Science, Technology, Engineering, and Maths (STEM)

"Historically, science had a place in education before the time of Plato and Aristotle (e.g., Stonehenge). Technology gradually increased since early human inventions (e.g., indigenous tools and weapons), rose up dramatically through the industrial revolution and escalated exponentially during the twentieth and twenty-first centuries, particularly with the advent of the Internet. Engineering accomplishments were evident in the constructs of early civil works, including roads and structural feats such as the Egyptian pyramids. Mathematics was not as clearly defined BC (Seeds 2010), but was utilized for more than two millennia (e.g., Archimedes, Kepler, and Newton) and paved its way into education as an essential scientific tool and a way of discovering new possibilities. Hence, combining science, technology, engineering, and mathematics (STEM) areas should not come as a surprise but rather as a unique way of packaging what has been ..."--Publisher Website

Mobile phone use in Australian Indigenous communities : future pathways for HC14D

This paper collates recent research on mobile phone use in Indigenous communities in Australia. Its key finding is that mobile phones are heavily used in these communities, albeit in unique and unusual ways that may be difficult to comprehend beneath 'top-down' measurements. Rather than framing these uses as being compromises made in lieu of appropriate infrastructures or literacies, it is argued that HCI4D (Human-Computer Interaction for Development) would be better served by seriously plumbing into the information they reveal about how mobile phones are constructed and placed in these communities, and what these factors might reveal about local understandings of development and well-being. A consideration of these specific patterns of appropriation is necessary to push the field beyond top-down, rationalist approaches to development towards more flexible, creative solutions that build from local knowledge and competencies.

Shifting the Focus. Incorporating knowledge about Aboriginal engineering into main stream content

BACKGROUND OR CONTEXT The concept of 'Aboriginal engineering' has had little exposure in conventional engineering education programs, despite more than 40,000 years of active human engagement with the diverse Australian environment. The work reported in this paper began with the premise that Indigenous Student Support Through Indigenous Perspectives Embedded in Engineering Curricula (Goldfinch, et al 2013) would provide a clear and replicable means of encouraging Aboriginal teenagers to consider a career in engineering. Although that remains a key outcome of this OLT project, the direction taken by the research had led to additional insights and perspectives that have wide implications for engineering education more generally. There has only been passing reference to the achievements of Aboriginal engineering in current texts, and the very absence of such references was a prompt to explore further as our work developed. PURPOSE OR GOAL Project goals focused on curriculum-based change, including development of a model for inclusive teaching spaces, and study units employing key features of the model. As work progressed we found we needed to understand more about the principles and practices informing the development of pre-contact Aboriginal engineering strategies for sustaining life and society within the landscape of this often harsh continent. We also found ourselves being asked 'what engineering did Aboriginal cultures have?' Finding that there are no easy-to- access answers, we began researching the question, while continuing to engage with specific curriculum trials. APPROACH Stakeholders in the project had been identified as engineering educators, potential Aboriginal students and Aboriginal communities local to Universities involved in the project. We realised, early on, that at least one more group was involved - all the non-Aboriginal students in engineering classes. This realisation, coupled with recognition of the need to understand Aboriginal engineering as a set of viable, long term practices, altered the focus of our efforts. Rather than focusing primarily on finding ways to attract Aboriginal engineering students, the shift has been towards evolving ways of including knowledge about Aboriginal practices and principles in relevant engineering content. DISCUSSION This paper introduces the model resulting from the work of this project, explores its potential influence on engineering curriculum development and reports on implementation strategies. The model is a static representation of a dynamic and cyclic approach to engaging with Aboriginal engineering through contact with local communities in regard to building knowledge about the social beliefs underlying Aboriginal engineering principles and practices. Ways to engage engineering educators, students and the wider community are evolving through the continuing work of the project team and will be reported in more detail in the paper. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION While engineering may be considered by some to be agnostic in regard to culture and social issues, the work of this project is drawing attention to the importance of including such issues into curriculum materials at a number of levels of complexity. The paper will introduce and explore the central concepts of the research completed to date, as well as suggesting ways in which engineering educators can extend their knowledge and understanding of Aboriginal engineering principles in the context of their own specialisations.

