Carterteal (Talk | contribs) |
Carterteal (Talk | contribs) |
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{{:Team:Imperial_College/Templates/NavBar}} | {{:Team:Imperial_College/Templates/NavBar}} | ||
<html> | <html> | ||
+ | |||
<head> | <head> | ||
− | <style> | + | <style> |
− | + | a { | |
− | a{ | + | font-color: blue; |
− | + | } | |
− | } | + | |
− | + | @import url('https://fonts.googleapis.com/css?family=Kalam'); | |
− | @import url('https://fonts.googleapis.com/css?family=Kalam'); | + | .handwrite { |
− | + | /*font-family: 'Kalam', cursive; cursive;*/ | |
− | .handwrite{ | + | list-style: none; |
− | + | } | |
− | + | ||
− | } | + | blockquote { |
− | + | display: block; | |
− | + | background: #fff; | |
− | blockquote{ | + | padding: 15px 20px 15px 45px; |
− | + | margin: 0 0 20px; | |
− | + | position: relative; | |
− | + | /*Font*/ | |
− | + | font-family: Roboto, sans-serif; | |
− | + | font-size: 18x; | |
− | + | line-height: 1.2; | |
− | + | color: #403F6F; | |
− | + | text-align: justify; | |
− | + | /*Borders - (Optional)*/ | |
− | + | border-left: 15px solid #9F5069; | |
− | + | border-right: 2px solid #c76c0c; | |
− | + | /*Box Shadow - (Optional)*/ | |
− | + | -moz-box-shadow: 2px 2px 15px #ccc; | |
− | + | -webkit-box-shadow: 2px 2px 15px #ccc; | |
− | + | box-shadow: 2px 2px 15px #ccc; | |
− | + | } | |
− | + | ||
− | + | blockquote::before { | |
− | + | content: "\201C"; | |
− | + | /*Unicode for Left Double Quote*/ | |
− | + | /*Font*/ | |
− | } | + | font-family: Georgia, serif; |
− | + | font-size: 60px; | |
− | blockquote::before{ | + | font-weight: bold; |
− | + | color: #999; | |
− | + | /*Positioning*/ | |
− | + | position: absolute; | |
− | + | left: 10px; | |
− | + | top: 5px; | |
− | + | } | |
− | + | ||
− | + | blockquote::after { | |
− | + | /*Reset to make sure*/ | |
− | + | content: ""; | |
− | + | } | |
− | + | ||
− | } | + | blockquote em { |
− | + | font-style: italic; | |
− | blockquote::after{ | + | } |
− | + | ||
− | + | .imagedarkhover:hover { | |
− | } | + | background-color: #7E9BDB; |
− | + | font-weight: bold; | |
− | blockquote em{ | + | box-shadow: #3C4566 -1px 1px, #3C4566 -2px 2px, #3C4566 -3px 3px, #3C4566 -4px 4px, #3C4566 -5px 5px, #3C4566 -6px 6px; |
− | + | transform: translate3d(6px, -6px, 0); | |
− | } | + | transition-delay: 0s; |
− | + | transition-duration: 0.4s; | |
− | .imagedarkhover:hover { | + | transition-property: all; |
− | + | transition-timing-function: line; | |
− | + | } | |
− | + | ||
− | + | .imagelighthover:hover { | |
− | + | background-color: #F7F5E6; | |
− | + | font-weight: bold; | |
− | + | box-shadow: #DEDCCF -1px 1px, #DEDCCF -2px 2px, #DEDCCF -3px 3px, #DEDCCF -4px 4px, #DEDCCF -5px 5px, #DEDCCF -6px 6px; | |
− | + | transform: translate3d(6px, -6px, 0); | |
− | } | + | transition-delay: 0s; |
− | .imagelighthover:hover { | + | transition-duration: 0.4s; |
− | + | transition-property: all; | |
− | + | transition-timing-function: line; | |
− | + | } | |
− | + | ||
− | + | .largeicon { | |
− | + | max-width: 300px; | |
− | + | } | |
− | + | ||
− | } | + | .container { |
− | + | padding: 0 !important; | |
− | + | } | |
− | .largeicon{ | + | /* |
− | + | ||
− | } | + | |
− | + | ||
− | .container{ | + | |
− | padding: 0 !important; | + | |
− | } | + | |
− | + | ||
− | + | ||
− | /* | + | |
Side Navigation Menu V2, RWD | Side Navigation Menu V2, RWD | ||
=================== | =================== | ||
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*/ | */ | ||
− | + | ||
− | @charset "UTF-8"; | + | @charset "UTF-8"; |
− | @import url('https://fonts.googleapis.com/css?family=Quicksand'); | + | @import url('https://fonts.googleapis.com/css?family=Quicksand'); |
− | body { | + | body { |
− | + | font-family: 'Quicksand', sans-serif; | |
− | + | font-weight: 300; | |
− | + | line-height: 1.42em; | |
− | + | color: #403F6F; | |
− | } | + | } |
− | + | ||
− | h1table { | + | h1table { |
− | + | font-size: 3em; | |
− | + | font-weight: 300; | |
− | + | line-height: 1em; | |
− | + | text-align: center; | |
− | + | color: #89ABE3; | |
− | } | + | } |
− | + | ||
− | h2table { | + | h2table { |
− | + | font-size: 1em; | |
− | + | font-weight: 300; | |
− | + | text-align: center; | |
− | + | display: block; | |
− | + | line-height: 1em; | |
− | + | padding-bottom: 2em; | |
− | + | color: #89ABE3; | |
− | } | + | } |
− | + | ||
− | h2table a { | + | h2table a { |
− | + | font-weight: 700; | |
− | + | text-transform: uppercase; | |
− | + | color: #89ABE3; | |
− | + | text-decoration: none; | |
− | } | + | } |
− | + | ||
− | .blue { | + | .blue { |
− | + | color: #403F6F; | |
− | } | + | } |
− | + | ||
− | .yellow { | + | .yellow { |
− | + | color: #FBD8C9; | |
− | } | + | } |
− | + | ||
− | .container th h1table { | + | .container th h1table { |
− | + | font-weight: bold; | |
− | + | font-size: 1em; | |
− | + | text-align: left; | |
− | } | + | } |
− | + | ||
− | .container td { | + | .container td { |
− | + | font-weight: normal; | |
− | + | font-size: 1em; | |
− | + | -webkit-box-shadow: 0 2px 2px -2px #7E9BDB; | |
− | + | -moz-box-shadow: 0 2px 2px -2px #7E9BDB; | |
− | + | box-shadow: 0 2px 2px -2px #7E9BDB; | |
− | } | + | } |
− | + | ||
− | .container { | + | .container { |
− | + | text-align: left; | |
− | + | overflow: hidden; | |
− | + | width: 80%; | |
− | + | margin: 0 auto; | |
− | + | display: table; | |
− | + | padding: 0 0 8em 0; | |
− | } | + | } |
− | + | ||
− | .container td, | + | .container td, |
− | .container th { | + | .container th { |
− | + | padding-bottom: 2%; | |
− | + | padding-top: 2%; | |
− | + | padding-left: 2%; | |
− | } | + | } |
− | + | /* Background-color of the odd rows */ | |
− | + | ||
− | /* Background-color of the odd rows */ | + | .container tr:nth-child(odd) { |
− | + | background-color: #F0EEE9; | |
− | .container tr:nth-child(odd) { | + | } |
− | + | /* Background-color of the even rows */ | |
− | } | + | |
− | + | .container tr:nth-child(even) { | |
− | + | background-color: #E6E4DF; | |
− | /* Background-color of the even rows */ | + | } |
− | + | ||
− | .container tr:nth-child(even) { | + | .container th { |
− | + | background-color: #615E5f; | |
− | } | + | } |
− | + | ||
− | .container th { | + | .container td:first-child { |
− | + | color: #532D3B; | |
− | } | + | } |
− | + | /* | |
− | .container td:first-child { | + | .container tr:hover { |
− | + | background-color: #FBD8C9; | |
− | } | + | -webkit-box-shadow: 0 6px 6px -6px #0E1119; |
− | /* | + | -moz-box-shadow: 0 6px 6px -6px #0E1119; |
− | .container tr:hover { | + | box-shadow: 0 6px 6px -6px #0E1119; |
− | + | } | |
− | + | ||
− | + | ||
− | + | ||
− | } | + | |
.container td:hover { | .container td:hover { | ||
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} | } | ||
*/ | */ | ||
− | @media (max-width: 800px) { | + | |
− | + | @media (max-width: 800px) { | |
− | + | .container td:nth-child(4), | |
− | + | .container th:nth-child(4) { | |
− | + | display: none; | |
− | } | + | } |
− | + | } | |
− | </style> | + | </style> |
</head> | </head> | ||
<body> | <body> | ||
− | <div class="bg-danger"> | + | <div class="bg-danger"> |
− | <div class="bg-primary"> | + | <div class="bg-primary"> |
− | + | <div id="integratedbanner"> | |
− | + | <div id="bannercontent"> | |
− | + | <center> | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | </center> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | ||
+ | <section class="bg-primary" id="about"> | ||
+ | <div class="container"> | ||
+ | <div class="row bg-primary"> | ||
+ | <div class="col-lg-16 text-center bg-primary"> | ||
+ | <h2 class="section-heading"> | ||
What are you doing? | What are you doing? | ||
</h2> | </h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row bg-primary"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p class="indent"> | |
− | + | This year the Imperial College London 2016 iGEM team created two original pieces of integrated human practices work. The first is a new approach to employing the sociological process known as “reflexivity” in an iGEM project. The second is a researched | |
− | + | and critiqued visual strategy for communication about foundational technologies and basic research that, most importantly, impacted two visualisation pieces we presented at the first <a href="https://live.newscientist.com/">New Scientist Live event </a>. | |
− | + | </p> | |
− | + | <p class="indent"> | |
− | + | First of all, integrated human practices are/is? defined as the consideration of the ethical, legal, or environmental issues, among others, surrounding one’s project and having them influence the execution of it. Teams participating in the foundational | |
− | + | track of the iGEM competition are often limited to talking to (only) other scientists about their work because of the degree of technicality and lack of immediate application to the “real world.” That is not to say however | |
− | + | that foundational teams do not need to consider wider implications of their work. Decisions made on a day-to-day basis in a project can have significant consequences inside as well as outside the lab and reflecting on those | |
− | + | decisions can uncover broader societal concerns which would otherwise go unnoticed. This process has been termed by social scientists as “reflexivity.” Therefore, our team decided to build on our knowledge of reflexivity, formalise | |
− | + | our approach and implement a customised version of the Socio-Technical Integration Research protocol (S.T.I.R.).. | |
− | + | </p> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | </section> | |
− | + | <section id="services"> | |
− | + | <div class="container"> | |
− | + | <div class="row"> | |
− | + | <div class="col-lg-12 text-center"> | |
− | + | <h2 class="section-heading"><span class="cream"> | |
How are you doing reflexivity?</span></h2> | How are you doing reflexivity?</span></h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p class="indent"><span class="cream"> | |
− | Reflexivity is a difficult concept to grasp | + | Reflexivity is a difficult concept to grasp and even more difficult to employ without a formalised approach. S.T.I.R. is designed to take the form of a structured, cyclic discussion which takes place with members of a lab about decisions made over the course of a research project. The discussions are organized as follows:</span> </p> |
− | + | <p class="indent"><span class="cream"> | |
− | + | ||
<ol style="color:#F7F5E6; font-size:18px;"> | <ol style="color:#F7F5E6; font-size:18px;"> | ||
− | <li>One is presented with an opportunity, or something that requires a decision be made.</li> | + | <li>One is presented with an opportunity, or something that requires a decision to be made.</li> |
− | <li> Its scope is further considered through background research and the shared experiences of the group’s members.</li> | + | <li> Its scope is further considered through background research and the shared experiences of the group’s members. |
+ | </li> | ||
<li>Alternatives to the opportunity are proposed.</li> | <li>Alternatives to the opportunity are proposed.</li> | ||
<li>Next, a decision is made and acted upon.</li> | <li>Next, a decision is made and acted upon.</li> | ||
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</ol> | </ol> | ||
</span></p> | </span></p> | ||
− | + | <p class="indent"><span class="cream"> | |
− | We built upon this framework to determine our own specific questions to ask ourselves at each stage in the S.T.I.R. protocol. Here are some of the key questions we asked ourselves: | + | We built upon this framework to determine our own specific questions to ask ourselves at each stage in the S.T.I.R. protocol. Here are some of the key questions we asked ourselves: |
</span></p> | </span></p> | ||
− | + | <p class="indent"><span class="cream"> | |
<ol style="color:#F7F5E6; font-size:18px;"> | <ol style="color:#F7F5E6; font-size:18px;"> | ||
− | <li>What is the decision | + | <li>What is the decision you are trying to make?</li> |
<li> What are the societal, economic, environmental, and ethical impacts of the solution?</li> | <li> What are the societal, economic, environmental, and ethical impacts of the solution?</li> | ||
<li>Alternatives to the opportunity are proposed.</li> | <li>Alternatives to the opportunity are proposed.</li> | ||
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</ol> | </ol> | ||
</span></p> | </span></p> | ||
− | + | <p class="indent"><span class="cream"> | |
− | We designated | + | We designated humanists on our team to identify opportunities or decisions to employ the protocol. Furthermore, we recorded our discussions to show their impact on the course of our project. </span></p> |
− | </span></p> | + | <p class="indent"><span class="cream"> |
− | + | ||
Here is a template for our initial S.T.I.R. protocol: | Here is a template for our initial S.T.I.R. protocol: | ||
</span></p> | </span></p> | ||
− | + | <div id="demo"> | |
− | + | <h1table class="center-block">STIR <span class="yellow">Protocol</pan></h1table> | |
<h2table>for reflexive analysis </h2table> | <h2table>for reflexive analysis </h2table> | ||
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<ul> | <ul> | ||
<li>How could you do it/move forward differently? | <li>How could you do it/move forward differently? | ||
− | |||
− | |||
</li> | </li> | ||
</ul> | </ul> | ||
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</span></p> | </span></p> | ||
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | </section> | |
− | + | <section class="bg-primary" id="about"> | |
− | + | <div class="container"> | |
− | + | <div class="row bg-primary"> | |
− | + | <div class="col-lg-16 text-center bg-primary"> | |
− | + | <h2 class="section-heading"> | |
How did you modify it? | How did you modify it? | ||
</h2> | </h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row bg-primary"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p class="indent"> | |
− | + | After trying to employ the protocol, we discovered our group was having difficulty defining what constituted a decision or opportunity. Many “decisions” we made over the course of our project, like building a web database for co-culture experimental design, | |
− | + | only became clear to us after they had developed. We reconsidered the S.T.I.R. method and realized that we were thinking of the protocol in the wrong way. The “decisions” we were making were due to problems we were facing in | |
− | + | the lab. Here are some problems that we have encountered: “There is no current database for co-culture data”, “We need a better growth regulation module”. As time progressed, we felt the protocol was useful but felt like a | |
− | + | lot of extra work for sometimes little pay off. | |
− | + | </p> | |
− | + | <p class="indent"> | |
− | + | <b>Therefore, we reimagined the protocol as a problem solving tool with the added benefit of including dimensions that are not normally related to the lab in the problem solving process. </b>We defined problems as: | |
− | <div class="center-block"> | + | </p> |
− | + | <div class="center-block"> | |
− | + | <blockquote> | |
− | </blockquote> | + | Any discussion where you are unsure of the outcome that will have an impact on your project |
− | </div> | + | </blockquote> |
− | + | </div> | |
− | + | <p class="indent"> | |
− | + | We adapted the S.T.I.R. protocol to include elements from the problem-based learning framework. After some team discussions, we felt the modifications made reflexivity easier to employ because it became more integrated in the development of the project. | |
