Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
3
<div>
*<span lang="EN-US">Present the irecs video on the CRISPR-Cas9 case of Lulu and Nana.</span> <span lang="EN-US">You can find it here: [https://classroom.eneri.eu/node/308 <u>A Case Of Gene Editing In Human Embryos</u>]</span>
*<span lang="EN-US">After the video, have a brief discussion by asking participants the following questions:</span>
What are the main ethical issues in this case?
<span lang="EN-US">How do these issues relate to societal or regulatory concerns?</span>
</div>'''<u><span lang="EN-US">Trainer Tip</span></u><span lang="EN-US">:</span>''' <span lang="EN-US">Allow for a brief open discussion but '''keep it focused''' to ensure you stay within the allocated time.</span> +
<div>
*<span lang="EN-US">Present the irecs video on the CRISPR-Cas9 case of Lulu and Nana.</span> <span lang="EN-US">You can find it here: [https://classroom.eneri.eu/node/308 <u>A Case Of Gene Editing In Human Embryos</u>]</span>
*<span lang="EN-US">After the video, have a brief discussion by asking participants the following questions:</span>
What are the main ethical issues in this case?
<span lang="EN-US">How do these issues relate to societal or regulatory concerns?</span>
</div>'''<u><span lang="EN-US">Trainer Tip</span></u><span lang="EN-US">:</span>''' <span lang="EN-US">Allow for a brief open discussion but '''keep it focused''' to ensure you stay within the allocated time.</span> +
1) Introduce yourself and share the plan for the session.
2) Introduce the learning objectives.
3) Use warm up question to introduce the topic: use this as an interactive exercise before starting with the session. Ask participants one of these questions, encouraging participants to share their answers with the group:
o What’s one word that comes to mind when you think of [the topic of the session]?
<span lang="EN-US">o What's one aspect of [this topic] that makes you feel excited or uneasy?</span>
4) Briefly introduce the topic (use the [https://www.irecs.eu/irecs-training-materials irecs modules] for inspiration) +
Introduce the technique of mind-mapping stating why it is useful and how you are going to use it in the session. Mind-mapping is combined with a presentation of a case extracted from the irecs modules Gene editing: Ethics issues ([https://classroom.eneri.eu/node/308 <u><span lang="EN-US">A Case Of Gene Editing In Human Embryos Eneri</span></u>]<u><span lang="EN-US">)</span></u>. You can use the information below to guide your participants:
<div>
'''3.1 Mind-mapping: explain what it is and why is it useful'''
</div><div>
''Mind-mapping: A brainstorming technique to visually organize information in groups and subgroups''
</div><div>
*''Encourages lateral thinking, pushing to explore and investigate a topic from different angles''
*''Organizing thoughts and concepts and identifying knowledge gaps''
*''Reflecting while creating, allowing for an informal and comfortable space for reflexivity''
''Allows to use it in combination with a case, as we will do today!''
'''3.2 Explain and provide the instructions for the exercise.'''
It is important that you do that before the presentation of the case, so participants can focus on one thing at a time. Before showing the case, you should provide the following instructions - it is better if the instructions are in a slide:
*''First - division in subgroups, provision of jamboard/whiteboard''
*''Second - Screening of the case''
*''Third - Go to the Jamboard/whiteboard!''
</div>
*''Step 1 – assign a spokesperson in your group!''
*''Step 2 – 5 min. Individual reflection - write single words related to the case on the jamboard. Do this step in silence. What are the words that come to your mind after hearing and watching this case?''
*''Step 3 – 10 min. Start talking as a group. Organise the small concepts in big groups.''
*''Step 4 – 10 min. Refine each category into smaller subgroups.''
*''Step 5 – 15 min. Back to plenary, discussion and reporting back.''<div><div>
<u>Trainer tip</u>: Prepare the jamboards/physical boards and some sticky notes of various colors previously, and have the instructions always available for participants, so they can do their exercise autonomously. In step 2, you can decide if you want to give categories (such as: ''as: '''Benefits, Harms, Principles, Responsibilities''''') or if you want to keep the decision of the categories to participants.
