Throughout the year, the NJMU-CHINA team conducted a comprehensive IHP exploration focusing on synthetic biology education and mental health. During the Preparation phase, in February, we completed the team formation and succession process, demonstrating our team's vitality and innovative spirit. In March, through brainstorming and group discussions, we finalized our research direction. During this period, we conducted an in-depth interview with Professor Li Yong on the ethical aspects of synthetic biology, laying a solid theoretical foundation for the project.
In the Exploration phase, in April, we began designing a survey questionnaire. After multiple discussions and revisions, we identified children as our target survey group. With guidance from Teacher Xu Chenchen, we refined the mental health questionnaire. From May to June, our team engaged in science popularization activities in elementary schools, exchanging experiences in teaching design, and collaborated with the Nanjing Medical University Student Branch of the Jiangsu Red Cross Society, gaining valuable experience for our future synthetic biology outreach activities. In July, we participated in the CCiC lecture, gaining valuable insights that helped us further improve the IHP maturity model. We also analyzed our survey results, delving into the importance of companionship for mental health, thereby reinforcing the significance of our HP activities.
During the Maturity phase in August, the team interviewed several experts, focusing on the mental health of special children, synthetic biology teaching, and optimizing the IHP model, receiving valuable suggestions and recognition. In September, we engaged with Teacher Shi Qirong to further enhance our activity content. The activities throughout the year fully demonstrated the team's ongoing exploration and practice in synthetic biology, mental health education, and social responsibility. Below is the timeline of our team's complete IHP process.
The NJMU-CHINA team has participated in the iGEM competition for four consecutive years, and 2024 is no exception. After the conclusion of the 2023 iGEM competition in November, our team began making updates and optimizations to better prepare for the 2024 competition. Through reflection and summary, we identified areas where the 2023 team lacked innovation, thematic consistency, and web design optimization. As we formed the new team, we significantly increased the number of members skilled in web design and art. We also sought advice from the 2023 team members, retaining some of the outstanding members to address last year's shortcomings and realize our long-standing dreams. Thus, a team that combines the experience of both old and new members with diverse professional backgrounds came into being. In February 2024, upon completing the formation of the new team, we specially invited outstanding members from previous projects and advisers to jointly hold this "PAST & FUTURE" Joint Party.
Firstly, the 2022 NJMU-CHINA team leader, Yang Qianyue, introduced the project ideas and final achievements of the NJMU-CHINA team from previous years to the new team members. Following that, our project PI, Teacher Liu Xingyin, provided suggestions on the selection of topics and framework design for the new project, based on the latest research progress in synthetic biology. During the freetalk session, both the new and veteran iGEMers not only discussed the outstanding projects from recent iGEM competitions but also deepened their understanding of each other through the exchange of knowledge from different specialties, sparking new project inspirations.
This "PAST & FUTURE" Joint Party not only reflected on the strengths and weaknesses of past projects but also explored the latest research advancements in synthetic biology and medicine. It helped the new team members to understand the importance of reflection and summarization more profoundly and broadened their knowledge, enabling them to design and select this year's project more wisely. Moreover, this party strengthened the team's mutual understanding and passed on the NJMU-CHINA spirit of unity, collaboration, and courageous innovation.
The team employed a brainstorming approach to determine the project topic, aiming to gather the wisdom and enthusiasm of all team members. Through in-depth exploration and discussion, we sought to identify and establish a direction for treating neurodegenerative diseases that genuinely interests our team and is considered innovative and valuable for research. Through this process, we aimed to find a research topic that is closely aligned with current scientific frontiers while also inspiring our passion for research, laying a solid foundation for our subsequent research work.
We conducted a total of two brainstorming sessions and several group discussions over a one-month period. Each discussion focused on different diseases and various treatment approaches, resulting in highly meaningful brainstorming outcomes.
Our brainstorming sessions adopted a combination of group collaboration and larger team presentations. Throughout the process, team members first formed small groups based on their interests and research backgrounds. Each group conducted preliminary research and discussions on a specific neurodegenerative disease. Subsequently, the groups engaged in internal discussions to consolidate their viewpoints and develop initial treatment approaches. Finally, each group presented their findings to the entire team, with all members and mentors participating in the evaluation and optimization process to ensure the project's innovation and feasibility.
Six Ideas Generated After the First Brainstorming Session:
| Number | Group member | Targeted Disease | Research Idea |
| 1 | Zhiyu Wen Juntong Ye |
Depression | Drug-target Mendelian randomization is a method that uses genetic instrumental variables to explore the causal relationship between drug targets (e.g., SSRI, NMDA receptors, 5-HT2A receptors) and diseases (such as depression). By analyzing downstream biochemical indicators of drugs, drug target eQTL data, and colocalization analysis, this method evaluates the mechanisms and effects of different drugs (e.g., escitalopram, ketamine, ZZL-7) on depression treatment, aiming to screen out the optimal targets (1 verified + 1 newly discovered). |
| 2 | Yishi Jia Xinyu Chen Xichen Wang |
Alzheimer's Disease (AD) | which inhibits the Wnt/β-Catenin pathway and thus exacerbates AD progression. The proposed approach is to design small molecules that bind to DDK-1 protein, blocking its inhibitory effect on the Wnt/β-Catenin pathway. |
| 3 | Haoran Shen | Parkinson's Disease (PD) | Investigate the relationship between the abnormal expression of death-associated protein kinases and LRRK2 kinase with primary Parkinson's disease and its therapeutic prospects. |
| 5 | Xiangyu Meng Shuwen Li Xinyu Zhou |
Depression | Regulation of endogenous opioid tension. |
| 6 | Guanjie Wang He Zhang Ruixi Qian |
Depression | Expressing the IDO (indoleamine 2,3-dioxygenase) inhibitor 1-MT in the gut to block the degradation pathway of tryptophan, maintaining normal levels of serotonin in the body, and thereby treating depression. |
Through further group presentations and collective discussions, we ultimately finalized two research topics and developed detailed research plans and implementation schemes around these two topics.
