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Use of Technology in Research: Two Steps Forward, One Step Back

Profile image of Georgina Martorella

Given that universities have embraced new information technologies, we must inquire as to the extent these technologies have promoted and/or hindered the higher educational mission. Technology has increased access overall including simultaneous access to a variety of materials from a multitude of sources. One consequence of this eclectic electronic environment is that while access is increasing, comprehension of what is being accessed seems to be decreasing. Previously, the particular disciplinary focus determined the finding tools that would be used for research. These finding tools, in turn, clearly articulated for the user the materials covered (e.g. books, articles, scholarly journals, newspapers, government documents). This shift from an environment where information access was discipline-and/or publication-specific, to one that is amorphous and constantly changing, has put the responsibility for distinguishing among types, formats, quality, and relevancy directly onto the user. This paper will examine the implications for user education both at the university level and beyond.

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The article presents assessment initiatives of students' information literacy competencies in the U.S. Included is information on the Information Literacy Competency Standards for Higher Education, developed by the Association of College and Research Libraries (ACRL), which provides a roadmap for those engaged in teaching and assessing information literacy in colleges and universities. Also included is information on the Research Readiness Self-Assessment (RRSA), developed at Central Michigan University, which encourages students to problem-solve in order to discover their own research weakness and strengths. See: https://journals.iupui.edu/index.php/IndianaLibraries/article/view/1914/1825

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This chapter documents the collaboration between a curator of special collections, a subject specialist librarian, and a writing instructor to develop a different kind of instructional approach for undergraduate research and writing. We sought to use special collections as a springboard to create an environment in which students could investigate research questions that connect to their personal lives and interests; engage in various modes of writing; conceive of the potential networks of production and circulation of their work; and identify the library as a locus for sustained, organic, social, and productive inquiry.

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ABSTRACT Geographic information systems have experienced rapid growth and user adoption over the last four decades, due to an increasing value to the business community. However, business schools are not teaching geospatial concepts and the related location intelligence to their students. This curriculum decision seems completely at odds with business’ day-to-day dependence on a wide array of geographic information system applications. Business schools typically teach relational and object-oriented database courses, quantitative methods, decision supports systems, and Visual Basic for Applications, which are all directly related to the basic concepts of geographic information systems. In addition, these concepts are all part of location intelligence, a more business intuitive term than geospatial analysis. Spatial data modeling is discussed and compared to standard data modeling frameworks such as ANSI/SPARC. Geographic standards are introduced, along with an overview of the OpenGIS Simple Features Specification for SQL. A discussion of how to utilize MySQL open source database software for spatial queries is included, along with a comparison to PostgreSQL/PostGIS. Through the use of these software programs and the techniques introduced in this article, it is possible to integrate the concepts of location intelligence into business curriculum without requiring students to learn new GIS-specific programs. Enhancing student knowledge of this subject area through existing skill sets provides for smoother integration of this material into existing curriculum, as these topics could be added into established courses and would not require new courses to be developed.

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What Is Technology?

  • First Online: 22 June 2022

Cite this chapter

use of technology in research pdf

  • Olivier L. de Weck 2  

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This chapter discusses the roots and meaning of the word “technology” and how technology can be defined, classified, and described in a rigorous way. We all think we know what technology is from personal experience, and yet it is a multifaceted concept that requires some reflection. We introduce Object Process Methodology (OPM) as a way to model technologies and introduce a functional 3 × 3 grid and later an expanded 5 × 5 grid as the basis for a taxonomy of technology. Finally, this chapter describes the major functions of technology management and how they relate to each other and underpin most research and development (R&D) organizations.

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Exercises are interspersed in each chapter to challenge the reader and help them explore more deeply their own mental models about key terms or concepts related to technology. However, readers may skip these exercises without loss of information or coherence.

Etymology is the science of the origins of words in human natural language.

See https://en.wikipedia.org/wiki/Technology , URL accessed June 30, 2020.

We will argue below that the deliberate creation of technology is a key element of understanding what it is. This means that objects and processes that occur spontaneously in nature, without the active involvement of an agent, are not “technology” as we understand it. Chap. 3 discusses the link of nature with technology in depth.

