Team:Kyoto/HumanPractice

HumanPractice

Abstract

iGEM Kyoto suggested "Human Practice iGEM Japan" project to other iGEM teams in Japan. And 5 universities (including Kyoto) paticipated in this project. We lead the project, and successfully we have gotten over 1500 answers!（この後に結論部）

Introduction

This year, we iGEM Japan carried out ”iGEM Japan Human Practice” suggested by iGEM Kyoto. In this project, we drove an attitude survey on genetic engineering and biotechnology cooperating with one another. We attempted to recognize the current situation, and we will take advantage of this result for future human practice activities.

Motivation

According to previous teams' results of human practice activity, which was a survey with questions about genetic engineering, more Japanese people chose "negative" or "neutral" than the other nationalities ^[1]. In addition, it is often said that many Japanese people hate or avoid genetically modified food ^[2]. We are interested in this tendency. Thus, we attempted to indicate the reason why many Japanese people have a negative impression on genetic engineering. We made a questionnaire below, asking about the impressions on genetic engineering and words related to iGEM, or Synthetic biology.

Advantages

1. By cooperating with several teams to share some steps of human practice activities, we can not only reduce the burden but also improve the quality of the survey result with rich amount of samples.
2. We can lead more attention from mass-media by driving this activity as iGEM Japan, than as one university team. This will be a great help for many purposes, such as announcing the activities of iGEM, inviting sponsors, or further human practice activities.
3. This project will be a good opportunity to deepen the relationships between each Japanese iGEMers. Actually, we are planning iGEM JAPAN project, which includes not only human practice activities but also construction of iGEM JAPAN Website, PR by magazines and participation in symposiums for example.

[ This is common Introduction article of participating universities of “iGEM Japan Human Practice”(KIT-Kyoto, Kyoto, Osaka, Tokyo_Metropolitan, and UT-Tokyo). iGEM Kyoto has the responsibility for the wording. ]

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Methods

Five out of the nine Japanese teams, KIT-Kyoto, Kyoto, Osaka, Tokyo_Metropolitan, and UT-Tokyo took part in this project. We all used paper-based questionnaire, but the places and terms are different depending on teams.

We conducted a survey from June 30 to September 26 in the places near the universities.

Targets, Terms, and Places

KIT-Kyoto

• Students
  • July 12 - September 26 at Kyoto Institute of Technology University
• Others
  • August 10 at Open Campus in Kyoto Institute of Technology University

Kyoto

• Students
  • July 12 - September 26 at Kyoto University
• Others
  • August 28, 29 at Masukata Shopping Street, Kyoto
  • September 4 at Grace Tanaka, a supermarket, Kyoto
  • September 11, 12 at Coop Shimogamo, Kyoto

Osaka

• Others
  • August 10 at Osaka University from high school student or their parents

Tokyo_Metropolitan

• Students
  • July 1 - September 26 at Tokyo Metropolitan University
  • July 30 - September 26 (Tokyo_Metropolitan team member’s friends)
• Others
  • June 30 - July 2 in BIO EXPO JAPAN (http://www.bio-expo.jp/en/Home/) at Tokyo.
  • July 16 in Public Forum on Education Development Project at Tokyo Metropolitan University
  • July 18, August 20 in Open Lab at Tokyo Metropolitan University
  • September 18, 19 in Mitaka Science and Technology Fair at Tokyo
  • August 7 - September 26 (Tokyo_Metropolitan team member's family and acquaintances)

UT-Tokyo

• Others (High School Students)
  • July 31 at SEG, a cram school, Tokyo

Questionnaire

We made 2 similar kinds of questionnaire. One is "Attitude survey of genetic engineering" and the other is "Attitude survey of biotechnology." They are almost the same, but "Attitude survey of biotechnology" has a little different question from "Attitude survey of genetic engineering". We only changed the word "genetic engineering" of the survey for "biotechnology" in order to make "Attitude survey of biotechnology."

And we attempted to indicate difference of image between "genetic engineering" and "biotechnology".

