Difference between revisions of "Team:CSU CHINA/Public Engagement"
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<title>PUBLIC ENGAGEMENT</title> | <title>PUBLIC ENGAGEMENT</title> | ||
| − | < | + | <!-- |
| − | + | To: Qu Shiyan | |
| + | 因为这个网页我们相遇相识 | ||
| + | 也随着这个项目的结束我们分道扬镳 | ||
| + | 所以把一些话写在这里 留个纪念 可能你一辈子也不会看到 | ||
| + | 你总说我还小 会遇到更好的 你不该阻拦我 | ||
| + | 我那时一直不明白你的意思 | ||
| + | 后来我渐渐懂了 | ||
| + | 你也还小 你也还可能遇到更好的 我也不该阻拦你 | ||
| + | |||
| + | 那天看到你和另一个男生聊的很愉快 | ||
| + | 又想着我们那么多天来的尴尬 | ||
| + | 似断非断的联系 | ||
| + | 和见你时难见你的笑容 | ||
| + | 我彻底明白了 | ||
| + | 我什么都给不了你 | ||
| + | 陪伴 快乐 幸福 | ||
| + | 于是我最终删去了你 | ||
| + | 我不该再打扰你 | ||
| + | 也不该再阻拦你 | ||
| + | 奔向更好的生活 | ||
| + | |||
| + | 我也未曾想到自己这么快就想明白了 | ||
| + | 也可能慢慢的就放下了 | ||
| + | 对于未来 | ||
| + | 我们以前总说有缘再见 | ||
| + | 但我们又都知道 | ||
| + | 缘分没了 | ||
| + | 终究是要散的 | ||
| + | 对未来保留一点点希望是一件折磨人的事 | ||
| + | 为了那虚无缥缈的希望 | ||
| + | 垂死挣扎 | ||
| + | 最终可能也只是一句 强扭的瓜不甜收场 | ||
| + | 所以就此告别吧 | ||
| + | 我就这样 | ||
| + | 默默的远去了 | ||
| + | |||
| + | 我还是个孩子 | ||
| + | 总是用着自以为的理性伤害着别人 | ||
| + | 我们这短短的日子里 | ||
| + | 不知道让你伤了多少次心 | ||
| + | |||
| + | 真的抱歉 | ||
| + | 希望你能遇见更加成熟的人 | ||
| + | 给你带来幸福和快乐 | ||
| + | |||
| + | Good luck | ||
| + | From：TanYh | ||
| + | 2019-12-6 | ||
| + | --> | ||
| + | </head> | ||
| + | <body data-spy="scroll" data-offset="200"> | ||
<style> | <style> | ||
| − | + | .bigimage{ | |
| − | + | display: -webkit-flex ! important; /* Safari */ | |
| − | + | display: flex ! important; | |
| + | background-image: url('https://static.igem.org/mediawiki/2019/0/00/T--CSU_CHINA--public.jpg') ! important; | ||
| + | background-size: cover ! important; | ||
| + | background-repeat: no-repeat ! important; | ||
| + | background-position: center ! important; | ||
| + | justify-content: center ! important; | ||
| + | align-items: center ! important; | ||
} | } | ||
| − | + | .TEtopbox{ | |
| − | width: 100%; | + | width: 100% ! important; |
| − | min-height: 600px; | + | min-height: 600px ! important; |
| − | display: -webkit-flex; /* Safari */ | + | display: -webkit-flex ! important; /* Safari */ |
| − | display: flex; | + | display: flex ! important; |
| − | background-image: url('https://static.igem.org/mediawiki/2019/6/6e/T--CSU_CHINA--T--CSU_CHINA--HAIMIANBAOBAOtou.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/6/6e/T--CSU_CHINA--T--CSU_CHINA--HAIMIANBAOBAOtou.jpg') ! important; |
| − | background-size: cover; | + | background-size: cover ! important; |
| − | background-repeat: no-repeat; | + | background-repeat: no-repeat ! important; |
| − | background-position: center; | + | background-position: center ! important; |
| − | justify-content: center; | + | justify-content: center ! important; |
| − | align-items: center; | + | align-items: center ! important; |
} | } | ||
| − | . | + | .SEtopbox{ |
| − | width: 100%; | + | width: 100% ! important; |
| − | min-height: 600px; | + | min-height: 600px ! important; |
| − | display: -webkit-flex; /* Safari */ | + | display: -webkit-flex ! important; /* Safari */ |
| − | display: flex; | + | display: flex ! important; |
| − | background-image: url('https://static.igem.org/mediawiki/2019/ | + | background-image: url('https://static.igem.org/mediawiki/2019/f/fe/T--CSU_CHINA--SEtopbox.jpg') ! important; |
| − | background-size: cover; | + | background-size: cover ! important; |
| − | background-repeat: no-repeat; | + | background-repeat: no-repeat ! important; |
| − | background-position: center; | + | background-position: center ! important; |
| − | justify-content: center; | + | justify-content: center ! important; |
| − | align-items: center; | + | align-items: center ! important; |
} | } | ||
| − | . | + | .Govertopbox{ |
| − | + | width: 100% ! important; | |
| + | min-height: 600px ! important; | ||
| + | display: -webkit-flex ! important; /* Safari */ | ||
| + | display: flex ! important; | ||
| + | background-image: url('https://static.igem.org/mediawiki/2019/c/c5/T--CSU_CHINA--Government.jpg') ! important; | ||
| + | background-size: cover ! important; | ||
| + | background-repeat: no-repeat ! important; | ||
| + | background-position: center ! important; | ||
| + | justify-content: center ! important; | ||
| + | align-items: center ! important; | ||
} | } | ||
| − | . | + | .pbeg p{ |
| − | font- | + | font-family: 'Times New Roman', Times, serif ! important; |
| − | + | font-size: 1.1rem ! important; | |
} | } | ||
| − | . | + | .flex-column{ |
| − | + | position: -webkit-sticky ! important; /* Safari */ | |
| + | position: sticky ! important; | ||
| + | margin-top: 50px ! important; | ||
| + | top: 25% ! important; | ||
} | } | ||
| − | . | + | .Teenav a{ |
| − | + | color: #197399 ! important; | |
| − | + | border-radius: 10px ! important; | |
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .Teenav a:hover, |
| − | + | .Teenav a.active{ | |
| + | color: white ! important; | ||
| + | background-color: #2194c5 ! important; | ||
} | } | ||
| − | . | + | .Senav a{ |
| − | + | color: #719185 ! important; | |
} | } | ||
| − | . | + | .Senav a:hover, |
| − | + | .Senav a.active{ | |
| + | color: #afbec7 ! important; | ||
| + | background-color: #627760 ! important; | ||
} | } | ||
| − | . | + | .Governav a{ |
| − | + | color: black ! important; | |
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .Governav a:hover .Triangle-Right, |
| − | + | .Governav a.active .Triangle-Right{ | |
| − | + | display: block; | |
} | } | ||
| − | . | + | .Pre img{ |
| − | + | box-shadow: 0 1.5px 1.5px 1.5px rgba(0, 0, 0, 0.3) ! important; | |
| − | + | border-radius: 2px ! important; | |
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .display-1, .display-2, .display-3, .display-4{ |
| − | + | font-family: -apple-system,BlinkMacSystemFont,"Segoe UI",Roboto,"Helvetica Neue",Arial,"Noto Sans",sans-serif,"Apple Color Emoji","Segoe UI Emoji","Segoe UI Symbol","Noto Color Emoji" !important; | |
| − | + | ||
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .display-1{ |
| − | + | font-weight: 400 !important; | |
| − | + | } | |
| + | |||
| + | .display-2{ | ||
| + | font-weight: 300 !important; | ||
} | } | ||
| − | . | + | .table{ |
| − | + | border: none !important; | |
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .table td{ |
| − | + | border: none !important; | |
} | } | ||
| − | + | th{ | |
| − | + | border: none !important; | |
| − | + | ||
} | } | ||
| − | . | + | .table thead th{ |
| − | color: # | + | background-color: none !important; |
| + | border-top: 1px solid #dee2e6 !important; | ||
| + | border-bottom: 1px solid #dee2e6 !important; | ||
} | } | ||
| − | . | + | .pbeg li{ |
| − | + | font-size: 1.1rem !important; | |
| − | + | ||
| − | + | ||
} | } | ||
| − | + | #bodyContent h1, #bodyContent h2 { | |
| − | + | margin-bottom: 0em !important; | |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .alert{ |
| − | + | line-height: 130%; | |
| − | + | ||
} | } | ||
| − | + | #toTOP{ | |
| − | + | position:fixed; | |
| − | + | right:2%; | |
| + | bottom:2%; | ||
| + | border-radius:25%; | ||
| + | z-index: 100; | ||
} | } | ||
| − | + | #TeenE{ | |
| − | background-image: url('https://static.igem.org/mediawiki/2019/8/8b/T--CSU_CHINA--TeenEdubtn.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/8/8b/T--CSU_CHINA--TeenEdubtn.jpg') ! important; |
} | } | ||
| − | + | #SeniorE{ | |
| − | background-image: url('https://static.igem.org/mediawiki/2019/5/56/T--CSU_CHINA--Seniorbtn.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/5/56/T--CSU_CHINA--Seniorbtn.jpg') ! important; |
| − | color: white; | + | color: white ! important; |
} | } | ||
| − | + | #Busi{ | |
| − | background-image: url('https://static.igem.org/mediawiki/2019/0/02/T--CSU_CHINA--Businessbtn.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/0/02/T--CSU_CHINA--Businessbtn.jpg') ! important; |
| − | color: white; | + | color: white ! important; |
} | } | ||
| − | + | #Gover{ | |
| − | background-image: url('https://static.igem.org/mediawiki/2019/1/1a/T--CSU_CHINA--Governmentbtn.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/1/1a/T--CSU_CHINA--Governmentbtn.jpg') ! important; |
} | } | ||
| − | + | #Philos{ | |
| − | background-image: url('https://static.igem.org/mediawiki/2019/9/9e/T--CSU_CHINA--Philosophybtn.jpg'); | + | background-image: url('https://static.igem.org/mediawiki/2019/9/9e/T--CSU_CHINA--Philosophybtn.jpg') ! important; |
| − | color: white; | + | color: white ! important; |
} | } | ||
| − | + | @media (max-width: 768px){ | |
| − | + | .btns{ | |
| − | + | height: 42rem ! important; | |
| − | + | } | |
| − | width: | + | .display-1{ |
| − | + | font-size: 3.5rem !important; | |
| − | + | } | |
| − | + | .display-2{ | |
| − | + | font-size: 3rem !important; | |
| − | + | } | |
| − | + | .pbegbtn{ | |
| − | + | width: 14rem ! important; | |
| − | + | height: 7rem ! important; | |
| − | + | border-radius: 1rem ! important; | |
| − | + | font-size: 1.5rem ! important; | |
| − | + | font-weight: bold ! important; | |
| − | + | background-size: cover ! important; | |
| − | + | background-repeat: no-repeat ! important; | |
| − | + | } | |
| − | + | .pbegbtn:hover, .pbegbtn:focus{ | |
| − | + | width: 15rem ! important; | |
| − | + | height: 8rem ! important; | |
| − | + | font-size: 1.6rem ! important; | |
| + | } | ||
| + | #cc1 ,#cc2{ | ||
| + | height: 300px; | ||
| + | } | ||
} | } | ||
@media (min-width: 768px){ | @media (min-width: 768px){ | ||
.container { | .container { | ||
| − | max-width: 921px; | + | max-width: 921px ! important; |
} | } | ||
| + | .btns{ | ||
| + | height: 9rem ! important; | ||
| + | } | ||
| + | .pbegbtn{ | ||
| + | width: 9rem ! important; | ||
| + | height: 5rem ! important; | ||
| + | border-radius: 1rem ! important; | ||
| + | font-size: 1rem ! important; | ||
| + | font-weight: bold ! important; | ||
| + | background-size: cover ! important; | ||
| + | background-repeat: no-repeat ! important; | ||
| + | transition: width 0.25s, height 0.25s, transform 0.25s, font-size 0.25s ! important; | ||
| + | } | ||
| + | .pbegbtn:hover, .pbegbtn:focus{ | ||
| + | width: 9.4rem ! important; | ||
| + | height: 5.4rem ! important; | ||
| + | font-size: 1.1rem ! important; | ||
| + | transform: translate(0, -5px) ! important; | ||
| + | } | ||
| + | #cc1 ,#cc2{ | ||
| + | height: 400px; | ||
| + | } | ||
| + | .Senav .nav-link, .Teenav .nav-link, .Governav .nav-link{ | ||
| + | padding: .5rem .5rem ! important; | ||
| + | line-height: 130%; | ||
| + | } | ||
| + | .Governav a{ | ||
| + | font-size: 1rem; | ||
| + | } | ||
| + | .Triangle-Right{ | ||
| + | width: 0 ! important; | ||
| + | height: 0 ! important; | ||
| + | border-top: 8px solid transparent ! important; | ||
| + | border-left: 15px solid #ff3333 ! important; | ||
| + | border-bottom: 8px solid transparent ! important; | ||
| + | margin-right: 8px ! important; | ||
| + | display: none; | ||
| + | } | ||
| + | |||
} | } | ||
@media (min-width: 992px){ | @media (min-width: 992px){ | ||
.container { | .container { | ||
| − | max-width: 1190px; | + | max-width: 1190px ! important; |
| + | } | ||
| + | .btns{ | ||
| + | height: 11rem ! important; | ||
| + | } | ||
| + | .pbegbtn{ | ||
| + | width: 11rem ! important; | ||
| + | height: 6rem ! important; | ||
| + | border-radius: 1.2rem ! important; | ||
| + | font-size: 1.2rem ! important; | ||
| + | font-weight: bold ! important; | ||
| + | background-size: cover ! important; | ||
| + | background-repeat: no-repeat ! important; | ||
| + | transition: width 0.25s, height 0.25s, transform 0.25s, font-size 0.25s ! important; | ||
| + | } | ||
| + | .pbegbtn:hover, .pbegbtn:focus{ | ||
| + | width: 12rem ! important; | ||
| + | height: 7rem ! important; | ||
| + | font-size: 1.3rem ! important; | ||
| + | transform: translate(0, -8px) ! important; | ||
| + | } | ||
| + | .Senav .nav-link, .Teenav .nav-link, .Governav .nav-link{ | ||
| + | padding: .5rem 1rem ! important; | ||
| + | } | ||
| + | .Governav a{ | ||
| + | font-size: 1.1rem; | ||
} | } | ||
} | } | ||
@media (min-width: 1200px){ | @media (min-width: 1200px){ | ||
.container { | .container { | ||
| − | max-width: 1368px | + | max-width: 1368px ! important; |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
} | } | ||
| − | . | + | .btns{ |
| − | + | height: 11rem ! important; | |
} | } | ||
| − | . | + | .pbegbtn{ |
| − | font-size: | + | width: 13rem ! important; |
| + | height: 7rem ! important; | ||
| + | border-radius: 1.5rem ! important; | ||
| + | font-size: 1.5rem ! important; | ||
| + | font-weight: bold ! important; | ||
| + | background-size: cover ! important; | ||
| + | background-repeat: no-repeat ! important; | ||
| + | transition: width 0.25s, height 0.25s, transform 0.25s, font-size 0.25s ! important; | ||
} | } | ||
| − | . | + | .pbegbtn:hover, .pbegbtn:focus{ |
| − | height: | + | width: 15rem ! important; |
| + | height: 8rem ! important; | ||
| + | font-size: 1.6rem ! important; | ||
| + | transform: translate(0, -10px) ! important; | ||
} | } | ||
| − | . | + | .Triangle-Right{ |
| + | width: 0 ! important; | ||
| + | height: 0 ! important; | ||
| + | border-top: 13px solid transparent ! important; | ||
| + | border-left: 21px solid #ff3333 ! important; | ||
| + | border-bottom: 13px solid transparent ! important; | ||
| + | margin-right: 15px ! important; | ||
display: none; | display: none; | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
} | } | ||
} | } | ||
</style> | </style> | ||
| − | |||
<script> | <script> | ||
$(document).ready(function(){ | $(document).ready(function(){ | ||
| Line 223: | Line 352: | ||
$("#Government").hide(); | $("#Government").hide(); | ||
$("#Philosophy").hide(); | $("#Philosophy").hide(); | ||
| + | $("#TeenE").click(function(){ | ||
| + | $("#TeenEducation").show(); | ||
| + | $("body").attr("data-target","#TeenEspy"); | ||
| + | $("#SeniorEducation").hide(); | ||
| + | $("#Business").hide(); | ||
| + | $("#Government").hide(); | ||
| + | $("#Philosophy").hide(); | ||
| + | }); | ||
| + | $("#SeniorE").click(function(){ | ||
| + | $("#TeenEducation").hide(); | ||
| + | $("#SeniorEducation").show(); | ||
| + | $("body").attr("data-target","#SeniorEspy"); | ||
| + | $("#Business").hide(); | ||
| + | $("#Government").hide(); | ||
| + | $("#Philosophy").hide(); | ||
| + | }); | ||
| + | $("#Busi").click(function(){ | ||
| + | $("#TeenEducation").hide(); | ||
| + | $("#SeniorEducation").hide(); | ||
| + | $("#Business").show(); | ||
| + | $("body").attr("data-target","#Bussispy"); | ||
| + | $("#Government").hide(); | ||
| + | $("#Philosophy").hide(); | ||
| + | }); | ||
| + | $("#Gover").click(function(){ | ||
| + | $("#TeenEducation").hide(); | ||
| + | $("#SeniorEducation").hide(); | ||
| + | $("#Business").hide(); | ||
| + | $("#Government").show(); | ||
| + | $("body").attr("data-target","#Goverspy"); | ||
| + | $("#Philosophy").hide(); | ||
| + | }); | ||
| + | $("#Philos").click(function(){ | ||
| + | $("#TeenEducation").hide(); | ||
| + | $("#SeniorEducation").hide(); | ||
| + | $("#Business").hide(); | ||
| + | $("#Government").hide(); | ||
| + | $("#Philosophy").show(); | ||
| + | $("body").attr("data-target","#Philospy"); | ||
| + | }); | ||
}); | }); | ||
| + | |||
</script> | </script> | ||
| − | + | <div id="Top"></div> | |
| − | <div | + | <div class="container-fluid PubEng pbeg"> |
| − | + | <div class="row"> | |
| − | + | <div class="col-12 px-0"> | |
| − | <div class="container | + | <div class="d-flex align-items-center justify-content-center bigimage" style="height: 400px; background-color: grey;"> |
| − | <div class="row | + | <h1 class="display-1">PUBLIC ENGAGEMENT</h1> |
| − | <div class="col"> | + | </div> |
| − | < | + | |
</div> | </div> | ||
| − | + | </div> | |
| − | + | <div class="row"> | |
| + | <div class="col-12 text-center alert alert-info" style="font-size: 1.5rem;"> | ||
| + | Public Engagement Activities Are Divided into Five Parts: <br> (Please click buttons below) | ||
</div> | </div> | ||
| − | <div class="col"> | + | </div> |
| − | <button type="button" class="btn pbegbtn" id=" | + | <div class="row btns d-flex justify-content-center align-items-center"> |
| + | <div class="col-12 col-md p-0 d-flex justify-content-center"> | ||
| + | <a href="#comehere"><button type="button" class="btn pbegbtn" id="TeenE">Teenager<br>Education</button></a> | ||
</div> | </div> | ||
| − | <div class="col"> | + | <div class="col-12 col-md p-0 d-flex justify-content-center"> |
| − | <button type="button" class="btn pbegbtn" id=" | + | <a href="#comehere"><button type="button" class="btn pbegbtn" id="SeniorE">Senior<br>Education</button></a> |
</div> | </div> | ||
| − | <div class="col"> | + | <div class="col-12 col-md p-0 d-flex justify-content-center"> |
| − | <button type="button" class="btn pbegbtn" id=" | + | <a href="#comehere"><button type="button" class="btn pbegbtn" id="Busi">Business</button></a> |
</div> | </div> | ||
| − | < | + | <div class="col-12 col-md p-0 d-flex justify-content-center"> |
| − | + | <a href="#comehere"><button type="button" class="btn pbegbtn" id="Gover">Government</button></a> | |
| − | + | </div> | |
| − | + | <div id="comehere"></div> | |
| − | + | <div class="col-12 col-md p-0 d-flex justify-content-center"> | |
| − | + | <a href="#comehere"><button type="button" class="btn pbegbtn" id="Philos">Philosophy</button></a> | |
| − | + | </div> | |
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| − | + | ||
| − | </ | + | |
</div> | </div> | ||
</div> | </div> | ||
| − | <div class="container | + | |
| + | |||
| + | <div class="container pbeg" id="TeenEducation"> | ||
<div class="row"> | <div class="row"> | ||
| − | <nav class="col- | + | <nav class="d-none d-md-block col-md-2" id="TeenEspy"> |
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| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#Research">Research</a> | + | <a class="nav-link" href="#Research" style="font-size: 1.2rem !important;">Research</a> |
</li> | </li> | ||
| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#Results">Results</a> | + | <a class="nav-link" href="#Results" style="font-size: 1.2rem !important;">Results</a> |
</li> | </li> | ||
| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#PE">Primary Education</a> | + | <a class="nav-link" href="#PE" style="font-size: 1.2rem !important;">Primary Education</a> |
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| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#NE">Normal Education</a> | + | <a class="nav-link" href="#NE" style="font-size: 1.2rem !important;">Normal Education</a> |
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| − | < | + | <div class="TEtopbox col-12"> |
| − | < | + | <h1 class="text-center display-2"><strong>TEENAGER<br>EDUCATION</strong></h1> |
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| − | </ | + | |
</div> | </div> | ||
| − | <div class="row"> | + | <div class="row"> |
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| − | + | <p class="px-4" style="font-size: 1.3rem; border-color: rgb(97, 196, 238); border-left-style: solid; border-left-width: 10px;"> | |
| − | + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">I</span>n order to improve the participation of different groups of people in our project and carry out more effective publicity of our project, we decided to use the form of questionnaire survey to carry out research on how to more effectively publicize to young people at first. | |
| − | <div id="Pie" class="col- | + | </p> |
| − | <script src="https://2019.igem.org/Template:CSU_CHINA/JS/ | + | </div> |
| − | + | <div class="col-12 mb-4"> | |
| − | + | <h2 class="display-4 py-0" id="Research">OBJECTS & METHODS</h2> | |
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| − | + | <div id="Pie" class="col-lg-5" style="height: 350px;"> | |
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<h3>OBEJECT</h3> | <h3>OBEJECT</h3> | ||
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| − | <h3>TOOL</h3> | + | <div class="col-12"> |
| − | + | <h3>TOOL</h3> | |
| − | + | <p> | |
| − | + | Our questionnaire contains 13 items, and the first 4 items collect the basic information of the interviewees. Four items are multi-choice, the more the interviewees choose, the higher their score is; the score of the ABC decreases in turn in three items; two items A scores, B won’t. The higher their score is, the more familiar they are with the corresponding knowledge. | |
| − | + | </p> | |
| − | + | <div id="questionnaire" style="width: 100%; margin-bottom: 30px;"> | |
| − | + | <div class="card"> | |
| − | + | <div class="card-header"> | |
| − | + | <a class="card-link" data-toggle="collapse" href="#Cquestionnaire" style="color: black; width: 100%;"><img src="https://static.igem.org/mediawiki/2019/b/bc/T--CSU_CHINA--file.png" width="22px"> Questionnaire (Chinese) (<-- Click here to get PDF)</a> | |
| − | + | </div> | |
| − | + | <div id="Cquestionnaire" class="collapse" data-parent="#questionnaire"> | |
| − | + | <div class="card-body"> | |
| − | + | <figure> | |
<object data="https://static.igem.org/mediawiki/2019/b/bb/T--CSU_CHINA--Cquestionnaire.pdf" type="application/pdf" width="100%" height="800px"> | <object data="https://static.igem.org/mediawiki/2019/b/bb/T--CSU_CHINA--Cquestionnaire.pdf" type="application/pdf" width="100%" height="800px"> | ||
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| − | </ | + | </figure> |
| − | </ | + | </div> |
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| − | + | <div class="card"> | |
| − | + | <div class="card-header"> | |
| − | + | <a class="card-link" data-toggle="collapse" href="#Equestionnaire" style="color: black; width: 100%;"><img src="https://static.igem.org/mediawiki/2019/b/bc/T--CSU_CHINA--file.png" width="22px"> Questionnaire (English) (<-- Click here to get PDF)</a> | |
| − | + | </div> | |
| − | + | <div id="Equestionnaire" class="collapse" data-parent="#questionnaire"> | |
| − | + | <div class="card-body"> | |
