Multidisciplinary Teams as Mechanisms of Accountability: Neutralizing the Emotions and Politics of Hydraulic Fracturing Research

Nowadays, restoration project might lead to increased public engagement and enthusiasm for biodiversity and is receiving increased media attention in major newspapers, TED talks and the scientific literature. However, empirical research on restoration project is rare, fragmented, and geographically biased and long-term studies that monitor indirect and unexpected effects are needed to support future management decisions especially in the Neotropical area. Changes in animal population dynamics and community composition following species (re)introduction may have unanticipated consequences for a variety of downstream ecosystem processes, including food web structure, predator-prey systems and infectious disease transmission. Recently, an unprecedented study in Brazil showed changes in vampire bat feeding following a rewilding project and further transformed the land-bridge island into a high-risk area for rabies transmission. Due the lessons learned from ongoing project, we present a novel approach on how to anticipate, monitor, and mitigate the vampire bats and rabies in rewilding projects. We pinpoint a series of precautions and the need for long-term monitoring of vampire bats and rabies responses to rewilding projects and highlighted the importance of multidisciplinary teams of scientist and managers focusing on prevention educational program of rabies risk transmitted by bats. In addition, monitoring the relative abundance of vampire bats, considering reproductive control by sterilization and oral vaccines that autonomously transfer among bats would reduce the probability, size and duration of rabies outbreaks. The rewilding assessment framework presented here responds to calls to better integrate the science and practice of rewilding and also could be used for long-term studying of bat-transmitted pathogen in the Neotropical area as the region is considered a geographic hotspots of “missing bat zoonoses”.

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Track 6.c Introduction: Entrepreneurship in Design Education

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.6c ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Bryan Howell ◽

Curt Anderson ◽

Nile Hatch ◽

Chia-Chi TENG; ◽

Neal Bangerter ◽

...

Keyword(s):

Design Education ◽

Management Strategy ◽

Business Models ◽

Scaling Up ◽

Engineering Management ◽

Significant Rise ◽

Limited Resources ◽

Multidisciplinary Teams ◽

Interdisciplinary Relationships ◽

Human Centred Design

Over that last few decades there has been a significant rise in interest for design-led entrepreneurship and innovation. This has brought about the need to expand on the principles and methods of human-centred design by incorporating knowledge from multiple disciplines, such as management, business, and entrepreneurship studies. This expansion aids designers, engineers, and marketing practitioners who strive to create innovative, meaningful and relevant services, business models and experiences. More often than not, ventures operate under very limited resources, and practitioners are often required to fulfil several roles. The concept of ‘multidisciplinary teams’ widely spread in this sphere often bears little resonance in these contexts. Designers possess valuable competencies that can have a significant impact on the venture, especially driving user and context-centred strategy and processes for the introduction, legitimization and scaling-up stages. However, engaging with these areas of practice requires skills and capacities that overlap traditional disciplinary roles. In doing so, the boundaries between design and engineering, branding and communications, cultural and behavioural insight, marketing and management strategy are blurred. As educators in design innovation, how do we explore, define and balance interdisciplinary relationships between design, engineering, management, business and entrepreneurship theories, methods, language and models of education? The purpose of the entrepreneurship in design education track is to discuss methods, models, case studies, research, insights and unexpected knowledge in benefits and limitations of design entrepreneurship education. In particular, the three papers presented in this track demonstrate different approaches to entrepreneurship and design education.

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Shale, Quakes, and High Stakes: Regulating Fracking-Induced Seismicity in Oklahoma, USA and Lancashire, UK

Case Studies in the Environment ◽

10.1525/cse.2018.001719 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1-14

Author(s):

Miriam R. Aczel ◽

Karen E. Makuch

Keyword(s):

United States ◽

Hydraulic Fracturing ◽

Shale Gas ◽

Seismic Activity ◽

Oil And Gas ◽

Oil And Gas Industry ◽

High Volume ◽

The United States ◽

Horizontal Drilling ◽

Induced Seismic Activity

High-volume hydraulic fracturing combined with horizontal drilling has “revolutionized” the United States’ oil and gas industry by allowing extraction of previously inaccessible oil and gas trapped in shale rock [1]. Although the United States has extracted shale gas in different states for several decades, the United Kingdom is in the early stages of developing its domestic shale gas resources, in the hopes of replicating the United States’ commercial success with the technologies [2, 3]. However, the extraction of shale gas using hydraulic fracturing and horizontal drilling poses potential risks to the environment and natural resources, human health, and communities and local livelihoods. Risks include contamination of water resources, air pollution, and induced seismic activity near shale gas operation sites. This paper examines the regulation of potential induced seismic activity in Oklahoma, USA, and Lancashire, UK, and concludes with recommendations for strengthening these protections.

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