yes / Introduction Combining Contents with Strategy: A Case for Team-Based Learning. The term "biosecurity‟ has been used in many different contexts for many different purposes. The present Handbook uses the concept of "biosecurity‟ (or biological security) to mean successful minimising of the risks that the biological sciences will be deliberately or accidentally misused in a way which causes harm for humans, animals, plants or the environment, including through awareness and understanding of the risks. Biosecurity thus involves a complex and rapidly evolving set of issues that concern a broad range of stakeholders: policy makers, legislators, industry, academia, the security community, science educators, life science students and practitioners, and the general public.1 Addressing those issues requires continuous cooperation among all concerned parties, that is, biosecurity awareness is a responsibility incumbent upon all. The need for fostering awareness of biological security among those engaged in the life sciences has been widely acknowledged in various fora and, as a result, over the past few years a number of important initiatives have been carried out, designed to further education about the broader social, ethical, security and legal implications of cutting-edge biotechnology.2 The chief objective of the present Handbook is to complement those efforts by combining teaching material in biological security with an active learning training approach – Team-Based Learning (TBL) – to empower educators, students and practitioners as they begin to engage with biological security. The Handbook seeks to supplement the Guide "Preventing Biological Threats: What You Can Do‟ by providing its users with tips and insights into how to implement its content in different educational settings. Part 5 of the Guide introduces the reader to the value of active learning in the context of biosecurity education and training. Chapter 20 in particular details the implementation of the TBL format at an interactive biosecurity seminar and the results achieved by the seminar participants. Consequently, the Handbook aims to: i. Highlight the strengths of the TBL format in teaching biological security. ii. Provide practical guidance on how to organise, run, and facilitate TBL biosecurity seminars. iii. Offer sample sets of exercises based on the individual chapters of the Guide. iv. Explain how each set of exercises can be used for achieving specific learning objectives. Each chapter of the Handbook introduces the reader to a key concept discussed in the respective chapter of the Guide and elaborates on the specific learning objectives, which the TBL exercises are aimed at. Each set comprises Individual and Team Readiness Assurance Test questions, and Application Exercises in the form of multiple-choice problem-solving tasks and practical scenarios (see below). A growing body of evidence suggests that the use of active learning approaches to teaching and training can significantly enhance the effectiveness of education programmes.3 Part of the reason behind this trend is the fact that active learning strategies aid the learner in „unlocking‟ their existing knowledge and linking new subject matter to their established conceptual framework.4 In other words, through case studies, scenarios, problem-solving games, role plays, and simulations – to name few examples of active learning methods – learners are prompted to think critically, reflect and develop understanding of unfamiliar concepts. Active learning approaches allow fostering a learner-centred environment where the learner rather than the instructor is at the centre of the activities taking place in the classroom.5 The Handbook focuses on a specific format of active learning instruction – Team Based Learning (TBL). This is a special form of collaborative learning which uses a specific sequence of individual work, group work, and immediate feedback to create a motivational framework, whereby the focus is shifted from conveying concepts by the instructor to the application of concepts by student teams.6 TBL is an easy-to-replicate, user-friendly approach, that can be applied in many different educational settings at various stages of instruction, and for different purposes. It enables the instructor to cover new material in a way that engages learners as active participants, allowing them to take ownership of their own learning, and develop reflection and self-evaluation skills.

E-cigarette use among youth in the United States (U.S.) continues to increase. In the rural Northeast Tennessee, where prevalence of tobacco use is higher than national and state averages, there is no literature on e-cigarette use to inform policies and programs. This study aimed to estimate the prevalence of e-cigarette use and examine association of e-cigarette use with two tobacco products among school-going adolescents. Data from 894 participants of a school-based survey conducted in 2016 in Northeast Tennessee were analyzed. Descriptive statistics and logistic regression analyses were conducted to estimate the prevalence and delineate the associations between e-cigarette use and other tobacco products. Approximately 11% of the participants currently used e-cigarettes, and 35% had ever used e-cigarettes. About 6% of the participants were current users of both e-cigarettes and cigarettes; 4% were current users of e-cigarettes and smokeless tobacco; 3% were current users of all three products, and 15% had ever tried all three products. More than one-half of current e-cigarette users (52%) also smoked cigarettes. Adjusting for covariates, current e-cigarette use was positively associated with cigarette smoking [Odds Ratio (OR) 27.32, 95% confidence interval (CI) 14.4–51.7] and smokeless tobacco use [OR 7.92, 95% CI 3.8–16.5]. E-cigarette use was more common among the high school students than cigarette and smokeless tobacco use, and a significant proportion of users either smoked cigarettes, used smokeless tobacco, or both. Thus, there is a critical need for preventive policies and programs to address dual and poly-use of these products.

