Identification of Nanotechnology skill shortages in Ireland’s Agri-food sector: Towards the safe, innovative and sustainable development of nano-food technology

The purpose of this research was to assess the nanotechnology skill and capacity shortages in Irelands Agri-food sector. In 2008 the Food Safety Authority of Ireland (FSAI) published its statement on ‘The Relevance for Food Safety of Applications of Nanotechnology in the Food and Feed Industries’. The importance of the food sector to the Irish economy was clearly emphasised by the FSAI’s statement. The report identified the urgent need for focused research programs into the potential of nanotechnology in the agri-food sector and it highlighted the need for a multi-organisation approach between state agencies, industry and academia to ensure safe innovations of nanotechnology are applied in the sector. This concept was first proposed by the FSAI more than ten years ago, however to date no attempt has been made to quantify the precise role or contribution each organisation could play in closing knowledge gaps. A review of Ireland’s nanofood and agriculture research expenditure over the period 2008 - date revealed that almost €29 billion was invested into nano related activities. Only a fraction of that investment was directed towards nanofood i.e. \u3c 5%. Additionally a survey of the academic community revealed that almost 50% had not actually received exchequer funding for nano-food or agriculture related activities. Despite the lack of funding 40% of academic respondents indicated that they had suitable analytical infrastructure in their home institute to fully characterise food related nanomaterials. In addition more than 60% are confident that the infrastructure was available nationally as well. In contrast the regulatory and enforcement community where not as confident that such infrastructure was accessible to them and more than half of enforcement officers indicated that they would need significant upskilling and training. Interestingly interaction between the regulatory bodies and academia also seems to be quite limited with academics indicating that collaboration with industry was more valuable i.e. 95% of academics did not consider collaboration with competent authorities as being of primary importance. This may be reflective of the fact that the competent authority for food safety does not appear to have a strong research arm nor the available resources to fund research in a similar manner to the EPA. A brief overview of suitable tools and techniques for the determination and the characterisation of nanomaterials is presented, and an example of a collaborative approach taken by a regulatory control agency and an academic institution is given as evidence of the potential to capitalise on the skillset and analytical infrastructure which is currently available. A potential roadmap for Ireland is presented, involving further engagement between all stakeholders, from academia through to the competent risk assessment bodies, at national, and subsequently at EU level. This research builds upon the recommendations of previous national reports and it delivers a fresh quantitative look at nanotechnology in the agrifood sector in Ireland. It presents the ‘state of the art’ and it establishes baseline data of the current national capacity to assist the development of safe nano-food technology, and to fully implement any potential nano-legislation arising from an informed regulatory process

Using College Student Learning Experiences and Outcomes to Guide Teaching Modifications in a General Education Choreography Course: An Action Research Study

The purpose of this action research study was to gain an understanding of the learning experiences and outcomes of 12 undergraduates enrolled in Creative Dance, a general education choreography course, in Fall 2019 and the teaching strategies and practices that guided their learning. Research questions that guided this study were: what does student work reveal about their learning and the teaching strategies that guide their learning? and what curricula and teaching changes will more effectively facilitate student learning processes and stronger outcomes? Qualitative data included standard instructional materials created for and utilized in the course and students’ choreographic and written work. The teacher-researcher coded, analyzed, and interpreted the data within three subareas of student learning: cognitive domain of learning, development of physical skills in relationship with choreography and performance, and affective responses to learning experiences. Plans for modifications of teaching materials, strategies, and practices for Fall 2020 to improve facilitation of emerging adult learning of choreography were outcomes of this research. Interpretation of findings revealed the need for teaching modifications to support (a) the interrelationships between thinking, moving, and feeling; (b) learning as a cyclical process; and (c) learning as a social process more strongly using both Kolb’s (2015) Learning Cycle and Arnett’s (2000) Theory of Emerging Adulthood as a theoretical foundation. This study contributes to dance education and the wider field of higher education by serving as an example of critically reflective teaching and course design that used student experiences to guide teaching modifications