− | + | </p> | |
− | + | <p class="indent"> | |
− | + | Here is a copy of our revised protocol: | |
− | </span></p> | + | </p> |
− | + | </span> | |
− | + | </p> | |
+ | <div id="demo"> | ||
+ | <h1table class="center-block">STIR + PBL <span class="yellow">Protocol</pan></h1table> | ||
<h2table>for reflexive analysis </h2table> | <h2table>for reflexive analysis </h2table> | ||
Line 512: | Line 499: | ||
<ul> | <ul> | ||
<li>How could solve it/move forward differently? | <li>How could solve it/move forward differently? | ||
− | |||
− | |||
</li> | </li> | ||
</ul> | </ul> | ||
Line 535: | Line 520: | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
</tbody> | </tbody> | ||
Line 574: | Line 545: | ||
<h2 class="section-heading"><span class="cream"> | <h2 class="section-heading"><span class="cream"> | ||
What were some of the key outcomes?</span></h2> | What were some of the key outcomes?</span></h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p><span class="cream"> | |
Here are the initial reflections that spurred the creation of some of the most significant parts of our project: | Here are the initial reflections that spurred the creation of some of the most significant parts of our project: | ||
<br> | <br> | ||
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<ul> | <ul> | ||
<li>What are you doing?</li> | <li>What are you doing?</li> | ||
− | <li class="handwrite">Developing standardized library of biologically derived colours. | + | <li class="handwrite">Developing a standardized library of biologically derived colours. |
</li> | </li> | ||
<br> | <br> | ||
<li>How did you become aware of the application/technology/idea?</li> | <li>How did you become aware of the application/technology/idea?</li> | ||
− | <li class="handwrite">Colours are mixed in precise ratios. | + | <li class="handwrite">Colours are mixed in precise ratios. Our genetic circuitry can manage cell populations in precise ratios.</li> |
</ul> | </ul> | ||
</td> | </td> | ||
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<ul> | <ul> | ||
<li>Why are you doing it?</li> | <li>Why are you doing it?</li> | ||
− | <li class="handwrite">Our genetic circuitry can manage cell populations in precise ratios. | + | <li class="handwrite">Our genetic circuitry can manage cell populations in precise ratios. We can make precise colours by splitting the generation of primary colour pigments between cell populations.</li> |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
<br> | <br> | ||
<li>Consider the following dimensions when considering the impact of the “opportunity”:</li> | <li>Consider the following dimensions when considering the impact of the “opportunity”:</li> | ||
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<li>Economic</li> | <li>Economic</li> | ||
<li class="handwrite"> | <li class="handwrite"> | ||
− | Create new printer and ink cartridge system which is cheaper and easier to replace than ones currently on the market. | + | Create a new printer and ink cartridge system which is cheaper and easier to replace than ones currently on the market. Create new clothing dyes that are cheaper to manufacture. |
</li> | </li> | ||
− | + | ||
<br> | <br> | ||
<li>Environmental</li> | <li>Environmental</li> | ||
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No more toxic chemicals released into the environment to create different pigments. | No more toxic chemicals released into the environment to create different pigments. | ||
</li> | </li> | ||
− | |||
− | |||
− | |||
− | |||
− | |||
<br> | <br> | ||
<li>Material</li> | <li>Material</li> | ||
<ul> | <ul> | ||
<li>All of the physical objects that people create and give meaning to</li> | <li>All of the physical objects that people create and give meaning to</li> | ||
− | + | ||
</ul> | </ul> | ||
<li class="handwrite"> | <li class="handwrite"> | ||
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<li>How could you do it/move forward differently? | <li>How could you do it/move forward differently? | ||
<li class="handwrite"> | <li class="handwrite"> | ||
− | Started literature review of printer ink production, Pantone system, how to create pigments in cells, etc. | + | Started literature review of printer ink production, Pantone system, how to create pigments in cells, etc. Determine if it is feasible through discussion with researchers at the university.</li> |
− | + | ||
</li> | </li> | ||
<br> | <br> | ||
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<span class="cream" style="font-size: 18px; font-family: Roboto"> | <span class="cream" style="font-size: 18px; font-family: Roboto"> | ||
Development of the game:</span> | Development of the game:</span> | ||
− | <br> | + | <br> |
− | + | <div id="demo"> | |
− | <table class="container"> | + | <table class="container"> |
− | + | <thead> | |
− | + | <tr> | |
− | + | <th> | |
− | + | <h1table>Stage</h1table> | |
− | + | </th> | |
− | + | <th> | |
− | + | <h1table>Questions</h1table> | |
− | + | </th> | |
− | + | </tr> | |
− | + | </thead> | |
− | + | <tbody> | |
− | + | <tr> | |
− | + | <td>Opportunity</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>What are you doing?</li> | |