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Yes / CRISPR (clustered regularly interspaced short palindromic repeats) gene editing technologies appear to be a game-changer and suggest great potential for genome manipulation and for developments in next-generation therapeutics. Ethical, legal and social concerns have been raised in light of recent applications in humans. Concern also arises in relation to the potential of such developments for misuse. In addressing the post-COVID19 challenges raised by responsible research innovation and in confronting what to do about the vexed question of “dual-use”, we contend that awareness-raising and education concerning the ethical, legal and social implications of scientific research innovation represents a welcome and empowering alternative to top down regulatory responses that may serve to stifle innovation. The design and subsequent implementation of a novel transformative pedagogy combining Team-Based Learning and Threshold Concepts yields both empirical evidence-based metrics for real-time learning. As well as generating novel empirical data-sets for the identification of subject-specific threshold concepts across discrete specialisms in the life sciences, we argue that this hybrid methodology can be used to engage science professionals and students alike in meaningful and much-needed dialogue about developments relating to genome manipulation. We demonstrate how evidence-based threshold concepts can inform the design of bespoke subject-specific training as we suggest was the case from our deployment of team-based learning and threshold concepts during our proof of concept application, prior to the pandemic, during the course of two European Union Human Brain Project training programmes undertaken in 2017 and 2018, with experts in neuroscience research at the Karonlinska Institutet, Stockholm, Sweden.

International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada / Eglin Air Force Base (AFB) plans to demonstrate subminiature telemetry (SMT) spread spectrum technology, via an upgraded prototype SMT system, to validate its cost-effectiveness for both Department of Defense (DoD) and commercial use. The goal is to develop new and/or modify current SMT instrumentation using existing production methods to provide increased capabilities at lower costs and reduced size. The transmitter is to require less than 2 cubic inches of space and have a cost goal of $500/unit "in quantity." The cost goal of a ground-based, 24-channel capable ground receiver is $4000/unit "in quantity". The SMT project as well as its schedule, flight and ground demonstrations, validation criteria and goals, and various benefits are discussed.

This thesis conducts an analysis of the Intersessional Process (ISP) of the Biological and Toxin Weapons Convention (BTWC) between 2001 and 2006. Specifically, it aims to assess the extent to which the ISP has resulted in progress towards strengthening the BTWC. The fulfilment of the research aim is derived from three discrete approaches: firstly, an assessment of problems and weaknesses faced by the Convention; secondly, an assessment of common or converging understandings around measures to respond to such problems and weaknesses; and thirdly, an assessment of what effective action has been achieved between 2001 and 2006. To achieve this, this thesis uses a framework that structures the assessment around four dimensions of the BTWC and their evolution within a changing geostrategic and scientific context. The four dimensions identified are compliance, development, institutional and research. The conclusions drawn from this thesis suggest that although the compliance dimension has made some considerable progress in the area of national legislation and biosafety and biosecurity, it remains clear that other areas of the compliance dimension remain underdeveloped and deeply divisive. The development dimension has also made progress over the course of the ISP and, significantly, achieved much greater convergence in its focus around disease surveillance and detection. However, changing dynamics in security and science have negatively affected other areas of the development dimension. In terms of the institutional dimension, there has been a modest progress with regard to the BTWC's institutional and procedural evolution; however, legitimate concerns remain in relation to quantity and quality of membership of the BTWC relative to other agreements. Finally, there has been some motion towards the emergence of a more coherent dimension of research; although certain advances in science research remain neglected in the BTWC forum, and the issue of biodefence has been conspicuously absent from discussion during the ISP. Based on the analysis conducted, this thesis argues that the BTWC has made cautious progress over the course of the ISP, and there is evidence of a convergence in responses and effective action in some areas. However, there is insufficient evidence to suggest there has been 'major progress towards strengthening the Convention' and many issues require much greater attention.