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<object data="https://static.igem.org/mediawiki/2019/e/ed/T--CSU_CHINA--Equestionnaire.pdf" type="application/pdf" width="100%" height="800px"> | <object data="https://static.igem.org/mediawiki/2019/e/ed/T--CSU_CHINA--Equestionnaire.pdf" type="application/pdf" width="100%" height="800px"> | ||
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| − | <h3>STATISTICAL METHODS</h3> | + | <div class="col-12"> |
| − | + | <h3>STATISTICAL METHODS</h3> | |
| − | + | <p> | |
| − | + | <a href="https://www.ibm.com/analytics/spss-statistics-software">SPSS20.0</a> and <a href="http://www.statmodel.com/usingmplusviar.shtml">Mplus 7.4</a> software are used to analyze the data. Kolmogorov-Smirnov normality test is used to test the scores of each item. The results showed that all items had significant skewness and kurtosis values (P < 0.001). Therefore, this study chooses to use the robust maximum likelihood estimation method to analyze the data of non-normal distribution. | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | Multiple confirmatory factor analysis is used to test the measurement equivalence between urban adolescents and rural adolescents, including the following four aspects: | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | <ol> | |
| − | + | <li class="my-3"><b>Morphological Equivalent Model (Model 1)</b>, i.e. to test whether the composition of latent variables among different groups is the same;</li> | |
| − | + | <li class="my-3"><b>Weak Equivalent Model (Model 2)</b>, i.e. to test whether the load of factors is equal among groups;</li> | |
| − | + | <li class="my-3"><b>Strong Equivalent Model (Model 3)</b>, i.e. to test the intercept of observed variables is the same;</li> | |
| − | + | <li class="my-3"><b>Strict Equivalent Model (Model 4)</b>, i.e. to test whether the error variance between different groups is equal.</li> | |
| − | + | </ol> | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | The difference between CFI and TLI (ΔCFI, ΔTLI) and Bayesian Information Criterion (BIC) are used to evaluate the measurement equivalence<a href="#ter1" style="color: grey;"><sup>[1]</sup></a>. When ΔCFI is less than 0.010, ΔTLI is less than 0.010 and BIC is reduced, the equivalent model is considered acceptable<a href="#ter2" style="color: grey;"><sup>[2]</sup></a>. | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | Independent sample t test is used to compare the total score of the scale and the scores of each factor between urban and rural adolescents. | |
| + | </p> | ||
| + | </div> | ||
</div> | </div> | ||
| − | <div class=" | + | <div class="row"> |
| − | <div class=" | + | <div class="col-12"> |
| − | <h2 id="Results">RESULTS</h2 | + | <h2 class="display-4" id="Results">RESULTS</h2> |
| − | + | ||
| − | + | ||
<h3>DESCRIPTIVE STATISTICS</h3> | <h3>DESCRIPTIVE STATISTICS</h3> | ||
<p> | <p> | ||
The absolute skewness of 9 items in descriptive statistics ranged from 0.19 to 1.22, and the absolute value of kurtosis ranged from 0.52 to 1.97. The skewness and kurtosis values of normal distribution data should be equal to zero. The absolute values of the above reports indicate that the scores of each item are non-normal distribution data. In this study, the questionnaire showed highly internal consistency in the total sample, urban adolescents and rural adolescents. Cronbach's α value is 0.895, 0.891 and 0.891 respectively. The correlation coefficients among the average items are 0.362, 0.365 and 0.359, respectively. | The absolute skewness of 9 items in descriptive statistics ranged from 0.19 to 1.22, and the absolute value of kurtosis ranged from 0.52 to 1.97. The skewness and kurtosis values of normal distribution data should be equal to zero. The absolute values of the above reports indicate that the scores of each item are non-normal distribution data. In this study, the questionnaire showed highly internal consistency in the total sample, urban adolescents and rural adolescents. Cronbach's α value is 0.895, 0.891 and 0.891 respectively. The correlation coefficients among the average items are 0.362, 0.365 and 0.359, respectively. | ||
</p> | </p> | ||
| − | + | <div class="col-12 d-flex justify-content-center"> | |
| − | + | <div id="cc1" style="width: 80% ;"> | |
| − | + | <script src="https://2019.igem.org/Template:CSU_CHINA/JS/Teenechartscc1?action=raw&ctype=text/javascript"> | |
| + | </script> | ||
| + | </div> | ||
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12 d-flex justify-content-center"> |
| − | < | + | <div id="cc2" class="mt-4" style="width: 80%;"> |
| + | <script src="https://2019.igem.org/Template:CSU_CHINA/JS/Teenechartscc2?action=raw&ctype=text/javascript"> | ||
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| + | </div> | ||
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12 d-flex justify-content-center"> |
| − | < | + | <h4>Normalized Choice Results</h4> |
</div> | </div> | ||
| − | <div class="row"> | + | <div class="col-12 d-flex justify-content-center"> |
| + | <p style="width: 80%; color: grey;">1, 2, 3, 4 are the basic information of the interviewees.5, 6, 10, 11, 12 are the single selection, A scores B won‘t. 7, 8, 9, 13 are multiple choices, in which the more items selected, the higher the score is, which indicates that they are more familiar with the corresponding knowledge. | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="row"> | ||
| + | <div class="col-12"> | ||
<h3>SINGLE GROUP CONFIRMATORY FACTOR ANALYSIS</h3> | <h3>SINGLE GROUP CONFIRMATORY FACTOR ANALYSIS</h3> | ||
<p> | <p> | ||
| Line 476: | Line 573: | ||
</p> | </p> | ||
<div class="table-responsive"> | <div class="table-responsive"> | ||
| − | + | <table class="table table-hover mx-0"> | |
| − | + | <caption style="font-size: 20px; color: black; font-weight: bold; caption-side: top">CONFIRMATORY FACTOR ANALYSIS</caption> | |
| − | + | <thead> | |
| − | + | <tr> | |
| − | + | <th>Model</th> | |
| − | + | <th>TLI</th> | |
| − | + | <th>CFI</th> | |
| − | + | <th>RMSEA(90%CI)</th> | |
| − | + | <th>SRMR</th> | |
| − | + | <th>ΔTLI</th> | |
| − | + | <th>ΔCFI</th> | |
| − | + | <th>BIC</th> | |
| − | + | </tr> | |
| − | + | </thead> | |
| − | + | <tbody> | |
| − | + | <tr> | |
| − | + | <td>Model 1</td> | |
| − | + | <td>0.915</td> | |
| − | + | <td>0.932</td> | |
| − | + | <td>0.068(0.063,0.072)</td> | |
| − | + | <td>0.049</td> | |
| − | + | <td>-</td> | |
| − | + | <td>-</td> | |
| − | + | <td>23396.202</td> | |
| − | + | </tr> | |
| − | + | <tr> | |
| − | + | <td>Model 2</td> | |
| − | + | <td>0.918</td> | |
| − | + | <td>0.930</td> | |
| − | + | <td>0.067(0.062,0.071)</td> | |
| − | + | <td>0.052</td> | |
| − | + | <td>0.003</td> | |
| − | + | <td>-0.002</td> | |
| − | + | <td>23325.545</td> | |
| − | + | </tr> | |
| − | + | <tr> | |
| − | + | <td>Model 3</td> | |
| − | + | <td>0.921</td> | |
| − | + | <td>0.928</td> | |
| − | + | <td>0.066(0.061,0.070)</td> | |
| − | + | <td>0.054</td> | |
| − | + | <td>0.003</td> | |
| − | + | <td>-0.002</td> | |
| − | + | <td>23265.549</td> | |
| − | + | </tr> | |
| − | + | <tr> | |
| − | + | <td>Model 4</td> | |
| − | + | <td>0.927</td> | |
| − | + | <td>0.928</td> | |
| − | + | <td>0.063(0.059,0.067)</td> | |
| − | + | <td>0.054</td> | |
| − | + | <td>0.006</td> | |
| − | + | <td>0.000</td> | |
| − | + | <td>23199.631</td> | |
| − | + | </tr> | |
| − | + | <tr> | |
| − | + | <td colspan="8" style="border-top: 1px solid #dee2e6 ! important;"> | |
| − | + | Note: Model 1 = Morphological Equivalent Model; Model 2 = Weak Equivalent Model; Model 3 = Strong Equivalent Model; Model 4 = Strict Equivalent Model; *P < 0.01. | |
| − | + | </td> | |
| − | + | </tr> | |
| − | + | </tbody> | |
| − | + | </table> | |
</div> | </div> | ||
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<h3>COMPARISON</h3> | <h3>COMPARISON</h3> | ||
<p> | <p> | ||
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| − | <div class=" | + | <div class="row"> |
| − | <div class=" | + | <div class="col-12"> |
| − | <h2 | + | <h2 class="display-4">ANALYSIS & DISCUSSION</h2> |
| − | <p> | + | <p class="px-4" style="border-color: rgb(97, 196, 238); border-left-style: solid; border-left-width: 10px;"> |
| − | + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">A</span>ccording to the results, we realize that the primary and secondary school students in rural areas have much less interest and concept in biology than those in urban areas, and most of their knowledge comes from the classroom. Based on the above phenomena, we decided to select a rural middle school, the 16th primary school in Lengshuitan District, Yongzhou City, Hunan Province, and carry out propaganda and education on synthetic biology for the students there. | |
</p> | </p> | ||
| − | <img src="https://static.igem.org/mediawiki/2019/2/21/T--CSU_CHINA--RtoA.png" class="mx-auto" width=" | + | </div> |
| − | <p> | + | <div class="col-12 d-flex justify-content-center align-items-center"> |
| − | + | <img src="https://static.igem.org/mediawiki/2019/2/21/T--CSU_CHINA--RtoA.png" class="mx-auto" width="60%"> | |
| + | </div> | ||
| + | <div class="col-12 my-4"> | ||
| + | <h3 id="PE">PRIMARY EDUCATION</h3> | ||
| + | <p class="px-4" style="border-color: rgb(97, 196, 238); border-left-style: solid; border-left-width: 10px;"> | ||
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">W</span>e selected students in a remote middle school, namely the students of Lengshuitan Primary School in Yongzhou City, Hunan Province, to publicize and educate them. | ||
</p> | </p> | ||
<p> | <p> | ||
| − | + | First, in order to enhance their interest, we played a game with them on synthetic biology. We chose the plasticizer for the material of the game. The meaning of the steps of the game is closely related to synthetic biology, which explains what synthetic biology is and how it affects our lives to pupils who currently have no idea of the microscopic world of biology. For example, we compare a box of silly putty to a chromosome in which different colors of silly putty are different genes. Furthermore, different children exchange different colors of erasers before adding new elements to them, which is equivalent to the process of introducing different genes. | |
</p> | </p> | ||
<div id="ChiEducation" class="carousel slide mx-auto" data-ride="carousel" data-interval="3000" style="max-width: 668px; margin-top: 30px;"> | <div id="ChiEducation" class="carousel slide mx-auto" data-ride="carousel" data-interval="3000" style="max-width: 668px; margin-top: 30px;"> | ||
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<span class="sr-only">Next</span> | <span class="sr-only">Next</span> | ||
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| − | </div> | + | </div> |
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12"> |
| − | <p | + | <p> |