| Number | Group member | Research Idea |
| 1 | Yishi Jia Xinyu Chen Xichen Wang Zhangsiyu Tang |
1.APOE4 leads to Alzheimer's Disease (AD); we aim to design small molecules that can
bind to APOE4. 2.Indole metabolism in the gut can sometimes produce a toxic substance called indoxyl sulfate, which can trigger neurodegenerative diseases. We plan to use engineered bacteria to break down indoxyl sulfate or inhibit related degrading enzymes in the gut. |
| 2 | Xiangyu Meng Shuwen Li Xinyu Zhou Zhiyu Wen Juntong Ye Ran Tang Haoran Shen |
Screening small molecule drugs based on known Major Depressive Disorder (MDD) drug target conformations. The plan involves constructing an engineered bacterium for combination therapy with an SLC6A4 agonist and an HTR1A inhibitor. |
Compared to the traditional approach of directly determining the research topic, this brainstorming process fully demonstrated the value of teamwork and member interaction. It not only allowed us to leverage our professional strengths and creativity but also sparked new inspirations and ideas through the collision of collective wisdom. Through this process, we not only identified research topics that genuinely interest us and hold research value but also significantly enhanced our teamwork and problem-solving abilities. Moreover, this process greatly stimulated the members' enthusiasm for independent topic selection and research, laying a solid foundation for the subsequent research work.
Determining the research direction of a project requires not only considering the feasibility of technology and the universality of expected goals but also carefully taking into account the constraints of medical ethics, legal regulations, and ecological safety. This year, NJMU-CHINA focuses on constructing a plasmid in intestinal lactobacillus to produce key enzymes and secondary molecules, thereby achieving therapeutic effects. However, we encountered difficulties in choosing between Alzheimer's disease (AD) treatment and depression treatment as our research direction. To further explore the safety and ethical feasibility of our research plan, as well as to improve safety protocols during our experimental process and arrangements for human practice activities, we sought in-depth consultation with Professor Li Yong, the Head of the Department of Medical Humanities at Nanjing Medical University. Professor Li Yong's main research areas include the integration of moral and legal governance in the medical field, the governance of doctor-patient relationships, and the study of the history of medical ethics in both Eastern and Western medicine.
Q: When designing genetic engineering experiments, how can we
balance the driving
force of
scientific research with
potential ethical risks? How should we comply with relevant laws, regulations, and ethics to
ensure that the
experimental process meets moral standards and social responsibility?
A: Your experimental plan is clear and feasible, with fewer ethical issues to
consider in
medical ethics and animal
experimentation since it doesn't involve animal testing. To address potential ethical risks,
I suggest that you consult
relevant laws and regulations before starting the experiment, prepare ethical proof
materials related to medical ethics,
and submit them to the Nanjing Medical University Ethics Committee. During the process,
prepare safety and ethics
manuals to record related issues in a timely manner, and ensure caution and safety at each
stage of the experiment.
Q: When designing a survey questionnaire for the general
public, how can we optimize sensitive questions? What should we
pay attention to during interactions with the relevant population?
A: For surveys involving sensitive questions, I recommend conducting stratified
surveys and science popularization for
different age groups. Distribute questionnaires with varying knowledge levels tailored to
different populations to
ensure that the information obtained is accurate, reliable, and meets ethical standards.
During interactions with
relevant groups, ensure informed consent, and any content appearing in publicity materials
should be reviewed to protect
personal privacy.
Q: When interviewing relevant groups, besides obtaining
signed
informed consent, what other methods can be used to protect
the rights and interests of interviewees to the greatest extent? How can we maintain
long-term contact with them?
A: In addition to obtaining informed consent, it is essential to conduct relevant
knowledge science popularization and
provide feedback before and after the interview. Prior to the interview, use your knowledge
background to conduct
thorough knowledge dissemination and interview precautions for the interviewees, ensuring
the authenticity, accuracy,
and protective measures for vulnerable groups. After the interview, provide timely feedback
on the interview's purpose
and related content to the interviewees, seeking suggestions while maintaining information
follow-up. For long-term
contact, aside from the feedback model mentioned earlier, you can establish communities and
organize regular offline
activities to foster communication and provide ongoing science education, reflecting your
project's social
responsibility.
Through this exchange with Professor Li Yong, we gained a deeper understanding of the ethical considerations related to experimental design and human practices. In the subsequent process of designing L168 engineered bacteria, plasmid extraction, and other experiments, we will continue to improve our safety manual and ethical approvals for related experimental projects. During human practice activities, while promoting medical knowledge about Alzheimer's disease and depression relevant to our project, we will pay more attention to age stratification and feedback loops. In interviews with relevant individuals, we will be more mindful of adhering to informed consent principles and strive to achieve better results while fulfilling our social responsibility.
To further enhance our project promotion and auxiliary activity design, the NJMU-CHINA team recognizes the importance of deeply engaging with both children and the elderly to fully understand the psychological health issues they face, thereby guiding our Human Practices (HP) activities more effectively. Following Mr. Li Yong's advice and in alignment with local policies, we decided to create a targeted survey for children to gather information about their psychological health status.