Les technologies de stimulations transcrâniennes – tel que la tDCS ou la TMS – présentent à l’heure actuelle d’intéressantes perspectives thérapeutiques, tout comme diverses améliorations cognitives chez le sujet « non-malade » dont découlent des applications neuroamélioratives, plus ou moins imminentes, en dehors du cadre clinique ou investigatoire. Est proposé ici d’analyser les risques associés à ces applications, détournées des objectifs premiers de recherche, et aux préoccupations éthiques qui les accompagnent (autonomie, justice, intégrité physique), via un concept généralement associé aux recherches avec des perspectives de sécurité nationale et associées à un niveau de risque élevé. Révisant la trivialité d’une définition dichotomique aux usages « bons » et « mauvais », est proposé d’étendre le concept de « double-usage » pour l’appliquer à la neuroamélioration comme un mésusage de la recherche en neurosciences. Faisant référence au conflit entre, d’une part, le respect de la liberté académique et, d’autre part, la protection de la sécurité et de la santé publique, ce concept s’avère être un outil diagnostique pertinent pour l’évaluation des risques associés à l’usage mélioratif desdites technologies, et plus particulièrement de la tDCS, afin d’alimenter la réflexion sur la régulation de ces dispositifs en amont de leur utilisation, selon un principe de précaution inhérent au double-usage de la recherche. Ce concept permet ainsi de réfléchir à la mise en place d’une gouvernance proactive et contextualisée impliquant une responsabilité partagée d’un large panel d’acteurs, nécessaire au vu des avancées rapides du domaine des neurosciences et de l’imminence de l’arrivée sur le marché de ces dispositifs. / Transcranial stimulation technologies – such as tDCS and TMS – currently provide promising therapeutic outcomes, as well as various cognitive improvements in healthy individuals, leading to different and relatively prospective neuroenhancement applications outside clinical or research contexts. In this thesis, a concept that has typically been associated with research regarding national security implications and prospects associated with a high level of risk – i.e., the concept of “dual-use” – will be deployed to analyze the risks of neuroscience applications being diverted from their primary research objectives, along with the related ethical concerns (e.g., autonomy, justice, physical integrity). By revising the dichotomous definition of dual-use research as involving either ‘good’ or ‘bad’ uses, I propose to extend the concept in order to consider neuroenhancement as a misuse of neuroscience research, with reference to the conflict between, on the one hand, protecting academic freedom and progress, and on the other, promoting security and public health. This concept is a pertinent diagnostic tool for the evaluation of risks associated with a neuroenhancement use of those technologies – and more especially tDCS – when considering how best to regulate these devices prior to the appearance of their utilisation, due to the precautionary principle inherent in dual-use research. This concept can also help to set out proactive and contextualized governance mechanisms based on the shared responsibility of a broad range of stakeholders, something that is necessary given the rapid advances in neuroscience research and the imminence of such devices coming onto the market.

Life scientists have increasingly been asked to incorporate a dual use responsibility in their research conduct. In this thesis, different aspects of what constitutes a reasonable responsibility in terms of avoiding harmful misuse of research for biological weapon purposes have been explored. The first study investigated the claim that scientists have a dual use responsibility, and also outlined some of its possible content. Criteria for what may constitute preventable harm were used to analyze some proposed obligations in the field, and it was concluded that reasonable obligations include: e.g. considering the potential negative implications of one’s research and reporting activities of concern. In the second study, the conditions for a Precautionary Principle (PP) were explored and applied to the dual use research context. The study found that the main conditions of the PP frequently appear in present discussions and formulations of life scientists’ responsibility. It was also concluded that the PP is applicable to the dual use field and that it is meaningful and useful as a normatively guiding principle. The third study suggested an ethics of dissemination, based on the assumption that scientists have a responsibility to occasionally constrain the dispersion of their research findings. Three core aspects were proposed for an ethics of dual use dissemination. Additionally, to help scientists understand when constraints may be justified, three corresponding conditions for their application were suggested. In the fourth study, the concept of ethical competence was introduced and explored within a dual use context. It was concluded that competence-building is important in the nurturing of individual responsibility and, subsequently, in achieving a culture of dual use responsibility in the life sciences. Finally, the discussion on ethical competence was included in a proposed ethic of deliberation, in which various stakeholders in the dual use debate are conceived to participate in communicative processes. It was argued that spaces for deliberative activities should be institutionalized by the scientific community to ensure structural opportunities for individuals to both assume responsibility and share it. Moreover, it was argued that deliberation can constitute a cornerstone of responsible dual use governance.