Fostering the Biosecurity Norm: Biosecurity Education for the Next Generation of Life Scientists
Sustainable education on biosecurity and dual use for life scientists is increasingly recognised as being an important element of broader efforts to achieve biosecurity. To address this issue, a joint project between the Landau Network-Centro Volta and the Bradford Disarmament Research Centre has been initiated to analyse what currently exists in terms of biosecurity and dual use education, but also how such education can be most effectively achieved in a sustainable fashion. The purpose of this paper is to elaborate on the findings of a survey on the extent of, and attitudes to, biosecurity and dual use education in European universities, and outline the educational activities undertaken through a network of contacts built through the survey and some of the conclusions drawn from engagement with this network. The paper also outlines the development and optimization of an Educational Module Resource intended to support lecturers in the improvement and implementation of educational material related to biosecurity and dual use. This is further expanded by the authors' experience derived from implementation tests conducted at universities around Europe, in which material was tested with students and faculty members. To date, the main results from this evaluative process are that students and faculties are generally unaware of biosecurity and dual use concerns, but nonetheless appear interested in discussing these topics and have initiated challenging debates on the importance of balancing factors such as security, research, secrecy and development. However, serious efforts in terms of developing and promulgating education more broadly across the life science community will require concerted actions which look at education but also at other mutually reinforcing intervention points such as funding bodies, authors and publishers. Moreover, in the longer term it will also be necessary to develop new mechanisms and metrics to determine success in these activities and ensure that educational activities are contributing, along with other legal and regulatory measures, to mitigating the challenge of potential misuse of the life sciences in the 21st century.
Microorganisms: Good or Evil, MIRRI Provides Biosecurity Awareness
The life-science community is a key stakeholder in the effort to ensure that the advances in biotechnology are not misused. Unfortunately, to date, the engagement of life scientists with issues of biosecurity has been limited. Microorganisms have been harnessed for the benefit of humankind but in the wrong hands could be used in direct or indirect acts against humans, livestock, crops, food, water infrastructure and other economically valuable entities. The Microbial Resources Research Infrastructure in its preparatory phase has addressed the topic implementing a code of conduct as part of its programme of prevention of malicious use and continues to work with the international community to raise awareness of best practice to avoid misuse of microorganisms. Biosecurity has become a major concern for several countries creating numerous activities to put in place counter measures, risk assessment, legislation and emergency response. The goal is to implement measures to protect us against malicious use of microorganisms, their products, information and technology transfer. Through this paper, we wish to discuss some of the activities that are underway, mention key educational tools and provide scientists with information on addressing biosecurity issues.
Historias de mi barrio: contemporary art in a community at high risk of social exclusion
Abstract Historias de mi barrio is a piece of pedagogic research aimed at highlighting the way art can articulate the relationship between the educational context and a neighbourhood at high risk of social exclusion. The starting point for this study was to ask whether this type of research, centred around the arts, was suitable in complex contexts and whether it might eventually lead to pedagogic improvement. The results gathered, and indeed the work carried out by the artists and university lecturers involved, together with pupils 6–12 years old and their instructors in a state school, provide evidence of a positive answer – and notably of the necessity of knowing about the socio-economic reality of the student cohort when planning learning projects and of the importance of the arts as a crucial element in education.