Integrating Knowledge in Organizations: A Lessons Learned Case Study

El paper del coneixement comú a les organitzacions (CKO, en la sigla en anglès) és creixent en la literatura com un tema important; tanmateix, la seva formalització és lenta. Aquesta tesi presenta un model de CKO que descriu la seva relació amb la capacitat organitzativa en el context de les teories de l’empresa. Disseny, metodologia i enfocament Tenint en compte l’estat no sistematitzat del coneixement a les organitzacions i els diversos enfocaments de què és objecte la capacitat organitzativa, en aquest treball s’analitzen textos de les teories del coneixement i de les teories de l’empresa, seguint mètodes de codificació de la grounded theory, amb vista a emmarcar un model per tal d’observar i avaluar casos de CKO que participen en la pràctica productiva. El component de recerca empírica d’aquesta tesi segueix l’estratègia de l’estudi del cas per a la recopilació de dades i de la grounded theory per a la seva anàlisi. El cas correspon a un programa de cooperació internacional interuniversitari, que va durar deu anys, en què s’integren els coneixements en forma de lliçons apreses. Les dades inclouen l’extensa documentació del programa, tres sèries d’enquestes, 16 entrevistes filmades i 36 històries. Aquí, la grounded theory segueix el concepte de sensibilització de Charmaz (2000)per guiar la codificació inicial utilitzant com a referència el marc conceptual desenvolupat. Conclusions El CKO es caracteritza per: a) la tensió en la integració dels coneixements en la pràctica productiva; b) la lògica d’instrumentalitzar eines organitzacionals (OT), y c) els processos pels quals es reconeixen els coneixedors. El CKO funciona com a mediador entre les OT (directives, plans, estructura, arquitectura i rutines) i l’eficiència de la capacitat organitzativa. El CKO apareix no com una eina organitzativa, sinó com els processos relacionats que els instrumentalitzen i per mitjà dels quals els coneixedors són reconeguts i donen forma al sistema interpretatiu de l’organització. Aquesta tesi ofereix criteris de gestió orientats a l’eficiència del CKO (sorgits d’aquesta concepció), amb vista a aplicar eines organitzatives que integren el coneixement en la pràctica productiva, i proposa: a) una visió organitzacional integral de les teories existents del saber; b) un model d’observació d’instàncies del saber a les organitzacions; c) un esquema per tal d’emmarcar les teories de l’empresa, i d) un model per entendre el rol del coneixement comú a les organitzacions.El papel del conocimiento común en las organizaciones (CKO por sus siglas en inglés) se acentúa en la literatura como un tema importante; sin embargo su formalización está rezagada. Esta tesis presenta un modelo de CKO que describe su relación con la capacidad organizacional en el contexto de las teorías de la firma. Diseño, metodología y enfoque: Teniendo en cuenta el estado no-operacionalizado del conocimiento en las organizaciones y los variados acercamientos a la capacidad organizacional, este trabajo entrevista textos de las teorías del conocimiento y de las teorías de la firma, siguiendo métodos de codificación de “grounded theory”, para enmarcar un modelo para observar y evaluar instancias de CKO que participan en la práctica productiva. El componente de investigación empírica de esta tesis sigue la estrategia de estudio de caso para la recopilación de datos, y “grounded theory” para su análisis. El caso corresponde a un programa de cooperación internacional Interuniversitario, que duró diez años, en el que se integra conocimientos en lecciones aprendidas. Los datos incluyen la extensa documentación del programa, 3 sets de encuestas, 16 entrevistas filmadas y 36 historias. Aquí, “grounded theory” sigue el concepto de sensibilización de Charmaz (2000) para guiar la codificación inicial utilizando como referencia el marco conceptual desarrollado. Hallazgos: CKO está caracterizado por la (a) tensión en la integración de conocimientos en la práctica productiva, (b) la lógica de instrumentalizar herramientas organizacionales (OT) y (c) los procesos por los cuales se reconocen a los conocedores. CKO funciona como mediador entre OT (directivas, planes, estructura, arquitectura y rutinas) y la eficiencia de la capacidad organizacional. CKO emerge, no como una herramienta organizacional, sino como los procesos relacionados que los instrumentalizan, y por medio de los cuales los conocedores son reconocidos y dan forma al sistema interpretativo organizacional. Esta disertación ofrece criterios de gestión orientados a la eficiencia (surgidos de esta concepción) de CKO) para aplicar herramientas organizacionales que integran el conocimiento en la práctica productiva, y propone (a) una visión organizacional integral de teorías existentes del saber, (b) un modelo de observación de instancias del saber en organizaciones, (c) un esquema para enmarcar teorías de la firma, y (d) un modelo para entender el rol del conocimiento común en las organizaciones.The role of common knowledge in organizations (CKO) is emphasized in literature as an important topic; however, its formalization has been neglected. This dissertation presents a model of CKO that depicts its relationship with the capability of the organization within the context of theories of the firm. Design/methodology/approach: Considering the un-operationalized status of knowledge in organizations and the several approaches to organizational capability, this work interviews text of the theories of knowing and the theories of the firm, following grounded theory coding methods, to frame a model to observe and assess CKO instances that participate in the productive practice. The research empirical component of this dissertation follows case study strategy for data collection and grounded theory for data analysis. The case corresponds to a ten-year International Inter-university Cooperation Program that integrates knowledge into lessons learned. Data include program extensive program documentation, 3 sets of surveys, 16 filmed interviews, and 36 stories. Grounded theory follows Charmaz (2000) sensitizing concept approach to guide initial coding using the developed framework. Findings: CKO is characterized by the (a) tension of integrating knowledge into the productive practice, (b) logic of instrumentalizing organizational tools (OT), and (c) processes by which knowers are recognized. CKO also operates as mediator between OT (directives, plans, structure, architecture and routines) and the efficiency of the organizational capability. CKO emerges, not as an organizational tool, but as the related processes that instrumentalize them, or by which knowers are recognized and shape the organizational interpretative system. Dissertation offers efficiency oriented managerial criteria (emerged from the CKO conception) for applying organizational tools to integrate knowledge into the productive practice, and proposes (a) an integrated organizational view of extant theories of knowing, (b) a model for observing knowing instances in organizations, (c) a scheme for framing theories of the firm, and (d) a model for understanding the role of common knowledge in organization

