The intent is to deploy Commercial off the Shelf (COTS) software products that will aid the S&T community in implementing the IPPD strategy and, in turn, reduce program management and operation costs. This effort bad three general objectives: (1) Gather user needs for tools to support the implementation of the IPPD process. (2) Provide a market assessment to determine whether commercial tools exist that could support these needs. (3) Recommend a tools development strategy for deploying tools throughout the Air Force S&T community. Program managers at five major Air Force R&D organizations underwent structured interviews to determine their tool requirements in each of four areas: (Technology) Requirements Management, (Value Judgment via) Group Consensus, (Program Management) Workflow, and (Design) Value Analysis. COTS tools were evaluated against those requirements and recommendations were made for tool selection and further tool development.

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32ERIC ED373995: Future Content In Science And Technology Education At Secondary Level. Proceedings Of The UNESCO PROAP/APEID Regional Workshop For The Development Of Science Education At The Secondary Level With Special Reference To Futures Content (Beijing, People's Republic Of China, November 29-December 5, 1989).

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In order to improve science education for students, it is necessary to look ahead at long term projects geared toward the improvement of science education and the specific content that must be taught today to prepare students for future science endeavors. To provide a forum for this discussion, The three major components of the workshop were as follows: (1) country experiences in regard to new trends in science and technology education at the secondary level, future content and curricular designs in science and technology education at the secondary level, and current status of the developmental work in this regard; (2) future content, its justification and its analysis; and (3) potential sources for reference and consultation, possible learning/teaching activities, investigations and experiments for the secondary level in regard to this content, and likely implementation difficulties. Chapter one, "Country Comments," includes brief summaries of the thinking, priorities, strategies, design, and content being considered nationally for the future science and technology education at secondary levels of seven of the participating countries (People's Republic of China, Indonesia, Malaysia, Mongolia, Philippines, Thailand, and Socialist Republic of Vietnam). Chapter two, "Future Content" undertakes the task of indicating the kinds of content analyses countries would need to undertake prior to entering the complex tasks of curriculum development. In chapter three, "Learning/Teaching of Future Content" a biological science and physical science group focus on the learning and teaching of the new science and technology content, and on linking the existing content to the new content. The fourth chapter, "Recommendations" presents the list of common problems faced by participating countries and makes specific recommendations for future aid by UNESCO. (ZWH)

“ERIC ED373995: Future Content In Science And Technology Education At Secondary Level. Proceedings Of The UNESCO PROAP/APEID Regional Workshop For The Development Of Science Education At The Secondary Level With Special Reference To Futures Content (Beijing, People's Republic Of China, November 29-December 5, 1989).” Metadata:

  • Title: ➤  ERIC ED373995: Future Content In Science And Technology Education At Secondary Level. Proceedings Of The UNESCO PROAP/APEID Regional Workshop For The Development Of Science Education At The Secondary Level With Special Reference To Futures Content (Beijing, People's Republic Of China, November 29-December 5, 1989).
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“ERIC ED373995: Future Content In Science And Technology Education At Secondary Level. Proceedings Of The UNESCO PROAP/APEID Regional Workshop For The Development Of Science Education At The Secondary Level With Special Reference To Futures Content (Beijing, People's Republic Of China, November 29-December 5, 1989).” Subjects and Themes:

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33ERIC EJ1149533: Skill Development In Science And Technology Education For Sustainable Development In Nigeria

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This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.

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34ERIC ED342643: Students' Alternative Frameworks And Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen Und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. This Bibliography Contains Some 2,000 Articles On Empirical Investigation And Theoretical Considerations Covering The Topic Of Students' Conceptions Entered Before September 1990. PUblications In Journals, Books, Working Papers, And Contributions To Conferences Are Included. English, German, And French Publications, And Ones In Other Languages Are Contained In The Bibliography. The Bibliography Is Divided Into Nine Groups: (1) General Considerations Concerning Research In This Area; (2) Everyday Notions And Scientific Notions; (3) Development Of Notions In The History Of Science As Compared To Development Of Notions Of Individuals; (4) Language And Notions; (5) Methods Of Investigations; (6) Investigations Of Students' Notions; (7) Instruction Taking Students' Notions Into Account; (8) Investigations Of Teachers Notions; And (9) Notions And Teacher Training. The Entries Include The Author's Name, Year Of Publication, Title, Place Of Publication, And A Set Of Keywords That Help The Reader To Categorize The Articles. Keywords Indicate The Group Of The Article (1-9), Physics, Chemistry, Or Biology, And Further Areas Or Concepts. Articles Dealing With Conceptions Of The Teaching And Learning Process, Conceptions Of Science, Conceptions On The Use Of Science For Technology And Society, And Empirical Studies In Which Gender Differences Are Investigated Are Also Indicated By Keywords. An Author Index, An Appendix That Contains Publications Added During The Preparation Of The Present Edition From October To December 1990, A Second Appendix That Contains Entries From Another Bibliography Not Listed In This Bibliography, And A List Of Keywords Are Included. (KR)