Studies on an improved indigenous pressure wave generator and its testing with a pulse tube cooler

Earlier version of an indigenously developed Pressure Wave Generator (PWG) could not develop the necessary pressure ratio to satisfactorily operate a pulse tube cooler, largely due to high blow by losses in the piston cylinder seal gap and due to a few design deficiencies. Effect of different parameters like seal gap, piston diameter, piston stroke, moving mass and the piston back volume on the performance is studied analytically. Modifications were done to the PWG based on analysis and the performance is experimentally measured. A significant improvement in PWG performance is seen as a result of the modifications. The improved PWG is tested with the same pulse tube cooler but with different inertance tube configurations. A no load temperature of 130 K is achieved with an inertance tube configuration designed using Sage software. The delivered PV power is estimated to be 28.4 W which can produce a refrigeration of about 1 W at 80 K.

Indigenous construction of fishing boats at Versova village in Maharashtra State

Versova, one of the 23 fishing villages in the district of Greater Bombay, is a major fishing centre. During the last three decades mechanisation of fishing boats received a tremendous boost in the state specially in and around Bombay resulting in higher income and gainful employment to fishermen. Indigenous construction of fishing boats at Versova contributes to the marine fisheries development. Inspite of certain constraints in construction activities, training of artisans in boat construction would ultimately help in the economic growth of the village.

Response of macrozoobenthos communities to ecological engineering remediation in a hypertrophic urban lake

The relationship of macrozoobenthos communities with some environmental variables, and their response to the ongoing restoration measures were studied in a small hypertrophic urban lake near the Yangzte River, China. Twenty taxa including 9 oligochaetes, 7 insects, 2 mollusks and two other animals were found during March 2005 to May 2006. The reappearance of some indigenous macrozoobenthos species showed that the ecological engineering remediation carried out was helpful for the recovery of the macrozoobenthos communities. Through canonical correspondence analysis (CCA), it was detected that temperature (T), conductivity (COND), Secchi depth/deep (SD/Deep), TN, total suspended solids (SS) and chemical oxygen demand (CODcr) were significant environmental factors that influenced the pattern of macrozoobenthos. Limnodrilus hoffmeisteri, Tanypus sp. and Alocinma longicornis could be used as potential bio-indicators in monitoring the development of ecological restoration.

Reinstating indigenous landscape planning curatorship : the Lake Condah restoration project

While contemporary Western planning traditions in Australia talk of the last 200 years of innovation and transposition of European and North American planning traditions upon the Australian landscape, they neglect to mention some 40-50,000 years of Indigenous landscape planning initiatives and practice. The ancestral country of the Gunditjmara people is in the Western District of Victoria focused upon the Lake Condah and Mount Eccles localities. The Gunditjmara had, and continue to have a strong social, cultural and land management and planning presence in the region, in particular linked to environmental engineering initiatives and aquaculture curatorship of eel and fish resources. Archaeological evidence confirms that some 10,000 years of pre-European contact landscape planning practice has been applied by the Gunditjmara to construct resources management infrastructure to service a regional food need as well as a community need. Within contemporary reconciliation discourses, the Gunditjmara have activity sought over the last 25 years the rehabilitation of Lake Condah, which is now coming into fruition, and the restoration of their traditional landscape planning and management responsibilities. This paper reviews the restoration of Indigenous landscape planning and management theory and practice by the Gunditjmara, pointing to significant policy and practice success as well as the need to better appreciate this culturally-attuned and ecologically-responsive approach to landscape planning borne out of generations of knowledge.

Contemporary planning education and Indigenous cultural competency agendas : erasing terra nullius, respect and responsibility

As noted in Universities Australia’s (2011a, 2011b) investigations into Indigenous Cultural Competency, most universities have struggled with successfully devising and achieving a translation of Indigenous protocols into their curricula. Walliss & Grant (2000: 65) have also concluded that, given the nature of the built environment disciplines, including planning, and their professional practice activities, there is a “need for specific cultural awareness education” to service these disciplines and not just attempts to insert Indigenous perspectives into their curricula. Bradley’s policy initiative at the University of South Australia (1997-2007), “has not achieved its goal of incorporation of Indigenous perspectives into all its undergraduate programs by 2010, it has achieved an incorporation rate of 61%” (Universities Australia 2011a: 9; http://www.unisa.edu.au/ducier/icup/default.asp).

