Science and Technology Studies in Policy: the UK Synthetic Biology Roadmap

In this paper, we reflect on our experience as Science and Technology Studies (STS) researchers who were members of the working group that produced A Synthetic Biology Roadmap for the UK in 2012. We explore how this initiative sought to govern an uncertain future, and describe how it was successfully used to mobilize public funds for synthetic biology from the UK government. We discuss our attempts to incorporate the insights and sensibilities of STS into the policy process, and why we chose to use the concept of Responsible Research and Innovation (RRI) to do so. We analyze how the roadmapping process, and the final report, narrowed and transformed our contributions to the Roadmap. We show how difficult it is for STS researchers to influence policy when our ideas challenge deeply entrenched pervasive assumptions, framings and narratives about how technological innovation necessarily leads to economic progress, about public reticence as a roadblock to that progress, and about the supposed separation between science and society. We end by reflecting on the constraints under which we were operating from the outset, and on the challenges for STS in policy

The Decline and Fall of the Dollar: Some Policy Issues

macroeconomics, dollars, decline, account balance, GNP, domestic demand

The construction of imaginaries of the public as a threat to synthetic biology

Scientific institutions and innovation-focused government bodies have identified public attitudes to synthetic biology as an obstruction to the field. This view is based on a perception that the public is (or will likely become) fearful of synthetic biology and that a ‘public scare’ would impede development of the field. Fear of the public's fear of synthetic biology, which I characterise as ‘synbiophobia-phobia’, has been the driving force behind the promotion of public engagement and other activities to address ‘ethical, legal and social issues' (ELSI). These activities have been problematic in two ways. Firstly, they are based on the discredited ‘deficit-model’ understanding of public responses to science, in which negative public attitudes towards science are thought to result from a lack of scientific knowledge. Secondly, they have taken for granted sociotechnical expectations put forward by scientific institutions. These promises of the field, and the tacit normative commitments embedded within them, have not been opened up to public appraisal. In these ways, synthetic biology exemplifies many phenomena described by Welsh and Wynne (2013). This article analyses the ontological stakes in the work conducted by scientific institutions to conjure up imaginaries of publics with respect to synthetic biology. As synthetic biology emerges as a field of hope under threat from publics, how have science, publics and the relations between them become defined

Bond orbital description of the strain induced second order optical susceptibility in silicon

We develop a theoretical model, relying on the well established sp3 bond-orbital theory, to describe the strain-induced $\chi^{(2)}$ in tetrahedrally coordinated centrosymmetric covalent crystals, like silicon. With this approach we are able to describe every component of the $\chi^{(2)}$ tensor in terms of a linear combination of strain gradients and only two parameters $\alpha$ and $\beta$ which can be estimated theoretically. The resulting formula can be applied to the simulation of the strain distribution of a practical strained silicon device, providing an extraordinary tool for optimization of its optical nonlinear effects. By doing that, we were able not only to confirm the main valid claims known about $\chi^{(2)}$ in strained silicon, but also estimate the order of magnitude of the $\chi^{(2)}$ generated in that device

Deaf education and you : finding the right program

The quality of a student's education begins with his or her teachers. It is important for teachers to be experienced in their field of study, especially when it comes to Deaf education. Deaf educators must be knowledgeable in the area of Deaf culture and proficient in American Sign Language. When selecting a program, future teachers need to take into consideration the type of students they want to work with. This should impact the program they enter. Programs differ in the amount of hands on experience provided, how much focus is placed on disabilities, the approach in which the information is taught, and the focus on language fluency. This paper discusses the Deaf education programs and expectations of six schools including: California State University - Northridge, Gallaudet University, McDaniel College, National Technical Institute for the Deaf (NTID), Lamar University, and Ball State University.Honors CollegeThesis (B.?