<div>
'''3.3 Present the case, using the irecs video on the CRISPR-Cas9 case of Lulu and Nana.'''
You can find it here: [https://classroom.eneri.eu/node/308 <u>A Case Of Gene Editing In Human Embryos Eneri</u>] - screening the video makes the session more interactive. If you cannot screen it, you can prepare a slide and read the text outloud.
</div><div>
'''3.4 After the video, divide the group in smaller subgroups and start the exercise of mind-mapping:'''
*Divide participants into subgroups (4-5 members). Provide each group with a white board/digital board and some sticky notes of various colors.
*Remind participants to assign a spokesperson in each group before they start the exercise! This is an important step!
*Always keep the instructions (in the previous section) on the screen.
*Walk around the subgroups (or jump from room to room if you are providing the training online) to make sure that they are following the steps.
*You can spark conversation by using the following example questions in case some groups are quiet:
*What are the main ethical concerns related to this case?
*What potential benefits could result from this technology?
*What potential harms might arise from using this technology? Why?
*What principles (e.g., justice, autonomy) are most relevant to this case?
*How do these issues appear in practice? What is an action that can arise of those?
</div><div>
<u>Trainer tip</u>: Keep track of time. You can have small breaks and check in with each subgroup while jumping from step to step to make sure that all the group is following the structure of the exercise.
'''3.5 After the exercise, make all groups go back to the plenary'''
*Ask the spokesperson of each group to present their analysis (5 minutes per group, depending on the number of groups).
*Facilitate a plenary discussion to connect insights to real-world practices. Ask participants about their own experiences, (e.g. related real life examples they want to share them with the group). This part can be very interesting and insightful for participants, since it connects the exercise to real world practice, so it is good to keep time and energy for it. To prompt the discussion you can make use of the following questions:
*How did you experience the exercise?
*Did your view change?
*Do you see any similarities in real life experiences?
*Were you surprised by any particular point that was raised during the discussions?
</div>
Introduce the technique of mind-mapping stating why it is useful and how you are going to use it in the session. Mind-mapping is combined with a presentation of a case extracted from the irecs modules Gene editing: Ethics issues ([https://classroom.eneri.eu/node/308 <u><span lang="EN-US">A Case Of Gene Editing In Human Embryos Eneri</span></u>]<u><span lang="EN-US">)</span></u>. You can use the information below to guide your participants:<div>
'''3.1 Mind-mapping: explain what it is and why is it useful'''
</div><div>
''Mind-mapping: A brainstorming technique to visually organize information in groups and subgroups''
</div><div>
*''Encourages lateral thinking, pushing to explore and investigate a topic from different angles''
*''Organizing thoughts and concepts and identifying knowledge gaps''
*''Reflecting while creating, allowing for an informal and comfortable space for reflexivity''
''Allows to use it in combination with a case, as we will do today!''
'''3.2 Explain and provide the instructions for the exercise.'''
It is important that you do that before the presentation of the case, so participants can focus on one thing at a time. Before showing the case, you should provide the following instructions - it is better if the instructions are in a slide:
*''First - division in subgroups, provision of jamboard/whiteboard''
*''Second - Screening of the case''
*''Third - Go to the Jamboard/whiteboard!''
*''Step 1 – assign a spokesperson in your group!''
*''Step 2 – 5 min. Individual reflection - write single words related to the case on the jamboard. Do this step in silence. What are the words that come to your mind after hearing and watching this case?''
*''Step 3 – 10 min. Start talking as a group. Organise the small concepts in big groups.''
*''Step 4 – 10 min. Refine each category into smaller subgroups.''
*''Step 5 – 15 min. Back to plenary, discussion and reporting back.''
</div><div><div>
<u>Trainer tip</u>: Prepare the jamboards/physical boards and some sticky notes of various colors previously, and have the instructions always available for participants, so they can do their exercise autonomously. In step 2, you can decide if you want to give categories (such as: ''as: '''Benefits, Harms, Principles, Responsibilities''''') or if you want to keep the decision of the categories to participants.
