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The chapter analyses the re-emergence of gene editing as an object of policy attention at the European Union (EU) level. Editing the genome of plants and/or animals has been a rather controversial component of all EU policies on agricultural biotechnology since the late 1980s. The chapter examines in detail the various initiatives that have been assumed for the regulation of gene editing at the EU level. Since the first political and legislative attempts, the field has been revolutionized with the development of the CRISPR-Cas9 system, which is comparatively much easier to design, produce, and use. Beyond the pure, safety-driven scientific questions, gene editing, in its contemporary form, raises a series of ethical and regulatory questions that are discussed in the context of the legal options and competences of the EU legislators. Special attention is paid to questions about the legal status of gene editing in Europe and the adequacy of the current GMO framework to deal with all the challenges associated with the latest scientific developments in the field of gene editing with a special focus on gene drive. Given the ongoing discussions regarding the ethical tenets of gene editing, the chapter investigates the question on whether there is a need to shape an EU-wide “intervention” that will address the complex and dynamic socio-ethical challenges of gene editing and puts forward a series of proposals for the framing of an inclusive framework that will be based on the need to re-enforce public trust in the EU governance of emerging technologies.

For more than 20 years, genome editing has been one of the numerous technologies developed for the study and manipulation of the genome. However, since the relatively recent appearance of the so-called precision approaches, and especially through the “CRISPR revolution,” the modification of the genome of any living beings on our planet has become possible, despite recent results showing some unexpected and undesirable effects of this technology. The objective of this chapter is to illustrate how a mobilization of the scientific community through the setting-up of an association should allow a responsible and ethical use of these technologies with considerable impacts for our society.

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

This chapter addresses the profession of research management and administration (RMA) in Portugal. It starts with a brief outline of the national research and innovation (R&I) ecosystem that contextualises the development of the profession. The RMA community is characterised and the expectations for the future of the RMA profession are summarised using data collected through a national online survey. It is posited that RMA in Portugal is an emergent career having developed key traits of a profession, namely common interests and practices, a concern with deepening specialised knowledge and skills, the existence of an organised network of practitioners, the offer of academic qualifications and training in the area, and the integration in international RMA communities of practice. Nevertheless, future developments in the European Research Area (ERA) are identified as a critical milestone that will influence the development and formal legislative institutionalisation of the RMA profession in Portugal.

This part of the book has provided overviews of the current situation of research management and administration (RMA) in over 50 countries around the world provided by a total of 96 authors. Thirty-eight chapters cover individual countries from six continents, with a chapter bringing together this situation in the three Baltic states, another covering the Western Balkans, one more focused on the Caribbean, and there is a chapter on the Catalonia region of Spain. Here, we attempt to draw out common themes and to highlight differences in RMA and of Research Managers and Administrators in different parts of the world. Further, more holistic, insights can be found in the final chapter of the book (Yang-Yoshihara, Kerridge, et al., 2023, Chapter 6).