Team:Alberta/Project/Outreach

From 2009.igem.org

(Difference between revisions)
 
(29 intermediate revisions not shown)
Line 4: Line 4:
<style type="text/css">
<style type="text/css">
.b1f, .b2f, .b3f, .b4f{font-size:1px; overflow:hidden; display:block;}
.b1f, .b2f, .b3f, .b4f{font-size:1px; overflow:hidden; display:block;}
-
.b1f {height:1px; background:#ADED7C; margin:0 5px;}
+
.b1f {height:1px; background:#e1e1e1; margin:0 5px;}
-
.b2f {height:1px; background:#ADED7C; margin:0 3px;}
+
.b2f {height:1px; background:#e1e1e1; margin:0 3px;}
-
.b3f {height:1px; background:#ADED7C; margin:0 2px;}
+
.b3f {height:1px; background:#e1e1e1; margin:0 2px;}
-
.b4f {height:2px; background:#ADED7C; margin:0 1px;}
+
.b4f {height:2px; background:#e1e1e1; margin:0 1px;}
-
.content {background: #ADED7C;}
+
.content {background: #e1e1e1;}
.content div {margin-left: 5px;}
.content div {margin-left: 5px;}
</style>
</style>
Line 26: Line 26:
     <div class="Outreach">
     <div class="Outreach">
     <div style="height: 400; background:#FFFFFF; colorou line-height:100% padding: 3px 0px;">
     <div style="height: 400; background:#FFFFFF; colorou line-height:100% padding: 3px 0px;">
-
    <h1>Project BioBytes: Human Practices Component - High School Outreach</h1>
+
<h1>Human Practices</h1>
 +
 +
    <h2>Outreach Presentations</h2>
 +
 
 +
<h3> Presentations completed : 7 </h3>
 +
<h3> Number of students reached so far: ~230 </h3>
 +
<h3> We have six more presentations scheduled between November and January, which will bring the total number of students we've reached to ~440! </h3>  
<!-- <div align="justify" style="padding-left:20px; padding-right:20px"> -->
<!-- <div align="justify" style="padding-left:20px; padding-right:20px"> -->
<div align="justify">
<div align="justify">
-
<font size="2">
+
 
 +
 
<P>
<P>
-
Our Human Practices component consists of presentations and pamphlets for high school and junior high school students about synthetic biology, iGEM, and our project. We’re doing this outreach primarily for the high school students’ own interest and benefit. Synthetic biology is rapidly changing the biotechnology industry, and an understanding of synthetic biology would enrich a student’s consideration of career choices. Becoming excited about a potential career option can also provide motivation for academic success. Our outreach is also a service to the research community, as the more students who know about synthetic biology, the more who may pursue it as a career. A greater pool of human resources can increase the quantity and quality of research </P>
+
Our outreach component consists of presentations and pamphlets for high school and junior high school students about synthetic biology, iGEM, and our project. We’re doing this outreach primarily for the high school students’ own interest and benefit. Synthetic biology is rapidly changing the biotechnology industry, and an understanding of synthetic biology would enrich a student’s consideration of career choices. Becoming excited about a potential career option can also provide motivation for academic success. Our outreach is also a service to the research community, as the more students who know about synthetic biology, the more who may pursue it as a career. A greater pool of human resources can increase the quantity and quality of research </P>
<P>
<P>
-
We believe that sharing one’s research with the community is an important responsibility, both to keep research accountable to the public and to open doors for the next generation to get involved. Even for those students who don’t pursue science, an exposure to what synthetic biology is allows them to make more informed, responsible choices as consumers and voters. Thus, through high school outreach, we’re setting a good example of good example of corporate social responsibility. </P>
+
We believe that sharing one’s research with the community is an important responsibility, both to keep research accountable to the public and to open doors for the next generation to get involved. Even for those students who don’t pursue science, an exposure to what synthetic biology is allows them to make more informed, responsible choices as consumers and voters. Thus, through high school outreach, we’re setting a good example of corporate social responsibility. </P>
 +
 
 +
<p align=right><p align=right><a href="https://2009.igem.org/Team:Alberta/Project/Presentations"> Click here for more...</a> </P>
 +
 
<P>
<P>
Finally, we strive to learn how to better communicate synthetic biology to students. In order to evaluate the impact of our outreach, we collect feedback forms after presentations and have an online survey.  
Finally, we strive to learn how to better communicate synthetic biology to students. In order to evaluate the impact of our outreach, we collect feedback forms after presentations and have an online survey.  
</p>
</p>
 +
<p align=right><p align=right><a href="https://2009.igem.org/Team:Alberta/Project/Surveys"> Click here for more...</a> </P>
-
<tr>
+
     <h2>Ethics Debates</h2>
-
<td style="height: 400; padding-left: 10px; padding-right: 10px; padding-top: 11px;">
+
-
    <b class="b1f"></b><b class="b2f"></b><b class="b3f"></b><b class="b4f"></b>
+
-
    <div class="Outreach">
+
-
    <div style="height: 400; background:#FFFFFF; colorou line-height:100% padding: 3px 0px;">
+
-
     <h1>Ethics Debate</h1>
+
<!-- <div align="justify" style="padding-left:20px; padding-right:20px"> -->
<!-- <div align="justify" style="padding-left:20px; padding-right:20px"> -->
<div align="justify">
<div align="justify">
-
<h3> Why a Debate? </h3>
+
<h3> University of Alberta Debate </h3>
-
<p> The purpose of this debate is to acknowledge, analyse and discussion the many viewpoints surrounding synthetic biology. We hope viewing this debate will help you clarify your own opinion of synthetic biology, so that you may better contribute to determining the future directions of this emerging field. </p>
+
-
 