The primary section of the survey focuses on collecting basic information about children, including gender, age, ethnicity, height, weight, and family residence (such as urban or rural areas), as well as whether they are an only child and their family structure (e.g., two-parent, single-parent, blended family). This basic information not only helps us understand the children's living environment but also lays the foundation for subsequent research. By gaining insights into family type, parents' occupations, educational levels, and family economic status, we can better identify potential socioeconomic factors influencing children's psychological health. Additionally, understanding the level of academic burden (e.g., the intensity of study tasks) and social interactions with peers (e.g., the number of friends) allows us to more comprehensively grasp the social support environment in which children live, which is crucial for studying mental health.
The lifestyle habits section aims to uncover behaviors and habits affecting children's psychological health. Through the survey, we hope to explore their sleep duration and differences in routines between weekends and weekdays to investigate the potential impact of insufficient sleep or irregular schedules on mental health. We intend to understand children's after-school activities, whether they lack companionship, and how this might affect their psychological well-being. The survey also examines electronic device usage time to understand children's screen exposure on weekdays and weekends. Recent studies suggest that excessive electronic device use may negatively affect mental health, and we aim to validate this association by collecting relevant data.
For physical activity, the survey not only focuses on the frequency and duration of children's participation in sports but also delves into their exercise habits outside of physical education classes to assess their daily activity levels. We believe that physical exercise is not only crucial for physical health but also plays a positive role in promoting mental health. Understanding children's exercise habits will help us explore the relationship between physical activity and psychological well-being, particularly its effect on alleviating depressive symptoms.
In terms of dietary habits, the survey collects data on children's breakfast, snack, and sugary drink intake frequencies, as well as whether they exhibit picky eating behavior. Through this information, we hope to determine if unhealthy eating habits are related to mental health issues, especially concerning emotional regulation and depressive symptoms. Additionally, the survey investigates the frequency of consuming vegetables, fish, dairy products, and other foods to evaluate the potential impact of children's nutritional status on their mental health. Recent studies have indicated a close relationship between a balanced diet and mental health, making the dietary habits section an essential part of the survey.
Based on this foundation, we have finalized a comprehensive survey framework tailored to the children's group to collect relevant information. To ensure broader coverage among the target group, we have thoughtfully designed bilingual versions of the questionnaire in both Chinese and English. Additionally, we place great emphasis on data confidentiality and the informed consent of the children, providing a detailed explanation of these principles at the beginning of the survey. This approach has received full endorsement from Mr. Li Yong.
Purpose:
In the higher education system, the mental health of college students has increasingly become a focal point of concern for all sectors of society. To more effectively promote knowledge of synthetic biology while also focusing on and improving the mental health of college students, the NJMU-CHINA team invited Ms. Xu Chenchen, a counselor with extensive experience in psychological counseling at Nanjing Medical University, for an in-depth exchange. With her professional perspective and rich experience in student mental health guidance, Ms. Xu provided us with valuable insights and suggestions.
Details:
Q: What is the current state of mental health among college
students, and what are the common challenges they face?
A: Currently, college students face multiple challenges, such as academic pressure,
job competition, and interpersonal
relationships. These factors often intertwine, deeply affecting their mental health. Common
challenges include increased
anxiety and depression, as well as self-denial caused by distorted self-perceptions. When
dealing with college students,
we need to be more sensitive to these changes and provide timely psychological support and
intervention to help them
develop a positive mindset and coping mechanisms.
Q: How do you think we can effectively use "synthetic
biology" to educate the public about some less common diseases?
A: Taking depression, a condition covered in your project, as an example – synthetic
biology can serve as an auxiliary tool
to better educate the public about depression and other diseases, especially helping them
understand the factors
contributing to these conditions.Utilize synthetic biology modeling techniques to simulate
changes in neurotransmitters
(e.g., dopamine, norepinephrine, serotonin) during depression. By using animations or
virtual reality technology, these
complex biochemical processes can be visually displayed, helping the public understand how
these neurotransmitters
affect emotions and behavior.Share successful cases where synthetic biology has been used to
treat depression,
showcasing the tremendous potential of technology in improving human health. These cases can
inspire public interest and
confidence in technology, encouraging them to pay more attention to and support related
research.
These two strategies can help the public better understand the factors
contributing to depression and its treatment
progress, enhancing awareness and concern for mental health issues.
Q: We plan to create a questionnaire to investigate factors
affecting children's mental health. What indicators would you
recommend for evaluating children's mental health, and how can we ensure the validity and
scientific accuracy of the
questionnaire?
A: When designing a survey questionnaire on children's mental health factors, it is
recommended to use validated
psychological health scales, such as the "Children’s Depression Inventory" and "Screen for
Child Anxiety Related
Disorders." These scales have high reliability and validity and can accurately reflect
children's mental health status.
You can also design a unique scale based on your project's needs to obtain the most accurate
data. It is important to
follow scientific principles in questionnaire design, ensuring clarity, impartiality, and
comprehensiveness. After
collecting data, professional statistical software should be used for analysis to draw
scientifically reliable
conclusions. Additionally, consider combining interviews and observations to enhance the
comprehensiveness and accuracy
of the survey.
Significance:
Through this in-depth exchange with Ms. Xu Chenchen, we gained a clearer understanding of the current state of college students' mental health and learned about new models for educating them. Moreover, we received professional guidance on designing our questionnaire for children's mental health research. Based on Ms. Xu's suggestions, we developed a children's mental health scale to refine our questionnaire, ultimately completing the design for our team's survey. Moving forward, we will continue to pay attention to mental health issues in university and all-age education, striving to contribute to their healthy growth.