We made a propaganda cartoon about synthetic biology, in which we explained what synthetic biology is and how it affects our lives. We import animation into VR glasses for playback. In this way, we interpret more professional synthetic biology in the form of animation, and integrate traditional animation with modern VR technology. | We made a propaganda cartoon about synthetic biology, in which we explained what synthetic biology is and how it affects our lives. We import animation into VR glasses for playback. In this way, we interpret more professional synthetic biology in the form of animation, and integrate traditional animation with modern VR technology. | ||
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| − | <div class=" | + | <div class="col-lg-3" style="text-align: center"> |
| + | <img src="https://static.igem.org/mediawiki/2019/f/f9/T--CSU_CHINA--VR.gif" style="height: 300px"/> | ||
| + | </div> | ||
| + | <div class="col-lg-9"> | ||
| + | <p style="font-size: 60px ! important; font-weight: bold; text-shadow: 2px 2px 5px grey">“</p> | ||
| + | <p style="font-size: 30px ! important; text-shadow: 2px 2px 5px grey" class="text-center">It is a very very funny cartoon. And the glass is very odd but interesting. I like it because it is cool and I learnt a lot of new things from it.</p> | ||
| + | <p style="font-size: 60px ! important; font-weight: bold; text-shadow: 2px 2px 5px grey" class="text-right">”</p> | ||
| + | </div> | ||
| + | <div class="col-12"> | ||
<p> | <p> | ||
In order to let them understand the gene therapy better, we hold a painting competition with synthetic biology as its theme, let the children give full play to their imagination and draw the synthetic biology in their hearts with brushes in their hands. A total of 85 pupils participated in the competition and submitted their imaginative works. Many children’s paintings are unexpected fulling of their fantastic ideas. Finally, we assessed one first prize, two second prizes and three third prizes. | In order to let them understand the gene therapy better, we hold a painting competition with synthetic biology as its theme, let the children give full play to their imagination and draw the synthetic biology in their hearts with brushes in their hands. A total of 85 pupils participated in the competition and submitted their imaginative works. Many children’s paintings are unexpected fulling of their fantastic ideas. Finally, we assessed one first prize, two second prizes and three third prizes. | ||
</p> | </p> | ||
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| − | <div class=" | + | <div class="col-12 d-flex justify-content-center align-items-center"> |
| − | <img src="https://static.igem.org/mediawiki/2019/0/05/T--CSU_CHINA--TeenCompetition.jpg" style="margin-bottom: 30px;"> | + | <img src="https://static.igem.org/mediawiki/2019/0/05/T--CSU_CHINA--TeenCompetition.jpg" style="width: 90%; ;margin-bottom: 30px;"> |
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12"> |
| − | <p> | + | <p class="px-4" style="border-color: rgb(97, 196, 238); border-left-style: solid; border-left-width: 10px;"> |
| − | + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">A</span>dmittedly, there are some differences between the popularity of the concept of genetics simulated in this way and the fact that there are some complex knowledge points, but it is decided by the audience of this popularity of science. And the greatest significance of this activity is that we manage to bring children a new world, arouse their thirst for knowledge, and hope to bury a seed of scientific inquiry into their minds, which may change their lives. This group, children, is more curious about the world than the normal adolescent, and their imagination is richer. So that being exposed to different fields of things from an early age will help them find their own interests and play their strengths. | |
</p> | </p> | ||
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12"> |
| − | + | <h3 id="NE">NORMAL EDUCATION</h3> | |
</div> | </div> | ||
| − | <div class=" | + | <div class="col-12 d-flex justify-content-center align-items-center"> |
| + | <img class="mb-4" src="https://static.igem.org/mediawiki/2019/4/41/T--CSU_CHINA--2019to2029.png" width="60%"> | ||
| + | </div> | ||
| + | <div class="col-12"> | ||
| + | <img class="img-fluid float-left mx-4 mb-1" src="https://static.igem.org/mediawiki/2019/b/ba/T--CSU_CHINA--people2people.png" style="width: 27%"> | ||
<p> | <p> | ||
| − | Since members of our group can’t go forward to popularize science or educate people in remote areas regularly or for a long time, if we want to continue this activity, what else should we do now? At this time, the students of normal universities in our country came up to our minds. | + | We want our projects to have a broad and sustained impact, but it's not enough to rely on one group. Since members of our group can’t go forward to popularize science or educate people in remote areas regularly or for a long time, if we want to continue this activity, what else should we do now? At this time, the students of normal universities in our country came up to our minds. A teacher can educate thousands of children in his decades of teaching, and these normal students will go to all parts of the country after graduation, especially in remote areas to bring good education to the children there. So we choose to carry out publicity and education for them. We made a booklet about the science popularization of synthetic biology and distributed it to them. We explained to them the goals we need to achieve, the changes we need to make and so on. Finally, we reached a consensus with them. We hope to use their power to let more children learn new knowledge. |
</p> | </p> | ||
| − | + | </div> | |
| − | + | <div class="Pre col-sm-6 d-flex align-items-center justify-content-center"> | |
| − | + | <img class="my-4" src="https://static.igem.org/mediawiki/2019/b/b5/T--CSU_CHINA--NormEdu1.jpg" width="80%" > | |
| − | + | </div> | |
| − | + | <div class="Pre col-sm-6 d-flex align-items-center justify-content-center"> | |
| − | + | <img class="my-4" src="https://static.igem.org/mediawiki/2019/5/55/T--CSU_CHINA--NormEdu2.jpg" width="80%" > | |
| − | + | </div> | |
| − | + | <div class="Pre col-sm-6 d-flex align-items-center justify-content-center"> | |
| − | + | <img class="my-4" src="https://static.igem.org/mediawiki/2019/9/9d/T--CSU_CHINA--NormEdu3.jpg" width="80%" > | |
| + | </div> | ||
| + | <div class="Pre col-sm-6 d-flex align-items-center justify-content-center"> | ||
| + | <img class="my-4" src="https://static.igem.org/mediawiki/2019/9/9a/T--CSU_CHINA--NormEdu4.jpg" width="80%" > | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="row"> | ||
| + | <div class="col-12 mt-5"> | ||
| + | <h2 class="display-4" style="color: grey;">REFERENCES</h2> | ||
| + | </div> | ||
| + | <div class="col-8 ml-3" style="border-top: 1px solid grey;"></div> | ||
| + | <div class="w-100"></div> | ||
| + | <div class="col-12"> | ||
| + | <p style="color: grey;" id="ter1">[1] Cheung, Rensvold. Cross-cultural comparisons using noninvariant measurement items. Applied Behavioral Science Review,1998,6(99):93-110</p> | ||
| + | <p style="color: grey;" id="ter2">[2] Cheung, Rensvold. Testing Factorial Invariance across Groups: A Reconceptualization and Proposed New Method. JournalofManagement,1999,25(1):1-27</p> | ||
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| + | <div class="container pbeg" id="SeniorEducation"> | ||
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| − | <nav class="col- | + | <nav class="d-none d-md-block col-md-2" id="SeniorEspy"> |
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| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#SResearch">Research</a> | + | <a class="nav-link" href="#SResearch" style="font-size: 1.2rem;">Research</a> |
</li> | </li> | ||
| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#SResults">Results</a> | + | <a class="nav-link" href="#SResults" style="font-size: 1.2rem;">Results</a> |
</li> | </li> | ||
| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#SDiscussion">Discussion</a> | + | <a class="nav-link" href="#SDiscussion" style="font-size: 1.2rem;">Discussion</a> |
</li> | </li> | ||
| − | <li class="nav-item"> | + | <li class="nav-item my-3"> |
| − | <a class="nav-link" href="#SAction">Action</a> | + | <a class="nav-link" href="#SAction" style="font-size: 1.2rem;">Action</a> |
</li> | </li> | ||
</ul> | </ul> | ||
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<div class="row"> | <div class="row"> | ||
| − | <p style="font-size: | + | <div class="SEtopbox col-12"> |
| − | + | <h1 class="text-center display-2"><strong>SENIOR<br>EDUCATION</strong></h1> | |
| − | + | </div> | |
| − | + | <div class="col-12 my-4 d-flex align-items-center"> | |
| + | <p class="px-4" style="font-size: 1.3rem; border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | ||
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">I</span>n order to improve public participation and make the publicity more effective, We use the form of questionnaire survey to conduct research on how to publicize to adults effectively. | ||
| + | </p> | ||
| + | </div> | ||
| + | <div class="col-12"> | ||
| + | <h2 class="display-4 mb-4" id="SResearch">OBJECTS & METHODS</h2> | ||
| + | </div> | ||
</div> | </div> | ||
<div class="row"> | <div class="row"> | ||
| − | < | + | <div id="Bar" class="col-lg-5" style="height: 370px;"> |
| + | <script src="https://2019.igem.org/Template:CSU_CHINA/JS/Seniorcharts?action=raw&ctype=text/javascript"></script> | ||
| + | </div> | ||
| + | <div class="col-lg-7"> | ||
| + | <div class="jumbotron" style="background-color: #7caa83;"> | ||
| + | <h3>OBEJECT</h3> | ||
| + | <p> | ||
| + | A total of 486 participants from Hunan Province China participated in the sample. Eight of the questionnaires were not finished completely thus 478 valid questionnaires were finally collected. The age of the interviewees ranges from 18 to 100 years, with an average age of 58.36 ± 3.89 years. Among them, there were 264(55.23%) middle-aged people (18-60 years old), with an average age of 48.54±4.11 years old. There were 214(44.77%) elderly people (60-100 years old), with an average age of 68.59± 3.98 years. | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
</div> | </div> | ||
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| − | + | <div class="col-12"> | |
| − | + | <h3>TOOL</h3> | |
| − | + | <p> | |
| − | + | Our questionnaire contains 13 items, and the first 5 items collecting the basic information of the interviewees. Five items are multi-choice, in which the more items the interviewees choose, the higher their score is; the score of the ABCD decreases in turn if the item contents three options; if it has two options, then choosing A scores, while choosing B won’t. The higher their score is, the more familiar they are with the corresponding knowledge. | |
| − | + | ||
| − | + | </p> | |
| − | + | <div id="Squestionnaire" style="width: 100%; margin-bottom: 30px;"> | |
