Taking environmental engineering out of the laboratory

Environmental engineering is a core component of most construction and surveying undergraduate courses. It is generally accepted that students on these courses should have an understanding of thermal comfort, heat transfer, condensation, lighting, noise transmission and acoustics. Experiments are essential in developing students’ awareness and understanding of the underlying physical concepts which drive environmental engineering solutions. Traditionally these experiments have been conducted by students working in small groups in laboratories. However, increasing student numbers and, in particular, the growth in part time study, have placed significant additional demands on limited laboratory resources. The availability of reasonably priced, simple, hand-held equipment has made it possible for students to conduct experiments outside the confines of the laboratory. Furthermore, various professional software packages (some of which are freely available online) enable the resultant data to be further developed and analysed in conjunction with the conventional textbook approach. This paper examines these alternative approaches to the traditional laboratory experiment. An assessment is provided of the types of experiment which are both possible and appropriate, and the efficacy of these approaches is considered.

Ends, means, beginnings: environmental technocracy, ecological deliberation or embodied disagreement

Technocratic attitudes suggest that decisions about environmental policy should be led by scientific experts. Such decisions, it is expected, will be more rational than any arrived at by a democratic mediation between the narrow, short-term interests and uninformed preferences of the general public. Within green political theory, deliberative democracy has emerged as the dominant repost to technocracy, offering an account of how democratic polities can deal with complex scientific and technological decisions through the emergence of communicative rationality. This article argues that neither appeals to expert knowledge, nor communicative rationality, are likely to deliver the optimal green outcomes that proponents suggest, but rather will cover up the inevitable disagreements over environmental policy making. Instead the article suggests that more ecologically-sensitive and democratic decision making about complex scientific and technological issues can emerge if we acknowledge the differently embodied perspectives of decision-makers – from scientists to citizens. This prioritises democratic means over green ends, yet incorporates the environment at the beginning of the decision-making process. The article aims to sketch out the theoretical and practical implications of such an embodied turn for responding to the anti-democratic tendencies of environmental technocracy.

Sociological Knowledge and Transformation at ‘Diversity University’, UK

This chapter is based on a case study of one UK university sociology department and shows how sociology knowledge can transform the lives of ‘non-traditional’ students. The research from which the case is drawn focused on four departments teaching sociology-related subjects in universities positioned differently in UK league tables. It explored the question of the relationship between university reputation, pedagogic quality and curriculum knowledge, challenging taken-for-granted judgements about ‘quality’ and in conceptualising ‘just’ university pedagogy by taking Basil Bernstein’s ideas about how ‘powerful’ knowledge is distributed in society to illuminate pedagogy and curriculum. The project took the view that ‘power’ lies in the acquisition of specific (inter)disciplinary knowledges which allows the formation of disciplinary identities by way of developing the means to think about and act in the world in specific ways. We chose to focus on sociology because (1) university sociology is taken up by all socio-economic classes in the UK and is increasingly taught in courses in which the discipline is applied to practice; (2) it is a discipline that historically pursues social and moral ambition which assists exploration of the contribution of pedagogic quality to individuals and society beyond economic goals; (3) the researchers teach and research sociology or sociology of education - an understanding of the subjects under discussion is essential to make judgements about quality. ‘Diversity’ was one of four case study universities. It ranks low in university league tables; is located in a large, multi-cultural English inner city; and, its students are likely to come from lower socio-economic and/or ethnic minority groups, as well as being the first in their families to attend university. To make a case for transformative teaching at Diversity, the chapter draws on longitudinal interviews with students, interviews with tutors, curriculum documents, recordings of teaching, examples of student work, and a survey. It establishes what we can learn from the case of sociology at Diversity, arguing that equality, quality and transformation for individuals and society are served by a university curriculum which is research led and challenging combined with pedagogical practices which give access to difficult-to-acquire and powerful knowledge.

From traditional resource to global commodities: a comparison of Rhodiola species using NMR spectroscopy - metabolomics and HPTLC

The fast developing international trade of products based on traditional knowledge and their value chains has become an important aspect of the ethnopharmacological debate. The structure and diversity of value chains and their impact on the phytochemical composition of herbal medicinal products has been overlooked in the debate about quality problems in transnational trade. Different government policies and regulations governing trade in herbal medicinal products impact on such value chains. Medicinal Rhodiola species, including Rhodiola rosea L. and Rhodiola crenulata (Hook.f. & Thomson) H.Ohba, have been used widely in Europe and Asia as traditional herbal medicines with numerous claims for their therapeutic effects. Faced with resource depletion and environment destruction, R. rosea and R. crenulata are becoming endangered, making them more economically valuable to collectors and middlemen, and also increasing the risk of adulteration and low quality. We compare the phytochemical differences among Rhodiola raw materials available on the market to provide a practical method for Rhodiola authentication and the detection of potential adulterant compounds. Samples were collected from Europe and Asia and nuclear magnetic resonance spectroscopy coupled with multivariate analysis software and high performance thin layer chromatography techniques were used to analyse the samples. A method was developed to quantify the amount of adulterant species contained within mixtures. We compared the phytochemical composition of collected Rhodiola samples to authenticated samples. Rosavin and rosarin were mainly present in R. rosea whereas crenulatin was only present in R. crenulata. 30% of the Rhodiola samples purchased from the Chinese market were adulterated by other Rhodiola spp. Moreover, 7 % of the raw-material samples were not labelled satifactorily. The utilisation of both 1H-NMR and HPTLC methods provided an integrated analysis of the phytochemical differences and novel identification method for R. rosea and R. crenulata. Using 1H-NMR spectroscopy it was possible to quantify the presence of R. crenulata in admixtures with R. rosea. This quantitative technique could be used in the future to assess a variety of herbal drugs and products. This project also highlights the need to further study the links between producers and consumers in national and trans-national trade.

I Stood Up: Social Design in Practice

Through practice-based research, we explore how interdisciplinary design projects can function to address social issues concerning environmental and social problems. Using two case studies developed between London in the United Kingdom, and Delhi and Ahmedabad in India, we discuss the importance of engagement with the people who the design ultimately serves. Finally, we argue that design concerned with complex social problems require equally complex, multidimensional responses, informed by bodies of knowledge, practices and approaches that lie outside of traditional design approaches.

Reconceptualising International Intervention: Statebuilding, ‘Organic Processes’ and the Limits of Causal Knowledge

This article examines the transformation in the conceptual understanding of international intervention over the last two decades. It suggests that this conceptual shift can be usefully interrogated through its imbrication within broader epistemological shifts highlighting the limits of causal knowledge claims: heuristically framed in this article in terms of the shift from policy interventions within the problematic of causation to those concerned with the management of effects. In this shift, the means and mechanisms of international intervention have been transformed, no longer focused on the universal application of Western causal knowledge through policy interventions but rather on the effects of specific and unique local and organic processes at work in societies themselves. The focus on effects takes the conceptualisation of intervention out of the traditional terminological lexicon of International Relations theory and instead recasts problems in increasingly organicised ways, suggesting that artificial or hubristic attempts at socio-political intervention should be excluded or minimised.