After conducting expert surveys and refining our lesson plan, the NJMU-CHINA team members visited Nanjing Fuzimiao Primary School to deliver an engaging synthetic biology elective course for the children. Using a lively and easy-to-understand PPT presentation, we introduced common synthetic biology cases and basic knowledge to the students and provided detailed medical information on Alzheimer's Disease (AD) and depression, encouraging the children to respect life and love nature. Additionally, through a fun coloring and interactive game, we let the children design cartoon images of plasmids and Lactobacillus plantarum, stimulating their imagination and creativity. Through this activity, we actively participated in synthetic biology's social education, promoted knowledge related to our project, and engaged in deep reflection and summarization, gaining new inspiration for future human practices and educational activities.
In our all-age human practice education activities, science popularization and project promotion targeting elementary school children are particularly important. To this end, the NJMU-CHINA team chose to offer an elective course on synthetic biology to Class 7, Grade 5 at Nanjing Confucius Temple Primary School. To further understand school-aged children's knowledge of basic biological and medical concepts, learn about their behavior, psychology, and educational methods, and achieve our educational goals more effectively, we consulted with Teacher Yu Fang, the Chinese language teacher and class headteacher at Nanjing Confucius Temple Primary School. With nearly 20 years of teaching experience, Teacher Yu Fang has extensive expertise and unique insights into educating school-aged children.
Q: In your observations and work, what points should we pay
attention to when educating school-aged children? How can we
ensure that our education has a positive and long-term impact on them?
A: Children in elementary school have a strong curiosity for knowledge, but they are
also at a crucial stage where their
personality and values are not yet firmly established. Therefore, for children in this age
group, it's important to
emphasize moral education. During the teaching of scientific knowledge, you should actively
convey ideas such as
respecting life and revering nature, helping to establish correct values and outlooks on
life. Tailor your teaching
according to individual differences, pay attention to and respect children's personal
interests, and stimulate their
potential and talents. Additionally, you can make reasonable use of information technology
to assist teaching, interact
more with students, and develop their ability for independent learning and innovative
thinking.
Q: How do you think school-aged children grasp biological and
medical knowledge? How can we effectively and engagingly
discuss synthetic biology with elementary school students?
A: In the foundational education stage, schools place great emphasis on teaching
students basic medical and natural science
knowledge. Schools also have quality development classes to foster students' interest in
these areas and use formats
such as quiz competitions and fun fairs to provide timely feedback on the knowledge gained.
Since elementary school
children have limited cognitive abilities, you should use more easily understandable methods
in your education process,
such as using pictures and storytelling, to conduct educational activities.
Through this exchange with Teacher Yu Fang, we gained a deeper understanding of school-aged children's knowledge of life sciences and the corresponding educational methods. Based on Teacher Yu Fang's suggestions, we made detailed modifications to our lesson plan and PPT and introduced a fun coloring activity to make the promotion of our project-related Lactobacillus plantarum L168 and plasmids more engaging. This facilitated the effective execution of our synthetic biology and team project science popularization activities. Moving forward, we will continue to focus on and contribute to the scientific knowledge education of school-aged children.
On June 20, 2024, the NJMU-CHINA team conducted an in-depth interview and exchange with the Red Cross Society of Nanjing Medical University. Our team greatly benefited from this interview, which provided valuable insights and laid a solid foundation for our future activities.
Objective:The purpose was to learn from the Red Cross members how to conduct more systematic and engaging science popularization for elementary school students, to introduce our iHP content to seek suggestions on improving iHP, and most importantly, to invite their team to join our human practice activities and participate in future synthetic biology outreach efforts.
Details:During our exchange, members of the Red Cross Society suggested that our team should leverage our professional background and medical expertise when promoting synthetic biology, rather than simply providing basic explanations. Additionally, we shouldn't limit ourselves to just introducing the definition and components of synthetic biology; instead, we could start with its historical development, which would make the storytelling aspect more engaging. Introducing the applications, advantages, and disadvantages of synthetic biology would also help the audience view it from a more balanced perspective.
As we discussed further, the Red Cross Society learned that our team would be working with many children during the summer vacation. They recommended that alongside synthetic biology education, we should also include water safety education. They guided us on how to conduct safety education, emphasizing six "don'ts" and four "no-go" rules for children, such as not swimming alone, staying away from the seashore, and more. For others, especially parents, they emphasized the importance of supervising children and having basic first aid knowledge.
We observed that the Red Cross Society's science outreach goes beyond simple explanations; they adapt their teaching to different audiences. For instance, they demonstrate the seven-step handwashing technique, first aid, CPR, and how to use an AED, which leaves a lasting impression on the audience. Therefore, we asked them to teach us CPR, and they patiently demonstrated and guided us.
In conclusion, this exchange not only helped us address many practical issues but also strengthened our friendship and cooperative spirit. As a result, we invited their team to join our human practice activities and future synthetic biology outreach efforts. This collaboration will allow us to learn valuable experiences from each other and further strengthen our friendship and exchange.
Meanings:Our synthetic biology activities are still in the exploratory stage and have many shortcomings. However, through our friendly interview and exchange with the Red Cross Society of Nanjing Medical University, we gained numerous suggestions and new ideas for synthetic biology popularization.