Applications of Time-lapse Imagery for Monitoring and Illustrating Ecological Dynamics in a Water-stressed System

Understanding and perceiving the natural world is a key part of management, policy, conservation, and inevitably for our future. Increased demand on natural resources has heightened the importance of documenting ecosystem changes, and knowledge-sharing to foster awareness. The advancement of digital technologies has improved the efficiency of passive monitoring, connectivity among systems, and expanded the potential for innovative and communicative approaches. From technological progression, time-lapse imagery has emerged a valuable tool to capture and depict natural systems. I sought to enhance our understanding of a water-stressed system by analyzing imagery, in addition to integrating images with data visualization to illustrate the complexity of a river basin in central Nebraska. Image analysis was used to quantify wetland water inundation and vegetation phenology. These measurements from visible changes were combined with less visible data from additional passive monitoring to examine the relationship between vegetation phenology and bat activity, as well as wetland inundation and water quality. Moreover, time-lapse data sequences were constructed by integrating time-lapse imagery with data visualization in an interactive digital framework to examine the applications for communicating social-ecological dynamics. Findings suggest vegetation phenology was differentially associated with seasonal bat activity, possibly related to migratory versus resident life history strategies. In regards to examining wetland hydrology, water inundation was found to be correlated with nitrate, dissolved oxygen, and DEA, and negatively correlated with water temperature, indicating the importance of understanding water levels. AEM-RDA analysis identified several significant temporal patterns occurring with the wetland as well as the river site. Similarities between river and wetland patterns were suggestive of regional conditions driving fluctuations, while discrepancies were indicative of structural, biological, and local differences within individual sites. In examining communicative applications, time-lapse data sequences depicted a range of ecological dynamics while linking visible and invisible occurrences. The framework shows potential to offer a tangible context with explanatory content to aid in understanding environmental changes that are often too subtle to see or beyond the temporal scale of unaided human observation. Overall, cumulative findings suggest time-lapse imagery is of dual utility and has high potential for collecting data and illustrating ecological dynamics. Advisor: Craig R. Alle