</div><div>
'''3.3 Present the case, using the irecs video on the CRISPR-Cas9 case of Lulu and Nana.'''
You can find it here: [https://classroom.eneri.eu/node/308 <u>A Case Of Gene Editing In Human Embryos Eneri</u>] - screening the video makes the session more interactive. If you cannot screen it, you can prepare a slide and read the text outloud.
</div><div>
'''3.4 After the video, divide the group in smaller subgroups and start the exercise of mind-mapping:'''
*Divide participants into subgroups (4-5 members). Provide each group with a white board/digital board and some sticky notes of various colors.
*Remind participants to assign a spokesperson in each group before they start the exercise! This is an important step!
*Always keep the instructions (in the previous section) on the screen.
*Walk around the subgroups (or jump from room to room if you are providing the training online) to make sure that they are following the steps. You can spark conversation by using the following example questions in case some groups are quiet:
*What are the main ethical concerns related to this case?
*What potential benefits could result from this technology?
*What potential harms might arise from using this technology? Why?
*What principles (e.g., justice, autonomy) are most relevant to this case?
*How do these issues appear in practice? What is an action that can arise of those?
</div><div></div><div>
<u>Trainer tip</u>: Keep track of time. You can have small breaks and check in with each subgroup while jumping from step to step to make sure that all the group is following the structure of the exercise.
'''3.5 After the exercise, make all groups go back to the plenary'''
*Ask the spokesperson of each group to present their analysis (5 minutes per group, depending on the number of groups).
*Facilitate a plenary discussion to connect insights to real-world practices. Ask participants about their own experiences, (e.g. related real life examples they want to share them with the group). This part can be very interesting and insightful for participants, since it connects the exercise to real world practice, so it is good to keep time and energy for it. To prompt the discussion you can make use of the following questions
*How did you experience the exercise?
*Did your view change?
*Do you see any similarities in real life experiences?
*Were you surprised by any particular point that was raised during the discussions?
</div></div>
Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.
Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.
'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.
*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]
'''Slide 2: Sharing Of Biological Samples and Data'''
[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>
Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.
Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''
<u>Quiz Questions</u>
(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location
B. Sample quantity
C. Sample age
D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
A. Speed of data transfer
B. Exclusive ownership rights
C. Data encryption methods
D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
A. To economise on the costs of data sharing
B. To enable the seamless integration and analysis of datasets from diverse sources
C. To ensure that information collected follows standardised formats
D. To allow staff from different biobanks to develop good relations
</div>
Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.
Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.
'''Slide 1: Biobanking'''
[[File:N1.png|center|frameless|400x400px]]
Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.
*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]
'''Slide 2: Sharing Of Biological Samples and Data'''
[[File:N2.png|center|frameless|400x400px]]
<div>
Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.
Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''
<u>Quiz Questions</u>
(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location
B. Sample quantity
C. Sample age
D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
A. Speed of data transfer
B. Exclusive ownership rights
C. Data encryption methods
D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
A. To economise on the costs of data sharing
B. To enable the seamless integration and analysis of datasets from diverse sources
C. To ensure that information collected follows standardised formats
D. To allow staff from different biobanks to develop good relations
</div>
AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. For instance, AI-driven automation raises concerns about unemployment which aligns with fears expressed over past technological advancements. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications. Addressing AI ethics challenges is crucial for responsible AI development.
Thanks to Prof. Bernd Stahl and Dr Kate Chatfield for comments on the script. +
[[File:G2.png|center|frameless|600x600px]]
<div><div>
Now that you know a little about the syndrome, imagine that you are the parent of a 12-month-old child who has been diagnosed with severe Hunter syndrome. Your child is being offered the chance to try a new experimental therapy for the disease, but the treatment is untested in humans.
Are you likely to agree to their participation? Please select a response and then check to see how others have responded.
