Conference report: Proceedings of the 2015 meeting of the Australasian section of the American Oil Chemists' Society (AAOCS)

The Australasian section of the American Oil Chemists’ Society (AAOCS) held their 9th biennial meeting in Geelong, Australia from 9 to 11 September 2015. Over 100 scientists, researchers and industry representatives gathered for the conference and two industry focused workshops. The conference theme was “looking back, thinking forward” which reflected on the history of the science and industry while also predicting future trends and issues.

Scientists and the cultural politics of academic disciplines in late 19th-century Germany: Emil Du Bois-Reymond and the controversy over the role of the cultural sciences

This article is concerned with interactions between the natural and the human sciences. It examines a specific late 19th-century episode in their relationship and argues that the schism between the two branches of knowledge was due to cognitive factors, but consolidated through the social dynamics of institutionalized disciplines. It contends that the assignment of a social function to the human sciences to compensate for the self-destructive tendencies inherent in the technological society was expressed even by those, at the end of the 19th century, who were fervent advocates of a science- and technology-driven modernization.

Drawing to learn in science

Should science learners be challenged to draw more? Certainly making visualizations is integral to scientific thinking. Scientists do not use words only but rely on diagrams, graphs, videos, photographs, and other images to make discoveries, explain findings, and excite public interest. From the notebooks of Faraday and Maxwell (1) to current professional practices of chemists (2), scientists imagine new relations, test ideas, and elaborate knowledge through visual representations (3–5).

Teaching the scientific method in the curriculum

 In chemistry education, students not only learn chemical knowledge and skills, but about the culture of chemistry – how scientists think about, and practise, chemistry. Students often learn that science is practised according to the “scientific method”, which is a model of scientific discovery, expounded by science historians and philosophers. The idealised “scientific method” has a number of steps: the collection of information about a phenomenon; the development of a hypothesis to explain those observations; an experiment to test a prediction that arises from the hypothesis, perhaps including more observations and collection of more information; improvement of the hypothesis; and so on.

The problem is that students (and even some science professionals) often do not understand the philosophy behind the scientific method and paradoxically, the scientific method does not seem to apply to most careers in science. The true nature of science is that concepts have been developed though variants of the “scientific method”, and that a process of testing the predictive value of these concepts has lead to advances in that conceptual knowledge. Hence the “scientific method” applies to the development of scientific ideas, not necessarily to the work of all scientists. It is not whether we personally use the scientific method in our day-today work, but how we use, apply, think about and communicate scientific knowledge and skills that makes us chemists.

What about us? We have careers too! The career experiences of Australian sport scientists

 he professionalisation of sport has provided career opportunities for athletes, coaches and sport scientists alike. The career development literature for athletes is well established and the empirical career literature for coaches is growing, but little is known about the careers of sport scientists. The purpose of this investigation was to explore and examine the career experiences of Australian sport scientists. In-depth interviews were conducted with six practicing Australian sport scientists at different career stages. Several themes emerged from the data on careers of sport scientists that are unique to sport. Sport scientists identify strongly with their role in sport success and yet they receive little recognition for what they do. All participants experienced career dissonance as they transitioned from practitioner to another career such as academia or sport management. Feelings of loss were identified by participants as their applied work diminished when they moved away from their early career service roles. All six participants believed that in order to advance their career in sport their options were moving overseas, working in academia, or retraining for a career in sports management. It is recommended that sport scientists be provided with better career education and more structured professional development.

Supporting scientists in re-engineering sequential programs to parallel using model-driven engineering

Developing complex computational-intensiveand data-intensive scientific applications requires effectiveutilization of the computational power of the availablecomputing platforms including grids, clouds, clusters, multicoreand many-core processors, and graphical processingunits (GPUs). However, scientists who need to leverage suchplatforms are usually not parallel or distributed programmingexperts. Thus, they face numerous challenges whenimplementing and porting their software-based experimentaltools to such platforms. In this paper, we introduce asequential-to-parallel engineering approach to help scientistsin engineering their scientific applications. Our approach isbased on capturing sequential program details, plannedparallelization aspects, and program deployment details usinga set of domain-specific visual languages (DSVLs). Then, usingcode generation, we generate the corresponding parallelprogram using necessary parallel and distributedprogramming models (MPI, OpenCL, or OpenMP). Wesummarize three case studies (matrix multiplication, N-Bodysimulation, and signal processing) to evaluate our approach.