Purpose:From July 12th to 14th, 2024, the NJMU-CHINA team attended the 11th China iGEMer Community Conference (CCiC) at the Business School of Xi'an Jiaotong-Liverpool University. The conference aimed to engage with iGEM teams from across the country, share project designs and progress, expand our perspectives, and gain inspiration from experts in the field of synthetic biology to further develop our project.
Details:During the conference, our team presented our project and received targeted suggestions from guests and judges, which opened up new ideas and directions. Moreover, experts in synthetic biology delivered a series of insightful keynote speeches and participated in roundtable discussions. For example, Academician Qimin Zhan, Honorary Director of the National Center for Biotechnology Development, presented a report on cutting-edge biotechnology supporting biopharmaceutical innovation. CEOs from companies such as Bluepha and Xinxu Technology participated in a roundtable discussion on the commercialization of synthetic biology. Professor Weiwen Zhang, Director of the Biosafety Strategy Research Center at Tianjin University, conducted a lecture on biosafety policies and technical controls. We also had face-to-face exchanges with teams from universities such as Northwest University and Xinjiang University, sharing project concepts, technical challenges, and innovative solutions.
Meaning:Through participating in this CCiC conference, our team continuously reflected and learned from outstanding teams. We recognized the need to strengthen the preliminary, purpose-driven research in our HP (Human Practices) activities, combining interviews with experts and stakeholders with our project content. The team also realized the importance of closely integrating the design of activities with the project itself, ensuring the objectives align with the project's background. Additionally, we recognized the necessity of promptly supplementing our online science outreach and publicity to effectively showcase the results of our activities.
During the CCiC conference, the NJMU-CHINA team attended a lecture by iGEM Liaison Officer Bao Yuhan on "How to improve your Human Practices." In this lecture, Ms. Bao introduced the Human Practices feedback model and the significance of the maturity evaluation system in the HP activity process. The team gained a deeper understanding of the HP maturity model, which aims to help teams comprehend and reflect on the impact of synthetic biology projects in societal and human practice contexts, fostering the healthy and sustainable development of synthetic biology. The feedback model emphasizes documenting information throughout the process, focusing on both positive and negative feedback, and delving into potential concerns or suggestions.
After the lecture, the NJMU-CHINA team immediately discussed designing their maturity feedback model. By combining suggestions from the iGEM website and creatively referencing the six-dimension maturity model method, they further consolidated and simplified it, ultimately designing the Holistic Maturity Model (HMM of NJMU-CHINA).
The model evaluates behavior maturity from five core dimensions, each corresponding to a key factor assessed across five maturity levels: Initial, Basic, Intermediate, Mature, and Excellence.
Reflection:
Initial: No reflection mechanism, behavior is unconsidered.
Basic: Occasional reflection but not systematic.
Intermediate: Regular reflection with attempts to improve behavior.
Mature: Systematic reflection mechanism, results guide future actions.
Excellence: Reflection is part of organizational culture, driving continuous improvement and
innovation.
Responsibility:
Initial: Lacks a sense of responsibility for behavior consequences.
Basic: Recognizes responsibility but actions are inconsistent.
Intermediate: Takes responsibility and mitigates negative impacts.
Mature: Strong sense of responsibility, considering all stakeholders.
Excellence: Responsibility drives actions, promoting positive social and environmental
impact.
Responsiveness:
Initial: Lacks responsiveness, behavior is inflexible.
Basic: Limited responsiveness with low speed and quality.
Intermediate: Responds quickly and effectively to changes or feedback.
Mature: Systematic responsiveness, proactively adapting to changes.
Excellence: Highly flexible, leading change rather than merely reacting.
Innovativeness:
Initial: Lacks an innovation mindset, behavior is traditional.
Basic: Begins to try innovation but lacks systematic support.
Intermediate: Innovation is part of behavior with clear processes.
Mature: Innovation is encouraged and supported, regularly introducing innovative
actions.
Excellence: Innovation leads industry development, becoming a benchmark.
Principle-Centered:
Initial: No clear principles, behavior easily influenced.
Basic: Behavior shows some principles but lacks stability.
Intermediate: Principles are central, and behavior aligns with ethical standards.
Mature: Principles are deeply ingrained, behavior demonstrates consistency and
integrity.
Excellence: Principles drive behavior, becoming an ethical benchmark for the industry.
The team plans to use this maturity model to evaluate and guide future HP activities. This model helps assess the team's current level, define future goals, and identify gaps to guide project improvement and development. Through this model, the team aims to continually refine the project, increase social awareness, and demonstrate innovation and a deep understanding of Human Practices. For more details on the HMM of NJMU-CHINA, you can explore the content in our education section.
Under the guidance and suggestions of Mr. Li Yong and Ms. Xu Chenchen, we finalized our lesson plan and began to widely use our questionnaire during HP educational activities to engage with stakeholders, namely our child participants. After our educational activities, asking children to fill out our questionnaire to obtain firsthand data has become an essential part of our educational process. Before the children fill out the questionnaire, we always inform their parents or teachers to ensure informed consent. We also strictly maintain the confidentiality of questionnaire information to protect the children's privacy.
Considering the special nature of the children's group, to protect them, all our questionnaires were conducted in paper form, and we ensured one-on-one assistance during the filling process to guarantee the authenticity and reliability of the data. In the end, we collected 257 questionnaires, with 236 being valid. Our team members processed the 236 valid responses using SPSS and other data analysis and visualization software.