+
-
<h3> Meet the Debaters </h3>
+
-
<p> The debaters featured are members of the University of Alberta Debate Society, all with multiple years of experience in debate. Several of these debaters will be competing at the World Debate Championships in Turkey this winter, and all have competed at a national level. The debaters we feature are from a variety of backgrounds, to represent more different levels of understanding and viewpoints. <p>
+
-
 
+
-
<p> First Propostion - <b>graduate student in Computer Science</b> </p>
+
-
<p> First Opposition - <b>in military reserves</b></p>
+
-
<p> Second Proposition - <b>undergraduate student, double major in Mathematics and Linguistics</b></p>
+
-
<p> Second Opposition - <b>undergraduate student in Political Science</b></p>
+
-
<p> Third Proposition - <b>undergraduate student in Microbiology</b></p>
+
-
<p> Third Opposition - <b>student in English, BA in Classics </b></p>
+
-
<p> Fourth Proposition - <b>undergraduate student in Philosophys</b></p>
+
-
<p> Fourth Opposition - <b>undergraduate student in Philosophy and Political Science</b></p>
+
-
 
+
-
<h3> Style of Debate </h3>
+
-
<p>This debate is in British Parliamentary style, the style used at the Debate World Championships. The debate is set in parliament, and debaters take the role of government parties discussing policies. There are four teams of two people, with two proposition teams arguing for the motion, and two opposition teams arguing against the motion, a total of four debaters on each side.  The first and second speaker on a side are on the same team, and the third and fourth speaker on a side are on the same team. Only the two debaters within a team plan their arguments together, and the two teams arguing on the same side still compete with each other to argue better. Indeed, the second team is expected to present an 'extension' consisting of new constructive arguments not yet developed in the round. The debaters address the speaker of the house and entertain questions, called Point of Information, from debaters arguing the opposite side of the issue. Debaters can stand up to ask a question at any time except the first and last minute of a speech, and the speaker may either wave them down or take their question. All speeches are seven minutes. The last speaker on each side summarizes the debate.</p>
+
-
<h3> View the Debate: This House Supports the Development of Artificially Engineered Life </h3>
+
<p> As a novel approach to human practices, we worked with eight internationally competitive debaters to produce a debate about the ethical and societal implications of developing artificially engineered organisms. The extensive experience of the debaters brings an expertise about policy issues not commonly seen among science and engineering students. The diverse background of the debaters allows a wide range of opinions to be reflected that could not have been imagined by an iGEM team alone. The format of debate allows both sides of an issue equal opportunity, and requires the use of well-reasoned arguments and evidence. Moreover, debates are fast-paced and engaging, capturing an audience’s attention. Our debates are valuable resources for educating synthetic biologists about public reactions, assessing public knowledge about genetic engineering, helping policy-makers make well-reasoned decisions, and helping the public form their own opinion of synthetic biology. </p>
-
<h3> Summary of the Debate </h3>
+
-
<h4> First Proposition Speaker </h4>
+
-
<p> Model: This house proposes that genetic modifcation of all organisms except people be permitted. We would remove all restrictions on what genetic engineering techniques can be used, but still hold people responsible for the negative consequences of their creations - an 'innocent until proven guilty' plan, as opposed to the current pre-emptive, preventative restrictions.</p> 
+
-
<p><b> Arguments: </b> </p>
+
-
<p><b> 1. Advantages of new strains of organism:</b> for instance biofuel, nanotechnology components, golden rice. The more we can control life, the more we can use it for.</p>
+
-
<p><b> 2. Genetic engineering is better than alternative ways of getting new strains</b>: for instance, seeds used to be irradiated to produce new mutations, which is must less controlled than current genetic engineering.</p>
+
-
<p> <b>3. The benefits of knowledge</b></p>
+
-
<p>  a) pragmatic: to produce tools for the future, and apply that knowledge to learning about other things, such as fighting disease and living longer. We don't need to experiment on people if we can engineer animal models.</p>
+
-
<p>  b) philosophical: humans are knowledge seeking, that is what separates us from other forms of life. We should take advantage of our unique abilities to pursue knowledge. </p>
+
-
<h4> First Opposition Speaker </h4>
+
<p align=right><p align=right><a href="https://2009.igem.org/Team:Alberta/Project/UofADebate"> Click here for more...</a> </P>
-
<p><b> Arguments </b></p>
+
-
<p><b> 1. Locking stuff up doesn't work: </b> for instance, computer viruses, outbreaks of diseases, illegal transport of weapons. If the floodgates are open, people will experiment with everything. Scientists like to experiment and they won't be careful. Harms of this include ecosystem damage. For instance, CFC's X-rays and DDT are substances we should have examined more in depth before using. We are going to make mistakes, so let not make big ones by doing too much too soon. </p>
+
-
<p><b> 2. Ecosystems: </b> </p> We can't control the spread of genetically modified organisms in ecosystems. for instance, Monsanto sued an Indian farmer becuase Monsanto wheat took over the Indian farmer's field. Genetically modified crops are designed to dominate.
+
-
<p> <b> Refutation </b> </p>
+
-
<p> re: irraditation to produce new strains: just because previous techniques were bad doesn't mean current techniques are any better <p>
+
-
<p> re: trying to acquire knowledge is important because we don't know the answer - and that's why its dangerous too. Proposition has agreed experimentation is dangerous<p>
+
-
<h4> Second Proposition Speaker </h4>
+
<h3> High School Debate Outreach </h3>
-
<p> <b> Refutation </b> <p>
+
<p>Debate is a powerful tool for raising the awareness of ethical questions. We used debate for this purpose by doing a demonstration debate on the resolution "This House Supports the Development of Artificially Engineered Life" at Old Scona Academic High School, for an audience of about 80 students.</p>
 +
<p align=right><p align=right><a href="https://2009.igem.org/Team:Alberta/Project/Debate_Outreach"> Click here for more...</a> </P>
-
<h4> Second Opposition Speaker </h4>
+
<h2>Safety</h2>
-
<h4> Third Proposition Speaker </h4>
+
-
<h4> Third Opposition Speaker </h4>
+
<p> With many new advances in synthetic biology and genetically modified organisms come many valid concerns. In particular, many have concerns over what possible threats these projects may pose to public saftey and to the saftey of the researchers themselves. </p>
-
<h4> Fourth Proposition Speaker: A summation of the Proposition case </h4>
+
-
<h4> Fourth Opposition Speaker: A summation of the Opposition case </h4>
+
<p align=right><p align=right><a href="https://2009.igem.org/Team:Alberta/Project/Safety"> Click here for more...</a> </P>
-
<h3> Bringing Debate to the Community </h3>
+
-
<h3> Listen to the debate performed at a High School </h3>
+
-
<font size="2">
 
