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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.
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.
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.
During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the 'soft' school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations' science curricula. In Scientists in the Classroom , John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956. What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the postwar period as well.