Learning in a Landscape: Simulation-building as Reflexive Intervention

This article makes a dual contribution to scholarship in science and technology studies (STS) on simulation-building. It both documents a specific simulation-building project, and demonstrates a concrete contribution to interdisciplinary work of STS insights. The article analyses the struggles that arise in the course of determining what counts as theory, as model and even as a simulation. Such debates are especially decisive when working across disciplinary boundaries, and their resolution is an important part of the work involved in building simulations. In particular, we show how ontological arguments about the value of simulations tend to determine the direction of simulation-building. This dynamic makes it difficult to maintain an interest in the heterogeneity of simulations and a view of simulations as unfolding scientific objects. As an outcome of our analysis of the process and reflections about interdisciplinary work around simulations, we propose a chart, as a tool to facilitate discussions about simulations. This chart can be a means to create common ground among actors in a simulation-building project, and a support for discussions that address other features of simulations besides their ontological status. Rather than foregrounding the chart's classificatory potential, we stress its (past and potential) role in discussing and reflecting on simulation-building as interdisciplinary endeavor. This chart is a concrete instance of the kinds of contributions that STS can make to better, more reflexive practice of simulation-building.Comment: 37 page

Reflections from Participants

The Road Ahead: Public Dialogue on Science and Technology brings together some of the UK’s leading thinkers and practitioners in science and society to ask where we have got to, how we have got here, why we are doing what we are doing and what we should do next. The collection of essays aims to provide policy makers and dialogue deliverers with insights into how dialogue could be used in the future to strengthen the links between science and society. It is introduced by Professor Kathy Sykes, one of the UK’s best known science communicators, who is also the head of the Sciencewise-ERC Steering Group, and Jack Stilgoe, a DEMOS associate, who compiled the collection

Learning Micromanipulation, Part 1: An Approach Based on Multidimensional Ability Inventories and Text Mining.

In the last decades, an effort has been made to improve the efficiency of high-level and academic education players. Nowadays, students’ preferences and habits are continuously evolving and so the educational institutions deal with important challenges, such as not losing attractiveness or preventing early abandonment during the programs. In many countries, some important universities are public, and so they receive national grants that are based on a variety of factors, on which the teaching efficiency has a great impact. This contribution presents a method to improve students commitment during traditional lessons and laboratory tests. The idea consists in planning some activities according to the students’ learning preferences, which were studied by means of two different approaches. The first one was based on Gardner’s multiple intelligence inventory, which is useful to highlight some peculiar characteristics of the students on the specific educational field. In the second method, direct interviews, voice recognition, and text mining were used to extract some interesting characteristics of the group of students who participated in the projects. The methods were applied in May 2018 to the students attending the course of Micro-Nano Sensors and Actuators for the postgraduate academic program dedicated to Industrial Nanotechnologies Engineering of the University of Rome La Sapienza. The present paper represents the first part of the investigation and it is dedicated essentially to the adopted methods. The second part of the work is presented in the companion paper dedicated to the presentation of the practical project that the students completed before the exam

Bioengineered Textiles and Nonwovens – the convergence of bio-miniaturisation and electroactive conductive polymers for assistive healthcare, portable power and design-led wearable technology

Today, there is an opportunity to bring together creative design activities to exploit the responsive and adaptive ‘smart’ materials that are a result of rapid development in electro, photo active polymers or OFEDs (organic thin film electronic devices), bio-responsive hydrogels, integrated into MEMS/NEMS devices and systems respectively. Some of these integrated systems are summarised in this paper, highlighting their use to create enhanced functionality in textiles, fabrics and non-woven large area thin films. By understanding the characteristics and properties of OFEDs and bio polymers and how they can be transformed into implementable physical forms, innovative products and services can be developed, with wide implications. The paper outlines some of these opportunities and applications, in particular, an ambient living platform, dealing with human centred needs, of people at work, people at home and people at play. The innovative design affords the accelerated development of intelligent materials (interactive, responsive and adaptive) for a new product & service design landscape, encompassing assistive healthcare (smart bandages and digital theranostics), ambient living, renewable energy (organic PV and solar textiles), interactive consumer products, interactive personal & beauty care (e-Scent) and a more intelligent built environment

Keeping Students Active, Engaged

Professor Brian Gilbert didn’t start out to be a chemistry professor, but his dynamic style has been influential to students both in the classroom and research laboratory