The reason we ask about art here is that in education the paradigm of STEM (science, technology, engineering, and mathematics) has become very prevalent, and is sometimes augmented as STEAM (science, technology, engineering, arts, and mathematics) to emphasize the importance of creativity.

We celebrated the 50th anniversary of the Apollo 11 mission in 2019. MIT’s Instrumentation Laboratory under Charles “Doc” Draper developed the guidance and navigation system for Apollo.

Some argue that Artificial Intelligence (AI) is the basis for a twenty-first-century technological revolution, but the roots of AI can in fact be traced back to the mid-twentieth century and are therefore not fundamentally new. This is not meant to diminish the tremendous impact that AI already has on many products and services, and society at large.

Chapter 18 will focus on the technological evolution of DNA sequencing.

When we say “man-made” we refer to inventors of all genders. The key distinction, which we probe deeper in Chap. 3 , is that these products, systems, and services would not occur spontaneously in nature without human intervention or replication. This is also related to the notion of artificiality. We sometimes refer to human-made technology.

The aspect of deliberate continual improvement is a key feature of human-originated technology. We view the spontaneously occurring processes of evolution and natural selection in nature as distinct from this, as discussed in Chap. 3 on the relationship of nature and technology. A philosophical argument can be made that since humans ( homo sapiens sapiens ) are part of nature, that therefore technological evolution driven by humans is in itself simply an extension of natural evolution, including natural selection. The emergence of what has been called the Anthropocene , that is, a new age where human technology shapes our planet at a faster rate than the underlying natural processes that predate the industrial revolution, is generally recognized as new and important. Some of these anthropogenic effects turn out to be potentially undermining our long-term survival as a species on planet Earth.

See the source of this definition at: https://en.wikipedia.org/wiki/Technology . There are several points of debate that often come up with regard to a general definition of technology. These are summarized in the discussion point above and we encourage the reader to discuss these questions with a group of peers.

This will be explored more deeply in Chap. 3 on technology and nature.

It has been shown that homo neanderthalensis (ca. 400,000–40,000 BCE) also used fire, created tools, and was capable of inventing simple technologies. If humans, other animals with highly developed brains, and computers with AI can be potential originators of technology, we cannot preclude the existence of alien technology in or beyond our own solar system. In that case the beneficiary of technology will not be humans.

The issues associated with technologies for military and intelligence purposes are explored in Chap. 20 , where we cover technologies for offensive and defensive purposes including nuclear weapons and the emergence of cybersecurity-related technologies.

According to Brain lateralization, language processing is often dominant in the left hemisphere.

Eventually, humanity may become a multi-planetary species which may require expansion of these considerations. For the moment we focus mainly, but not exclusively, on technology located here on Earth.

The adoption and diffusion of new technology in agriculture will be discussed in Chap. 7 .

Readers can simply sketch the example by hand or on a computer. Later, we will use Object Process Cloud (OPCLOUD) to create such models. Anyone can quickly generate a model using the OPM Sandbox at: https://sandbox.opm.technion.ac.il/ Note that models cannot be saved, but screenshots can be captured.

Chapter 15 is dedicated to the topic of knowledge management and technology transfer.

This richness of human natural language is a big part of the beauty and inspiration of literary genres such as poetry. In science and engineering, however, the language needs to be limited and standardized in order to avoid unnecessary ambiguity.

Quantum technologies for computing, timekeeping, encryption, etc. have recently emerged and are at an early stage of maturity. Currently, OPM assumes that an object can only be in one state at a given point in time and we have not yet attempted to model quantum technologies using OPM, which does not mean that it cannot be done.

Readers who are interested in further details are encouraged to consult (Dori 2011 ) and ISO standard 19450: https://www.iso.org/standard/62274.html

In physics, there are deep connections and equivalencies between mass and energy, for example, Einstein’s famous E = mc 2 , as well as Claude Shannon’s information theory which quantifies fundamental limits to information transport in terms of the maximum data rate R max , based on the bandwidth B and signal-to-noise ratio C/N that is available, R max   = B log 2 (1  + C/N ). It may be possible to collapse all technological operands into an energy equivalence , but we do not attempt this here, as this may force us to operate at a higher level of abstraction than is useful.