| − | + | <div class="card"> | |
| − | + | <div class="card-header"> | |
| − | + | <a class="card-link" data-toggle="collapse" href="#CSquestionnaire" style="color: black"><img src="https://static.igem.org/mediawiki/2019/b/bc/T--CSU_CHINA--file.png" width="22px"> Questionnaire (Chinese) (<-- Click here to get PDF)</a> | |
| − | + | </div> | |
| − | + | <div id="CSquestionnaire" class="collapse" data-parent="#Squestionnaire"> | |
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| − | <h3> | + | <div class="col-12"> |
| − | + | <h3>STATISTICAL METHODS</h3> | |
| − | + | <p> | |
| − | + | <a href="https://www.ibm.com/analytics/spss-statistics-software">SPSS20.0</a> and <a href="http://www.statmodel.com/usingmplusviar.shtml">Mplus 7.4</a> software are used to analyze the data. Kolmogorov-Smirnov normality test is used to test the scores of each item. The results showed that all items had significant skewness and kurtosis values (P < 0.001). Therefore, this study chooses to use the robust maximum likelihood estimation method to analyze the data of non-normal distribution. | |
| + | </p> | ||
| + | <p> | ||
| + | Multiple confirmatory factor analysis is used to test the measurement equivalence between urban adolescents and rural adolescents, including the following four aspects: | ||
| + | </p> | ||
| + | <p> | ||
| + | <ol> | ||
| + | <li class="my-3"><b>Morphological Equivalent Model (Model 1)</b>, i.e. to test whether the composition of latent variables among different groups is the same;</li> | ||
| + | <li class="my-3"><b>Weak Equivalent Model (Model 2)</b>, i.e. to test whether the load of factors is equal among groups;</li> | ||
| + | <li class="my-3"><b>Strong Equivalent Model (Model 3)</b>, i.e. to test the intercept of observed variables is the same;</li> | ||
| + | <li class="my-3"><b>Strict Equivalent Model (Model 4)</b>, i.e. to test whether the error variance between different groups is equal.</li> | ||
| + | </ol> | ||
| + | </p> | ||
| + | <p> | ||
| + | The difference between CFI and TLI (ΔCFI, ΔTLI) and Bayesian Information Criterion (BIC) are used to evaluate the measurement equivalence<a href="#ser1" style="color: grey;"><sup>[1]</sup></a>. When ΔCFI is less than 0.010, ΔTLI is less than 0.010 and BIC is reduced, the equivalent model is considered acceptable<a href="#ser2" style="color: grey;"><sup>[2]</sup></a>. | ||
| + | </p> | ||
| + | <p> | ||
| + | Independent sample t test is used to compare the total score of the scale and the scores of each factor between middle-aged people and the elderly. | ||
| + | </p> | ||
| + | </div> | ||
</div> | </div> | ||
<div class="row"> | <div class="row"> | ||
| − | + | <div class="col-12"> | |
| − | + | <h2 class="display-4" id="SResults">RESULTS</h2> | |
| − | + | <h3>DESCRIPTIVE STATISTICS</h3> | |
| − | + | <p> | |
| − | <div class=" | + | The absolute skewness of 9 items in descriptive statistics ranged from 0.26 to 1.39, and the absolute value of kurtosis ranged from 0.45 to 1.85. The skewness and kurtosis values of normal distribution data should be equal to zero. The absolute values of the above reports indicate that the scores of each item are non-normal distribution data. In this study, the questionnaire showed highly internal consistency in the total sample, middle-aged people and the elderly. Cronbach's α value is 0.876, 0.885 and 0.893 respectively. The correlation coefficients among the average items are 0.384, 0.403 and 0.365, respectively. |
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<div class="row"> | <div class="row"> | ||
| − | < | + | <div class="col-12"> |
| − | + | <h3>MEASUREMENT EQUIVALENCE TEST</h3> | |
| − | + | <p> | |
| − | + | The measurement equivalence test shows that each model achieves the ideal fitting level, and the model fitting index CFI, TLI, SRMR and RMSEA are all meet the requirements of surveying. Comparing the weak equivalent model with the morphological equivalent model (2 vs 1), the strong equivalent model with the weak equivalent model (3 vs 2), and the strong equivalent model with the strict equivalent model (4 vs 3), we can see that the values of ΔCFI ≤ 0.010, ΔTLI ≤ 0.010 and BIC decrease. | |
| − | + | </p> | |
| − | + | <div class="table-responsive"> | |
| − | + | <table class="table table-hover mx-0"> | |
| + | <caption style="font-size: 20px; color: black; font-weight: bold; caption-side: top">COMPARISON OF KNOWLEDGE ABOUT BREAST CANCER IN MIDDLE-AGED AND ELDERLY PEOPLE</caption> | ||
| + | <thead> | ||
| + | <tr> | ||
| + | <th>Model</th> | ||
| + | <th>TLI</th> | ||
| + | <th>CFI</th> | ||
| + | <th>RMSEA(90%CI)</th> | ||
| + | <th>SRMR</th> | ||
| + | <th>ΔTLI</th> | ||
| + | <th>ΔCFI</th> | ||
| + | </tr> | ||
| + | </thead> | ||
| + | <tbody> | ||
| + | <tr> | ||
| + | <td>Model 1</td> | ||
| + | <td>0.896</td> | ||
| + | <td>0.914</td> | ||
| + | <td>0.048(0.034,0.046)</td> | ||
| + | <td>0.05</td> | ||
| + | <td>0.008</td> | ||
| + | <td>0.004</td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td>Model 2</td> | ||
| + | <td>0.908</td> | ||
| + | <td>0.918</td> | ||
| + | <td>0.038(0.032,0.043)</td> | ||
| + | <td>0.049</td> | ||
| + | <td>-0.021</td> | ||
| + | <td>-0.024</td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td>Model 3</td> | ||
| + | <td>0.886</td> | ||
| + | <td>0.894</td> | ||
| + | <td>0.038(0.032,0.043)</td> | ||
| + | <td>0.049</td> | ||
| + | <td>-0.001</td> | ||
| + | <td>-0.001</td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td>Model 4</td> | ||
| + | <td>0.907</td> | ||
| + | <td>0.917</td> | ||
| + | <td>0.038(0.032,0.043)</td> | ||
| + | <td>0.048</td> | ||
| + | <td>-0.022</td> | ||
| + | <td>-0.022</td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td colspan="8" style="border-top: 1px solid #dee2e6 !important;"> | ||
| + | Note: Model 1 = Morphological Equivalent Model; Model 2 = Weak Equivalent Model; Model 3 = Strong Equivalent Model; Model 4 = Strict Equivalent Model; *P < 0.01. | ||
| + | </td> | ||
| + | </tr> | ||
| + | </tbody> | ||
| + | </table> | ||
| + | </div> | ||
| + | <p> | ||
| + | The total score of elderly people group was significantly lower than that of middle-aged people group (P < 0.05). | ||
| + | </p> | ||
| + | </div> | ||
</div> | </div> | ||
<div class="row"> | <div class="row"> | ||
| − | + | <div class="col-12"> | |
| − | + | <h2 class="display-4" id="SDiscussion">ANALYSIS & DISCUSSION</h2> | |
| − | + | <p class="px-4" style="border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | |
| − | + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">A</span>ccording to the results of our research, it is found that the elderly group has a very poor understanding of breast cancer and related aspects. Compared with middle-aged people, the elderly are lack of knowledge and attention on the prevention and management of breast cancer, but the elderly are the high-risk group of breast cancer, which leads to a high incidence of breast cancer in the elderly. | |
| − | + | </p> | |
| − | + | </div> | |
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| − | + | <div class="col-12"> | |
| − | + | <h2 class="display-4" id="SAction">ACTION</h2> | |
| − | + | <h3>INVESTIGATE COMMUNITY MANAGEMENT OF BREAST CANCER</h3> | |
| − | + | <p class="px-4" style="border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | |
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">I</span>n order to make the elderly attach great importance to the prevention of breast cancer and to learn more about breast cancer, our team went to the Heyetang Community of Xianjiahu Street to help the elderly in the community with the help of Mr. Dehui Yin. They said they learned a lot about breast cancer. In order to understand the community's management of chronic diseases of breast cancer, we consulted the staff of the community health service center and found that they have insufficient knowledge about breast cancer prevention and care, and there are many defects in the management of breast cancer in the community. | ||
| + | </p> | ||
| + | <div class="d-flex justify-content-center align-items-center Pre"> | ||
| + | <img src="https://static.igem.org/mediawiki/2019/c/c3/T--CSU_CHINA--CommunityDoctor.jpg" style="width: 70%;"> | ||
| + | </div> | ||
| + | <h3 class="mt-3">CONSULT A PROFESSOR AND WRITE AN ARTICLE</h3> | ||
| + | <p class="px-4" style="border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | ||
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">W</span>e consulted the professor of public health school of Central South University on this phenomenon. The professor suggested us to think about what we can do to better manage the community and actually help the elderly patients with breast cancer. After discussion with the professor and our group members, we turned a specific scheme into an article Community Management of Elderly Breast Cancer Patients, which has been submitted for publication. The article mainly mentions that the community can carry out monthly breast examination, ask specialized doctors to carry out preliminary clinical breast examination, and pay attention to the psychological status of elderly breast cancer patients by offering psychological counseling of elderly breast cancer patients through PDCA management mode<a href="#ser3" style="color: grey;"><sup>[3]</sup></a><a href="#ser4" style="color: grey;"><sup>[4]</sup></a>. These methods are believed to help elderly breast cancer patients practically. | ||
| + | </p> | ||
| + | <div class="d-flex justify-content-center align-items-center Pre"> | ||
| + | <img class="mb-2" src="https://static.igem.org/mediawiki/2019/a/a9/T--CSU_CHINA--SeniorC.jpg" style="width: 70%;"> | ||
| + | </div> | ||
| + | <div id="CommunityManagement" style="width: 100%; margin-bottom: 30px;"> | ||
| + | <div class="card"> | ||
| + | <div class="card-header"> | ||
| + | <a class="card-link" data-toggle="collapse" href="#CommunityM" style="color: black"><img src="https://static.igem.org/mediawiki/2019/b/bc/T--CSU_CHINA--file.png" width="22px"> Community Management (<-- Click here to get PDF)</a> | ||
| + | </div> | ||
| + | <div id="CommunityM" class="collapse" data-parent="#CommunityManagement"> | ||
| + | <div class="card-body"> | ||
| + | <figure> | ||
| + | <object data="https://static.igem.org/mediawiki/2019/2/2e/T--CSU_CHINA--CommunityManagement.pdf" type="application/pdf" width="100%" height="800px"> | ||
| + | #document | ||
| + | </object> | ||
| + | </figure> | ||
| + | </div> | ||
| + | </div> | ||
| + | </div> | ||
| + | </div> | ||
| + | <h3>PROPOSE TO THE CIVIL AFFAIRS BUREAU</h3> | ||
| + | <p class="px-4" style="border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | ||
