The coaches expressed positive views about the iGEM process for their students in providing a hands-on biotechnology experience, but they were concerned about the funding US students received to participate in iGEM compared with teams from other countries. They were also concerned that the relocation to Paris would negatively affect or preclude their participation. Possible options to continue the benefits of experiential learning in synthetic biology are discussed, including alternative funding for iGEM teams through a grant process and the need for additional biology competitions.Neuroscience and neurotechnology (neuroS/T) are techniques and tools used to assess or affect the nervous system. Current and near-future developments are enabling an expanding palette of capabilities to understand and influence brain functions that can foster wellbeing and economic growth. This "neurobioeconomy" is rapidly growing, attributable in large part to the global dissemination of knowledge that fosters and contributes to scientific innovation, invention, and commercialization. As a result, several countries have initiated programs in brain research and innovation. Not all brain sciences engender security concerns, but a predominance in global biomedical, bioengineering, wellness/lifestyle, and defense markets enables considerable power. Such power can be leveraged in nonkinetic or kinetic domains, and several countries have identified neuroS/T as viable and of growing value for use in warfare, intelligence, and national security operations. In addition to the current focus on biotechnology, the United States and its allies must acknowledge the significance of brain science and its projected impact on the economy, national security, and lifestyles. In this article, we examine growth of the neuroS/T market, discuss how the neurobioeconomy poses distinct ethical and security issues for the broader bioeconomy, provide examples of such issues that arise from specific nation-state activity and technological commercialization, and propose a risk assessment and mitigation approach that can be engaged by the economic, scientific, and security communities.During radiological disasters, firefighters and emergency medical services personnel are expected to report to work and engage in response activities; however, prior research exploring willingness to respond to radiological disasters among first responders has considered only radiological terrorism scenarios and not nonterrorism radiological scenarios. The goal of this study was to compare willingness to respond to terrorism and nonterrorism radiological disaster scenarios among first responders in St. Louis, Missouri, and to explore determinants of willingness to respond. Firefighters and emergency medical services personnel were surveyed about their willingness to respond to a dirty bomb detonation (terrorism) and a radioactive landfill fire (nonterrorism). McNemar's tests were used to assess differences in individual willingness to respond between the 2 scenarios and differences if requested versus required to respond. Chi-square tests were used to identify significant individual predictors of willingness to respond. Multivariate logistic regressions were used to determine final models of willingness to respond for both scenarios. Willingness to respond was lower for the dirty bomb scenario than the landfill scenario if requested (68.4% vs 73.0%; P  less then  .05). For both scenarios, willingness to respond was lower if requested versus required to respond (dirty bomb 68.4% vs 85.2%, P  less then  .001; landfill 73.0% vs 87.3%, P  less then  .001). Normative beliefs, perceived susceptibility, self-efficacy, and perceived barriers were significant predictors of willingness to respond in the final models. Willingness to respond among first responders differed significantly between terrorism and nonterrorism radiological disasters and if requested versus required to respond. Willingness to respond may be increased through interventions targeting significant attitudinal and belief predictors and by establishing organizational policies that define expectations of employee response during disasters.Engineering at microscopic scales has an immense effect on the modern bioeconomy. Microbes contribute to such disparate markets as chemical manufacturing, fuel production, crop optimization, and pharmaceutical synthesis, to name a few. Due to new and emerging synthetic biology technologies, and the sophistication and control afforded by them, we are on the brink of deploying engineered microbes to not only enhance traditional applications but also to introduce these microbes to sectors, contexts, and formats not previously attempted. In microbially managed medicine, microbial engineering holds promise for increasing efficacy, improving tissue penetration, and sustaining treatment. In the environment, the most effective areas for deployment are in the management of crops and protection of ecosystems. However, caution is warranted before introducing engineered organisms to new environments where they may proliferate without control and could cause unforeseen effects. We summarize ideas and data that can inform identification and assessment of the risks that these tools present to ensure that realistic hazards are described and unrealistic ones do not hinder advancement. Further, because modes of containment are crucial complements to deployment, we describe the state of the art in microbial biocontainment strategies, current gaps, and how these gaps might be addressed through technological advances in synthetic engineering. Collectively, this work highlights engineered microbes as a foundational and expanding facet of the bioeconomy, projects their utility in upcoming deployments outside the laboratory, and identifies knowns and unknowns that will be necessary considerations and points of focus in this endeavor.
Inclusive education is a "revolutionary" educational concept which seeks to promote the participation of all students in the teaching and learning process. https://www.selleckchem.com/Androgen-Receptor.html Although several countries have revised their education system to promote the learning of all students in the same classroom, there are persistent barriers to effective inclusive practices. Within this discourse, there is a scarcity of studies focussing solely on students' perspectives on resource availability. Due to the sizeable population of students with sensory disabilities in Ghana, this study sought to understand the perspectives of students with hearing (
 = 74) and visual (
 = 41) impairments on resource availability in regular schools.

A total of 115 students with sensory disabilities were recruited from one special and two regular schools in Ghana using the Perceived Resources Questionnaire. The data were entered into the Statistical Package for the Social Sciences and subjected to t-tests, one and two-way independent analyses of variances and direct logical regressions.