-
</font></div>
+
</div>
       </div></div>
       </div></div>

Latest revision as of 03:35, 22 October 2009

University of Alberta - BioBytes










































































































Human Practices

Outreach Presentations

Presentations completed : 7

Number of students reached so far: ~230

We have six more presentations scheduled between November and January, which will bring the total number of students we've reached to ~440!

Our outreach component consists of presentations and pamphlets for high school and junior high school students about synthetic biology, iGEM, and our project. We’re doing this outreach primarily for the high school students’ own interest and benefit. Synthetic biology is rapidly changing the biotechnology industry, and an understanding of synthetic biology would enrich a student’s consideration of career choices. Becoming excited about a potential career option can also provide motivation for academic success. Our outreach is also a service to the research community, as the more students who know about synthetic biology, the more who may pursue it as a career. A greater pool of human resources can increase the quantity and quality of research

We believe that sharing one’s research with the community is an important responsibility, both to keep research accountable to the public and to open doors for the next generation to get involved. Even for those students who don’t pursue science, an exposure to what synthetic biology is allows them to make more informed, responsible choices as consumers and voters. Thus, through high school outreach, we’re setting a good example of corporate social responsibility.

Click here for more...

Finally, we strive to learn how to better communicate synthetic biology to students. In order to evaluate the impact of our outreach, we collect feedback forms after presentations and have an online survey.

Click here for more...

Ethics Debates

University of Alberta Debate

As a novel approach to human practices, we worked with eight internationally competitive debaters to produce a debate about the ethical and societal implications of developing artificially engineered organisms. The extensive experience of the debaters brings an expertise about policy issues not commonly seen among science and engineering students. The diverse background of the debaters allows a wide range of opinions to be reflected that could not have been imagined by an iGEM team alone. The format of debate allows both sides of an issue equal opportunity, and requires the use of well-reasoned arguments and evidence. Moreover, debates are fast-paced and engaging, capturing an audience’s attention. Our debates are valuable resources for educating synthetic biologists about public reactions, assessing public knowledge about genetic engineering, helping policy-makers make well-reasoned decisions, and helping the public form their own opinion of synthetic biology.

Click here for more...

High School Debate Outreach

Debate is a powerful tool for raising the awareness of ethical questions. We used debate for this purpose by doing a demonstration debate on the resolution "This House Supports the Development of Artificially Engineered Life" at Old Scona Academic High School, for an audience of about 80 students.

Click here for more...

Safety

With many new advances in synthetic biology and genetically modified organisms come many valid concerns. In particular, many have concerns over what possible threats these projects may pose to public saftey and to the saftey of the researchers themselves.

Click here for more...

Retrieved from "http://2009.igem.org/Team:Alberta/Project/Outreach"