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">B</span>ased on our article, we put together a proposal with clear requirements. We suggest carry out monthly breast examination in the community health center. The community should pay attention to the vulnerable groups of breast cancer patients, and submit the information of potential breast cancer patients with disease characteristics to the superior hospital, and suggest the patients go to the superior hospital for more detailed examination. In addition, we post our proposal on the website of Changsha municipal civil affairs bureau, hoping to put our proposal into practice in the community in the future and bring practical help to breast cancer patients. | ||
| + | </p> | ||
| + | <h3>SUBMIT OUR PROPOSAL</h3> | ||
| + | <p class="px-4" style="border-color: #7caa83; border-left-style: solid; border-left-width: 10px;"> | ||
| + | <span style="font-size: 2rem; float: left; padding-right: 0.5rem;">I</span>n addition, we submitted suggestions on community management to a number of nursing homes and community committees, and worked with relevant personnel to promote these activities. Hopefully, these suggestions would help potential breast cancer patients get regular breast cancer screening in the community, increase the survival rate of breast cancer patients, and care for the mental health of breast cancer patients. | ||
| + | </p> | ||
| + | <div class="d-flex justify-content-center align-items-center mb-2"> | ||
| + | <img src="https://static.igem.org/mediawiki/2019/6/6c/T--CSU_CHINA--CommunityProposal1.png" style="width: 60%;"> | ||
| + | </div> | ||
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| + | <img src="https://static.igem.org/mediawiki/2019/4/4d/T--CSU_CHINA--CommunityProposal2.png" style="width: 60%;"> | ||
| + | </div> | ||
| + | </div> | ||
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<div class="row"> | <div class="row"> | ||
| − | + | <div class="col-12 mt-5"> | |
| − | + | <h2 class="display-4" style="color: grey;">REFERENCES</h2> | |
| − | + | </div> | |
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| − | + | <div class="w-100"></div> | |
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| + | <p style="color: grey;" id="ser1">[1] Cheung, Rensvold. Cross-cultural comparisons using noninvariant measurement items. Applied Behavioral Science Review,1998,6(99):93-110</p> | ||
| + | <p style="color: grey;" id="ser2">[2] Cheung, Rensvold. Testing Factorial Invariance across Groups: A Reconceptualization and Proposed New Method. JournalofManagement,1999,25(1):1-27</p> | ||
| + | <p style="color: grey;" id="ser3">[3] Lu Ruiguang, Chen Limin, Huang Yi, etal. Application of PDCA cycle in quality control of electronic nursing records in delivery room[J].PLA Journal of Nursing,2012,29(5A):64-65.</p> | ||
| + | <p style="color: grey;" id="ser4">[4] Mongkhonthawornchai S, Pradubwong s, Augsornwan D, etal. Nursing care system development for patients with cleft lip-palate and craniofacial deformities at Srinagarind hospital[J]. Med Assoc Thai, 2012,95(Suppl1l):49-54.</p> | ||
| + | </div> | ||
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| − | + | <h2 class="display-4 mb-2">BUSINESS PLAN</h2> | |
| − | + | <p>After the experimental group completed the basic experiment, we drafted a business plan, which mainly analyzed the technical maturity of our project, peer technical conditions, industry conditions, profit model, project risks & countermeasures, and market consumption analysis, etc.</p> | |
| − | + | </div> | |
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| − | + | <p class="m-0">While conducting market analysis, we find it difficult to obtain current market policies and data.</p> | |
| − | + | </div> | |
| − | + | <div class="col-md-2 d-flex justify-content-center align-items-center"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2019/9/99/T--CSU_CHINA--practice.png" style="width: 99px"> | |
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| − | + | <p class="m-0">Therefore, we decided to conduct field research on biotechnology companies in order to better evaluate our own situation and realize the business transformation.</p> | |
| − | + | </div> | |
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| + | <div id="BusinessPlan" style="width: 100%;"> | ||
| + | <div class="card"> | ||
| + | <div class="card-header"> | ||
| + | <a class="card-link" data-toggle="collapse" href="#BPlan" style="color: black"><img src="https://static.igem.org/mediawiki/2019/b/bc/T--CSU_CHINA--file.png" width="22px"> Business Plan (<-- Click here to get PDF)</a> | ||
| + | </div> | ||
| + | <div id="BPlan" class="collapse" data-parent="#BusinessPlan"> | ||
| + | <div class="card-body"> | ||
| + | <figure> | ||
| + | <object data="https://static.igem.org/mediawiki/2019/2/2d/T--CSU_CHINA--BPlan.pdf" type="application/pdf" width="100%" height="800px"> | ||
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| − | + | <h2 class="display-4 mb-2">CONSULT WITH A BIOLOGICAL COMPANY</h2> | |
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| − | + | <div class="col-lg-6"> | |
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| − | </ | + | <div class="col-md-4 d-flex justify-content-center align-items-center"> |
| + | <img src="https://static.igem.org/mediawiki/2019/6/6e/T--CSU_CHINA--Q%26.png" style="width: 99px; height: 99px"> | ||
| + | </div> | ||
| + | <div class="col-md-8 d-flex justify-content-center align-items-center"> | ||
| + | <p class="text-justify m-0">Will there be any difficulties in commercializing our project?</p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="row"> | ||
| + | <div class="col-md-4 d-flex justify-content-center align-items-center"> | ||
| + | <img src="https://static.igem.org/mediawiki/2019/0/03/T--CSU_CHINA--%26A.png" style="width: 99px; height: 99px"> | ||
| + | </div> | ||
| + | <div class="col-md-8 d-flex justify-content-center align-items-center"> | ||
| + | <p class="text-justify m-0">Your project does not involve the embryo or germ cells, only involves the somatic cells, I suggested that <b>the ethical issues that our project may meet lie in patients’ level</b>. To be specific, in the process of gene therapy the risks is unknown, which may cause panic among the patients. In this case, you need to <b>consider the safety and ethical questions of gene therapy</b>.</p> | ||
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| − | + | <img src="https://static.igem.org/mediawiki/2019/a/a5/T--CSU_CHINA--company.jpg" style="width: 100%"> | |
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| − | + | <div class="col-12 m-3" style="border-color: rgb(255,109,61); border-left-style: solid; border-left-width: 10px;"> | |
| − | + | <p class="m-0"> | |
| − | + | In addition, the person in charge fully affirmed our project, described the future trend of gene therapy industry, and deeply analyzed the future development direction and the prospect of the consumer market. Then, we reviewed several hot therapeutic directions, including the transformation of genomic data into clinical applications, pharmacogenomic research, non-invasive cancer screening, etc. She believes that our project will eventually go to market after advancing step by step. | |
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| + | <div class="col-12"> | ||
| + | <h2 class="display-4 my-4" id="ApplicationProblem">APPLICATION PROBLEMS</h2> | ||
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| − | + | <div class="col-md-5 d-flex justify-content-center"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2019/5/5d/T--CSU_CHINA--Qman.png" style="height: 300px;"> | |
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| − | + | <div class="col-md-7 d-flex align-items-center" style="border-style: solid; border-width: 1.5px; border-radius: 15px;"> | |
| − | + | <p style="font-size: 1.5rem ! important;">During our experiment, we realized that our project will mature and put into use in the near future. In that case, it will involve the issue of the marketing of gene therapy drugs, as well as the price and public burden of clinical gene therapy.</p> | |
| − | + | ||
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</div> | </div> | ||
| − | + | </div> | |
| − | <h2 id="LawyerConsultancy">LAWYER CONSULTANCY</h2> | + | <div class="row"> |
| + | <div class="col-12"> | ||
| + | <h2 class="display-4 mt-4" id="LawyerConsultancy">LAWYER CONSULTANCY</h2> | ||
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| − | < | + | <p class="px-4" style="font-size: 1.3rem; border-color: #cc4452; border-left-style: solid; border-left-width: 10px;"> |
| − | + | Then, we put forward our ideas and discussed them, sorted out a proposal with clear requirements, and went to Jianghua County People's Court of Yongzhou City, Hunan Province, to consult Lawyer Wu with experience in this field. | |
| − | + | </p> | |
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| − | + | <img src="https://static.igem.org/mediawiki/2019/d/d3/T--CSU_CHINA--Wu.png" style="width: 95%;"> | |
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| − | + | <h2 class="display-4 mt-4" id="LawyerSuggestion">SUGGESTION FROM LAWYER WU</h2> | |
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| + | <ul> | ||
| + | <li class="pt-4" style="font-size: 1.3rem !important">Speed up drug approval | ||
| + | <ul class="py-4"> | ||
| + | <li style="font-size: 1.2rem !important">Reducing the number of drugs applied</li> | ||
| + | <li style="margin-top: 30px; font-size: 1.2rem !important">Improving the efficiency of the drug approval</li> | ||
| + | </ul> | ||
| + | </li> | ||
| + | </ul> | ||
| + | </div> | ||
| + | <div class="col-md p-0 m-2" style="background-color: #8cd9b3; border-radius: 20px; font-size: 1.3rem !important"> | ||
| + | <ul> | ||
| + | <li class="pt-4" style="font-size: 1.3rem !important">Security | ||
| + | <ul class="py-4"> | ||
| + | <li style="font-size: 1.2rem !important">Gene therapy should be included in medical security</li> | ||
| + | <li style="font-size: 1.2rem !important">The government could reduce the financial burden by installments</li> | ||
| + | </ul> | ||
| + | </li> | ||
| + | </ul> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="row"> | ||
| + | <div class="col-12"> | ||
| + | <h2 class="display-4 mt-4" id="Proposal">OUR PROPRSALS</h2> | ||
| + | </div> | ||
| + | <div class="col-12 m-4 d-flex align-items-center"> | ||
| + | <p class="px-4" style="font-size: 1.3rem; border-color: #cc4452; border-left-style: solid; border-left-width: 10px;">We put forward our suggestions to the government through the official website of the Ministry of Human Resources and Social Security of the People's Republic of China and the official website of the State Drug Administration. We hope to receive a response from the government soon. Hopefully, our bill will promote the development and popularization of gene therapy in the future, accelerate the speed of gene therapy entering the future market, and help gene therapy really enter the domestic market.</p> | ||
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| − | + | <div class="container shadow mb-5 pbeg" id="Philosophy"> | |
