Difference between revisions of "Team:Warwick/Communication"
| (19 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
| − | + | ||
<html><head> | <html><head> | ||
| Line 5: | Line 5: | ||
<title> | <title> | ||
| − | + | Education | |
</title> | </title> | ||
| Line 31: | Line 31: | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | </ | + | |
| − | < | + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/jquery-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> |
| − | + | ||
| − | < | + | |
| + | <script> | ||
| + | MathJax = { | ||
| + | tex: { | ||
| + | inlineMath: [['$', '$'], ['\\(', '\\)']] | ||
| + | }, | ||
| + | svg: { | ||
| + | fontCache: 'global' | ||
| + | } | ||
| + | }; | ||
| + | </script> | ||
| + | |||
| + | |||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/jquery-sticky-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/popper-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/bootstrap-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/respond-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/asbJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/parallax-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/mathjax-minJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/mainJS?action=raw&ctype=text/javascript" type="text/javascript"></script> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | </head><body></p></div></div></div></div></div> | ||
| Line 70: | Line 87: | ||
var messages = [ | var messages = [ | ||
"Generating witty dialog...", | "Generating witty dialog...", | ||
| − | |||
"...and enjoy the elevator music...", | "...and enjoy the elevator music...", | ||
"Go ahead -- hold your breath!", | "Go ahead -- hold your breath!", | ||
"...at least you're not on hold...", | "...at least you're not on hold...", | ||
| − | |||
"It's still faster than you could draw it", | "It's still faster than you could draw it", | ||
"My other loading screen is much faster.", | "My other loading screen is much faster.", | ||
| − | |||
"Are we there yet?", | "Are we there yet?", | ||
"Just count to 10", | "Just count to 10", | ||
"Don't panic...", | "Don't panic...", | ||
| − | |||
"Warning: Don't set yourself on fire.", | "Warning: Don't set yourself on fire.", | ||
"Creating time-loop inversion field", | "Creating time-loop inversion field", | ||
| Line 87: | Line 100: | ||
"I'm sorry Dave, I can't do that.", | "I'm sorry Dave, I can't do that.", | ||
"I feel like im supposed to be loading something...", | "I feel like im supposed to be loading something...", | ||
| − | |||
"I swear it's almost done.", | "I swear it's almost done.", | ||
"Let's take a mindfulness minute...", | "Let's take a mindfulness minute...", | ||
| Line 98: | Line 110: | ||
"Your left thumb points to the right and your right thumb points to the left.", | "Your left thumb points to the right and your right thumb points to the left.", | ||
"How did you get here?", | "How did you get here?", | ||
| − | |||
"Computing the secret to life, the universe, and everything.", | "Computing the secret to life, the universe, and everything.", | ||
"Hello IT, have you tried turning it off and on again?", | "Hello IT, have you tried turning it off and on again?", | ||
| − | |||
"Hello, IT... Have you tried forcing an unexpected reboot?", | "Hello, IT... Have you tried forcing an unexpected reboot?", | ||
"Didn't know paint dried so quickly.", | "Didn't know paint dried so quickly.", | ||
"Twiddling thumbs...", | "Twiddling thumbs...", | ||
| − | |||
"Looking for sense of humour, please hold on.", | "Looking for sense of humour, please hold on.", | ||
"A different error message? Finally, some progress!", | "A different error message? Finally, some progress!", | ||
"Distracted by cat gifs", | "Distracted by cat gifs", | ||
| − | |||
| − | |||
"Whatever you do, don't look behind you...", | "Whatever you do, don't look behind you...", | ||
"Please wait... Consulting the manual...", | "Please wait... Consulting the manual...", | ||
| Line 116: | Line 123: | ||
"Feel free to spin in your chair", | "Feel free to spin in your chair", | ||
"Help, I'm trapped in a loader!", | "Help, I'm trapped in a loader!", | ||
| − | |||
"Never let a computer know you're in a hurry.", | "Never let a computer know you're in a hurry.", | ||
| − | |||
"Reading Terms and Conditions for you.", | "Reading Terms and Conditions for you.", | ||