Data on gender, age, family address, and whether the child was an only child presented the basic characteristics of the respondents. The gender ratio, age distribution, and proportion of only-child versus non-only-child families showcased the diversity of our survey sample. The gender ratio of our respondents was balanced, with ages ranging evenly from 5 to 17 years old, and nearly 90% came from rural households, reflecting the representativeness of our survey sample.
Additionally, about 50% of the respondents were only children, and the other half were not. Most families had a good economic status, and various family types were included, with a certain number of single-parent families represented. We also collected data on the economic income and occupations of the children's parents, which served as important influencing factors, making our survey results more convincing.
We used multiple linear regression analysis to attribute various potential factors affecting respondents' psychological health. The analysis found that dietary habits had some impact on physical health, but the significance varied among different variables. For example, eating breakfast daily or consuming vegetables and fish regularly seemed to have a positive impact on physical health, but not all variables showed significant effects on psychological health in statistical analysis.
The detection of suboptimal psychological health symptoms showed differences based on school stages, family conditions, dietary habits, and sleep duration. For instance, the proportion of suboptimal psychological health increased with age, while students from better-off families had relatively better mental health. There was a notable correlation between dietary and sleep habits and mental health, with students who had insufficient sleep or irregular diets being more prone to psychological issues. Factors like frequent consumption of sugary drinks or lack of exercise were associated with poorer mental health, while regular diet and sufficient sleep contributed to better psychological well-being. Lack of parental and peer companionship during weekends and extracurricular time was also identified as a key factor affecting respondents' mental health. These findings underscore the importance of a healthy lifestyle for maintaining both physical and mental health among students.
Moreover, we summarized numerous factors potentially influencing respondents' mental health and created a detailed survey analysis report, which included an association heatmap.
If you are interested in our survey analysis results, you can click to download them for more detailed information.
Our survey analysis results provided us with valuable insights into how to enhance children's education on depression prevention. Based on these findings, we will focus more on children's food safety and companionship when conducting depression prevention education. We also hope to bring more joy and laughter to children through our educational activities, helping them stay away from the challenges of depression.
Unfortunately, due to national policy restrictions and our team's limitations, we were unable to directly engage with many Alzheimer's disease patients and their families. As a result, we could not design targeted questionnaires or collect valid data to guide our HP work in this area. However, as an old Chinese saying goes, “Old children, old children” (meaning that the elderly often exhibit childlike behaviors). Through the experiences shared by our team members, we discovered that many methods used for children's science education are also applicable to elderly patients with dementia. This insight will guide our team's HP activities for elderly groups in the future.
Purpose:We recognized that expert opinions not only provide practical advice for our research but also inspire unexpected insights. To further optimize our project, we decided to interview Ms. Lei Li, an experienced expert in autism rehabilitation. Ms. Lei Li is a seasoned autism rehabilitation mentor with in-depth research and practical experience in the psychological health of special-needs children, which is closely related to our project. She serves not only as a rehabilitation mentor to children but also as a bridge for us to understand the world of autism.
Details:
Q: Ms. Lei, what do you think are the special psychological
needs of children with autism?
A: Children with autism indeed have some special psychological needs. They may face
challenges such as social barriers,
communication difficulties, and emotional regulation. Therefore, we need to provide them
with a safe and inclusive
environment, encourage them to express their feelings and needs, and teach them effective
communication skills and
emotion management methods. Regular psychological health assessments and interventions are
also crucial to ensure their
healthy growth.
Q: What suggestions do you have for family-school cooperation
to help children with autism better adapt to school life?
A: Family-school cooperation is essential for the adaptation and development of
children with autism. First, parents and
schools need to establish effective communication mechanisms, regularly exchanging the
child's performance and progress,
and jointly developing a personalized education plan. Secondly, schools should provide
necessary support and resources,
such as special education teachers and psychological counselors, to help them overcome
learning and social challenges.
Parents should actively participate in school activities, understand the school's teaching
philosophy and methods, and
reinforce the child's learning outcomes at home.
Q: What effective methods or strategies do you typically use
in training children with autism?
A: We usually employ various methods and strategies to help children develop social
skills, communication abilities, and
self-management skills. Structured teaching is an effective method, breaking down learning
tasks into manageable steps
and using visual cues to assist understanding. Role-playing, scenario simulation, and social
skills training are widely
used to help them adapt to social environments. Additionally, we focus on cultivating
self-management skills, such as
time management, emotion regulation, and self-care, to help them better cope with life's
challenges.
Q: How do you view the role of families in the rehabilitation
process of children with autism?
A: Families play a vital role in the rehabilitation process of children with autism.
Family is the most intimate social
environment for them, and parents' love and support are crucial for their psychological
health and social development.
Parents should actively participate in the rehabilitation process, understand the child's
special needs and challenges,
and learn to use effective communication techniques. They should maintain close contact with
professional institutions
to develop individualized rehabilitation plans and ensure optimal rehabilitation outcomes.
Q: Do you have any suggestions or words of encouragement for
our project?
A: I highly appreciate your innovative project, which undoubtedly brings new hope to
the rehabilitation journey of children
with autism. Your deep concern for this community and your exploration of innovative
rehabilitation methods are
commendable. I believe your efforts will provide more personalized, scientific
rehabilitation solutions to help children
integrate into society. I suggest that you actively seek collaboration with experts and
institutions in related fields
and consider long-term development by providing continuous rehabilitation support and
guidance. I am confident that you
will make greater contributions to autism rehabilitation.