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This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

“ERIC ED342643: Students' Alternative Frameworks And Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen Und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. This Bibliography Contains Some 2,000 Articles On Empirical Investigation And Theoretical Considerations Covering The Topic Of Students' Conceptions Entered Before September 1990. PUblications In Journals, Books, Working Papers, And Contributions To Conferences Are Included. English, German, And French Publications, And Ones In Other Languages Are Contained In The Bibliography. The Bibliography Is Divided Into Nine Groups: (1) General Considerations Concerning Research In This Area; (2) Everyday Notions And Scientific Notions; (3) Development Of Notions In The History Of Science As Compared To Development Of Notions Of Individuals; (4) Language And Notions; (5) Methods Of Investigations; (6) Investigations Of Students' Notions; (7) Instruction Taking Students' Notions Into Account; (8) Investigations Of Teachers Notions; And (9) Notions And Teacher Training. The Entries Include The Author's Name, Year Of Publication, Title, Place Of Publication, And A Set Of Keywords That Help The Reader To Categorize The Articles. Keywords Indicate The Group Of The Article (1-9), Physics, Chemistry, Or Biology, And Further Areas Or Concepts. Articles Dealing With Conceptions Of The Teaching And Learning Process, Conceptions Of Science, Conceptions On The Use Of Science For Technology And Society, And Empirical Studies In Which Gender Differences Are Investigated Are Also Indicated By Keywords. An Author Index, An Appendix That Contains Publications Added During The Preparation Of The Present Edition From October To December 1990, A Second Appendix That Contains Entries From Another Bibliography Not Listed In This Bibliography, And A List Of Keywords Are Included. (KR)” Metadata:

  • Title: ➤  ERIC ED342643: Students' Alternative Frameworks And Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen Und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. This Bibliography Contains Some 2,000 Articles On Empirical Investigation And Theoretical Considerations Covering The Topic Of Students' Conceptions Entered Before September 1990. PUblications In Journals, Books, Working Papers, And Contributions To Conferences Are Included. English, German, And French Publications, And Ones In Other Languages Are Contained In The Bibliography. The Bibliography Is Divided Into Nine Groups: (1) General Considerations Concerning Research In This Area; (2) Everyday Notions And Scientific Notions; (3) Development Of Notions In The History Of Science As Compared To Development Of Notions Of Individuals; (4) Language And Notions; (5) Methods Of Investigations; (6) Investigations Of Students' Notions; (7) Instruction Taking Students' Notions Into Account; (8) Investigations Of Teachers Notions; And (9) Notions And Teacher Training. The Entries Include The Author's Name, Year Of Publication, Title, Place Of Publication, And A Set Of Keywords That Help The Reader To Categorize The Articles. Keywords Indicate The Group Of The Article (1-9), Physics, Chemistry, Or Biology, And Further Areas Or Concepts. Articles Dealing With Conceptions Of The Teaching And Learning Process, Conceptions Of Science, Conceptions On The Use Of Science For Technology And Society, And Empirical Studies In Which Gender Differences Are Investigated Are Also Indicated By Keywords. An Author Index, An Appendix That Contains Publications Added During The Preparation Of The Present Edition From October To December 1990, A Second Appendix That Contains Entries From Another Bibliography Not Listed In This Bibliography, And A List Of Keywords Are Included. (KR)
  • Author:
  • Language: English

“ERIC ED342643: Students' Alternative Frameworks And Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen Und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. This Bibliography Contains Some 2,000 Articles On Empirical Investigation And Theoretical Considerations Covering The Topic Of Students' Conceptions Entered Before September 1990. PUblications In Journals, Books, Working Papers, And Contributions To Conferences Are Included. English, German, And French Publications, And Ones In Other Languages Are Contained In The Bibliography. The Bibliography Is Divided Into Nine Groups: (1) General Considerations Concerning Research In This Area; (2) Everyday Notions And Scientific Notions; (3) Development Of Notions In The History Of Science As Compared To Development Of Notions Of Individuals; (4) Language And Notions; (5) Methods Of Investigations; (6) Investigations Of Students' Notions; (7) Instruction Taking Students' Notions Into Account; (8) Investigations Of Teachers Notions; And (9) Notions And Teacher Training. The Entries Include The Author's Name, Year Of Publication, Title, Place Of Publication, And A Set Of Keywords That Help The Reader To Categorize The Articles. Keywords Indicate The Group Of The Article (1-9), Physics, Chemistry, Or Biology, And Further Areas Or Concepts. Articles Dealing With Conceptions Of The Teaching And Learning Process, Conceptions Of Science, Conceptions On The Use Of Science For Technology And Society, And Empirical Studies In Which Gender Differences Are Investigated Are Also Indicated By Keywords. An Author Index, An Appendix That Contains Publications Added During The Preparation Of The Present Edition From October To December 1990, A Second Appendix That Contains Entries From Another Bibliography Not Listed In This Bibliography, And A List Of Keywords Are Included. (KR)” Subjects and Themes:

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35ERIC ED581690: National STEM School Education Strategy: A Comprehensive Plan For Science, Technology, Engineering And Mathematics Education In Australia There Are Many Factors That Affect Student Engagement In Science, Technology, Engineering And Mathematics (STEM). Underlying This Are The Views Of The Broader Community--and Parents In Particular--about The Relevance Of STEM, And The Approach To The Teaching And Learning Of STEM From The Early Years And Continuing Throughout Schooling. Connected To This Is The Way Industry Articulates The Importance Of STEM Related-skills That Extend Beyond Traditional STEM Occupations. University Admissions Policies Also Have A Strong Influence On Student Choices In The Senior Secondary years. The Purpose Of The Strategy Is to build On A Range Of reforms And Activities Already Underway. It Aims To Better Coordinate And target This Effort And Sharpen the Focus On The Key Areas Where Collaborative Action will Deliver Improvements To STEM Education. The National Strategy Is Focused On Action That Lifts Foundational Skills In STEM Learning Areas, Develops Mathematical, Scientific And Technological Literacy, And Promotes The Development Of The 21st Century Skills Of Problem Solving, Critical Analysis And Creative Thinking. It Recognises The Importance Of A Focus On STEM In The Early Years And Maintaining This Focus Throughout Schooling. This Document Outlines Two Goals (ensure All Students Finish School With strong Foundational Knowledge In STEM And Related Skills; And Ensure That Students Are Inspired To Take On More Challenging STEM Subjects), Five Areas For National Action, And Guiding Principles For Schools To Support STEM Education. [Cover Title Varies: "National STEM School Education Strategy, 2016-2026."]

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There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

“ERIC ED581690: National STEM School Education Strategy: A Comprehensive Plan For Science, Technology, Engineering And Mathematics Education In Australia There Are Many Factors That Affect Student Engagement In Science, Technology, Engineering And Mathematics (STEM). Underlying This Are The Views Of The Broader Community--and Parents In Particular--about The Relevance Of STEM, And The Approach To The Teaching And Learning Of STEM From The Early Years And Continuing Throughout Schooling. Connected To This Is The Way Industry Articulates The Importance Of STEM Related-skills That Extend Beyond Traditional STEM Occupations. University Admissions Policies Also Have A Strong Influence On Student Choices In The Senior Secondary years. The Purpose Of The Strategy Is to build On A Range Of reforms And Activities Already Underway. It Aims To Better Coordinate And target This Effort And Sharpen the Focus On The Key Areas Where Collaborative Action will Deliver Improvements To STEM Education. The National Strategy Is Focused On Action That Lifts Foundational Skills In STEM Learning Areas, Develops Mathematical, Scientific And Technological Literacy, And Promotes The Development Of The 21st Century Skills Of Problem Solving, Critical Analysis And Creative Thinking. It Recognises The Importance Of A Focus On STEM In The Early Years And Maintaining This Focus Throughout Schooling. This Document Outlines Two Goals (ensure All Students Finish School With strong Foundational Knowledge In STEM And Related Skills; And Ensure That Students Are Inspired To Take On More Challenging STEM Subjects), Five Areas For National Action, And Guiding Principles For Schools To Support STEM Education. [Cover Title Varies: "National STEM School Education Strategy, 2016-2026."]” Metadata:

  • Title: ➤  ERIC ED581690: National STEM School Education Strategy: A Comprehensive Plan For Science, Technology, Engineering And Mathematics Education In Australia There Are Many Factors That Affect Student Engagement In Science, Technology, Engineering And Mathematics (STEM). Underlying This Are The Views Of The Broader Community--and Parents In Particular--about The Relevance Of STEM, And The Approach To The Teaching And Learning Of STEM From The Early Years And Continuing Throughout Schooling. Connected To This Is The Way Industry Articulates The Importance Of STEM Related-skills That Extend Beyond Traditional STEM Occupations. University Admissions Policies Also Have A Strong Influence On Student Choices In The Senior Secondary years. The Purpose Of The Strategy Is to build On A Range Of reforms And Activities Already Underway. It Aims To Better Coordinate And target This Effort And Sharpen the Focus On The Key Areas Where Collaborative Action will Deliver Improvements To STEM Education. The National Strategy Is Focused On Action That Lifts Foundational Skills In STEM Learning Areas, Develops Mathematical, Scientific And Technological Literacy, And Promotes The Development Of The 21st Century Skills Of Problem Solving, Critical Analysis And Creative Thinking. It Recognises The Importance Of A Focus On STEM In The Early Years And Maintaining This Focus Throughout Schooling. This Document Outlines Two Goals (ensure All Students Finish School With strong Foundational Knowledge In STEM And Related Skills; And Ensure That Students Are Inspired To Take On More Challenging STEM Subjects), Five Areas For National Action, And Guiding Principles For Schools To Support STEM Education. [Cover Title Varies: "National STEM School Education Strategy, 2016-2026."]
  • Author:
  • Language: English

