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Technology: Today and Tomorrow uses a systems-based, problem-solving approach to teaching technology. The text addresses all aspects of technology and includes science and mathematics connections. Fascinating facts, hands-on activities and career choices in technology will keep your students' interest.
With scientific developments, certain new technologies based on such scientific principles have now been adopted worldwide. This has resulted in complete or partial eradication of some old technologies. Changes in technologies have become more apparent after the midtwentieth century. The world prosperity has improved now, and constrains of the Second World War are no longer felt. Thus the light production using incandescent lightbulb has now become a thing of the past, while fluorescence-based light production has resulted in saving large amounts of generated electric power. Thermal steam-powered (coal-based) locomotive are now completely replaced by diesel and electricity-powered locomotives. Technological changes are constantly being reported in the news. Even before this book was published, in which the replacement of electronic tubes (valves) by silicon-based transistors was included as a chapter, now there is report of carbon nanotubes replacing transistors. In agriculture, there has been a report of a genetically engineered plant (TomTato) that shall produce both potatoes and tomatoes. Human memory is short-lived. The purpose of the present book is to demonstrate such changes, with selected examples only. I hope more of the younger generation shall learn that the technologies, which they are now using, had their old predecessors. Human memory is short-lived. The new generation may not be aware of a once-useful technology getting extinct or being replaced due to the development of a better and stronger new technology. Examples of such changes are numerous, but here we have only used selected examples to illustrate such changes.
2024-25 IAS/UPSC General Studies General Science & Technology Solved Papers
Integrating technological innovations into our daily lives has helped to modernize and improve the way we learn, the way we do business, the way we communicate with one another, and ultimately the way we live. But in these modern times, which some refer to as the “Electronic Gadgets and App Age,” it has become difficult to know everything about the old and new electronic devices that continue to make the wheels of industry turn in society. New innovations appear and then just as quickly become antiquated and obsolete; technological advances from the past blend with the present and then, like ripples in a lake, fade in this fast-paced world. How can anyone hope to keep up with those changes? The breadth of knowledge required is daunting, but technology impacts the choices we make, for better or worse. Revolutionary Technologies: Educational Perspectives of Technology History covers what has been invented, who invented what, and how technology has made our lives more efficient, enjoyable, and meaningful.
The Selected Speeches of Dr.Swaminathan cover a wide range of disciplines ranging from sociocultural development to the tools of economic development like higher education, technical education, environment, science and engineering, and technology. The first part covers higher and technical education, value education, engineering and technology, environment, and science. The second part covers the disciplines of development studies, economy, finance, planning, rural development, urban development, tribal development, nongovernmental organisations, and general areas. Independent India wanted to build a modern, strong, dynamic, and self-reliant nation and embarked on the path of planned economic development. Growth, modernisation, self-reliance, and social justice are the basic objectives governing Indian planning. Dr. D. Swaminathans lecturers presented a clear view about Indias planning process. In the context of globalization, reforms in higher and technical education have been set in motion in India. The need for effective cooperation between universities, industries, R&D national laboratories, and the national scientific and engineering associations and bodies has been well recognised for bringing relevance in higher and technical education and for indigenous technology development and sharing of resources. In this context, Swaminathan Model for University-Industry- National R&D LaboratoriesProfessional Bodies and Academies Interaction for Countrys Economic Development plays an important role.
Scientific and Technical Translation (STT) is a highly complex and knowledge-intensive field of translation and cognitive linguistics is a usage-based linguistic framework which provides powerful theoretical tools for modelling knowledge organisation and representation in discourse. This book explores the interface between scientific and technical translation studies and cognitive linguistics by discussing the epistemological, contextual, textual and cross-linguistic dimensions of scientific and technical translation from a cognitive linguistic perspective. Particular emphasis is placed on explicitation and implicitation as indicators of the interaction between text and context in STT. The corpusbased investigation of the two phenomena illustrates the complex knowledge requirements pertaining to scientific and technical translation and demonstrates the explanatory power of cognitive linguistics with regard to important textual and contextual aspects of STT.
A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack. Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method? Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.