− | <li>How did you become aware of the application/technology/idea?</li> | + | <li class="handwrite">Design and produce a “co-culture” game as a form of outreach.</li> |
+ | <br> | ||
+ | <li>How did you become aware of the application/technology/idea?</li> | ||
+ | |||
+ | <li class="handwrite">The idea was inspired by Pokemon Go and looking into microbial consortiums in nature and applications for our project.</li> | ||
+ | </ul> | ||
+ | </td> | ||
+ | </tr> | ||
+ | <tr> | ||
+ | <td>Considerations</td> | ||
+ | <td> | ||
+ | <ul> | ||
+ | <li>Why are you doing it?</li> | ||
+ | <li class="handwrite">We need an outreach part of Human Practices for iGEM.</li> | ||
+ | <br> | ||
+ | <li>Consider the following dimensions when considering the impact of the “opportunity”:</li> | ||
+ | <ul> | ||
+ | <li>Societal</li> | ||
+ | <li class="handwrite"> | ||
+ | The public generally have negative view of microbes and bacteria. However, bacteria are used in everyday processes. There is very little known about general synthetic biology lab practices. | ||
+ | </li> | ||
+ | <br> | ||
+ | <li>Environmental</li> | ||
+ | <li class="handwrite"> | ||
+ | Anti GMO organisations might be angry. | ||
+ | </li> | ||
+ | <br> | ||
+ | <li>Ethical</li> | ||
+ | |||
+ | <br> | ||
+ | <li class="handwrite"> | ||
+ | We might undermine our message that there are many positive aspects about bacteria’s existence | ||
+ | |||
+ | </li> | ||
+ | <li>Emotional</li> | ||
− | + | <br> | |
− | + | <li class="handwrite"> | |
− | + | Games good medium to educate people about co-culture. | |
− | + | </li> | |
− | + | </ul> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
− | + | <td>Alternatives</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>How could you do it/move forward differently? | |
− | + | <li class="handwrite"> | |
− | + | Use a different outreach medium. For example, we could make a card game or book. | |
− | + | </li> | |
− | + | </li> | |
− | + | </li> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
− | + | <td>Outcomes</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | ||
− | + | <li>What happens now? | |
− | + | </li> | |
− | + | <li class="handwrite"> | |
− | + | Start developing the game. | |
− | + | </li> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | </tbody> | |
− | + | </table> | |
− | + | </div> | |
− | + | <br> | |
− | + | <span class="cream" style="font-size: 18px; font-family: Roboto"> | |
− | + | ||
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− | </table> | + | |
− | + | ||
− | <br> | + | |
− | <span class="cream" style="font-size: 18px; font-family: Roboto"> | + | |
Development of the web tool: | Development of the web tool: | ||
</span> | </span> | ||
− | <br> | + | <br> |
− | + | <div id="demo"> | |
− | <table class="container"> | + | <table class="container"> |
− | + | <thead> | |
− | + | <tr> | |
− | + | <th> | |
− | + | <h1table>Stage</h1table> | |
− | + | </th> | |
− | + | <th> | |
− | + | <h1table>Questions</h1table> | |
− | + | </th> | |
− | + | </tr> | |
− | + | </thead> | |
− | + | <tbody> | |
− | + | <tr> | |
− | + | <td>Opportunity</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>What are you doing?</li> | |
− | <li>How did you become aware of the application/technology/idea?</li> | + | <li class="handwrite">Creating a software tool for co-culture information.</li> |
+ | <br> | ||
+ | <li>How did you become aware of the application/technology/idea?</li> | ||
− | + | <li class="handwrite">Researchers at the Center for Synthetic Biology at Imperial College London said there was no standardized approach to co-culture. There is currently no resource to determine how to co-culture different | |
− | + | kinds of bacteria.</li> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
− | + | <td>Considerations</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>Why are you doing it?</li> | |
− | + | <li class="handwrite">In order for people to be able to make their own co-cultures in the future, there needs to be a resource for them to learn how to do it.</li> <br> | |
− | + | <li>Why does this decision need to be made?</li> | |
− | + | <li class="handwrite"> | |
− | + | Without a source of information for co-culture information, scientists will be unlikely to use our software. </li> | |
− | + | <br> | |
− | + | <li>Consider the following dimensions when considering the impact of the “opportunity”:</li> | |
− | + | <ul> | |
− | + | <li>Societal</li> | |
− | + | <li class="handwrite"> | |
− | + | If co-culture is not made easier, researchers will not be able to do it in the future. Therefore, single cell type populations will be the only way to solve problems in synthetic biology | |
− | + | </li> | |
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− | + | ||
− | + | ||
− | + | </ul> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
− | + | <td>Alternatives</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>How could you do it/move forward differently? | |
− | + | <li class="handwrite"> | |
− | + | Choose a different form factor for the tool. The tool could be a text document people could download. | |