“ERIC ED581690: National STEM School Education Strategy: A Comprehensive Plan For Science, Technology, Engineering And Mathematics Education In Australia There Are Many Factors That Affect Student Engagement In Science, Technology, Engineering And Mathematics (STEM). Underlying This Are The Views Of The Broader Community--and Parents In Particular--about The Relevance Of STEM, And The Approach To The Teaching And Learning Of STEM From The Early Years And Continuing Throughout Schooling. Connected To This Is The Way Industry Articulates The Importance Of STEM Related-skills That Extend Beyond Traditional STEM Occupations. University Admissions Policies Also Have A Strong Influence On Student Choices In The Senior Secondary years. The Purpose Of The Strategy Is to build On A Range Of reforms And Activities Already Underway. It Aims To Better Coordinate And target This Effort And Sharpen the Focus On The Key Areas Where Collaborative Action will Deliver Improvements To STEM Education. The National Strategy Is Focused On Action That Lifts Foundational Skills In STEM Learning Areas, Develops Mathematical, Scientific And Technological Literacy, And Promotes The Development Of The 21st Century Skills Of Problem Solving, Critical Analysis And Creative Thinking. It Recognises The Importance Of A Focus On STEM In The Early Years And Maintaining This Focus Throughout Schooling. This Document Outlines Two Goals (ensure All Students Finish School With strong Foundational Knowledge In STEM And Related Skills; And Ensure That Students Are Inspired To Take On More Challenging STEM Subjects), Five Areas For National Action, And Guiding Principles For Schools To Support STEM Education. [Cover Title Varies: "National STEM School Education Strategy, 2016-2026."]” Subjects and Themes:

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36DTIC ADA1015934: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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  • Title: ➤  DTIC ADA1015934: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,
  • Author: ➤  
  • Language: English

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37DTIC ADA1015939: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,

By

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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  • Title: ➤  DTIC ADA1015939: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,
  • Author: ➤  
  • Language: English

“DTIC ADA1015939: Statement On The Science And Technology Program By Dr. Ruth M. Davis Deputy Under Secretary Of Defense For Research And Advanced Technology Before The Research And Development Subcommittee Of The Armed Services Committee Of The House Of Representatives 95th Congress, Second Session,” Subjects and Themes:

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38Zhongguo De Ke Ji Tou Zi : Ke Ji Jin Rong Yu Ke Ji Cai Shui Chu Tan = China's Investment And Financing For Science And Technology Development : Analyses Of Financial Market And Public Sector

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The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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  • Language: chi

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39India-China Comparative Research : Technology And Science For Development

The FY 1979 budget request for the Defense S & T Program is $2.6 billion. The Defense S & T Program includes the DARPA Program and the DNA program as well as the S & T Programs of the three Services. The Program is closely coordinated with the Intelligence Community, DoD development organizations and operational commands. It is coupled with, and complementary to, the science and technology programs of the Departments of Energy and Transportation and of the National Oceanic and Atmospheric Administration and of the National Aeronautics and Space Administration. It relates well to similar programs pursued by our allies. The S & T Program is a highly selective mix of high-risk, high-impact projects, of incremental advances in technology, of anticipated technological breakthroughs and of low-risk but urgently needed R & D. It runs the gamut from academic research to advanced full-scale technology demonstrations in operational environments.