Some argue that living organisms can simply be classified as “matter,” but we disagree, as the requirements and value we place on life warrant a separate category.

The primary organization we have in mind is a for-profit firm that develops, implements, and sells products and services that address societal and specific customer needs and that receives revenues in return. A portion of these is then reinvested to fund the development of new or improved technologies, products, and services. The framework can also be applied to nonprofit organizations such as government agencies, research institutes, or nongovernmental organizations (NGOs) that focus on missions.

The use of figures of merit (FOM) is central in our approach to technology management.

Some firms, particularly in Europe, make a distinction between R&T (research and technology development) and R&D (research and product development). However, this is not the case in most parts of the world where research, technology maturation, prototyping and the development and launch of new products, services, and missions are all considered to be part of R&D.

Many competitors attempt to prevent this by inserting so-called noncompete clauses in their employment contracts. These are generally difficult, but not impossible, to enforce in a court of law.

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Object process language (OPL) model of refrigerator, see Fig. 1.5 .

Refrigerator is physical and systemic.

Thermostat Setting of Refrigerator is physical and systemic.

Food is physical and systemic.

Shelf Life of Food is physical and systemic.

Human is physical and systemic.

Temperature of Food is physical and systemic.

Electrical Energy is physical and environmental.

Waste Heat is physical and systemic.

Exterior Air is physical and environmental.

Refrigerator exhibits Thermostat Setting .

Food exhibits Shelf Life and Temperature .

Operating is physical and systemic.

Operating requires Refrigerator .

Operating affects Food .

Operating consumes Electrical Energy .

Operating yields Waste Heat .

Setting is physical and systemic.

Human handles Setting .

Setting affects Thermostat Setting of Refrigerator .

Convecting is physical and environmental.

Convecting affects Exterior Air .

Convecting consumes Waste Heat .

SD1 (In-Zooming on “Operating”)

Operating from SD zooms in SD1 into Condensing, Expanding, Evaporating, Compressing, and Regulating, as well as Coolant .

Compressor is physical and systemic.

Pump is physical and systemic.

Condenser is physical and systemic.

Expansion Valve is physical and systemic.

Evaporator is physical and systemic.

Thermostat is physical and systemic.

Coolant is physical and systemic.

Refrigerator consists of Compressor, Condenser, Evaporator, Expansion Valve, Pump, and Thermostat .

Compressing is physical and systemic.

Compressing requires Compressor and Pump .

Compressing affects Coolant .

Compressing consumes Electrical Energy .

Compressing invokes Condensing .

Regulating is physical and systemic.

Regulating requires Thermostat .

Regulating invokes Compressing .

Condensing is physical and systemic.

Condensing requires Condenser .

Condensing affects Coolant .

Condensing yields Waste Heat .

Condensing invokes Expanding .

Evaporating is physical and systemic.

Evaporating requires Evaporator .

Evaporating affects Coolant and Food .

Evaporating invokes Regulating .

Expanding is physical and systemic.

Expanding requires Expansion Valve .

Expanding affects Coolant .

Expanding invokes Evaporating .

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de Weck, O.L. (2022). What Is Technology?. In: Technology Roadmapping and Development . Springer, Cham. https://doi.org/10.1007/978-3-030-88346-1_1

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DOD Releases Updated List of Foreign Institutions Engaging in Problematic Activities to Counter Unauthorized Technology Transfer

The update is crucial to the Department's continuing effort to highlight and counter unauthorized technology transfer to foreign countries of concern. The institutions included on the FY23 list were confirmed to have engaged in activities that increased the likelihood of DoD-funded research and development efforts being misappropriated, which can lead to adversarial government interference that threatens America's security as well as its economic, research, and scientific integrity.

