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Sociotechnical thinking (STT) has recently emerged in response to technical-social dualism. It is defined as the ability to identify, address, and respond to both social and technical dimensions of engineering. As the number of publications on STT increases, so does the need to map the literature. This paper provides a scoping literature review of STT in engineering education, focusing on research purposes, methodologies, findings, and potential gaps. Our examination of 25 papers indicates that research on STT in engineering education covers a variety of purposes and methodologies. Key findings in the literature provide a better understanding of students' demonstration of and barriers to developing STT, the intersections between STT, engineering identity and culture, characteristics of STT, challenges and opportunities for teaching STT, and how prior knowledge and emotional connections can facilitate students' development of STT. [ABSTRACT FROM AUTHOR]

The paper seeks to construct analytical categories based on the study of innovation and production systems to systematize the analysis of the dynamics and processes of technological change in South America. To this end, based on the survey and analysis of a set of input and output indicators, together with the categorization and study of the structure of foreign trade, the article proposes a typology ordered according to the innovation capabilities of each economy, the type of product that guides its international insertion, and the degree of concentration and complexity in technological terms of the export basket.

A symposium was held at the Centre for Research in the Arts, Social Sciences and Humanities (CRASSH) at the University of Cambridge on June 12th 2019, 'Rethinking Repetition in a Digital Age', at which Geoff Stead, a leading mobile tech designer, was a keynote speaker (https://www.crassh.cam.ac.uk/events/28053). The focus of the Cambridge UK event was on how the potentials of digital technologies—whose harms have received widespread attention—could be redirected for the social good. For Stead, this is precisely what Babbel are doing in their approach to commercial digital language learning. Stead spoke to the idea of reversing our personal relationships to mechanical affordances, and finding empowerment in understanding their designed logics. The transcript of the interview below, made in October 2021, revisits some of the main points he raised at that event. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Estudios de Desarrollo is the property of Revista Iberoamericana de Estudios de Desarrollo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, a distinction is first made between environmental, sustainable, and green chemistry; the last two are then examined in relation to the more general problem of environmental education. A brief historical digression on the Science, Technology, and Society movement attempts to dissect reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in high school, it is not well-embedded in educational practices. This situation is slowly changing thanks to the implementations of systems thinking in teaching practice, showing interconnections between the molecular world and sustainability. Historical and epistemological studies provide an all-encompassing framework for the relationship between chemistry and the environment in a broad sense, giving a solid foundation for educational projects. Specific operational goals can help chemical educators in supporting real learning, as well as an examination of the fundamental axes of sustainable and green chemistry, according to the criteria of Scientific and Technological Literacy. Finally, the results of some research carried out in secondary school are presented. These results demonstrate the effectiveness of the interdisciplinary-systemic approach in teaching chemistry as well as in guiding future green careers and reducing the gender gap, preparing high school students in the best possible way to face the challenges of an increasingly interconnected and complex world.

This study aims to evaluate people's willingness to provide their geospatial global positioning system (GPS) data from their smartphones during the COVID-19 pandemic. Based on the self-determination theory, the addition of monetary incentives to encourage data provision may have an adverse effect on spontaneous donation. Therefore, we tested if a crowding-out effect exists between financial and altruistic motivations. Participants were randomized to different frames of motivational messages regarding the provision of their GPS data based on (1) self-interest, (2) pro-social benefit, and (3) monetary compensation. We also sought to examine the use of a negative versus positive valence in the framing of the different armed messages. 1055 participants were recruited from 41 countries with a mean age of 34 years on Amazon Mechanical Turk (MTurk), an online crowdsourcing platform. Participants living in India or in Brazil were more willing to provide their GPS data compared to those living in the United States. No significant differences were seen between positive and negative valence framing messages. Monetary incentives of $5 significantly increased participants' willingness to provide GPS data. Half of the participants in the self-interest and pro-social arms agreed to provide their GPS data and almost two-thirds of participants were willing to provide their data in exchange for $5. If participants refused the first framing proposal, they were followed up with a "Vickrey auction" (a sealed-bid second-priced auction, SPSBA). An average of $17 bid was accepted in the self-interest condition to provide their GPS data, and the average "bid" of $21 was for the pro-social benefit experimental condition. These results revealed that a crowding-out effect between intrinsic and extrinsic motivations did not take place in our sample of internet users. Framing and incentivization can be used in combination to influence the acquisition of private GPS smartphone data. Financial incentives can increase data provision to a greater degree with no losses on these intrinsic motivations, to fight the COVID-19 pandemic.

[This corrects the article DOI: 10.1057/s41599-022-01338-7.].

In this paper, a distinction is first made between environmental, sustainable, and green chemistry; the last two are then examined in relation to the more general problem of environmental education. A brief historical digression on the Science, Technology, and Society movement attempts to dissect reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in high school, it is not well-embedded in educational practices. This situation is slowly changing thanks to the implementations of systems thinking in teaching practice, showing interconnections between the molecular world and sustainability. Historical and epistemological studies provide an all-encompassing framework for the relationship between chemistry and the environment in a broad sense, giving a solid foundation for educational projects. Specific operational goals can help chemical educators in supporting real learning, as well as an examination of the fundamental axes of sustainable and green chemistry, according to the criteria of Scientific and Technological Literacy. Finally, the results of some research carried out in secondary school are presented. These results demonstrate the effectiveness of the interdisciplinary-systemic approach in teaching chemistry as well as in guiding future green careers and reducing the gender gap, preparing high school students in the best possible way to face the challenges of an increasingly interconnected and complex world. [ABSTRACT FROM AUTHOR]

[This corrects the article DOI: 10.1057/s41599-021-00944-1.].