− | + | </li> | |
− | + | </li> | |
− | + | <br> | |
− | + | <li>What are the options to respond to the stimulus? | |
− | + | </li> | |
− | + | <li class="handwrite"> | |
− | + | Determine what content will make up the tool. Determine the best form factor from that. | |
− | + | </li> | |
− | + | </li> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
− | + | <td>Outcomes</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>Who might care what you do and how you do it? | |
− | + | </li> | |
− | + | <li class="handwrite"> | |
− | + | Researchers would like something to make co-cultures easier | |
− | + | </li> | |
− | + | <br> | |
− | + | <li>What happens now? | |
− | + | </li> | |
− | + | <li class="handwrite"> | |
− | + | Research content for the tool. Determine what it will look like/form factor | |
− | + | </li> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | </tbody> | |
− | + | </table> | |
− | + | </div> | |
− | + | <br> | |
− | + | <p class="cream"> | |
− | + | Development of the visualisation strategy: | |
− | + | </p> | |
− | + | <div id="demo"> | |
− | + | <table class="container"> | |
− | + | <thead> | |
− | + | <tr> | |
− | + | <th> | |
− | + | <h1table>Stage</h1table> | |
− | + | </th> | |
− | + | <th> | |
− | + | <h1table>Questions</h1table> | |
− | + | </th> | |
− | + | </tr> | |
− | + | </thead> | |
− | + | <tbody> | |
− | + | <tr> | |
− | + | <td>Opportunity</td> | |
− | + | <td> | |
− | + | <ul> | |
− | + | <li>What are you doing?</li> | |
− | + | <li class="handwrite">Developing a data visualisation strategy.</li> | |
− | + | <br> | |
− | + | <li>How did you become aware of the application/technology/idea?</li> | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
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− | </ | + | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
+ | <li class="handwrite">We noticed that there was disconnect between ourselves and non-scientific audiences when we spoke about our project. We noticed that people better understood our presentations when we added lots | ||
+ | of animations and pictures.</li> | ||
+ | </ul> | ||
+ | </td> | ||
+ | </tr> | ||
+ | <tr> | ||
+ | <td>Considerations</td> | ||
+ | <td> | ||
+ | <ul> | ||
+ | <li>Why are you doing it?</li> | ||
+ | <li class="handwrite">Scientists have difficulty speaking to the public about their work. Visual media can act as a powerful language.</li> <br> | ||
+ | <li>Consider the following dimensions when considering the impact of the “opportunity”:</li> | ||
+ | <ul> | ||
+ | <li>Societal</li> | ||
+ | <li class="handwrite"> | ||
+ | Foundational science could be better communicated to the public. The public’s opinion should be taken into consideration when conducting basic scientific research. | ||
+ | </li> | ||
− | + | </ul> | |
− | + | </ul> | |
− | + | </td> | |
− | + | </tr> | |
− | + | <tr> | |
+ | <td>Alternatives</td> | ||
+ | <td> | ||
+ | <ul> | ||
+ | <li>How could you do it/move forward differently? | ||
+ | <li class="handwrite"> | ||
+ | We started literature review of science communication and data visualisation. We need to determine what form factor the guide will take. | ||
+ | </li> | ||
+ | </li> | ||
+ | <br> | ||
+ | <li>What are the options to respond to the stimulus? | ||
+ | </li> | ||
+ | <li class="handwrite"> | ||
+ | Continue researching visualisation strategies and how to best present them. | ||
+ | </li> | ||
+ | </li> | ||
+ | </ul> | ||
+ | </td> | ||
+ | </tr> | ||
+ | <tr> | ||
+ | <td>Outcomes</td> | ||
+ | <td> | ||
+ | <ul> | ||
+ | <li>Who might care what you do and how you do it? | ||
+ | </li> | ||
+ | <li class="handwrite"> | ||
+ | The public wants to be informed about developments in science, especially when it involves genetically modified organisms. | ||
+ | </li> | ||
+ | <br> | ||
+ | <li>What happens now? | ||
+ | </li> | ||
+ | <li class="handwrite"> | ||
+ | Continue researching visualisation strategies. </li> | ||
+ | </ul> | ||
+ | </td> | ||
+ | </tr> | ||
+ | </tbody> | ||
+ | </table> | ||
+ | </div> | ||
+ | </p> | ||
+ | </div> | ||
+ | </div> | ||
+ | </div> | ||
+ | </span> | ||
+ | </section> | ||
+ | |||
+ | |||
+ | <section class="bg-primary" id="about"> | ||
+ | <div class="container"> | ||
+ | <div class="row bg-primary"> | ||
+ | <div class="col-lg-16 text-center bg-primary"> | ||
+ | <h2 class="section-heading"> | ||
Visual Strategies | Visual Strategies | ||
</h2> | </h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row bg-primary"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p class="indent"> | |
− | + | One of the key outcomes of our reflexive analysis was the development of our “Visual Strategies Experiential Guidebook”. We realized that there were many opportunities for designers and artists and sociologists and other non-specialists to have an impact | |
− | + | on the future applications of our enabling technology. However, it was extremely difficult to communicate the power of our technology to these audiences. After 6 hours of official meetings and several hours of discussion with | |