Attitude survey of ( genetic engineering or biotechnology )

1. When shopping, do you buy "not genetically modified food”?
   • [ Always buy / Tend to buy / Hardly mind / Not mind / I have never seen such an indication ]
2. What do you associate with ( genetic engineering or biotechnology )? (※Please encircle all that apply)
   • [ Clone / GM crops (foods) / Patent / DNA / Genome / Medicine / Cosmetic / Bioethics / Virus / Artificial Life / Novel Prize / Environment / Biological weapon / iPS cells, ES cells / Biofuel / Biohazard / Others( ) ]
3. If there is no difference in effectiveness, what do you think about using the drugs manufactured by ( genetic engineering or biotechnology )?
   • [ Not mind I use / Hardly mind I use / If possible, I don't want to use / I must not use / I don't know ]
4. What do you think of the artificial genetic mutation by ( genetic engineering or biotechnology )?
   • [ Bad / Little bad / Little good / Good ]
5. Which trend of information about ( genetic engineering or biotechnology ) is major, negative or positive?
   • [ Negative / About the same degree / Positive / No idea ]
6. Do you think Japan actively tackles on ( genetic engineering or biotechnology )?
   • [ Yes / Partly yes / Not so much / No ]
7. Do you think the research on ( genetic engineering or biotechnology ) should continue?
   • [ Yes / No ]
   • If you answered [Yes], please encircle every fit reason from below.
     1. Because it may be useful for food crisis.
     2. Because it may solve environmental problems.
     3. Because it may solve energy problems.
     4. Because it may be applied to medicine.
     5. Because it may create a business opportunity.
     6. Because it can be used in the preservation of the species.
     7. Because it symbolizes the development of science and technology.
     8. Because it has already been put to practical use in many countries.
     9. Because it has many possibilities.
     10. Because it is interesting as an academic subject or a research topic.
     11. Others( )
   • If you answered [No], please encircle every reason from below.
     1. Because it can create evil things harmful to environment and humans.
     2. Because products of it can be harmful to ecosystem.
     3. Because products of it can be harmful to human body.
     4. Because it is unethical.
     5. Because people say it is dangerous.
     6. Because it can be applied to evil use.
     7. Because there are not enough laws governing it.
     8. Because it can be replaced by other technologies.
     9. Because it seems to have less potential than other technologies.
     10. Because I feel somehow uneasy in using it.
     11. Others( )
8. Have you ever heard the word, "Synthetic biology"?
   • [ Yes / No ]

[ This is the common Method article of participating universities of “iGEM Japan Human Practice”(KIT-Kyoto, Kyoto, Osaka, Tokyo_Metropolitan, and UT-Tokyo).iGEM Kyoto has the responsibility for the wording. ]

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Results

We drove this survey from July to September 26th.

Raw data: HumanPractice.xls

↑↓統合します

All data: [Human_Practice_Japan_allresult]

Our result is too much to write all on this page. So we write only graphs on this page and upload all result data. We analyzed mainly following points.

• compare between arts and science(*) in college student
• compare with "genetic engineering" and "biotechnology"
• compare in job
• compare between college student and the other

(*)In Japan, classification of arts and science is important. Most Japanese students study different subjects since high school due to the classification, because it is a big factor to decide the subjects required in the entrance examination for universities or colleges. This is the reason we predicted that there might be some differences between arts and science.

Scale

Following is the scale of our survey(whole iGEM Japan.)

Graph

1. When shopping, do you buy "not genetically modified food”?

• [ Always buy / Tend to buy / Hardly mind / Not mind / I have never seen such an indication ]

Fig.1.1 This figure is comparison between arts and science. Both are college student.The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.1.2 This is comparison in job (without college students).

Fig.1.3 Avoidance index is an average when Always buy is 4 points, Tend to buy is 3 points, Hardly mind is 2points, and Not mind is 1point.

Fig.1.4 This is comparison between college students and the other.

2. What do you associate with ( genetic engineering or biotechnology )? (※Please circle all that apply)

• [ Clone / GM crops (foods) / Patent / DNA / Genome / Medicine / Cosmetic / Bioethics / Virus / Artificial Life / Novel Prize / Environment / Biological weapon / iPS cells, ES cells / Biofuel / Biohazard / Others( ) ]

Fig.2.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey.