Meaning:Ms. Lei Li's valuable insights helped clarify our research direction and resolved some of the challenges we faced during implementation. She emphasized ensuring both safety and practicality and encouraged us to stay updated on the latest research to apply new findings to our project. Finally, Ms. Lei encouraged us to continue collaborating with experts in the field and even offered to help connect us with other professionals to gain more support and resources. She believes that through continuous learning and improvement, we can provide more effective support and services for children with special needs.
Reflection:This interview with Ms. Lei Li was highly rewarding. We gained a deeper understanding of the complexity and multi-dimensional needs of autism rehabilitation. It reinforced our dual role as researchers and caregivers and our responsibility to ensure the well-being of every child. The interview highlighted the importance of responsiveness, innovation, and maintaining child-centered approaches, family-school cooperation, and multidisciplinary support, providing profound insights into our future work.
Purpose:To understand the educational content of the summer care classes for elementary school students, gain insights into their psychological health issues, and gather suggestions from different groups on our team’s approach to popularizing synthetic biology, members of the NJMU-CHINA team visited Ms. Li Jing at Nanjing Shuangjin Community. Ms. Li Jing is a community educator focusing on children's mental health. For the past 8 years, she has run summer classes for children in the community, advocating travel-style education and guiding children to step out of the classroom and into nature through unconventional teaching methods.
Details:During our interview, Ms. Li provided valuable information about the psychological aspects of elementary school students. She discussed their psychological characteristics and the potential issues they might face.
①Possibility of Depression:
Q: What do you think is the
likelihood of depression among
elementary school students?
A: The likelihood of depression in elementary school students is relatively low, as
they are at a lively and innocent age.
The incidence of depression among children is about 0.4% to 2.5%, which may rise to 5% to
10% in adolescents. As they
age, the prevalence in females gradually increases, with a male-to-female ratio approaching
1:2.
②Common Psychological Issues:
Q: What common psychological
issues do you know of in
elementary school students, and what causes them?
A: Learning disabilities may stem from cognitive deficits or an unfavorable
educational environment. Some children may
experience separation anxiety or emotional problems like irritability, which can be caused
by family discord. These
psychological issues might result from factors such as excessive academic pressure, poor
interpersonal relationships,
family environment, genetic susceptibility, or personality traits, leading to problems like
anxiety or depression.
③Significance of Popularization:
Q: Do you think it is
meaningful to popularize knowledge about depression and Alzheimer's disease among elementary
school
students?
A: I believe it is quite meaningful. As the pace of life accelerates, more people
struggle to cope with pressure, leading
to various forms of depression, such as prenatal, postnatal, adolescent, and elderly
depression. Depression/Alzheimer's
affects not only the patients themselves but also their family members. Thus, popularizing
knowledge about these
conditions can help students understand their causes and how to treat patients properly,
promoting healthy, high-quality
living.
④Activity Format:
Q: Q: Have you organized similar
activities, or do you have any suggestions for us?
A: We haven't conducted similar activities, but I believe your activities are quite
rich and diverse. You could consider
more engaging methods like stand-up comedy, cross-talk, or role-playing skits, using
humorous and easy-to-understand
language to make medical knowledge more accessible and interesting, especially for
elementary school students.
Meaning:By summarizing the issues identified during our activities, we realized that many communities have limited knowledge of synthetic biology and do not place much emphasis on diseases like depression and Alzheimer's. Therefore, it is necessary to strengthen the promotion of synthetic biology and these diseases, encouraging early detection, prevention, and treatment. We hope our project can address future challenges in traditional treatment for depression/Alzheimer's, reducing suffering and achieving better humanistic care.
Purpose:In our past research, we frequently encountered conflicts between research objectives, practical implementation, and ethical review. To enhance our understanding of ethical awareness and risk consciousness in synthetic biology and better address safety and ethical dilemmas, the NJMU-CHINA team invited Dr. Lu Qianneng from the Center for Science and Technology Ethics Governance at the University of Electronic Science and Technology of China for an interview. Dr. Lu is a member of the national key research and development project "Research on the Ethical, Policy, and Legal Framework of Synthetic Biology" and has a professional understanding of synthetic biology ethics and safety, which helps us understand and address related issues.
Details:During our online interview, we exchanged questions with Dr. Lu about our understanding of synthetic biology ethics and safety. He asked us how we came into contact with synthetic biology and our understanding of relevant ethical review regulations. We also raised our questions about ethical dilemmas, potential risks, and oversight methods in synthetic biology.
Q: How did your team get into synthetic biology, and do you
think the public is familiar with it.
A: Most of us were introduced to synthetic biology through the iGEM competition. We
believe the public generally lacks
knowledge about synthetic biology. For example, while they might know what "genetic
modification" is, the term
"synthetic biology" is still unfamiliar, even within universities. Therefore, we are working
hard to popularize
synthetic biology.
Q:Are you aware of the Ministry of Science and Technology's
"Measures for the Ethical Review of Science and Technology
(Trial)" issued in 2023 or other regulations related to synthetic biology ethics and
safety?
A: We are not very familiar with this "Measures for the Ethical Review of Science and
Technology (Trial)" issued by the
state. However, the official iGEM competition has regulations on synthetic biology ethics
and safety, such as
requirements for the ethical treatment of experimental animals, which we must follow and
provide proof to continue
participating.
Q: What do you think is the most important ethical
consideration related to synthetic biology research, such as bioweapons,
artificial life, human health impacts, environmental impacts, and risk uncertainties?
A: I personally believe the most important ethical consideration is the impact on
human health. Synthetic biology
encompasses gene editing, biopharmaceuticals, etc., which can significantly affect humanity,
potentially bringing better
healthcare or serious consequences. It is crucial to assess the safety, long-term effects,
and potential side effects of
these technologies.