− | + | students and faculty at the Royal College of Art, we realized that visual media was the key to quick understanding. We refined our presentations, developing interesting graphics. We took feedback from our small audience. We | |
− | + | researched best practices for the composition of graphics. We finally created visualisations that were easy for them to process and synthesize meaningful feedback. Moreover, after finally creating a visualisation that was easy | |
− | + | to understand, we were astonished by some of the things they suggested. One of those things was modular phenotype engineering. This was a concept we had not considered for our project. From this experience, we decided that | |
− | + | our project needed more input from non-specialists. Therefore, we compiled all of the information we had received from literature and from these artists and designers and created a visualisation guidebook. The visualisation | |
− | + | guidebook has had an impact on the presentation of our project, most notably on the infographic and computer game Go-Culture we presented at the New Scientist Live in London. We included our thought process and some of the | |
− | </p> | + | critiques we received from the artists and designers at the Royal College of Art in the book. |
+ | </p> | ||
− | <object data="https://static.igem.org/mediawiki/2016/2/2d/T--Imperial_College--Guidebook.pdf" type="application/pdf" width="100%" height="700px"> | + | <object data="https://static.igem.org/mediawiki/2016/2/2d/T--Imperial_College--Guidebook.pdf" type="application/pdf" width="100%" height="700px"> |
<p>It appears you don't have a PDF plugin for this browser. | <p>It appears you don't have a PDF plugin for this browser. | ||
− | No biggie... you can <a href="https://static.igem.org/mediawiki/2016/ | + | No biggie... you can <a href="https://static.igem.org/mediawiki/2016/2/2d/T--Imperial_College--Guidebook.pdf">click here to |
− | download the PDF file.</a></p> | + | download the PDF file.</a></p> |
</object> | </object> | ||
− | + | <p class="indent"> | |
− | <br><br> | + | <br><br> Some of the highlights from the book and our research were: |
− | + | </p> | |
− | + | <ul style="font-size:18px;"> | |
− | + | <li>Choosing a compelling story that can be supported with interestingly represented graphical data</li> | |
− | + | <li>Classification and examples of visualisations in synthetic biology</li> | |
− | + | <li>Rules for compositions of graphics to create easy to follow visual hierarchies that guide viewers through a process or story without the use of extraneous arrows or other symbols</li> | |
− | + | <li>Interactive content is best for increasing comprehension and satisfaction with audiences</li> | |
− | + | <li>A compendium of resources to make compelling visual media</li> | |
− | + | <li>A culminating example on our infographics and game we presented at the New Scientist Live event in London</li> | |
− | + | </ul> | |
− | + | ||
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | </section> | |
− | + | <section id="services"> | |
− | + | <div class="container"> | |
− | + | <div class="row"> | |
− | + | <div class="col-lg-12 text-center"> | |
− | + | <h2 class="section-heading"><span class="cream"> | |
Conclusion</span></h2> | Conclusion</span></h2> | ||
− | + | <hr class="blue"> | |
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | <div class="container"> | |
− | + | <div class="row"> | |
− | + | <div class="col-lg-12 text-justify"> | |
− | + | <p><span class="cream"> | |
− | We hope that our journey through S.T.I.R will be able to inspire more future foundational iGEM teams to consider new approaches for integrated human practices. By doing so we believe that they will uncover new ways to reflect on the different dimensions of their project, which will help them making more coherent decisions when facing challenging problems through the whole duration of their project. | + | We hope that our journey through S.T.I.R will be able to inspire more future foundational iGEM teams to consider new approaches for integrated human practices. By doing so we believe that they will uncover new ways to reflect on the different dimensions of their project, which will help them making more coherent decisions when facing challenging problems through the whole duration of their project. |
</span></p> | </span></p> | ||
− | + | </div> | |
− | + | </div> | |
− | + | </div> | |
− | + | </section> | |
+ | |||
+ | <img class="backTop" onclick="document.documentElement.scrollTop = document.body.scrollTop = 730;" src="https://static.igem.org/mediawiki/2016/1/19/T--Imperial_College--BackTop.png"> | ||
− | |||
</html> | </html> | ||
{{:Team:Imperial_College/Templates/Footer}} | {{:Team:Imperial_College/Templates/Footer}} |
Revision as of 14:37, 18 October 2016
What are you doing?
This year the Imperial College London 2016 iGEM team created two original pieces of integrated human practices work. The first is a new approach to employing the sociological process known as “reflexivity” in an iGEM project. The second is a researched and critiqued visual strategy for communication about foundational technologies and basic research that, most importantly, impacted two visualisation pieces we presented at the first New Scientist Live event .