Fig.2.2 This is comparison between genetic engineering and biotechnology. Both are college student.

Fig.2.3 This is comparison between college students and the other. Both are genetic engineering survey.

3. If there is no difference in effectiveness, what do you think about using the drugs manufactured by ( genetic engineering or biotechnology )?

• [ Not mind I use / Hardly mind I use / If possible, I don't want to use / I must not use / I don't know ]

Fig.3.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.3.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.3.3 This is comparison in job (without collge student). All are genetic engineering survey.

Fig.3.4 This is comparison between college student and the other. Both are genetic engineering survey.

4. What do you think of the artificial genetic mutation by ( genetic engineering or biotechnology )?

• [ Bad / Little bad / Little good / Good ]

Fig.4.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.4.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. The number of arts plus science is not equal to subtotal because subtotal contains number of no response.

Fig.4.3 This is comparison in job (without college student). All are genetic engineering survey.

Fig.4.4 This is comparison between college student and the other. Both are genetic engineering survey.

5. Which trend of information about ( genetic engineering or biotechnology ) is major, negative or positive?

1. • [ Negative / About the same degree / Positive / No idea ]

Fig.5.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.5.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.5.3 This is comparison in job (without collge student). All are genetic engineering survey.

Fig.5.4 This is comparison between college student and the other. Both are genetic engineering survey.

6. Do you think Japan actively tackles on ( genetic engineering or biotechnology )?

• [ Yes / Partly yes / Not so much / No ]

Fig.6.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.6.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.6.3 This is comparison in job (without collge student). All are genetic engineering survey.

Fig.6.4 This is comparison between college student and the other. Both are genetic engineering survey.

7 Do you think the research on ( genetic engineering or biotechnology ) should continue?

• [ Yes / No ]

Fig.7.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.7.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.7.3 This is comparison in job (without collge student). All are genetic engineering survey.

Fig.7.4 This is comparison between college student and the other. Both are genetic engineering survey.

• If you answered [Yes], please circle every fit reason from below.
  1. Because it may be useful for food crisis.
  2. Because it may solve environmental problems.
  3. Because it may solve energy problems.
  4. Because it may be applied to medicine.
  5. Because it may be a new business.
  6. Because it can use preservation of the species.
  7. Because it symbolizes the development of science and technology.
  8. Because it has already been put to practical use in many countries.
  9. Because it has potential.
  10. Because it is interesting as academic.
  11. Others( )

Fig.7a.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. This proportion is only about those who answered [Yes] to Q7.

Fig.7a.2 This figure is comparison with arts and sciences. Both are college student and biotechnology survey. This proportion is only about those who answered [Yes] to Q7. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.7a.3 This is comparison in job (without college student). All are genetic engineering survey. This proportion is only about those who answered [Yes] to Q7.

Fig.7a.4 This is comparison between college student and the other. Both are genetic engineering survey. This proportion is only about those who answered [Yes] to Q7.

• If you answered [No], please circle every reason from below.
  1. Because it can create evil things harmful to environment and humans.
  2. Because products of it can be harmful to ecosystem.
  3. Because products of it can be harmful to human body.
  4. Because I can't approve it ethically.
  5. Because people say it is dangerous.
  6. Because it can be applied to evil use.
  7. Because there are not enough laws governing it.
  8. Because it can be replaced by other technologies.
  9. Because it seems to have less potential than other technologies.
  10. Because I feel somehow uneasy.

Fig.7b.1 This figure is comparison between arts and science. Both are college student and genetic engineering survey. IThis proportion is only about those who answered [No] to Q7.

Fig.7b.2 This figure is comparison between arts and science. Both are college student and biotechnology survey. This proportion is only about those who answered [No] to Q7. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.7b.3 This is comparison in job (without collge student). All are genetic engineering survey. This proportion is only about those who answered [No] to Q7.

Fig.7b.4 This is comparison between college student and the other. Both are genetic engineering survey. This proportion is only about those who answered [No] to Q7.