Q:How do you perceive the potential risks of synthetic
biology, such as horizontal gene transfer, accidental exposure in
laboratories or natural environments, intentional release of harmful microorganisms, and
improper handling of synthetic
microorganisms?
A: For example, horizontal gene transfer could lead to unexpected ecological
consequences, such as the spread of antibiotic
resistance genes. Accidental exposure or intentional release of harmful microorganisms could
cause ecological imbalance
and threaten public safety. Therefore, we must establish a comprehensive biosafety
management system and emergency
response mechanism, with strict laboratory safety measures and environmental monitoring to
minimize risks.
Q:In your opinion, which regulatory method is more effective
for synthetic biology: self-regulation by the scientific
community, top-down government-led regulation, public regulation, or bottom-up stakeholder
regulation?
A: Each regulatory method has its pros and cons. Given the complexity and potential
risks of synthetic biology, the most
effective regulatory approach is combining these methods to form a multi-layered regulatory
system. This diverse
regulation can balance scientific development and social ethics, promoting the development
of synthetic biology.
Q:What is your attitude towards the development of synthetic
biology-related technologies, such as being supportive,
cautious, or optimistic?
A: I maintain a cautious attitude. While synthetic biology has enormous potential,
its development must be approached
carefully to address risks and challenges responsibly, ensuring that it benefits society.
Meaning:During the interview, Dr. Lu affirmed our questionnaire design but emphasized privacy protection, advising us to ensure privacy safety during questionnaire design and data analysis, and fully inform respondents about the content and purpose. He expressed appreciation for our IHP model, believing it can better measure and improve HP activities. He also highlighted the importance of laboratory safety to prevent gene transfer or accidental exposure of experimental strains, thereby reducing potential risks in synthetic biology. This interview enhanced our understanding of synthetic biology's ethical and risk awareness. Despite its vast potential, synthetic biology's development must be approached cautiously, addressing risks and challenges while balancing scientific progress with ethical considerations.
Purpose:
In the context of focusing on the holistic development of children, mental health has become a critical area of concern. Recent studies have increasingly shown that exercise should be considered as a treatment option for mental disorders such as depression. To more effectively promote children's mental health, our team decided to introduce elements of exercise as one of the intervention methods. For this purpose, we interviewed Ms. Shi Qirong, a senior sports educator from the Physical Education Department of Nanjing Medical University, who recently returned from serving as a women's basketball referee at the Paris Olympics. Ms. Shi is not only experienced in officiating but also has long been dedicated to promoting youth sports education.
Details:
Q:In your observation and work, how can we better intervene
in children's mental health factors? Do you have any
suggestions for our lesson plan?
A:Maintaining children's mental health requires multifaceted efforts, and exercise is
undoubtedly a vital aspect. Exercise
not only strengthens the body but also promotes brain development and improves emotional
regulation. I highly recommend
incorporating Baduanjin (a traditional Chinese exercise) into your lesson plan. Baduanjin,
with its gentle movements and
slow rhythm, is perfect for children. It not only enhances physical coordination but also
helps children learn to relax
through breathing regulation and mental focus, thereby relieving stress from study and life.
Q:What are your thoughts on our IHP Maturity Model?
A:Your IHP Maturity Model evaluates maturity across five dimensions: Reflection,
Responsibility, Responsiveness,
Innovativeness, and Principle-Centeredness, which is comprehensive and detailed. I believe
this model can be applied not
only to personal growth but also to the field of sports education. Particularly in
cultivating athletes' overall
qualities, this model provides an excellent reference framework. By regularly assessing
athletes' performance across
these dimensions, we can develop more targeted training plans to help them achieve
well-rounded development.
Q:Could you emphasize the role of healthy exercise in
combating depression and offer some suggestions?
A:Healthy exercise has a significant effect on alleviating depression symptoms.
Exercise stimulates the brain to release
endorphins and other neurotransmitters, which help elevate mood and reduce anxiety and
depression. For children,
participating in regular physical activities not only strengthens their physical fitness but
also nurtures teamwork and
social skills, effectively preventing psychological issues like depression. Besides
Baduanjin, I also suggest
incorporating other fun activities such as jump rope or shuttlecock kicking, allowing
children to enjoy the fun of
exercise while promoting their mental well-being.
Q:Our team has faced many obstacles in promoting knowledge
about depression among students. Could you share some words of
encouragement?
A:I would like to share my experience of becoming a referee. Facing grievances is a
path every referee must walk. From
grassroots matches to international competitions, I often encountered misunderstandings from
players and spectators. It
was only by continuously gaining officiating experience and improving my skills that I
became a confident and strong
referee on the field, having the courage to face pressure and make rational decisions. I
believe the confidence gained
through sports is internal and penetrating. I hope you can internalize this spirit into your
team's actions, and let
this confidence, determination, and courage guide you not only in psychology and studies but
also in your future work.
Meanings:
Through this interview with Ms. Shi Qirong, we gained a deeper understanding of how exercise can be used to intervene in children's mental health. Following her advice, we officially incorporated Baduanjin into our lesson plan and designed a series of related fun activities to promote children's physical and mental health through exercise. We also further refined and optimized our IHP Maturity Model to better serve our educational goals. In the future, we will continue to focus on developments in children's mental health and contribute to nurturing a healthy, happy, and creative new generation. Throughout this process, we have deeply felt the unique charm and vital role of female strength in the fields of sports and education.