362 Whitmore Administration Building University of Massachusetts Amherst Amherst, MA 01003-9313 (413) 545-5270 [email protected]

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Bridging the chasm between AI technology and clinicians

by Rhiannon Koch, University of Adelaide

Bridging the chasm between technology and clinicians

While the use of artificial intelligence for medical diagnosis is growing, new research by the University of Adelaide has found there are still major hurdles to cover when it is compared to a clinician.

In a paper published in The Lancet Digital Health , Australian Institute for Machine Learning Ph.D. student Lana Tikhomirov, Professor Carolyn Semmler and team from the University of Adelaide, have drawn on external research to investigate what's known as the "AI chasm."

The AI chasm has occurred because development and commercialization of AI decision-making systems has outpaced our understanding of their value for clinicians and how they impact human decision-making.

"This can have consequences such as automation bias (being blind to AI errors) or misapplication," said Tikhomirov. "Misconceptions about AI also restrict our ability to maximize this new technology and augment the human properly.

"Although technology implementation in other high-risk settings, such as increased automation in airplane cockpits, has been previously investigated to understand and improve how it is used, evaluating AI implementation for clinicians remains a neglected area. We should be using AI more like a clinical drug rather than a device."

The research found clinicians are contextually motivated, mentally resourceful decision makers whereas AI models make decisions without context or understanding correlations in data and patients.

"The clinical environment is rich with sensory cues used to carry out diagnoses, even if they are unnoticeable to the novice observer," said Tikhomirov.

"For example, nodule brightness on a mammogram could indicate the presence of a specific type of tumor, or specific symptoms listed on the imaging request form could affect how sensitive a radiologist will be to finding features.

"With experience, clinicians learn which cues guide their attention towards the most clinically relevant information in their environment.

"This ability to use domain-relevant information is known as cue utilization, and it is a hallmark of expertise that enables clinicians to rapidly extract the essential features from the clinical scene while remaining highly accurate, guiding subsequent processing and analysis of specific clinical features.

"An AI model cannot question its dataset in the same way clinicians are encouraged to question the validity of what they have been taught: a practice in the clinical setting called epistemic humility."

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Research on dual-phase composite forming process and platform construction of radial gradient long bone scaffold.

use of technology in research pdf

1. Introduction

2. materials and methods, 2.1. materials, 2.2. design of radial gradient long bone scaffold model, 2.3. construction of a radial gradient long bone scaffold forming platform, 2.4. preparation of radial gradient long bone scaffold biomaterial inks, 2.5. rheological testing, 2.6. preparation of radial gradient long bone scaffolds.

  • a. Write G code to control the movement of the 3D-printed receiving platform for each layer of the long bone scaffold, based on the pre-designed radial gradient. Import the printing path G code into the motion controller, and initiate the temperature control module simultaneously, awaiting the receiving platform temperature to decline to the designated value of 8 °C.
  • b. Initiate the receiving platform, and, concurrently, micropump A initiates the material in the feed pipe A at a velocity of 0.08 mm/s. The external structure of the radial gradient long bone scaffold is to be formed along the preset path. In order to ensure that the feeding situation matches the movement of the receiving platform, it is necessary to allow for a certain delay in the time for the receiving platform to start moving when printing the first layer.
  • c. At the conclusion of the printing of the external structure of the radial gradient long bone scaffold, micropump A ceases to feed, and micropump B commences operation at a speed of 0.08 mm/s. Following the compression of the material within feed tube B into the closed mixing chamber, it is mixed with the remaining material within the closed mixing chamber. Upon completion of the internal structure of the radial gradient long bone scaffold in accordance with the preset path, the gradient ratio of the biomaterial ink composition in the radial direction is achieved, with the innermost circle of the internal structure comprising the material in pure feed pipe B. The nozzle is elevated by 0.27 mm in preparation for the subsequent layer.
  • d. To ensure the continuity of the forming path during the forming process, the odd-numbered layer forming path of the radial gradient long bone scaffold commences at the outermost circle of the external structure and terminates at the innermost circle of the internal structure, while the even-numbered layer-forming path is the inverse ( Figure 5 ). Micropump B continues to operate at a speed of 0.08 mm/s to form the internal structure.
  • e. Once the internal structure of the radial gradient long bone scaffold has been formed, micropump B is deactivated, and the extrusion process is initiated. The extrusion speed of micropump A is increased to 0.08 mm/s to ensure that when printing the outermost circle of the external structure of the radial gradient long bone scaffold, the material in pure feed pipe A is utilized. Subsequently, the nozzle is elevated by 0.27 mm in preparation for the subsequent layer of printing.
  • f. Then, the forming process of the odd-numbered and even-numbered layers of the radial gradient long bone scaffold is repeated in accordance with the aforementioned steps b–e, resulting in a total of eight layers for the radial gradient long bone scaffold.
  • g. The radial gradient long bone scaffolds are immersed in a 10% ( w / v ) CaCl 2 solution for 15 min to be cross-linked.