</div></div>'''Feedback'''
Decisions about whether or not to participate in studies that are testing novel interventions can be challenging for anyone. Why not just let others take the risk in an experimental trial and wait to see what the outcomes are? For the parents or guardians of young children who are unable to consent for themselves, the decision-making is much more complex. As you work through the rest of the module, see whether you change your mind about your response.<div><div></div></div> +
[[File:Alert Signs.png|center|frameless|600x600px|]]
Biobanks can be classified according to different criteria. However, they are most often classified as population-based or disease-based biobanks. Overall, these biobank types play pivotal roles in advancing scientific understanding, improving diagnostics, and driving innovations in personalized healthcare, ultimately contributing to the evolution of precision medicine and improved patient outcomes.
In addition, virtual biobanks or virtual repositories are a relatively new management model employed in biobanking, formed of digital rather than physical repositories of biological samples and associated data. +
[[File:Pills on a table.jpg|alt=pills on a table|center|frameless|600x600px|pills on a table]]
Click on the hotspots to see some of the issues we identified.
<div>
Many of the ethics issues in research are obvious and there are clear guidelines about how these ethics issues should be addressed. However, research can also generate ethics dilemmas that lead to debate about the best course of action. You will see this in the next example from clinical research.
</div>[https://embassy.science/wiki/Resource:H5P-82 Click here for an audio version of the text above.] +
[[File:Gene Image3.png|center|frameless|600x600px]]
Gene editing is used in many different types of research, and for many different purposes. Work through the following presentation to hear about some of the different functions.
'''Some functions of gene editing'''
Gene editing is used for many different purposes. Here are some examples:
'''Gene editing in organoids -''' Organoids are three-dimensional structures derived from stem cells that mimic the structure and function of human organs. Genome editing techniques can be applied to manipulate the genetic makeup of organoids, allowing researchers to study the effects of specific genetic mutations or modifications on organ development, function, and disease. For instance, genome editing can be used to introduce disease-relevant mutations into organoids, allowing researchers to assess drug efficacy, toxicity, and safety without the involvement of humans or animals.
'''Gene editing and embryoids -''' Embryoids, also known as ‘synthetic embryos’, are three-dimensional structures derived from stem cells that mimic the early stages of embryonic development. They serve as models for studying embryogenesis, organogenesis, and developmental disorders. Gene editing techniques can be applied to embryoids to manipulate their genetic makeup, enabling researchers to investigate the role of specific genes in embryonic development and disease. For instance, via gene editing, researchers can introduce disease-associated mutations into embryoids, allowing them to study disease mechanisms, screen potential therapies, and develop personalised treatment approaches.
'''Gene editing and xenotransplantation -''' Xenotransplantation involves the transplantation of living cells, tissues, or organs from one species to another. It holds potential as a solution to the shortage of human organs for transplantation. Gene editing technologies offer opportunities to overcome some of the barriers and challenges associated with xenotransplantation. For instance, gene editing can be used to modify the genomes of donor animals to make their organs more compatible with the recipient's immune system or to inactivate retroviruses genes thereby reducing the risk of viral transmission between species.
'''Gene editing and reproductive technologies -''' Gene editing technologies have the potential to enable precise manipulation of the genetic material in gametes (the sperm and eggs), embryos, and reproductive cells. For instance, genome editing can be used in conjunction with pregenetic diagnosis and screening techniques to screen embryos for genetic abnormalities or disease-causing mutations and correcting them before implantation during in vitro fertilization (IVF). This allows for the selection of healthy embryos for transfer, reducing the risk of transmitting genetic disorders to offspring.
[[File:Ex-tech4.png|center|frameless|600x600px]]
'''Metaverse'''<div><div><div>
The word ‘metaverse’ was first used by the American writer Neal Stephenson in a science fiction novel that was published in 1992 and entitled 'Snow Crash'. It is now used to describe a shared, persistent, real-time 3D, digital model environment where users can interact with computer-generated environments, socialise with others, and engage in various activities, similar to interactions in the physical world.
Metaverses are digital spaces and environments that users can explore, interact with, and even shape. These environments may include virtual worlds, simulations, and augmented reality experiences. Social interaction is a fundamental aspect, and the metaverse often includes features like avatars to represent users and communication tools. Users can contribute to the metaverse by creating and sharing content. This may include designing virtual spaces, creating digital objects, and developing interactive experiences. Metaverses can even have their own economy, where users buy, sell, and trade virtual assets, goods, and services. This may involve virtual currencies, digital assets, and a virtual marketplace.