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40ERIC ED604486: Science & Engineering Indicators 2018. NSB-2018-1 "Science And Engineering Indicators" ("Indicators") Is A Biennial Congressionally Mandated Report That Provides High-quality Quantitative Information On The U.S. And International Science And Engineering Enterprise. The Report Employs A Variety Of Presentation Styles--such As Narrative Text, Data Tables And Figures--to Make The Data Accessible To Readers With Different Information Needs And Different Information-processing Preferences. The Data Are "indicators," That Is, Quantitative Summary Information On The Scope, Quality, And Vitality Of The Science And Engineering (S&E) Enterprise Or Its Change Over Time. The Indicators In This Report Are Intended To Contribute To An Understanding Of The Current Environment And To Inform The Development Of Future Policies. "Indicators" Includes Detailed Information About Measurement To Help Readers Understand What The Reported Measures Mean, How The Data Were Collected, And How To Use The Data Appropriately. The Methodology Appendix Of The Report Provides Detailed Information On The Methodological, Statistical, And Data-quality Criteria Used For The Report. The Sidebar, "What Makes A Good Indicator?," Provides A Brief And High-level Summary Of The Data Sources Used In The Report And Data-quality Issues That Influence The Interpretation And Accuracy Of The Information Presented In "Indicators." "Indicators 2018" Includes An Overview (Beethika Khan And Carol Robbins) And Eight Chapters That Follow A Generally Consistent Pattern. The Chapter Titles Are As Follows: (1) Elementary And Secondary Mathematics And Science Education (Susan L. Rotermund And Peter Muhlberger); (2) Higher Education In Science And Engineering (Jaquelina C. Falkenheim); (3) Science And Engineering Labor Force (Amy Burke); (4) Research And Development: U.S. Trends And International Comparisons (Mark Boroush); (5) Academic Research And Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, And Christina Freyman); (6) Industry, Technology, And The Global Marketplace (Derek Hill); (7) Science And Technology: Public Attitudes And Understanding (John Besley And Peter Muhlberger); And (8) Invention, Knowledge Transfer, And Innovation (Carol Robbins, Mark Boroush, And Derek Hill). In Addition, "Indicators 2018" Includes An Online Data Tool, State Indicators (Jock Black, Christina Freyman, And Steve Deitz), Which Provides State-level Data On Science And Technology (S&T); And A Digest, Comprising A Small Selection Of Important Indicators From The Main Report. [Primary Responsibility For The Production Of This Volume Was Assigned To Beethika Khan, Director, Science And Engineering Indicators Program Of The National Center For Science And Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; And The Directorate For Social, Behavioral And Economic Sciences Under The Leadership Of Fay Lomax Cook. For The 2016 Report, See ED571833.]

By

"Science and Engineering Indicators" ("Indicators") is a biennial congressionally mandated report that provides high-quality quantitative information on the U.S. and international science and engineering enterprise. The report employs a variety of presentation styles--such as narrative text, data tables and figures--to make the data accessible to readers with different information needs and different information-processing preferences. The data are "indicators," that is, quantitative summary information on the scope, quality, and vitality of the science and engineering (S&E) enterprise or its change over time. The indicators in this report are intended to contribute to an understanding of the current environment and to inform the development of future policies. "Indicators" includes detailed information about measurement to help readers understand what the reported measures mean, how the data were collected, and how to use the data appropriately. The Methodology Appendix of the report provides detailed information on the methodological, statistical, and data-quality criteria used for the report. The sidebar, "What Makes a Good Indicator?," provides a brief and high-level summary of the data sources used in the report and data-quality issues that influence the interpretation and accuracy of the information presented in "Indicators." "Indicators 2018" includes an overview (Beethika Khan and Carol Robbins) and eight chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education (Susan L. Rotermund and Peter Muhlberger); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Amy Burke); (4) Research and Development: U.S. Trends and International Comparisons (Mark Boroush); (5) Academic Research and Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, and Christina Freyman); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley and Peter Muhlberger); and (8) Invention, Knowledge Transfer, and Innovation (Carol Robbins, Mark Boroush, and Derek Hill). In addition, "Indicators 2018" includes an online data tool, State Indicators (Jock Black, Christina Freyman, and Steve Deitz), which provides state-level data on science and technology (S&T); and a digest, comprising a small selection of important indicators from the main report. [Primary responsibility for the production of this volume was assigned to Beethika Khan, Director, Science and Engineering Indicators Program of the National Center for Science and Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; and the Directorate for Social, Behavioral and Economic Sciences under the leadership of Fay Lomax Cook. For the 2016 report, see ED571833.]