2.7. Morphology Characterization

2.8. x-ray powder diffraction analysis, 2.9. mechanical properties testing, 2.10. cell culture, 2.11. cell proliferation assay, 2.12. cell adhesion assay, 2.13. subcutaneous embedding test, 2.14. statistical analysis, 3.1. printing performance verification of radial gradient long bone scaffolds, 3.2. analysis of rheological properties, 3.3. xrd analysis, 3.4. morphology characterization, 3.5. mechanical properties test analysis, 3.6. analysis of cell proliferation assay, 3.7. analysis of cell adhesion assay, 3.8. in vivo bioassay analysis, 4. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Click here to enlarge figure

Biomaterial InksGel
(w/v)
SA
(w/v)
nHA
(w/v)
Deionized Water
(mL)
Gel/SA-07.5%4%0%10
Gel/SA-1.57.5%4%1.5%10
Gel/SA-37.5%4%3%10
Bone ScaffoldBiomaterial Ink
(Feed Pipe A,
Feed Pipe B)
Material
Temperature
(°C)
Receiving
Platform
Temperature
(°C)
Feeding Speed (mm/s)Printing Speed (mm/min)
BS-0Gel/SA-0
Gel/SA-0
2580.08400
BS-1.5Gel/SA-1.5
Gel/SA-1.5
2580.08400
BS-3Gel/SA-3
Gel/SA-3
2580.08400
BS-GGel/SA-3 Gel/SA-02580.08400
ScaffoldStress (MPa)
BS-1.51.38 ± 0.49
BS-T0.96 ± 0.38
BS-G1.00 ± 0.19
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Share and Cite

Zhang, H.; Wang, R.; Song, Y.; Wang, Y.; Hu, Q. Research on Dual-Phase Composite Forming Process and Platform Construction of Radial Gradient Long Bone Scaffold. Bioengineering 2024 , 11 , 869. https://doi.org/10.3390/bioengineering11090869

Zhang H, Wang R, Song Y, Wang Y, Hu Q. Research on Dual-Phase Composite Forming Process and Platform Construction of Radial Gradient Long Bone Scaffold. Bioengineering . 2024; 11(9):869. https://doi.org/10.3390/bioengineering11090869

Zhang, Haiguang, Rui Wang, Yongteng Song, Yahao Wang, and Qingxi Hu. 2024. "Research on Dual-Phase Composite Forming Process and Platform Construction of Radial Gradient Long Bone Scaffold" Bioengineering 11, no. 9: 869. https://doi.org/10.3390/bioengineering11090869

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Emergency Management of Tomorrow Research: Eliciting Stakeholder Input

The Department of Homeland Security (DHS) Science and Technology Directorate (S&T) partnered with Pacific Northwest National Laboratory (PNNL) to identify current emergency management research, elicit capability needs from emergency management practitioners, and identify where technology, such as artificial intelligence, may benefit the future of emergency managers and emergency operations centers.

PNNL conducted interviews with emergency managers to enhance understanding of the current state of practice and impediments to information sharing in emergency management. This report details the methodology, analysis, and stakeholder input, and addresses capability gaps, barriers, and suggestions for future research and development.

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  • Artificial Intelligence (AI)
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