Scientific collaborations among nations to address common problems and to build international partnerships as part of science diplomacy is a well-established notion. The international flow of people and ideas has played an important role in the advancement of the 'Sciences' and the current pandemic scenario has drawn attention towards the genuine need for a stronger role of science diplomacy, science advice and science communication. In dealing with the COVID-19 pandemic, visible interactions across science, policy, science communication to the public and diplomacy worldwide have promptly emerged. These interactions have benefited primarily the disciplines of knowledge that are directly informing the pandemic response, while other scientific fields have been relegated. The effects of the COVID-19 pandemic on scientists of all disciplines and from all world regions are discussed here, with a focus on early-career researchers (ECRs), as a vulnerable population in the research system. Young academies and ECR-driven organisations could suggest ECR-powered solutions and actions that could have the potential to mitigate these effects on ECRs working on disciplines not related to the pandemic response. In relation with governments and other scientific organisations, they can have an impact on strengthening and creating fairer scientific systems for ECRs at the national, regional, and global level.

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science, Technology and Society (STS) is one of the learning areas that is stated in the Social Studies Course Curriculum. This learning area is included in all the class levels in which the social studies course is taught with the aim of providing various skills to the students. Even in the STS learning area of the fifth grade, it is stated that digital literacy and self-control are the skills intended to be gained by students. Considering this situation, in addition to the digital literacy and self-control skills, the predictive effects of the STS learning area on the academic achievements of students were investigated in the study. This study, in which the correlational survey method was employed, was carried out with 742 students in the fifth grade. The data were collected with 'The Science, Technology and Society Learning Area Achievement Test', The Digital Literacy Scale', 'The Self-control Scale for Children', and 'The Social Studies Course Motivation Scale'. Correlation and stepwise regression analysis were used in the data analysis. According to the research results, it was found that digital literacy, self-control and course motivation predict the academic achievements of the students in the STS learning area. It was also determined that the predictive effect of these variables on the academic achievement in the STS learning area was in the order of digital literacy, self-control and course motivation. In line with this result, it can be claimed that both skill building and motivation are effective in academic achievement. [ABSTRACT FROM AUTHOR]

The results of a bibliographic review carried out from May to July 2021 are presented; as part of the research related to the formation of emotional regulation competence in Dentistry students at the beginning of clinical practice. To carry out this work, theoretical methods such as historical-logical, analysis-synthesis and induction-deduction were used, with the aim of explaining, from a Science, Technology and Society approach, the need for the formation of this competence in care performance. The main results are that society needs dentistry graduates to have scientific-technical skills in accordance with their professional profile, but also, demands an expert who offers confidence. Through the emotional regulation competence, students have the ability to react appropriately to their personal emotions and those experienced by patients. It is concluded that the education and training processes must take into account the development of emotional competencies by integrating them into the curriculum.

The article is a posthumous tribute to Dr. Hernando Abaúnza Orjuela, a distinguished Colombian surgeon. Dr. Abaúnza was born in Bogotá in 1934 and trained as a general surgeon at the National University of Colombia. He had a remarkable career in digestive and breast surgery and was the director of the surgical department in several clinics in Bogotá. Additionally, he was a prominent member of the Colombian Society of General Surgeons and the American College of Surgeons. His legacy as a surgical teacher and his influence will endure in the medical community. [Extracted from the article]

Objective: explore how the Brazilian online community mobilized its own coping resources during the COVID-19 pandemic to deal with mass vaccination concerns, manage and cope with personal stressors brought on by the pandemic, and seek social support. Method: the Canadian Population Health Promotion Model and the Transactional Model of Stress and Coping framed this media content analysis focusing on a socially impactful event: the authorization of COVID-19 vaccinations in Brazil. Results: the retrieval of posts (January-May 2021) found 488 contents distributed as modus operandi (n=117; 24%), coping strategies focused on emotion (n=175; 35.8%), on problem (n=40; 8.1%), on reflection (n=67; 13.7%), and offer of social support (n=89; 18.2%). Among the top-five (n=393; 80.5%) actions and coping strategies, 255 contents about coping strategies with a predominant discourse on emotion-focused coping (n=160; 63.2 %). Conclusion: interactions sustained a feeling of connection and created a context for belonging, support, and motivation. [ABSTRACT FROM AUTHOR]

Core precepts of the Silicon Valley technology culture include disruption, breaking things, and profiting from the results. As technologies run ahead of regulatory regimes, a great deal of attention has been paid to the organization and evaluation of regulatory processes, from corporate self-regulation, to direct state intervention, and multiple stakeholder governance. However, it is less clear what values or principles should animate these approaches. Public discussions and academic literatures have identified at least four critical areas that require attention: data market and business monopolies; moral dilemmas of AI, such as surveillance and behavioral engineering; a variety of environmental harms; and the spread of hate, disinformation and attacks on liberal democratic values. This analysis develops a holistic framework of guiding principles to address these different problem areas. Without a set of widely shared guiding principles, regulatory approaches will remain fragmentary and weak. Policies in one area may miss or even create problems in others. The aim is not to impose a priori solutions on complex problems, but to offer scholars, regulators, and stakeholders a heuristic framework to guide policy thinking. [ABSTRACT FROM AUTHOR]

A few companies around the world are now developing and selling sex robots. Questions such as “how will relationships with robots’ impact human relations in the future” emerge when technologies are used to meet the social and emotional needs of individuals. Considering that technology and design have embedded values and biases, this article surveys the use of sex robots from a bioethical perspective. Relationships with robots and computational systems, like Artificial Intelligence, are a possibility for many people around the world. We present questions raised by the voices in favor of robot sex, and against it. Beyond a binary polarization, the bioethical perspective recalls the Foucaultian concepts of biopolitics and biopower to situate the problems with the mechanization of intimate relationships. We argue that sex robots offer the opportunity to review old patterns regarding gender, inequality, and health.