“ERIC ED604486: Science & Engineering Indicators 2018. NSB-2018-1 "Science And Engineering Indicators" ("Indicators") Is A Biennial Congressionally Mandated Report That Provides High-quality Quantitative Information On The U.S. And International Science And Engineering Enterprise. The Report Employs A Variety Of Presentation Styles--such As Narrative Text, Data Tables And Figures--to Make The Data Accessible To Readers With Different Information Needs And Different Information-processing Preferences. The Data Are "indicators," That Is, Quantitative Summary Information On The Scope, Quality, And Vitality Of The Science And Engineering (S&E) Enterprise Or Its Change Over Time. The Indicators In This Report Are Intended To Contribute To An Understanding Of The Current Environment And To Inform The Development Of Future Policies. "Indicators" Includes Detailed Information About Measurement To Help Readers Understand What The Reported Measures Mean, How The Data Were Collected, And How To Use The Data Appropriately. The Methodology Appendix Of The Report Provides Detailed Information On The Methodological, Statistical, And Data-quality Criteria Used For The Report. The Sidebar, "What Makes A Good Indicator?," Provides A Brief And High-level Summary Of The Data Sources Used In The Report And Data-quality Issues That Influence The Interpretation And Accuracy Of The Information Presented In "Indicators." "Indicators 2018" Includes An Overview (Beethika Khan And Carol Robbins) And Eight Chapters That Follow A Generally Consistent Pattern. The Chapter Titles Are As Follows: (1) Elementary And Secondary Mathematics And Science Education (Susan L. Rotermund And Peter Muhlberger); (2) Higher Education In Science And Engineering (Jaquelina C. Falkenheim); (3) Science And Engineering Labor Force (Amy Burke); (4) Research And Development: U.S. Trends And International Comparisons (Mark Boroush); (5) Academic Research And Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, And Christina Freyman); (6) Industry, Technology, And The Global Marketplace (Derek Hill); (7) Science And Technology: Public Attitudes And Understanding (John Besley And Peter Muhlberger); And (8) Invention, Knowledge Transfer, And Innovation (Carol Robbins, Mark Boroush, And Derek Hill). In Addition, "Indicators 2018" Includes An Online Data Tool, State Indicators (Jock Black, Christina Freyman, And Steve Deitz), Which Provides State-level Data On Science And Technology (S&T); And A Digest, Comprising A Small Selection Of Important Indicators From The Main Report. [Primary Responsibility For The Production Of This Volume Was Assigned To Beethika Khan, Director, Science And Engineering Indicators Program Of The National Center For Science And Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; And The Directorate For Social, Behavioral And Economic Sciences Under The Leadership Of Fay Lomax Cook. For The 2016 Report, See ED571833.]” Metadata:

  • Title: ➤  ERIC ED604486: Science & Engineering Indicators 2018. NSB-2018-1 "Science And Engineering Indicators" ("Indicators") Is A Biennial Congressionally Mandated Report That Provides High-quality Quantitative Information On The U.S. And International Science And Engineering Enterprise. The Report Employs A Variety Of Presentation Styles--such As Narrative Text, Data Tables And Figures--to Make The Data Accessible To Readers With Different Information Needs And Different Information-processing Preferences. The Data Are "indicators," That Is, Quantitative Summary Information On The Scope, Quality, And Vitality Of The Science And Engineering (S&E) Enterprise Or Its Change Over Time. The Indicators In This Report Are Intended To Contribute To An Understanding Of The Current Environment And To Inform The Development Of Future Policies. "Indicators" Includes Detailed Information About Measurement To Help Readers Understand What The Reported Measures Mean, How The Data Were Collected, And How To Use The Data Appropriately. The Methodology Appendix Of The Report Provides Detailed Information On The Methodological, Statistical, And Data-quality Criteria Used For The Report. The Sidebar, "What Makes A Good Indicator?," Provides A Brief And High-level Summary Of The Data Sources Used In The Report And Data-quality Issues That Influence The Interpretation And Accuracy Of The Information Presented In "Indicators." "Indicators 2018" Includes An Overview (Beethika Khan And Carol Robbins) And Eight Chapters That Follow A Generally Consistent Pattern. The Chapter Titles Are As Follows: (1) Elementary And Secondary Mathematics And Science Education (Susan L. Rotermund And Peter Muhlberger); (2) Higher Education In Science And Engineering (Jaquelina C. Falkenheim); (3) Science And Engineering Labor Force (Amy Burke); (4) Research And Development: U.S. Trends And International Comparisons (Mark Boroush); (5) Academic Research And Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, And Christina Freyman); (6) Industry, Technology, And The Global Marketplace (Derek Hill); (7) Science And Technology: Public Attitudes And Understanding (John Besley And Peter Muhlberger); And (8) Invention, Knowledge Transfer, And Innovation (Carol Robbins, Mark Boroush, And Derek Hill). In Addition, "Indicators 2018" Includes An Online Data Tool, State Indicators (Jock Black, Christina Freyman, And Steve Deitz), Which Provides State-level Data On Science And Technology (S&T); And A Digest, Comprising A Small Selection Of Important Indicators From The Main Report. [Primary Responsibility For The Production Of This Volume Was Assigned To Beethika Khan, Director, Science And Engineering Indicators Program Of The National Center For Science And Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; And The Directorate For Social, Behavioral And Economic Sciences Under The Leadership Of Fay Lomax Cook. For The 2016 Report, See ED571833.]
  • Author:
  • Language: English