First of all, integrated human practices are/is? defined as the consideration of the ethical, legal, or environmental issues, among others, surrounding one’s project and having them influence the execution of it. Teams participating in the foundational track of the iGEM competition are often limited to talking to (only) other scientists about their work because of the degree of technicality and lack of immediate application to the “real world.” That is not to say however that foundational teams do not need to consider wider implications of their work. Decisions made on a day-to-day basis in a project can have significant consequences inside as well as outside the lab and reflecting on those decisions can uncover broader societal concerns which would otherwise go unnoticed. This process has been termed by social scientists as “reflexivity.” Therefore, our team decided to build on our knowledge of reflexivity, formalise our approach and implement a customised version of the Socio-Technical Integration Research protocol (S.T.I.R.)..
How are you doing reflexivity?
Reflexivity is a difficult concept to grasp and even more difficult to employ without a formalised approach. S.T.I.R. is designed to take the form of a structured, cyclic discussion which takes place with members of a lab about decisions made over the course of a research project. The discussions are organized as follows:
We built upon this framework to determine our own specific questions to ask ourselves at each stage in the S.T.I.R. protocol. Here are some of the key questions we asked ourselves:
We designated humanists on our team to identify opportunities or decisions to employ the protocol. Furthermore, we recorded our discussions to show their impact on the course of our project.
Here is a template for our initial S.T.I.R. protocol:
|
|
---|---|
Opportunity |
|
Considerations |
|
Alternatives |
|
Outcomes |
|
Here is a record of our reflexive analysis:
How did you modify it?
After trying to employ the protocol, we discovered our group was having difficulty defining what constituted a decision or opportunity. Many “decisions” we made over the course of our project, like building a web database for co-culture experimental design, only became clear to us after they had developed. We reconsidered the S.T.I.R. method and realized that we were thinking of the protocol in the wrong way. The “decisions” we were making were due to problems we were facing in the lab. Here are some problems that we have encountered: “There is no current database for co-culture data”, “We need a better growth regulation module”. As time progressed, we felt the protocol was useful but felt like a lot of extra work for sometimes little pay off.
Therefore, we reimagined the protocol as a problem solving tool with the added benefit of including dimensions that are not normally related to the lab in the problem solving process. We defined problems as:
Any discussion where you are unsure of the outcome that will have an impact on your project
We adapted the S.T.I.R. protocol to include elements from the problem-based learning framework. After some team discussions, we felt the modifications made reflexivity easier to employ because it became more integrated in the development of the project.
Here is a copy of our revised protocol:
|
|
---|---|
Opportunity/The Problem |
|
Prior Knowledge/What do we know? |
|
Prior Knowledge/What do we know? | |
Research & Learn | |
Considerations |
|
Alternatives |
|
Solve The Problem |
|
Outcomes |
|
Here is a record of our modified reflexive analysis:
What were some of the key outcomes?
Here are the initial reflections that spurred the creation of some of the most significant parts of our project:
Development of the visualisation strategy:
Colour demonstration:
Opportunity
Considerations
Alternatives
Outcomes
Development of the game:
Opportunity
Considerations
Alternatives
Outcomes
Development of the web tool:
Opportunity
Considerations
Alternatives
Outcomes
Opportunity
Considerations
Alternatives
Outcomes
Visual Strategies
One of the key outcomes of our reflexive analysis was the development of our “Visual Strategies Experiential Guidebook”. We realized that there were many opportunities for designers and artists and sociologists and other non-specialists to have an impact on the future applications of our enabling technology. However, it was extremely difficult to communicate the power of our technology to these audiences. After 6 hours of official meetings and several hours of discussion with students and faculty at the Royal College of Art, we realized that visual media was the key to quick understanding. We refined our presentations, developing interesting graphics. We took feedback from our small audience. We researched best practices for the composition of graphics. We finally created visualisations that were easy for them to process and synthesize meaningful feedback. Moreover, after finally creating a visualisation that was easy to understand, we were astonished by some of the things they suggested. One of those things was modular phenotype engineering. This was a concept we had not considered for our project. From this experience, we decided that our project needed more input from non-specialists. Therefore, we compiled all of the information we had received from literature and from these artists and designers and created a visualisation guidebook. The visualisation guidebook has had an impact on the presentation of our project, most notably on the infographic and computer game Go-Culture we presented at the New Scientist Live in London. We included our thought process and some of the critiques we received from the artists and designers at the Royal College of Art in the book.
Some of the highlights from the book and our research were:
- Choosing a compelling story that can be supported with interestingly represented graphical data
- Classification and examples of visualisations in synthetic biology
- Rules for compositions of graphics to create easy to follow visual hierarchies that guide viewers through a process or story without the use of extraneous arrows or other symbols
- Interactive content is best for increasing comprehension and satisfaction with audiences
- A compendium of resources to make compelling visual media
- A culminating example on our infographics and game we presented at the New Scientist Live event in London
Conclusion
We hope that our journey through S.T.I.R will be able to inspire more future foundational iGEM teams to consider new approaches for integrated human practices. By doing so we believe that they will uncover new ways to reflect on the different dimensions of their project, which will help them making more coherent decisions when facing challenging problems through the whole duration of their project.