Applications of Time-lapse Imagery for Monitoring and Illustrating Ecological Dynamics in a Water-stressed System

Understanding and perceiving the natural world is a key part of management, policy, conservation, and inevitably for our future. Increased demand on natural resources has heightened the importance of documenting ecosystem changes, and knowledge-sharing to foster awareness. The advancement of digital technologies has improved the efficiency of passive monitoring, connectivity among systems, and expanded the potential for innovative and communicative approaches. From technological progression, time-lapse imagery has emerged a valuable tool to capture and depict natural systems. I sought to enhance our understanding of a water-stressed system by analyzing imagery, in addition to integrating images with data visualization to illustrate the complexity of a river basin in central Nebraska. Image analysis was used to quantify wetland water inundation and vegetation phenology. These measurements from visible changes were combined with less visible data from additional passive monitoring to examine the relationship between vegetation phenology and bat activity, as well as wetland inundation and water quality. Moreover, time-lapse data sequences were constructed by integrating time-lapse imagery with data visualization in an interactive digital framework to examine the applications for communicating social-ecological dynamics. Findings suggest vegetation phenology was differentially associated with seasonal bat activity, possibly related to migratory versus resident life history strategies. In regards to examining wetland hydrology, water inundation was found to be correlated with nitrate, dissolved oxygen, and DEA, and negatively correlated with water temperature, indicating the importance of understanding water levels. AEM-RDA analysis identified several significant temporal patterns occurring with the wetland as well as the river site. Similarities between river and wetland patterns were suggestive of regional conditions driving fluctuations, while discrepancies were indicative of structural, biological, and local differences within individual sites. In examining communicative applications, time-lapse data sequences depicted a range of ecological dynamics while linking visible and invisible occurrences. The framework shows potential to offer a tangible context with explanatory content to aid in understanding environmental changes that are often too subtle to see or beyond the temporal scale of unaided human observation. Overall, cumulative findings suggest time-lapse imagery is of dual utility and has high potential for collecting data and illustrating ecological dynamics. Advisor: Craig R. Alle

Navy SEALS - Crossing Cultures: Cross-Cultural Competence and Decision Styles

U.S. military cross-cultural competence is currently deficient, as Special Operations Forces (SOF) personnel assessments fail to explicitly consider aspects related to cross-cultural competence and lack processes specifically tailored to cross-cultural personnel assignments. Researchers, however, have identified eleven attributes that contribute to military cross-cultural competence; this study uses these attributes to explore whether decision styles and demographics correlate with cross-cultural competence. Building on existing work on the attributes of military cross-cultural competence (defined in this study as the ability to quickly and accurately assess, then effectively act, in a culturally complex environment to achieve mission results), I first examined the attribute profiles of experienced Navy Sea, Air, and Land Forces (SEALs) to distinguish between cross-cultural superior and substandard scorers. Logistic regression analysis was then used to estimate relationships between several demographic and decision-style factors and individual scores in cross-cultural competence. The analysis concluded with a comparison of attribute profiles of experienced and newly minted SEALs. Throughout the analyses, all statistical testing was done at the 5% level of significance or stronger. Although 7.5% of the entire active SEAL community participated in the research (n = 253), the empirical results are suggestive but far from conclusive. For example, results revealed statistically significant correlations among the 11 factors associated with cross-cultural competence and decision-style factors (especially the need for cognition) and two demographic traits. Based on the attribute profiles of superior and substandard scorers, it appears SEALs have registered strong cross-cultural competence baselines. Furthermore, mean scores for the entire SEAL population in the study revealed a strong cognitive style attribute profile from a cross-cultural competence perspective. Additional analysis indicated newly minted SEALs, especially those with high scores in need for cognition, may be better positioned than the average experienced SEAL to perform well when engaging with foreign partners. Although this is the first study that assesses a decision-style model for correlation with cross-cultural competence (and more research is needed), it suggests decision styles may be a useful tool for selection, assessment, and assignment of military personnel who deal extensively across cultures (e.g., Army Green Berets, Foreign Area Officers, and SOF Liaison Officers)