“ERIC ED604486: Science & Engineering Indicators 2018. NSB-2018-1 "Science And Engineering Indicators" ("Indicators") Is A Biennial Congressionally Mandated Report That Provides High-quality Quantitative Information On The U.S. And International Science And Engineering Enterprise. The Report Employs A Variety Of Presentation Styles--such As Narrative Text, Data Tables And Figures--to Make The Data Accessible To Readers With Different Information Needs And Different Information-processing Preferences. The Data Are "indicators," That Is, Quantitative Summary Information On The Scope, Quality, And Vitality Of The Science And Engineering (S&E) Enterprise Or Its Change Over Time. The Indicators In This Report Are Intended To Contribute To An Understanding Of The Current Environment And To Inform The Development Of Future Policies. "Indicators" Includes Detailed Information About Measurement To Help Readers Understand What The Reported Measures Mean, How The Data Were Collected, And How To Use The Data Appropriately. The Methodology Appendix Of The Report Provides Detailed Information On The Methodological, Statistical, And Data-quality Criteria Used For The Report. The Sidebar, "What Makes A Good Indicator?," Provides A Brief And High-level Summary Of The Data Sources Used In The Report And Data-quality Issues That Influence The Interpretation And Accuracy Of The Information Presented In "Indicators." "Indicators 2018" Includes An Overview (Beethika Khan And Carol Robbins) And Eight Chapters That Follow A Generally Consistent Pattern. The Chapter Titles Are As Follows: (1) Elementary And Secondary Mathematics And Science Education (Susan L. Rotermund And Peter Muhlberger); (2) Higher Education In Science And Engineering (Jaquelina C. Falkenheim); (3) Science And Engineering Labor Force (Amy Burke); (4) Research And Development: U.S. Trends And International Comparisons (Mark Boroush); (5) Academic Research And Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, And Christina Freyman); (6) Industry, Technology, And The Global Marketplace (Derek Hill); (7) Science And Technology: Public Attitudes And Understanding (John Besley And Peter Muhlberger); And (8) Invention, Knowledge Transfer, And Innovation (Carol Robbins, Mark Boroush, And Derek Hill). In Addition, "Indicators 2018" Includes An Online Data Tool, State Indicators (Jock Black, Christina Freyman, And Steve Deitz), Which Provides State-level Data On Science And Technology (S&T); And A Digest, Comprising A Small Selection Of Important Indicators From The Main Report. [Primary Responsibility For The Production Of This Volume Was Assigned To Beethika Khan, Director, Science And Engineering Indicators Program Of The National Center For Science And Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; And The Directorate For Social, Behavioral And Economic Sciences Under The Leadership Of Fay Lomax Cook. For The 2016 Report, See ED571833.]” Subjects and Themes:

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41Manpower Policies For The Use Of Science And Technology In Development

By

"Science and Engineering Indicators" ("Indicators") is a biennial congressionally mandated report that provides high-quality quantitative information on the U.S. and international science and engineering enterprise. The report employs a variety of presentation styles--such as narrative text, data tables and figures--to make the data accessible to readers with different information needs and different information-processing preferences. The data are "indicators," that is, quantitative summary information on the scope, quality, and vitality of the science and engineering (S&E) enterprise or its change over time. The indicators in this report are intended to contribute to an understanding of the current environment and to inform the development of future policies. "Indicators" includes detailed information about measurement to help readers understand what the reported measures mean, how the data were collected, and how to use the data appropriately. The Methodology Appendix of the report provides detailed information on the methodological, statistical, and data-quality criteria used for the report. The sidebar, "What Makes a Good Indicator?," provides a brief and high-level summary of the data sources used in the report and data-quality issues that influence the interpretation and accuracy of the information presented in "Indicators." "Indicators 2018" includes an overview (Beethika Khan and Carol Robbins) and eight chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education (Susan L. Rotermund and Peter Muhlberger); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Amy Burke); (4) Research and Development: U.S. Trends and International Comparisons (Mark Boroush); (5) Academic Research and Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, and Christina Freyman); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley and Peter Muhlberger); and (8) Invention, Knowledge Transfer, and Innovation (Carol Robbins, Mark Boroush, and Derek Hill). In addition, "Indicators 2018" includes an online data tool, State Indicators (Jock Black, Christina Freyman, and Steve Deitz), which provides state-level data on science and technology (S&T); and a digest, comprising a small selection of important indicators from the main report. [Primary responsibility for the production of this volume was assigned to Beethika Khan, Director, Science and Engineering Indicators Program of the National Center for Science and Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; and the Directorate for Social, Behavioral and Economic Sciences under the leadership of Fay Lomax Cook. For the 2016 report, see ED571833.]