| − | + | <div class="row m-3 pt-4"> | |
| − | + | <div class="col-md-3 d-flex justify-content-center align-items-center"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2019/7/71/T--CSU_CHINA--Philos.png" style="width: 150px; height: 150px"> | |
| − | + | </div> | |
| − | + | <div class="col-md-9" style="background-color: #2E2E2E; padding: 20px; border-radius: 15px;"> | |
| − | + | <h3 style="color: white">Consultancy</h3> | |
| + | <p style="color: white">We consult the gene therapy and the philosophy of ethical problems encountered in our project to public health professor Jian-ping Ouyang who is the science philosophy department of Central South University. At present, gene therapy is not mature, and thus its security cannot be guaranteed. The ethical problems caused by are concern by the public, so professor advised us to use a philosophical point of view and the dialectical reflection to look at ethical problems brought by the gene therapy technology, as well as study the division problem of scientific culture and humanistic culture, and look at gene therapy security ethical issues as well.</p> | ||
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| − | + | <h3 style="color: white">Action</h3> | |
| − | + | <p style="color: white">According to the professor's suggestion, we write an article on the ethical thinking of gene therapy safety. The article explores the safety of gene therapy from two aspects of gene technology and technology application, and carries out philosophical thinking on this issue, dialectically reflecting on ethical issues brought about by gene therapy technology. Now the article is ready for submission, hoping to enhance public awareness of the safety and ethics problems of gene therapy.</p> | |
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Latest revision as of 20:45, 5 December 2019
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PUBLIC ENGAGEMENT
Public Engagement Activities Are Divided into Five Parts:
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TEENAGER
EDUCATION
In order to improve the participation of different groups of people in our project and carry out more effective publicity of our project, we decided to use the form of questionnaire survey to carry out research on how to more effectively publicize to young people at first.
OBJECTS & METHODS
OBEJECT
A total of 218 participants from Hunan Province China participated in the sample. Five of the questionnaires were not finished completely thus 213 valid questionnaires were finally collected. The age of the interviewees ranges from 6 to 18 years, with an average age of 12 ± 2.84 years. Among them, 87 (40.8%) are from the countryside, with an average age of 11.23 ± 2.47 years, while 126 (59.2%) are from the city, with an average age of 11.86 ± 2.68 years.
TOOL
Our questionnaire contains 13 items, and the first 4 items collect the basic information of the interviewees. Four items are multi-choice, the more the interviewees choose, the higher their score is; the score of the ABC decreases in turn in three items; two items A scores, B won’t. The higher their score is, the more familiar they are with the corresponding knowledge.
Questionnaire (Chinese) (<-- Click here to get PDF)STATISTICAL METHODS
SPSS20.0 and Mplus 7.4 software are used to analyze the data. Kolmogorov-Smirnov normality test is used to test the scores of each item. The results showed that all items had significant skewness and kurtosis values (P < 0.001). Therefore, this study chooses to use the robust maximum likelihood estimation method to analyze the data of non-normal distribution.
Multiple confirmatory factor analysis is used to test the measurement equivalence between urban adolescents and rural adolescents, including the following four aspects:
- Morphological Equivalent Model (Model 1), i.e. to test whether the composition of latent variables among different groups is the same;
- Weak Equivalent Model (Model 2), i.e. to test whether the load of factors is equal among groups;
- Strong Equivalent Model (Model 3), i.e. to test the intercept of observed variables is the same;
- Strict Equivalent Model (Model 4), i.e. to test whether the error variance between different groups is equal.
The difference between CFI and TLI (ΔCFI, ΔTLI) and Bayesian Information Criterion (BIC) are used to evaluate the measurement equivalence[1]. When ΔCFI is less than 0.010, ΔTLI is less than 0.010 and BIC is reduced, the equivalent model is considered acceptable[2].
Independent sample t test is used to compare the total score of the scale and the scores of each factor between urban and rural adolescents.
RESULTS
DESCRIPTIVE STATISTICS
The absolute skewness of 9 items in descriptive statistics ranged from 0.19 to 1.22, and the absolute value of kurtosis ranged from 0.52 to 1.97. The skewness and kurtosis values of normal distribution data should be equal to zero. The absolute values of the above reports indicate that the scores of each item are non-normal distribution data. In this study, the questionnaire showed highly internal consistency in the total sample, urban adolescents and rural adolescents. Cronbach's α value is 0.895, 0.891 and 0.891 respectively. The correlation coefficients among the average items are 0.362, 0.365 and 0.359, respectively.
Normalized Choice Results
1, 2, 3, 4 are the basic information of the interviewees.5, 6, 10, 11, 12 are the single selection, A scores B won‘t. 7, 8, 9, 13 are multiple choices, in which the more items selected, the higher the score is, which indicates that they are more familiar with the corresponding knowledge.
SINGLE GROUP CONFIRMATORY FACTOR ANALYSIS
The measurement equivalence test shows that each model achieves the ideal fitting level, and the model fitting index CFI, TLI, SRMR and RMSEA are all meet the requirements of surveying. Comparing the weak equivalent model with the morphological equivalent model (2 vs 1), the strong equivalent model with the weak equivalent model (3 vs 2), and the strong equivalent model with the strict equivalent model (4 vs 3), we can see that the values of ΔCFI ≤ 0.010, ΔTLI ≤ 0.010 and BIC decrease.
| Model | TLI | CFI | RMSEA(90%CI) | SRMR | ΔTLI | ΔCFI | BIC |
|---|---|---|---|---|---|---|---|
| Model 1 | 0.915 | 0.932 | 0.068(0.063,0.072) | 0.049 | - | - | 23396.202 |
| Model 2 | 0.918 | 0.930 | 0.067(0.062,0.071) | 0.052 | 0.003 | -0.002 | 23325.545 |
| Model 3 | 0.921 | 0.928 | 0.066(0.061,0.070) | 0.054 | 0.003 | -0.002 | 23265.549 |
| Model 4 | 0.927 | 0.928 | 0.063(0.059,0.067) | 0.054 | 0.006 | 0.000 | 23199.631 |
| Note: Model 1 = Morphological Equivalent Model; Model 2 = Weak Equivalent Model; Model 3 = Strong Equivalent Model; Model 4 = Strict Equivalent Model; *P < 0.01. | |||||||
COMPARISON
Comparisons of Biological Understanding among Adolescents in Different Areas. The total score of urban adolescent group was significantly higher than that of rural adolescent group (P < 0.05).
ANALYSIS & DISCUSSION
According to the results, we realize that the primary and secondary school students in rural areas have much less interest and concept in biology than those in urban areas, and most of their knowledge comes from the classroom. Based on the above phenomena, we decided to select a rural middle school, the 16th primary school in Lengshuitan District, Yongzhou City, Hunan Province, and carry out propaganda and education on synthetic biology for the students there.
PRIMARY EDUCATION
We selected students in a remote middle school, namely the students of Lengshuitan Primary School in Yongzhou City, Hunan Province, to publicize and educate them.
First, in order to enhance their interest, we played a game with them on synthetic biology. We chose the plasticizer for the material of the game. The meaning of the steps of the game is closely related to synthetic biology, which explains what synthetic biology is and how it affects our lives to pupils who currently have no idea of the microscopic world of biology. For example, we compare a box of silly putty to a chromosome in which different colors of silly putty are different genes. Furthermore, different children exchange different colors of erasers before adding new elements to them, which is equivalent to the process of introducing different genes.
We made a propaganda cartoon about synthetic biology, in which we explained what synthetic biology is and how it affects our lives. We import animation into VR glasses for playback. In this way, we interpret more professional synthetic biology in the form of animation, and integrate traditional animation with modern VR technology.
“
It is a very very funny cartoon. And the glass is very odd but interesting. I like it because it is cool and I learnt a lot of new things from it.
”
In order to let them understand the gene therapy better, we hold a painting competition with synthetic biology as its theme, let the children give full play to their imagination and draw the synthetic biology in their hearts with brushes in their hands. A total of 85 pupils participated in the competition and submitted their imaginative works. Many children’s paintings are unexpected fulling of their fantastic ideas. Finally, we assessed one first prize, two second prizes and three third prizes.
Admittedly, there are some differences between the popularity of the concept of genetics simulated in this way and the fact that there are some complex knowledge points, but it is decided by the audience of this popularity of science. And the greatest significance of this activity is that we manage to bring children a new world, arouse their thirst for knowledge, and hope to bury a seed of scientific inquiry into their minds, which may change their lives. This group, children, is more curious about the world than the normal adolescent, and their imagination is richer. So that being exposed to different fields of things from an early age will help them find their own interests and play their strengths.
NORMAL EDUCATION
We want our projects to have a broad and sustained impact, but it's not enough to rely on one group. Since members of our group can’t go forward to popularize science or educate people in remote areas regularly or for a long time, if we want to continue this activity, what else should we do now? At this time, the students of normal universities in our country came up to our minds. A teacher can educate thousands of children in his decades of teaching, and these normal students will go to all parts of the country after graduation, especially in remote areas to bring good education to the children there. So we choose to carry out publicity and education for them. We made a booklet about the science popularization of synthetic biology and distributed it to them. We explained to them the goals we need to achieve, the changes we need to make and so on. Finally, we reached a consensus with them. We hope to use their power to let more children learn new knowledge.
