The maturing discipline of robotics

The nature of the robotics discipline is changing. In turn the traditional engineering-based degree programmes that have promoted robotics as an application of engineering principles need to be supplemented with robot-centred degree programmes that reflect the diverse character of robotics, the diverse interests of students, and the diverse multi-disciplinary contributions to the robotics discipline. In this paper the nature of the change that robotics has undergone in recent years is described. An outline of the subject material of robotics, comprising robotics science and robotics engineering, is discussed The teaching of robotics degree programmes in the past has been hampered by the expense required to install and maintain a robotics teaching laboratory. Availability of online robot systems and numerous robot kits has changed this situation to some extent. However, the paper concludes that there is still a need for good educational toolkits for teaching robotics at a first degree level.

Fetal paleopathology: an impossible discipline?

This chapter introduces the concept of fetal paleopathology in archaeological material, highlighting the limitations and potential of such research to inform us about the lives of mothers and their babies in the past. Problems with terminology, aging methods, preservation and recognizing lesions in skeletal remains are discussed, before potential new sources of research are highlighted.

A possible reconceptualization of food engineering discipline

Food industry is critical to any nation’s health and well-being; it is also critical to the economic health of a nation, since it can typically constitute over a fifth of the nation’s manufacturing GDP. Food Engineering is a discipline that ought to be at the heart of the food industry. Unfortunately, this discipline is not playing its rightful role today: engineering has been relegated to play the role of a service provider to the food industry, instead of it being a strategic driver for the very growth of the industry. This paper hypothesises that food engineering discipline, today, seems to be continuing the way it was in the last century, and has not risen to the challenges that it really faces. This paper therefore categorises the challenges as those being posed by: 1. Business dynamics, 2. Market forces, 3. Manufacturing environment and 4. Environmental Considerations, and finds the current scope and subject-knowledge competencies of food engineering to be inadequate in meeting these challenges. The paper identifies: a) health, b) environment and c) security as the three key drivers of the discipline, and proposes a new definition of food engineering. This definition requires food engineering to have a broader science base which includes biophysical, biochemical and health sciences, in addition to engineering sciences. This definition, in turn, leads to the discipline acquiring a new set of subject-knowledge competencies that is fit-for-purpose for this day and age, and hopefully for the foreseeable future. The possibility of this approach leading to the development of a higher education program in food engineering is demonstrated by adopting a theme based curriculum development with five core themes, supplemented by appropriate enabling and knowledge integrating courses. At the heart of this theme based approach is an attempt to combine engineering of process and product in a purposeful way, termed here as Food Product Realisation Engineering. Finally, the paper also recommends future development of two possible niche specialisation programs in Nutrition and Functional Food Engineering and Gastronomic Engineering. It is hoped that this reconceptualization of the discipline will not only make it more purposeful for the food industry, but it will also make the subject more intellectually challenging and attract bright young minds to the discipline.

Learning approaches: examination type, discipline of study, and gender

A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple-choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning.