Science and Technology – Present relations in historical perspective

Author(s):  
A. Sarlemijn
2019 ◽  
Vol 3 (2) ◽  

This article, which is concerned with computational Nanoscience and Nanotechnology (CN&N) at first, presents an overview of CN&N from historical perspective, benefits and concerns. It then discusses the place of mathematics visà-vis other areas of science and technology (including CN&N), and then presents numerous technologies (including nano-technology) that would not exist today without mathematics. Finally we exhibit some mathematical techniques used in CN&N and briefly points the way forward.


1990 ◽  
Vol 9 (1) ◽  
pp. 113-116
Author(s):  
Sheila R. Buckley

DeForest offers a closely reasoned and persuasive analysis of how the characteristics of biological weapons have affected nations' perceptions of their utility and acceptability. He shows how such perceptions bear in turn of efforts to outlaw biological weapons, even as science and technology are expanding the potential for their use. His paper's historical perspective, broadly researched data, and intriguing analytical approach will measurably enhance readers' understanding of the arms control process.


2020 ◽  
Vol 28 (4) ◽  
pp. 573-586
Author(s):  
Itir Ozer-Imer ◽  
S. Tugrul Imer

This study aims to analyse the policies with respect to, and structuring of, science and technology in Turkey from a historical perspective, and to evaluate the restructuring currently going on, from the viewpoint of institutions on science and technology. Such restructuring has undergone many transformations throughout Turkish history, and has been influenced directly by both internal and external dynamics. From the examples of other countries, we learn that success in high technology production results from well-established and sound industrial and scientific infrastructures. It would be useful to set forth such a vision for Turkey as well.


2013 ◽  
Vol 47 (3) ◽  
pp. 505-538 ◽  
Author(s):  
KRISTIAN H. NIELSEN

AbstractThe Children's Gallery in the Science Museum in London opened in December 1931. Conceived partly as a response to the overwhelming number of children visiting the Museum and partly as a way in which to advance its educational uses, the Gallery proved to be an immediate success in terms of attendances. In the Gallery, children and adults found historical dioramas and models, all of which aimed at presenting visitors with the social, material and moral impacts of science and technology on society throughout history. Also, there were numerous working models with plenty of buttons to press, handles to turn and ropes to pull. Controversial visitor studies carried out in the 1950s revealed that the historical didacticism was more or less lost on the children who came to the Gallery. Consequently, the New Children's Gallery that opened in 1969 had to some extent abandoned the historical perspective in favour of combining instruction with pleasure in order to make the children feel that ‘science is a wonderful thing’.


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