Roland W. Scholz

Bio: Roland W. Scholz is an academic researcher from ETH Zurich. The author has contributed to research in topics: Transdisciplinarity & Sustainability. The author has an hindex of 64, co-authored 289 publications receiving 15387 citations. Previous affiliations of Roland W. Scholz include University of Zurich & Fraunhofer Society.

Modeled Environmental Concentrations of Engineered Nanomaterials (TiO2, ZnO, Ag, CNT, Fullerenes) for Different Regions

Abstract: Engineered nanomaterials (ENM) are already used in many products and consequently released into environmental compartments. In this study, we calculated predicted environmental concentrations (PEC) based on a probabilistic material flow analysis from a life-cycle perspective of ENM-containing products. We modeled nano-TiO2, nano-ZnO, nano-Ag, carbon nanotubes (CNT), and fullerenes for the U.S., Europe and Switzerland. The environmental concentrations were calculated as probabilistic density functions and were compared to data from ecotoxicological studies. The simulated modes (most frequent values) range from 0.003 ng L−1 (fullerenes) to 21 ng L−1 (nano-TiO2) for surface waters and from 4 ng L−1 (fullerenes) to 4 μg L−1 (nano-TiO2) for sewage treatment effluents. For Europe and the U.S., the annual increase of ENMs on sludge-treated soil ranges from 1 ng kg−1 for fullerenes to 89 μg kg−1 for nano-TiO2. The results of this study indicate that risks to aquatic organisms may currently emanate from nano-Ag, n...

Transdisciplinarity: Joint Problem Solving among Science, Technology, and Society

Abstract: 1 Summary and Synthesis.- 1.1 Summary.- 1.2 Synthesis.- 2 Introduction.- 2.1 Why a Globalized World Needs Transdisciplinarity.- 2.2 The Discourse of Transdisciplinarity: An Expanding Global Field.- 3 Keynote Addresses.- 3.1 What Kind of Science Does our World Need Today and Tomorrow? A New Contract between Science and Society.- 3.2 From Microscope to Kaleidoscope: Merging Fields of Vision.- 3.3 The Potntial of Transdisciplinarity.- 3.4 The Responsibility of Science and Scientists.- 3.5 Mobilizing the Intellectual Capital of Universities.- 4 Interactive Sessions.- 4.1 The Dialogue Sessions.- 4.2 The Mutual Learning Sessions.- 4.3 The Idea Market.- 5 The Swiss Transdisciplinarity Award.- 5.1 Introduction: Goals and Criteria of the Award.- 5.2 Final Awards.- 5.2.1 Sustainability: A Cross-disciplinary Concept for Social-Ecological Transformations.- 5.2.2 Okostrom: The Social Construction of Green Electricity Standards in Switzerland.- 5.2.3 The Green Leaves of Life's Golden Tree: The Project "Research in Public".- 5.3 Finalists.- 5.3.1 Evolution Toward Transdisciplinarity in Technology and Resource Management Research: The Case of a Project in Ethiopia.- 5.3.2 On the Search for Ecojumps in Technology: From Future Visions to Technology Programs.- 5.3.3 Cross-disciplinary Knowledge as a Guide to the Study and Management of Complexity: The Case of Product Definition in the Aerospace Industry.- 5.3.4 A Modest Success Story: Linkki 2 Research Program on Energy Conservation Decisions and Behavior.- 5.3.5 Transdisciplinarity in Planning of Sustainable Urban Revitalization.- 5.3.6 The Role of Participatory Technology Assessment in Policy-Making.- 5.3.7 The Potential of a Research-Action-Capacity Building Approach for Effective Management of Urban Environmental Problems.- 6 Outcomes.- 6.1 Reflections on the Interactive Sessions: From Scepticism to Good Practices.- 6.2 Learning about Transdisciplinarity: Where Are We? Where Have We Been? Where Should We Go?.- 6.3 Impacts on Science Management and Science Policy.- 7 Conclusion.- Mainstreaming Transdisciplinarity: A Resarch-Political Campaign.- Appendices.- Appendix A.- Conference Organizers: SPPE, ETHZ/UNS, ABB, Science et Cite, econcept AG and Marketing Service Ltd..- Honorary Board, Conference Board, and Organizing Committee.- Appendix B.- References.- Appendix C.- List of Participants.- Appendix D.- List of Contributors.- Abbreviations and Acronyms.