"Discovering new ways of making you wait...", | "Discovering new ways of making you wait...", | ||
"Your time is very important to us. Please wait while we ignore you...", | "Your time is very important to us. Please wait while we ignore you...", | ||
| − | |||
| − | |||
"TODO: Insert elevator music", | "TODO: Insert elevator music", | ||
"We're working very Hard .... Really", | "We're working very Hard .... Really", | ||
| − | " | + | "Two blood cells met and fell in love. Sadly, it was all in vein.", |
| + | "Ants never get sick. They have little anty bodies", | ||
| + | "I wish I was adenine, then I could get paired with U.", | ||
| + | "What did Gregor Mendel say when he founded genetics? Woopea!", | ||
| + | "Did you hear about the man who got cooled to absolute zero? He’s 0K now.", | ||
| + | "I had to make these bad chemistry jokes because all the good ones Argon.", | ||
| + | "If I go to jail, my nickname would be mitochondria so I’m the powerhouse of the cell", | ||
| + | "When plants are sad, they photosympathise with each other.", | ||
| + | "Cows have hooves instead of feet, because they lactose", | ||
| + | "It’s going tibia okay.", | ||
| + | "Why did the germ cross the microscope? To get to the other slide.", | ||
| + | "What do you call an acid with an attitude? An a-mean-oh-acid", | ||
| + | "A dog and a marine biologist are quite similar. One wags a tail and the other tags a whale." | ||
]; | ]; | ||
| Line 181: | Line 196: | ||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Model">Model</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Model">Model</a></li> | ||
| − | |||
| − | |||
| − | |||
| − | |||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Implementation">Implementation</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Implementation">Implementation</a></li> | ||
| Line 197: | Line 208: | ||
<a class="nav-link" href="#">Lab work </a> | <a class="nav-link" href="#">Lab work </a> | ||
<ul class="dropdown"> | <ul class="dropdown"> | ||
| − | |||
| − | |||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Experiments">Experiments</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Experiments">Experiments</a></li> | ||
| + | |||
| + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Lab_Book">Lab book</a></li> | ||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Parts">Parts</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Parts">Parts</a></li> | ||
| − | |||
| − | |||
| − | |||
| − | |||
</ul> | </ul> | ||
| Line 220: | Line 227: | ||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Human_Practices">Human practices</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Human_Practices">Human practices</a></li> | ||
| − | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Communication"> | + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Communication">Communication</a></li> |
</ul> | </ul> | ||
| Line 232: | Line 239: | ||
<ul class="dropdown"> | <ul class="dropdown"> | ||
| − | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Team"> | + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Team">Meet the team</a></li> |
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Attributions">Attributions</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Attributions">Attributions</a></li> | ||
| + | |||
| + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Contribution">Contributions</a></li> | ||
<li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Collaborations">Collaborations</a></li> | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Collaborations">Collaborations</a></li> | ||
| Line 247: | Line 256: | ||
<li class="has-children"> | <li class="has-children"> | ||
| − | <a class="nav-link" href="#"> | + | <a class="nav-link" href="#">Judging </a> |
<ul class="dropdown"> | <ul class="dropdown"> | ||
| − | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/ | + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Awards">Awards</a></li> |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/ | + | <li><a class="nav-link" href="https://2021.igem.org/Team:Warwick/Medal_Critera">Medal Criteria</a></li> |
</ul> | </ul> | ||
| Line 280: | Line 285: | ||
| − | <section | + | |
| − | + | <section data-image-src="https://static.igem.org/mediawiki/2021/d/dd/T--Warwick--content--communication--splash_back.png" data-parallax="scroll" data-speed="0.4" id="hero"> | |
