Redefining Genomic Privacy: Trust and Empowerment

Yaniv Erlich, James B. Williams, David Glazer, Kenneth Yocum, Nita Farahany, Maynard Olson, Arvind Narayanan, Lincoln D. Stein, Jan A. Witkowski and Robert C. Kain

Fulfilling the promise of the genetic revolution requires the analysis of large datasets containing information from thousands to millions of participants. However, sharing human genomic data requires protecting subjects from potential harm. Current models rely on de-identification techniques in which privacy versus data utility becomes a zero-sum game. Instead, we propose the use of trust-enabling techniques to create a solution in which researchers and participants both win. To do so we introduce three principles that facilitate trust in genetic research and outline one possible framework built upon those principles. Our hope is that such trust-centric frameworks provide a sustainable solution that reconciles genetic privacy with data sharing and facilitates genetic research.


Can media monitoring be a proxy for public opinion about technoscientific controversies? The case of the Italian public debate on nuclear power

Federico Neresini, Andrea Lorenzet

Is it possible to infer information about public opinion by looking at how the media discuss controversial technoscientific public issues? We conduct content analysis on media coverage of nuclear power in Italy in the years 1992–2012 and compare it with longitudinal public opinion surveys. By treating a large amount of textual data and applying an innovative methodology based on indicators of the presence of ‘risky terms’, that is, keywords referring to the issue of risk and danger, very high correlation has been found between media discourse on risk and opposition within public opinion. The analysis is conducted testing as a preliminary step Mazur’s hypothesis on quantity of coverage and opposition towards controversial technoscience. Then, risk content measures are used in order to gain stronger correlations between media and public attitudes towards nuclear power.


Ethnographic performance: a change agent for drama teaching and learning

R. Sallis

This article considers the ways in which an ethnographic performance can be an effective means of data generation, analysis and presentation for a researcher working in collaboration with drama teachers and students in an educational setting. The creation of the ethnodramatic play was part of a three-year Ph.D. educational ethnography conducted by the researcher in the Drama department of an inner-city co-educational government school in Melbourne, Australia. The researcher mapped the development of the play including how the drama teachers and their students collaborated on its development by providing feedback as it was being written and performed. The topic of the play was boys’ participation in drama in a co-educational learning environment, how they ‘performed’ gender in the classes and how this affected, and was affected by, the drama teachers, the female students and other males in the class. The article examines how the development of the ethnodramatic play was a transformative experience for the school community. The ethnodramatic process affected a change for the better in the work habits of the teachers and how some of their students viewed their participation in the drama classes.