REFERENCES
[1] Cheung, Rensvold. Cross-cultural comparisons using noninvariant measurement items. Applied Behavioral Science Review,1998,6(99):93-110
[2] Cheung, Rensvold. Testing Factorial Invariance across Groups: A Reconceptualization and Proposed New Method. JournalofManagement,1999,25(1):1-27
SENIOR
EDUCATION
In order to improve public participation and make the publicity more effective, We use the form of questionnaire survey to conduct research on how to publicize to adults effectively.
OBJECTS & METHODS
OBEJECT
A total of 486 participants from Hunan Province China participated in the sample. Eight of the questionnaires were not finished completely thus 478 valid questionnaires were finally collected. The age of the interviewees ranges from 18 to 100 years, with an average age of 58.36 ± 3.89 years. Among them, there were 264(55.23%) middle-aged people (18-60 years old), with an average age of 48.54±4.11 years old. There were 214(44.77%) elderly people (60-100 years old), with an average age of 68.59± 3.98 years.
TOOL
Our questionnaire contains 13 items, and the first 5 items collecting the basic information of the interviewees. Five items are multi-choice, in which the more items the interviewees choose, the higher their score is; the score of the ABCD decreases in turn if the item contents three options; if it has two options, then choosing A scores, while choosing B won’t. The higher their score is, the more familiar they are with the corresponding knowledge.
STATISTICAL METHODS
SPSS20.0 and Mplus 7.4 software are used to analyze the data. Kolmogorov-Smirnov normality test is used to test the scores of each item. The results showed that all items had significant skewness and kurtosis values (P < 0.001). Therefore, this study chooses to use the robust maximum likelihood estimation method to analyze the data of non-normal distribution.
Multiple confirmatory factor analysis is used to test the measurement equivalence between urban adolescents and rural adolescents, including the following four aspects:
- Morphological Equivalent Model (Model 1), i.e. to test whether the composition of latent variables among different groups is the same;
- Weak Equivalent Model (Model 2), i.e. to test whether the load of factors is equal among groups;
- Strong Equivalent Model (Model 3), i.e. to test the intercept of observed variables is the same;
- Strict Equivalent Model (Model 4), i.e. to test whether the error variance between different groups is equal.
The difference between CFI and TLI (ΔCFI, ΔTLI) and Bayesian Information Criterion (BIC) are used to evaluate the measurement equivalence[1]. When ΔCFI is less than 0.010, ΔTLI is less than 0.010 and BIC is reduced, the equivalent model is considered acceptable[2].
Independent sample t test is used to compare the total score of the scale and the scores of each factor between middle-aged people and the elderly.
RESULTS
DESCRIPTIVE STATISTICS
The absolute skewness of 9 items in descriptive statistics ranged from 0.26 to 1.39, and the absolute value of kurtosis ranged from 0.45 to 1.85. The skewness and kurtosis values of normal distribution data should be equal to zero. The absolute values of the above reports indicate that the scores of each item are non-normal distribution data. In this study, the questionnaire showed highly internal consistency in the total sample, middle-aged people and the elderly. Cronbach's α value is 0.876, 0.885 and 0.893 respectively. The correlation coefficients among the average items are 0.384, 0.403 and 0.365, respectively.
MEASUREMENT EQUIVALENCE TEST
The measurement equivalence test shows that each model achieves the ideal fitting level, and the model fitting index CFI, TLI, SRMR and RMSEA are all meet the requirements of surveying. Comparing the weak equivalent model with the morphological equivalent model (2 vs 1), the strong equivalent model with the weak equivalent model (3 vs 2), and the strong equivalent model with the strict equivalent model (4 vs 3), we can see that the values of ΔCFI ≤ 0.010, ΔTLI ≤ 0.010 and BIC decrease.
| Model | TLI | CFI | RMSEA(90%CI) | SRMR | ΔTLI | ΔCFI | |
|---|---|---|---|---|---|---|---|
| Model 1 | 0.896 | 0.914 | 0.048(0.034,0.046) | 0.05 | 0.008 | 0.004 | |
| Model 2 | 0.908 | 0.918 | 0.038(0.032,0.043) | 0.049 | -0.021 | -0.024 | |
| Model 3 | 0.886 | 0.894 | 0.038(0.032,0.043) | 0.049 | -0.001 | -0.001 | |
| Model 4 | 0.907 | 0.917 | 0.038(0.032,0.043) | 0.048 | -0.022 | -0.022 | |
| Note: Model 1 = Morphological Equivalent Model; Model 2 = Weak Equivalent Model; Model 3 = Strong Equivalent Model; Model 4 = Strict Equivalent Model; *P < 0.01. | |||||||
The total score of elderly people group was significantly lower than that of middle-aged people group (P < 0.05).
ANALYSIS & DISCUSSION
According to the results of our research, it is found that the elderly group has a very poor understanding of breast cancer and related aspects. Compared with middle-aged people, the elderly are lack of knowledge and attention on the prevention and management of breast cancer, but the elderly are the high-risk group of breast cancer, which leads to a high incidence of breast cancer in the elderly.
ACTION
INVESTIGATE COMMUNITY MANAGEMENT OF BREAST CANCER
In order to make the elderly attach great importance to the prevention of breast cancer and to learn more about breast cancer, our team went to the Heyetang Community of Xianjiahu Street to help the elderly in the community with the help of Mr. Dehui Yin. They said they learned a lot about breast cancer. In order to understand the community's management of chronic diseases of breast cancer, we consulted the staff of the community health service center and found that they have insufficient knowledge about breast cancer prevention and care, and there are many defects in the management of breast cancer in the community.
CONSULT A PROFESSOR AND WRITE AN ARTICLE
We consulted the professor of public health school of Central South University on this phenomenon. The professor suggested us to think about what we can do to better manage the community and actually help the elderly patients with breast cancer. After discussion with the professor and our group members, we turned a specific scheme into an article Community Management of Elderly Breast Cancer Patients, which has been submitted for publication. The article mainly mentions that the community can carry out monthly breast examination, ask specialized doctors to carry out preliminary clinical breast examination, and pay attention to the psychological status of elderly breast cancer patients by offering psychological counseling of elderly breast cancer patients through PDCA management mode[3][4]. These methods are believed to help elderly breast cancer patients practically.
PROPOSE TO THE CIVIL AFFAIRS BUREAU
Based on our article, we put together a proposal with clear requirements. We suggest carry out monthly breast examination in the community health center. The community should pay attention to the vulnerable groups of breast cancer patients, and submit the information of potential breast cancer patients with disease characteristics to the superior hospital, and suggest the patients go to the superior hospital for more detailed examination. In addition, we post our proposal on the website of Changsha municipal civil affairs bureau, hoping to put our proposal into practice in the community in the future and bring practical help to breast cancer patients.
SUBMIT OUR PROPOSAL
In addition, we submitted suggestions on community management to a number of nursing homes and community committees, and worked with relevant personnel to promote these activities. Hopefully, these suggestions would help potential breast cancer patients get regular breast cancer screening in the community, increase the survival rate of breast cancer patients, and care for the mental health of breast cancer patients.
REFERENCES
[1] Cheung, Rensvold. Cross-cultural comparisons using noninvariant measurement items. Applied Behavioral Science Review,1998,6(99):93-110
[2] Cheung, Rensvold. Testing Factorial Invariance across Groups: A Reconceptualization and Proposed New Method. JournalofManagement,1999,25(1):1-27
[3] Lu Ruiguang, Chen Limin, Huang Yi, etal. Application of PDCA cycle in quality control of electronic nursing records in delivery room[J].PLA Journal of Nursing,2012,29(5A):64-65.
[4] Mongkhonthawornchai S, Pradubwong s, Augsornwan D, etal. Nursing care system development for patients with cleft lip-palate and craniofacial deformities at Srinagarind hospital[J]. Med Assoc Thai, 2012,95(Suppl1l):49-54.
BUSINESS PLAN
After the experimental group completed the basic experiment, we drafted a business plan, which mainly analyzed the technical maturity of our project, peer technical conditions, industry conditions, profit model, project risks & countermeasures, and market consumption analysis, etc.
While conducting market analysis, we find it difficult to obtain current market policies and data.
Therefore, we decided to conduct field research on biotechnology companies in order to better evaluate our own situation and realize the business transformation.
CONSULT WITH A BIOLOGICAL COMPANY
Will there be any difficulties in commercializing our project?
Your project does not involve the embryo or germ cells, only involves the somatic cells, I suggested that the ethical issues that our project may meet lie in patients’ level. To be specific, in the process of gene therapy the risks is unknown, which may cause panic among the patients. In this case, you need to consider the safety and ethical questions of gene therapy.
In addition, the person in charge fully affirmed our project, described the future trend of gene therapy industry, and deeply analyzed the future development direction and the prospect of the consumer market. Then, we reviewed several hot therapeutic directions, including the transformation of genomic data into clinical applications, pharmacogenomic research, non-invasive cancer screening, etc. She believes that our project will eventually go to market after advancing step by step.
Government
APPLICATION PROBLEMS
During our experiment, we realized that our project will mature and put into use in the near future. In that case, it will involve the issue of the marketing of gene therapy drugs, as well as the price and public burden of clinical gene therapy.
LAWYER CONSULTANCY
Then, we put forward our ideas and discussed them, sorted out a proposal with clear requirements, and went to Jianghua County People's Court of Yongzhou City, Hunan Province, to consult Lawyer Wu with experience in this field.
SUGGESTION FROM LAWYER WU
- Speed up drug approval
- Reducing the number of drugs applied
- Improving the efficiency of the drug approval
- Security
- Gene therapy should be included in medical security
- The government could reduce the financial burden by installments
OUR PROPRSALS
We put forward our suggestions to the government through the official website of the Ministry of Human Resources and Social Security of the People's Republic of China and the official website of the State Drug Administration. We hope to receive a response from the government soon. Hopefully, our bill will promote the development and popularization of gene therapy in the future, accelerate the speed of gene therapy entering the future market, and help gene therapy really enter the domestic market.
Consultancy
We consult the gene therapy and the philosophy of ethical problems encountered in our project to public health professor Jian-ping Ouyang who is the science philosophy department of Central South University. At present, gene therapy is not mature, and thus its security cannot be guaranteed. The ethical problems caused by are concern by the public, so professor advised us to use a philosophical point of view and the dialectical reflection to look at ethical problems brought by the gene therapy technology, as well as study the division problem of scientific culture and humanistic culture, and look at gene therapy security ethical issues as well.
Action
According to the professor's suggestion, we write an article on the ethical thinking of gene therapy safety. The article explores the safety of gene therapy from two aspects of gene technology and technology application, and carries out philosophical thinking on this issue, dialectically reflecting on ethical issues brought about by gene therapy technology. Now the article is ready for submission, hoping to enhance public awareness of the safety and ethics problems of gene therapy.
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