| − | </section> | + | <div id="hero_fore" style="background-image: url('https://static.igem.org/mediawiki/2021/6/63/T--Warwick--content--communication--splash_fore.png');"></div> |
| + | </section> | ||
| + | |||
| Line 293: | Line 300: | ||
| + | <script defer="" src="https://2021.igem.org/Template:Warwick/js/sidebarScrollPathJS?action=raw&ctype=text/javascript"></script> | ||
| − | <section class=" | + | <div class="row"> |
| − | + | ||
| − | + | <section class="col-3" id="sidebar"> | |
| − | < | + | <div class="toc-wrapper content-page"> |
| − | + | ||
| − | + | <h3><a href="#">Education</a></h3> | |
| − | + | ||
| − | + | <nav id="TableOfContents"> | |
| − | + | <ul> | |
| − | + | <li><a href="#igem-collective-magazine">iGEM Collective Magazine</a></li> | |
| − | + | <li><a href="#nuffield-placement-students">Nuffield Placement Students</a></li> | |
| − | + | <li><a href="#educational-resources">Educational Resources</a> | |
| − | + | <ul> | |
| − | + | <li><a href="#social-media">Social Media</a></li> | |
| + | <li><a href="#educational-posters">Educational Posters</a></li> | ||
| + | </ul> | ||
| + | </li> | ||
| + | <li><a href="#lmsu-fem-club">LMSU FEM Club</a></li> | ||
| + | <li><a href="#welcome-week-talk">Welcome Week Talk</a></li> | ||
| + | </ul> | ||
| + | </nav> | ||
| + | <svg class="toc-marker" height="200" width="200" xmlns="http://www.w3.org/2000/svg"> | ||
| + | <path fill="transparent" stroke="#444" stroke-dasharray="0, 0, 0, 1000" stroke-linecap="round" stroke-linejoin="round" stroke-width="3" transform="translate(-0.5, -0.5)"></path> | ||
| + | </svg> | ||
| + | </div> | ||
| + | </section> | ||
| + | |||
| + | <section class="col-9" id="hugo-content"> | ||
| + | |||
| + | |||
| + | <div class="content-page"> | ||
| + | <h2 id="summary">Summary</h2> | ||
| + | Education is an important part of our project and therefore we wanted to focus on further sharing information on the field of synthetic biology and iGEM overall. We created educational resources aimed to individuals from 11 years to university students as well as working closely in hosting science student placements. Overall, by working with a range of iGEM teams across the timeframe of our project we were able to collaborate on a range of projects as well as share educational resources and knowledge at the same time. | ||
| + | </div> | ||
| + | |||
| + | |||
| + | <div class="content-page"> | ||
| + | <h2 id="igem-collective-magazine">iGEM Collective Magazine</h2> | ||
| + | <p>Education is a key aspect of iGEM Warwick’s work this year. The importance of | ||
| + | sharing knowledge, creating resources, and educating the next generation of | ||
| + | students on the vast array of topics within Synthetic Biology is paramount.</p> | ||
| + | <p>Our aim was exactly that, to create educational resources to share knowledge and | ||
| + | teach others about the field of Synthetic Biology. We believed the best way to | ||
| + | do this was to create an IGEM Collective Magazine which would contain entries | ||
| + | from a range of iGEM teams globally describing their project, the importance of | ||
| + | synthetic biology to their project, the impact of their project and a research | ||
| + | task. We wanted to introduce to students 16–18-year-olds who would be embarking | ||
| + | on their KS5 qualification (pre university), the vast application synthetic | ||
| + | biology has and the solutions it can create to aid the current real-world | ||
| + | issues. With the wide breadth of IGEM teams who submitted unique tasks, the | ||
| + | magazine allows students to further develop their knowledge on a wide range of | ||
| + | synthetic biology topics. The free flow nature of the magazine encourages | ||
| + | independent learning and allows students to research the topics that interest | ||
| + | them the most. We believe this encourages students to pursue their own passion | ||
| + | while experiencing self-driven study which lays the groundwork for higher level | ||
| + | education.</p> | ||
| + | <p>IGEM Warwick initially reached out to IGEM teams via a campaign on social media | ||
| + | platforms including Facebook, Twitter, Instagram. We created a google form which | ||
| + | contained 4 questions for teams to complete which was made available via our | ||