Uncertainty in Forensic Science: Conceptualisation, Evaluation and Communication

This thesis addresses how uncertainty in forensic science can be conceptualised, evaluated, and communicated to lay stakeholders. Traditionally uncertainty has been articulated with vague definitions, while typologies of uncertainty have not been systematically and clearly established. The evaluation of uncertainty has largely been restricted within the confines of the Bayesian theorem and the methods and means of communicating uncertainty have yet to be agreed by the academic community and the criminal justice sector. The first study of the thesis reviews the current narrative within forensic science with regards to the conceptualisation of uncertainty, through an exploration of the definitions, typologies and characteristics recognised and used by academics, policymakers and the courts. An interdisciplinary configurative review was then conducted into three allied neighbouring disciplines of medicine, environmental science and economics, to identify innovative ways to conceptualise, evaluate and communicate uncertainty to lay stakeholders in forensic science. As a result, three toolkits were developed, one each for the three facets of addressing scientific uncertainty. A third study was then carried out, to establish the sources of uncertainty that key stakeholders identified to be priorities for evaluation and communication for the application of science to the justice system. This study thereby tested that the findings from the interdisciplinary systematic review reflected the experiences of stakeholders, and in so doing provided a foundation for optimising the value of the three toolkits. The wider implications of dealing with uncertainty in forensic science in a more consistent, coherent and standardised fashion are then considered with a focus on both the discipline itself, and for different stakeholders within the criminal justice system. There is a clear need to recognise uncertainty as a salient issue in every stage of the forensic science process, and particularly so in the presentation of forensic science evidence in court. The body of work presented here offers a starting point for the development of a more coherent and consistent understanding of scientific uncertainty in forensic science, while also encouraging fruitful conversations regarding ways through which it can be evaluated and communicated to lay stakeholders. This research identifies the key aspects of considering uncertainty as a fundamental and integrated part of forensic science by identifying the nuances, complexities and limitations of forensic science evidence in the context of the delivery and application of science in a multiple stakeholder justice system

The State of Numeracy Education in Latin America and the Caribbean

Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences

Relating Millennial Teachers\u27 Age to Frequency and Variety of Instructional Technology use in Elementary Math

Mathematics instruction continues to be of immediate concern in the United States. The availability of technology has become commonplace in today’s classrooms. However, the integration of technology-assisted instruction involves a paradigmatic shift in traditional mathematical practices. Instructional technology, such as interactive whiteboards, handheld tablets, laptops, software, and desktop-based devices, serves as a tool to aid students in communicating mathematically and conceptualizing mathematical reasoning. Research posits that when teachers can personally adapt to the use of innovation, instructional technology in the classroom can be a rigorous tool used for the development of individualized, student-centered learning. As generational shifts of power take hold, Millennial teachers are rising to become the most dominant group of educators in America. The purpose of this quantitative, correlational study is to relate Millennial teachers’ age to the frequency and variety of instructional technology used during math instruction at public K-5 elementary schools in Texas. A Spearman\u27s Rank Correlation Coefficient was computed to assess the hypothesized relationship between Millennial teachers’ age and their use of technology. The instrument used in this study was a modified version of the Use, Support, and Effect of Instructional Technology (USEiT) Teacher Survey The theories guiding this study include Rogers’s Diffusion of Innovation and Constructivism. Results indicated no significant relationship between Millennial teacher age and the frequency subscales for technology use during math instruction. Additionally, no significant relationship was found between Millennial teachers’ age and the variety of technology used during math

2020 NASA Technology Taxonomy

This document is an update (new photos used) of the PDF version of the 2020 NASA Technology Taxonomy that will be available to download on the OCT Public Website. The updated 2020 NASA Technology Taxonomy, or "technology dictionary", uses a technology discipline based approach that realigns like-technologies independent of their application within the NASA mission portfolio. This tool is meant to serve as a common technology discipline-based communication tool across the agency and with its partners in other government agencies, academia, industry, and across the world