Higher education as a change agent for sustainability in different cultures and contexts

Abstract: Purpose – The goal of this paper is to enhance consideration for the potential for institutions of higher education throughout the world, in different cultures and contexts, to be change agents for sustainability. As society faces unprecedented and increasingly urgent challenges associated with accelerating environmental change, resource scarcity, increasing inequality and injustice, as well as rapid technological change, new opportunities for higher education are emerging. Design/methodology/approach – The paper builds on the emerging literature on transition management and identifies five critical issues to be considered in assessing the potential for higher education as a change agent in any particular region or place. To demonstrate the value of these critical issues, exemplary challenges and opportunities in different contexts are provided. Findings – The five critical issues include regional-specific dominant sustainability challenges, financing structure and independence, institutional organization, the extent of democratic processes, and communication and interaction with society. Originality/value – Given that the challenges and opportunities for higher education as a change agent are context-specific, identifying, synthesizing, and integrating common themes is a valuable and unique contribution.

Embedded Case Study Methods

Abstract: Handbook of Research on Scholarly Publishing and Research MethodsThe SAGE Handbook of Qualitative Business and Management Research MethodsQualitative Research in JournalismResearch Methods for Sport ManagementCommunity College FacultyBuilding Capabilities for Productive DevelopmentThe Role of Organisational Change Management in Offshore Outsourcing of Information Technology ServicesThe Handbook of Environmental Policy EvaluationCritical Realist Applications in Organisation and Management StudiesCase Study Research and ApplicationsQualitative Research MethodsCase Study ResearchHandbook of Research on Global Indicators of Economic and Political ConvergenceFoundations of Forensic Vocational RehabilitationResearch Methods for CounselingEBOOK: Applied Systems Thinking for Health Systems Research: A Methodological HandbookEmbedded Case Study MethodsUnderstanding "Knowledge", The Essential Approach To Teaching & Learning: Case Studies Of Preuniversities In SingaporeHandbook of Research on Innovative Techniques, Trends, and Analysis for Optimized Research MethodsPublic Management and the Metagovernance of Hierarchies, Networks and MarketsCase Study Methodology in Higher EducationThe SAGE Handbook of Responsible Management Learning and EducationResearch Methods and Design in Sport ManagementIntegrity and Accountability in GovernmentResearch Methods in Outdoor StudiesHandbook of Research on Connecting Research Methods for Information Science ResearchEnvironmental Literacy in Science and SocietySchool-based

Transdisciplinary case studies as a means of sustainability learning: Historical framework and theory

Abstract: Purpose – This paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at the Swiss Federal Institute of Technology (ETH), as a means of transition support.Design/methodology/approach – The paper reveals the historical roots of case studies, transdisciplinarity and sustainable development as teaching and research paradigms. The TCS approach is presented, which has been developed at ETH for supporting transition management of regional, urban, and organizational systems. This approach is entrenched by an ontology that reveals the basic characteristics of ill‐defined transition problems, an epistemology that refers to Probabilistic Functionalism and distinguishes between multi‐layered systemic and normative epistemics, a methodology that includes a set of methods for case representation (including modelling and projection), assessment, and strategy building, and a project management model that ref...

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Climate Change 2007: Impacts, Adaptation and Vulnerability.

Abstract: Impatti, adattamento e vulnerabilita Le cause e le responsabilita dei cambiamenti climatici sono state trattate sul numero di ottobre della rivista Cda. Approfondiamo l’argomento presentando il documento: “Cambiamenti climatici 2007: impatti, adattamento e vulnerabilita” votato ad aprile 2007 dal secondo gruppo di lavoro del Comitato Intergovernativo sui Cambiamenti Climatici (Intergovernmental Panel on Climate Change). Si tratta del secondo di tre documenti che compongono il quarto rapporto sui cambiamenti climatici.

Is the P300 component a manifestation of context updating

Abstract: To understand the endogenous components of the event-related brain potential (ERP), we must use data about the components' antecedent conditions to form hypotheses about the information-processing function of the underlying brain activity These hypotheses, in turn, generate testable predictions about the consequences of the component We review the application of this approach to the analysis of the P300 component The amplitude of the P300 is controlled multiplicatively by the subjective probability and the task relevance of the eliciting events, whereas its latency depends on the duration of stimulus evaluation These and other factors suggest that the P300 is a manifestation of activity occurring whenever one's model of the environment must be revised Tests of three predictions based on this “context updating” model are reviewed Verleger's critique is based on a misconstrual of the model as well as a partial and misleading reading of the relevant literature