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  • Language: English

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42Anticipation No 19 November 1974 : Science And Technology For Human Development : The Ambiguous Future And The Christian Hope : Report, 1974 World Conference In Bucharest, Romania

By

"Science and Engineering Indicators" ("Indicators") is a biennial congressionally mandated report that provides high-quality quantitative information on the U.S. and international science and engineering enterprise. The report employs a variety of presentation styles--such as narrative text, data tables and figures--to make the data accessible to readers with different information needs and different information-processing preferences. The data are "indicators," that is, quantitative summary information on the scope, quality, and vitality of the science and engineering (S&E) enterprise or its change over time. The indicators in this report are intended to contribute to an understanding of the current environment and to inform the development of future policies. "Indicators" includes detailed information about measurement to help readers understand what the reported measures mean, how the data were collected, and how to use the data appropriately. The Methodology Appendix of the report provides detailed information on the methodological, statistical, and data-quality criteria used for the report. The sidebar, "What Makes a Good Indicator?," provides a brief and high-level summary of the data sources used in the report and data-quality issues that influence the interpretation and accuracy of the information presented in "Indicators." "Indicators 2018" includes an overview (Beethika Khan and Carol Robbins) and eight chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education (Susan L. Rotermund and Peter Muhlberger); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Amy Burke); (4) Research and Development: U.S. Trends and International Comparisons (Mark Boroush); (5) Academic Research and Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, and Christina Freyman); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley and Peter Muhlberger); and (8) Invention, Knowledge Transfer, and Innovation (Carol Robbins, Mark Boroush, and Derek Hill). In addition, "Indicators 2018" includes an online data tool, State Indicators (Jock Black, Christina Freyman, and Steve Deitz), which provides state-level data on science and technology (S&T); and a digest, comprising a small selection of important indicators from the main report. [Primary responsibility for the production of this volume was assigned to Beethika Khan, Director, Science and Engineering Indicators Program of the National Center for Science and Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; and the Directorate for Social, Behavioral and Economic Sciences under the leadership of Fay Lomax Cook. For the 2016 report, see ED571833.]

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  • Title: ➤  Anticipation No 19 November 1974 : Science And Technology For Human Development : The Ambiguous Future And The Christian Hope : Report, 1974 World Conference In Bucharest, Romania
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43International Center For Development Of Science And Technology ( ICDST) Blog – Page 2 – The ICDST Uncovers Interesting Stories From News And Announcements.

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ICDST

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44Social Science Research For Agricultural Technology Development : Spatial And Temporal Dimensions : Proceedings Of An International Institute Of Tropical Agriculture (IITA)-Rockefeller Foundation Workshop, 2-5 October 1990, Ibadan, Nigeria

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45Missing Links : Gender Equity In Science And Technology For Development

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46DTIC ADA483615: Manufacturing The Future: Federal Priorities For Manufacturing Research And Development. Report Of The Interagency Working Group On Manufacturing R&D, Committee On Technology, National Science And Technology Council

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This report of the Interagency Working Group (IWG) on Manufacturing Research and Development (R&D) outlines three areas of opportunity for manufacturing R&D and describes critical manufacturing technology issues that need to be addressed in each area in order to make progress. areas are (1) manufacturing for the hydrogen economy; (2) nanomanufacturing; and (3) intelligent and integrated manufacturing. The report also describes Federal activities in the three areas and current and planned collaborative efforts. Finally, the report provides an overview of important cross-cutting issues that affect R&D for all three areas.

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47Science And Technology For Development; Report On The United Nations Conference On The Application Of Science And Technology For The Benefit Of The Less Developed Areas

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This report of the Interagency Working Group (IWG) on Manufacturing Research and Development (R&D) outlines three areas of opportunity for manufacturing R&D and describes critical manufacturing technology issues that need to be addressed in each area in order to make progress. areas are (1) manufacturing for the hydrogen economy; (2) nanomanufacturing; and (3) intelligent and integrated manufacturing. The report also describes Federal activities in the three areas and current and planned collaborative efforts. Finally, the report provides an overview of important cross-cutting issues that affect R&D for all three areas.

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48Energy Accounting As A Policy Analysis Tool: Prepared For The Subcommittee On Energy Research, Development, And Demonstration Of The Committee On Science And Technology, U.S. House Of Representatives, Ninety-fourth Congress, Second Session

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http://uf.catalog.fcla.edu/uf.jsp?st=UF025828673&ix=pm&I=0&V=D&pm=1

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49Conference Diplomacy II : A Case Study : The UN Conference On Science And Technology For Development, Vienna, 1979

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xi, 44 p. ; 23 cm

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50Home International Center For Development Of Science And Technology ( ICDST) Top Links

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