Difference between revisions of "Team:Tongji China/Public Engagement"

& BLOCK 1 & Background Research (Origin of “BLOCK”)
We propose to write popular science readings and spread our project idea in WeChat, which to be specific, is spreading in form of “WeChat Push” —a prevalent way of dissemination of information in China – as well as accept the timely response from our readers’ comments and surveys results. All the pushes are sent under the official account of Tongji Life Science and Technology Department, but are featured in series called “i积木”, which is homophonic for IGEM in Chinese and means “my blocks”.

For better understanding to the readers, whose ages might vary from 8 to 80, we process the contents of WeChat push series in a mild way. That is, to start with comprehensive description of synthetic biology, followed by popular science readings in several aspects of our project, such as the intestinal flora, tumor, immunotherapy and gene therapy, and finally comes the basic conception of our project, how we induce immunoreaction by oral administration of processed attenuated engineered P. aeruginosa. The pushes come out once a week, several of which are followed by the relative surveys we designed for collecting social response to the certain topic and more significantly, the points of view on our project.


& E- BLOCK 2 & “Presentation in High School”
When it comes to spreading new concepts, students are always the best group to be advocated, for efforts may get paid off if you could inspire them and lead them into further research.
To reach this goal, we held a lecture in the first middle school attached to Tongji University. There we talked about basics of synthetic biology, cancer etc. By this way, we generated a lot of students who are interested in biology and made them think about both the length and the quality of life. .

[To describe the process and the debate] [To describe the ideas from the debate and questions from the students, which benefits our project]

Start with synthetic biology, we first throwed out this concept which was not quite familiar to most of students. The topic then went into the understanding of “standard parts” with practical usages, some of which were projects of IGEM in the past five years. It was easy to tell that due to the great possibilities, this field had fully aroused students.

[To describe the process and the debate] [To describe the ideas from the debate and questions from the students, which benefits our project]

Then we led the topic to the key of our project – cancer therapy, which ended with a debate held among students, arguing whether it was proper for the patient to choose euthanasia when little chance was left for them to be cured. Discussion went to the extent of ethic and legality, reason and emotion, ideas got exchanged and the understanding to cancer went deeper.


[To describe the process and the debate] [To describe the ideas from the debate and questions from the students, which benefits our project]


& E- BLOCK 3 & “Attendance in CCiC”
To make closer communication with fellow teams, we participated in the 5th CCiC in Shanghai Tech University in China. During the attendance, we benefited from the discussion in several aspects: take the useful advice to optimize our design, troubleshooting, experience from other teams, and so on. Friendship with several schools was built up, with some of which we still kept contact for collaboration.