Contextually, Bradley’s strategic educational aim at University of South Australia led a social reformist agenda, which has been continued in Universities Australia’s release of Indigenous Cultural Competency (2011a; 2011b) reports that has attracted mixed media criticism (Trounson 2012a: 5, 2012b: 5) and concerns that it represents “social engineering” rather than enhancing “criticism as a pedagogical tool ... as a means of advancing knowledge” (Melleuish 2012: 10). While the Planning Institute of Australia’s (PIA) Indigenous Planning Policy Working Party has observed that fundamental changes are needed to the way Australian planning education addresses Indigenous perspectives and interests, it has concluded that planners “! perceptual limitations of their own discipline and the particular discourse of our own craft” were hindering enhanced learning outcomes (Wensing 2007: 2). Gurran (PIA 2007) has noted that the core curriculum in planning includes an expectation of “knowledge of ! Indigenous Australian cultures, including relationships between their physical environment and associated social and economic systems” but that it has not been addressed. This paper critiques these discourses and offers an Indigenous perspective of the debate.

Bali Aga cultural landscape challenges: conserving the Balinese traditional landscape for future Balinese indigenous villages (Bali Aga) and communities

The research investigated Balinese harmony to landscape in Indigenous villages (Bali Aga) and communities through case study, on-site evaluation, observation, and interviews. The research concluded three points: influences of Majapahit Era; traditional regulation roles; and obligated to maintain and conserve of sacred, middle and impure areas in cultural landscape practices.

Engineering design of an integrated sustainable process system for cassava biobased materials

Cassava contributes significantly to biobased material development. Conventional approaches for its bio-derivative-production and application cause significant wastes, tailored material development challenges, with negative environmental impact and application limitations. Transforming cassava into sustainable value-added resources requires redesigning new approaches. Harnessing unexplored material source, and downstream process innovations can mitigate challenges. The ultimate goal proposed an integrated sustainable process system for cassava biomaterial development and potential application. An improved simultaneous release recovery cyanogenesis (SRRC) methodology, incorporating intact bitter cassava, was developed and standardized. Films were formulated, characterised, their mass transport behaviour, simulating real-distribution-chain conditions quantified, and optimised for desirable properties. Integrated process design system, for sustainable waste-elimination and biomaterial development, was developed. Films and bioderivatives for desired MAP, fast-delivery nutraceutical excipients and antifungal active coating applications were demonstrated. SRRC-processed intact bitter cassava produced significantly higher yield safe bio-derivatives than peeled, guaranteeing 16% waste-elimination. Process standardization transformed entire root into higher yield and clarified colour bio-derivatives and efficient material balance at optimal global desirability. Solvent mass through temperature-humidity-stressed films induced structural changes, and influenced water vapour and oxygen permeability. Sevenunit integrated-process design led to cost-effectiveness, energy-efficient and green cassava processing and biomaterials with zero-environment footprints. Desirable optimised bio-derivatives and films demonstrated application in desirable in-package O2/CO2, mouldgrowth inhibition, faster tablet excipient nutraceutical dissolutions and releases, and thymolencapsulated smooth antifungal coatings. Novel material resources, non-root peeling, zero-waste-elimination, and desirable standardised methodology present promising process integration tools for sustainable cassava biobased system development. Emerging design outcomes have potential applications to mitigate cyanide challenges and provide bio-derivative development pathways. Process system leads to zero-waste, with potential to reshape current style one-way processes into circular designs modelled on nature's effective approaches. Indigenous cassava components as natural material reinforcements, and SRRC processing approach has initiated a process with potential wider deployment in broad product research development. This research contributes to scientific knowledge in material science and engineering process design.