| + | social media platforms and by direct request. We collated the information from | ||
| + | the forms and dedicated a page to each team in the booklet and simplified some | ||
| + | terms and description in order to adapt it to our target audience | ||
| + | (16–18-year-olds). We included a brief introduction page describing iGEM , | ||
| + | synthetic biology and aim of the booklet furthermore we also had a tracker page | ||
| + | where students could highlight each IGEM team name when they have completed | ||
| + | their task. At the end of the booklet there was a certificate of achievement | ||
| + | which the student can fill in themselves as evidence that they have completed | ||
| + | the research tasks in the booklet. This booklet was distributed to widening | ||
| + | participation school in and around Coventry which is the city the University of | ||
| + | Warwick is based in. It was made available to teachers in school via a <a href="https://www.canva.com/design/DAEilsL-k1M/75ZTPjU7mcVP7iwn9TrXkQ/view">monthly newsletter created by the Outreach team at the department of Science, Engineering and Maths and is also available to access on their website</a>.</p> | ||
| + | <p>A second version of the booklet was created which was unedited therefore was not | ||
| + | simplified and was made available to members of BIOSOC (University of Warwick | ||
| + | Life Sciences Society). This was made available on their website alongside an | ||
| + | article on aim of booklet and iGEM overall. <a href="https://warwickbiosoc.wixsite.com/website/research-internships">Research and Internships | Warwick BioSoc</a></p> | ||
| + | <p>The booklet was also distributed to all teams which participated so they could | ||
| + | share the resource in their country and with schools local to their university.</p> | ||
| + | <p>Overall, the booklet contained entries from 20 teams over the 3 different | ||
| + | continents (Asia, Europe, North America).</p> | ||
| + | <h2 id="nuffield-placement-students">Nuffield Placement Students</h2> | ||
| + | <p>The importance of sharing knowledge and providing support for the next cohort of | ||
| + | university of students was another important educational aspect to iGEM Warwick. | ||
| + | Therefore, we contacted Nuffield Foundation to express an interest in hosting | ||
| + | students (16–18-year-olds) to complete a research project with iGEM Warwick. We | ||
| + | were able to host 2 students in July for 2 weeks to assist them on their | ||
| + | research essay and research poster. As this was their first introduction to | ||
| + | academic writing and posters in this manner, we hosted biweekly meetings as well | ||
| + | as extra meetings if needed to assist them in the process. This included helping | ||
| + | them to understand scientific terminology they have not come across before in | ||
| + | research papers, introducing them to referencing and the basic backbone of a | ||
| + | research paper as well as advising them on where to find resources. We also | ||
| + | attended presentations given by our primary PI Dr Christopher Corre on different | ||
| + | topics they could base their research on, including antibiotic resistance and | ||
| + | natural sunscreens based on marine life. We also hosted presentations on | ||
| + | different iGEM Warwick team projects from 2016-2021 to allow them to start | ||
| + | exploring the range of applications Synthetic Biology has and what area they may | ||
| + | want to focus their research on.</p> | ||
| + | <div class="text-center"> | ||
| + | |||
| + | |||
| + | <img alt="A meeting with the Nuffield placement students" class="centered-image" decoding="async" src="https://static.igem.org/mediawiki/2021/2/2d/T--Warwick--content--communication--nuffieldStudentsMeeting.png"/> | ||
| + | |||
| + | |||
| + | <p class="hugo-figure-caption">A meeting with the Nuffield placement students</p> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | <h2 id="educational-resources">Educational Resources</h2> | ||
| + | <p>Using our social media pages such as Instagram we spread the awareness of other | ||
| + | IGEM Team educational projects such as iGEM KCL and we also made available via | ||
| + | our social media pages educational posters.</p> | ||
| + | <h3 id="social-media">Social Media</h3> | ||