8. Have you ever heard the word, "Synthetic biology"?

• [ Yes / No ]

Fig.8.1 This figure is comparison between arts and science. Both are college student. The number of arts plus science is not equal to subtotal because subtotal contains the number of no response.

Fig.8.2 This is comparison in job (without collge student).

Fig.8.3 This is comparison between college student and the other.

[ This is common Result article of participating universities of “iGEM Japan Human Practice”(KIT-Kyoto, Kyoto, Osaka, Tokyo_Metropolitan, and UT-Tokyo).iGEM Kyoto has the responsibility for the wording. ]

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Discussion

Q1

• To see Fig.1.3, avoidance degree of Full-time House maker and part-time jobber is higher than others, and one of college student and High school student is lower.
  • This result suggests that Full-time House maker and part-time jobber tend to have concerns about food labeling because they have more opportunities of purchasing foods than other occupations.
  • It may be because “students are less conscious of food”, ”students put a higher value on other heads such as price rather than food safety ” or ”students apply to GM foods”
    • about ”students apply to GM foods”, contemporary students have had a debate on GM foods at least once in high school or junior high school. So they may tend to have positive opinions because they probably have more intelligence and opinions on GM foods than people

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Conclusion

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Reference

1. Darryl R. J. Macer, Ph.D., [http://www.eubios.info/AGE.htm Attitudes to Genetic Engineering: Japanese and International Comparisons], Eubios Ethics Institute 1992
2. Masakazu Inaba and Darryl Macer, [http://www.eubios.info/EJ133/ej133b.htm Attitudes to biotechnology in Japan in 2003], Eubios Journal of Asian and International Bioethics 13 (2003), 78-90.
3. Macer, D.R.J., Bezar, H., Harman, N., Kamada, H. & Macer, N., [http://www.eubios.info/EJ75/ej75h.htm Attitudes to Biotechnology in Japan and New Zealand in 1997, with International Comparisons], Eubios Journal of Asian and International Bioethics 7 (1997), 137-151.
4. [http://www.ncbi.nlm.nih.gov/pubmed/10973213 PMID: 10973213] Macer D, Ng MA., Changing attitudes to biotechnology in Japan., Nat Biotechnol. 2000 Sep;18(9):945-7.
5. [http://www.ncbi.nlm.nih.gov/pubmed/7765227 PMID: 7765227] Zechendorf B., What the public thinks about biotechnology., Biotechnology (N Y). 1994 Sep;12(9):870-1, 873-5.
6. [http://www.ncbi.nlm.nih.gov/pubmed/16273712 PMID: 16273712] Ng MA, Takeda C, Watanabe T, Macer D., Attitudes of the public and scientists to biotechnology in Japan at the start of 2000., Eubios J Asian Int Bioeth. 2000 Jul;10(4):106-13.
7. [http://www.ncbi.nlm.nih.gov/pubmed/11654983 PMID: 11654983] Asada Y, Tsuzuki M, Akiyama S, Macer NY, Macer DR., High school teaching of bioethics in New Zealand, Australia and Japan., J Moral Educ. 1996 Dec;25(4):401-20.
8. [http://www.ncbi.nlm.nih.gov/pubmed/9062920 PMID: 9062920] Hoban TJ., Consumer acceptance of biotechnology: an international perspective., Nat Biotechnol. 1997 Mar;15(3):232-4.
9. [http://www.ncbi.nlm.nih.gov/pubmed/9202112 PMID: 9202112] Europe ambivalent on biotechnology. Biotechnology and the European Public Concerted Action group., Nature. 1997 Jun 26;387(6636):845-7.
10. [http://web.staff.or.jp/ STAFF] (2006)., Report of STAFF (in Japanese), available at: http://web.staff.or.jp/data/ivent/200603/20-2006032211531309821.pdf
11. [http://www.cbijapan.com/ JMAR/CBI Japan] (2004)., "GMO" ni kansuru shohisha chosa (in Japanese), available at: http://www.cbijapan.com/d_investigation/2004.pdf
12. iGEM 2009 - Team:Freiburg_bioware
13. iGEM 2009 - Team:Valencia

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