</div></div></div> +
[[File:Bio3Image3.png|center|frameless|600x600px]]
===Reflection activity===
As you can see, the REC chairs have each identified some ethical issues in the research proposal, did you spot any others? Can you identify the sections of the proposal which are relevant to the chairs’ concerns? Do you think that the geographical location of the two ethics committees will impact on their perspectives? Make a few notes of the issues that you have identified before moving on. +
[[File:Bio2Image3.png|center|frameless|600x600px]]
Different models of consent offer distinct advantages and drawbacks in balancing ethical considerations and scientific advancements. We will first look at broad consent, before moving on to look at other models. For this form of consent, participants give permission for their data or biological samples to be used in a range of future research studies, rather than being limited to a single, specific study.
Jurate Lekstutiene shares her thoughts on how the broad consent model is used in biobanking. Biobanking would not be possible without support from the society, without consent from biobank participants. However, during the consent process, usually it's impossible to accurately determine which health-related research will be conducted in the future.
There are several ways how we could address this uncertainty. And the idea behind the broad consent model is that a person gives consent once, usually in writing, and then based on this consent, a biobank can collect and store samples and data for unlimited time, even after a biobank participants' death. And these samples and data can be used for extensive research involving different diseases. +
[[File:Ge3Image3.png|center|frameless|600x600px]]
Try to put yourself in the shoes of a person living in the target zone where malaria poses a great risk. You know many persons who have suffered with malaria and some who have died, including young children. You can watch this video to help you imagine what it might be like. +
[[File:Ext.Image3.png|center|frameless|600x600px]]
Aside from the processing of personal data, other privacy matters concern the use of specific applications such as telemedicine: (particularly regarding the confidentiality of medical information) the potential use of brain data, data collection for industry purposes, and issues around governmental surveillance. Users need to be informed about the types of data collected, the purposes for which it will be used, and any third parties with whom it may be shared.
Informed consent from users may be needed, to ensure that they understand and agree to the terms of data collection and usage within XR environments. Additionally, users should have control over their privacy settings and preferences, allowing them to adjust the settings, manage data sharing permissions, and delete or anonymize their data as wanted.
But user consent and control may not always be possible. For instance, AR applications in public spaces raise concerns about reasonable expectations of privacy as they process and aggregate data about a user's broad surroundings in real time. This information gathering may require special consideration for bystander privacy, especially when government and law enforcement agencies use the technology.
Regardless of the setting, XR developers and platform operators must comply with relevant privacy laws and regulations, such as the General Data Protection Regulation (GDPR) in the European Union, or the California Consumer Privacy Act (CCPA) in the United States. This includes providing users with rights to access, rectify, and delete their personal data, as well as implementing mechanisms for data portability and transparency. +
<span lang="EN-GB">Identify the main individual or organisational stakeholders (Stewards of Trust) involved in the practical application of the recommendation. These stakeholders might include those who are affected by the main issue and those who can substantially contribute to the proposed solutions. Divide between game changers (or systematic innovators) and beneficiaries under the premise that roles can constantly change. In this framework, consider also the potential collaboration between various stakeholders (ecosystematic view).</span>
<span lang="EN-GB">· Who can benefit, can be affected negatively by or can impact the scenario related to the selected recommendation?</span>
<span lang="EN-GB">· Who is involved in the practical application of the recommendation within and beyond your organisation?</span>
<span lang="EN-GB">· How do you ensure that different voices, values and interests are engaged in the innovation/problem-solving process, including hard-to-reach or marginalised stakeholders?</span> +
This final exercise helps you reflect on the role of engineers in promoting sustainability. Read each statement carefully and select True (T) or False (F). Consider environmental, social, and ethical impacts as well as the transversal skills—Perspective Taking, Systems Thinking, and Negotiation—you explored in previous activities. This activity reinforces your understanding of sustainable decision-making in engineering. +
Test your knowledge on greening labs. +