| + | <p>From early March we decided to use social media to gain advice and knowledge on | ||
| + | our project idea as well as use it as a platform to network with a range of iGEM | ||
| + | teams globally. We had from June – August virtual meetups to discuss our project | ||
| + | development and ideas with teams such as iGEM KCL, iGEM Mingdao, iGEM | ||
| + | Stonybrook to name a few.</p> | ||
| + | <div class="text-center"> | ||
| + | |||
| + | |||
| + | <img alt="A social media story for outreach on Instagram" class="centered-image" decoding="async" src="https://static.igem.org/mediawiki/2021/8/84/T--Warwick--content--communication--socialMediaStory.png"/> | ||
| + | |||
| + | |||
| + | <p class="hugo-figure-caption">A social media story for outreach on Instagram</p> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | <p>We gained useful insights into how to improve our wiki | ||
| + | as well which direction to go in when working on human practices and the type of | ||
| + | individuals we should contact which we acted on. Furthermore, through our social | ||
| + | media pages we were able to be involved in many collaborative projects such as | ||
| + | in June with McMaster iGEM team where we worked with them on an educational song | ||
| + | to iGEM Aix Marseille in September for their emoji project game on Instagram | ||
| + | where we shared details of our project on their social media platforms.</p> | ||
| + | <div class="text-center"> | ||
| + | |||
| + | |||
| + | <img alt="A picture of the Warwick 2021 iGEM Instagram feed" class="centered-image" decoding="async" src="https://static.igem.org/mediawiki/2021/3/3f/T--Warwick--content--communication--socialMediaFeed.jpg"/> | ||
| + | |||
| + | |||
| + | <p class="hugo-figure-caption">A picture of the Warwick 2021 iGEM Instagram feed</p> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | <h3 id="educational-posters">Educational Posters</h3> | ||
| + | <p>At iGEM Warwick we created educational posters on different topics such as | ||
| + | Microorganisms in hospitals, PCR, Carbapenem resistance Enterobacteriaceae and | ||
| + | ethics in synthetic biology. This was made available by filling out a google | ||
| + | form via a link on our social media pages for teams to provide their email | ||
| + | address in order for us to send the posters to them. This will allow them to | ||
| + | have access the poster in PDF form in English for them use in their own | ||
| + | educational campaigns when working with schools or to send to schools and | ||
| + | teachers to distribute to their students. The posters are basic introductions in | ||
| + | to topics with short bursts of information in order for it to be easier to | ||
| + | understand by our target audience which is 11-15 years old.</p> | ||
| + | <section id="carousel"> | ||
| + | |||
| + | <div class="container"> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class="carousel slide" data-ride="carousel" id="carouselExampleIndicators"> | ||
| + | |||
| + | |||
| + | |||
| + | <ol class="carousel-indicators"> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <li class="active" data-slide-to="0" data-target="#carouselExampleIndicators"></li> | ||
| + | |||
| + | |||
| + | |||
| + | <li data-slide-to="1" data-target="#carouselExampleIndicators"></li> | ||
| + | |||
| + | |||
| + | |||
| + | <li data-slide-to="2" data-target="#carouselExampleIndicators"></li> | ||
| + | |||
| + | |||
| + | |||
| + | <li data-slide-to="3" data-target="#carouselExampleIndicators"></li> | ||
| + | |||
| + | |||
| + | </ol> | ||
| + | |||
| + | |||
| + | <div class="carousel-inner"> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class="carousel-item active"> | ||
| + | <img alt="A poster about PCR | ||
| + | " class="d-block w-100" src="https://static.igem.org/mediawiki/2021/1/1f/T--Warwick--content--communication--PCRtestingPoster.png"/> | ||
| + | </div> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class="carousel-item"> | ||
| + | <img alt="A poster about CRE | ||
| + | " class="d-block w-100" src="https://static.igem.org/mediawiki/2021/3/30/T--Warwick--content--communication--CREposter.png"/> | ||
| + | </div> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class="carousel-item"> | ||
| + | <img alt="A poster about microorganisms in hospitals | ||
