This dissertation analyses the biofuel debate in the UK, focusing on how the UK Government has deployed expectations to legitimise its biofuel policy. The analysis builds on the sociology of expectations, integrated with insights from the multi-level perspective (MLP) on socio-technical transitions. By the end of the 1990s, a sustainable paradigm permeated UK road transport policy opening a space for biofuel policy to emerge. In the second half of the 2000s, disagreements among UK stakeholders over the translation of EU biofuel targets into UK biofuel policy prefigured later EU-wide discussions over limiting targets for first-generation biofuels. Biofuels critics disagreed with the UK Government and biofuels supporters over how to protect a space for future second-generation biofuels, which were expected to overcome the harm caused by currently available, but controversial, first-generation biofuels. The UK Government and biofuels supporters defended rising targets for available biofuels as a necessary stimulus for industry to help fulfil the UK’s EU obligations and eventually develop second-generation biofuels. By contrast, critics opposed biofuels targets on the grounds that these would instead lock-in first-generation biofuels, thus pre-empting second-generation biofuels. I argue that these disagreements can be explained in relation to the UK Government‘s responsibilities relating to “promise-requirement cycles”, whereby technological promises generate future requirements for the actors involved. Further, I claim that the UK Government’s stance reflects what I call a “policy-promise lock-in” – i.e. a situation in which previous policy commitments towards technology innovators of incumbent technologies (currently controversial and potentially driven by several imperatives) are officially justified as necessary for the development of preferable emerging technologies. Finally, my analysis expands the focus of the sociology of expectations, which has hitherto mostly been used to investigate expectations from technology innovators – i.e. scientists or industrialists – by investigating how other types of actor mediate expectations among different parties, in particular, public authorities, industry associations, consultancies, and non-governmental organisations.

Yes / Current literature has indicated a concern about standards of maternity care experienced by pregnant women who are seeking asylum. As the next generation of midwives, it is important that students are educated in a way that prepares them to effectively care for these women. To understand how this can be achieved, it is important to explore what asylum seeking means to midwifery students. This article is the first of three parts and reports on one objective from a wider doctorate study. It identifies dominant discourses that influenced the perceptions of a group of midwifery students' about the pregnant asylum seeking woman. The study was designed from a social constructivist perspective, with contextual knowledge being constructed by groups of people, influenced by underpinning dominant discourses, depending on their social, cultural and historical positions in the world. In a United Kingdom University setting, during year two of a pre-registration midwifery programme, eleven midwifery students participated in the study. Two focus group interviews using a problem based learning scenario as a trigger for discussion were conducted. In addition, three students were individually interviewed to explore issues in more depth and two students' written reflections on practice were used to generate data. Following a critical discourse analysis, dominant discourses were identified which appeared to influence the way in which asylum seekers were perceived. The findings suggested an underpinning ideology around the asylum seeker being different and of a criminal persuasion. Although the pregnant woman seeking asylum was considered as deserving of care, the same discourses appeared to influence the way in which she was constructed. However, as the study progressed, through reading alternative sources of literature, some students appeared to question these discourses. These findings have implications for midwifery education in encouraging students to challenge negative discourses and construct positive perceptions of asylum seeking.