| + | " class="d-block w-100" src="https://static.igem.org/mediawiki/2021/8/89/T--Warwick--content--communication--microOrgsInHospitalsPoster.png"/> | ||
| + | </div> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class="carousel-item"> | ||
| + | <img alt="A poster about ethics in synthetic biology | ||
| + | " class="d-block w-100" src="https://static.igem.org/mediawiki/2021/1/16/T--Warwick--content--communication--ethicsSynBioPoster.png"/> | ||
| + | </div> | ||
| + | |||
| + | |||
| + | |||
</div> | </div> | ||
| − | </section> | + | |
| + | <a class="carousel-control-prev" data-slide="prev" href="#carouselExampleIndicators" role="button"> | ||
| + | <span aria-hidden="true" class="carousel-control-prev-icon"></span> | ||
| + | <span class="sr-only">Previous</span> | ||
| + | </a> | ||
| + | <a class="carousel-control-next" data-slide="next" href="#carouselExampleIndicators" role="button"> | ||
| + | <span aria-hidden="true" class="carousel-control-next-icon"></span> | ||
| + | <span class="sr-only">Next</span> | ||
| + | </a> | ||
| + | </div> | ||
| + | |||
| + | <div class="text-center"> | ||
| + | |||
| + | |||
| + | <p class="hugo-figure-caption">A carousel of the posters designed</p> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | </section> | ||
| + | |||
| + | <p>Our aim for education was to make synthetic biology knowledge accessible to a | ||
| + | wide range of students at different stages of their academic learning. We | ||
| + | believe we have achieved this by using posters, booklets, social media and by | ||
| + | hosting students personally as well as involving a range of iGEM teams so that | ||
| + | they can also further spread the resources and knowledge of biology and the | ||
| + | topic of synthetic Biology even further in their own countries.</p> | ||
| + | <h2 id="lmsu-fem-club">LMSU FEM Club</h2> | ||
| + | <p>LMSU hosted a Fem club talk and invited those who identified as Female from iGEM | ||
| + | Warwick Team to attend. In the talk we discussed our projects, issues females | ||
| + | face working in science how our countries are working towards tackling issues | ||
| + | females face as well as improving inclusivity of females in STEM fields and | ||
| + | opportunities for females to work and study STEM. We went through issues faced | ||
| + | by females in the UK, Switzerland and Russia as well as solutions and changes | ||
| + | occurring. This was a fantastic opportunity to learn more from different teams | ||
| + | about educational opportunities for females, as well as share ideas on what | ||
| + | should be done to make STEM fields more open to females.</p> | ||
| + | <div class="text-center"> | ||
| + | |||
| + | |||
| + | <img alt="A meeting of the LMSU FEM club" class="centered-image" decoding="async" src="https://static.igem.org/mediawiki/2021/6/64/T--Warwick--content--communication--LMSUFEMClub.png"/> | ||
| + | |||
| + | |||
| + | <p class="hugo-figure-caption">A meeting of the LMSU FEM club</p> | ||
| + | |||
| + | </div> | ||
| + | |||
| + | <h2 id="welcome-week-talk">Welcome Week Talk</h2> | ||
| + | <p>iGEM Warwick were invited on the 30th of September to present in front of the | ||
| + | new 1st year Life sciences cohort at the University of Warwick about the iGEM | ||
| + | Competition and our project for 2021. We prepared a presentation prior to the | ||
| + | date and presented virtually through Microsoft teams. The aim was to introduce | ||
| + | the competition to students and encourage them to get involved with iGEM, as | ||
| + | well as explain our project this year, ranging from the lab and modelling work | ||
| + | to the outreach and collaboration work we accomplished. We wanted to show them | ||
| + | all the aspects which make up the iGEM competition and the range of topics | ||
| + | present in the field of Synthetic Biology. The students had not been exposed to | ||
| + | Synthetic Biology nor iGEM and so the intention of our presentation was to give | ||
| + | them a taste of the wonderful world of Synthetic Biology and iGEM. Hopefully | ||
| + | this helped develop curiosity towards Synthetic Biology and perhaps encouraged | ||
| + | them to consider the possibility of working within the field in the future.</p> | ||
| + | |||
| + | </div> | ||
| + | </section> | ||
| + | </div> | ||
| Line 375: | Line 671: | ||
| − | + | </body></html> | |
