http://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&feed=atom&action=historyTeam:Imperial/The i in iGEM - Revision history2024-03-29T10:25:24ZRevision history for this page on the wikiMediaWiki 1.16.5http://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=395853&oldid=prevDespoina at 03:20, 18 October 20142014-10-18T03:20:03Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For the Teams</h3></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For the Teams</h3></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li>Create <del class="diffchange diffchange-inline">an ‘At </del>a <del class="diffchange diffchange-inline">Glance’ </del>page written in perfect English. The most effective way of doing so is by writing the page in your native language as well as possible and give it to a bilingual person (in your language and English) to translate. This way the major parts of your project (overview, results, and conclusions) are not lost in translation and the judges can quickly have a look through them.</li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li>Create a <ins class="diffchange diffchange-inline">summary </ins>page written in perfect English. The most effective way of doing so is by writing the page in your native language as well as possible and give it to a bilingual person (in your language and English) to translate. This way the major parts of your project (overview, results, and conclusions) are not lost in translation and the judges can quickly have a look through them.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Outsource. A lot of students and scholars in many universities participating in iGEM come from abroad and may have been educated partially in English. Ask their input when writing your wiki, preparing your presentation or making your poster. Otherwise, you can find native speakers of your language in a different iGEM team, preferably one from an English-speaking university. You can ask for their help and form a collaboration.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Outsource. A lot of students and scholars in many universities participating in iGEM come from abroad and may have been educated partially in English. Ask their input when writing your wiki, preparing your presentation or making your poster. Otherwise, you can find native speakers of your language in a different iGEM team, preferably one from an English-speaking university. You can ask for their help and form a collaboration.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Visualize. Try to communicate your project as visually as possible. Make animations of your systems, take a lot of pictures of your experiments and create very detailed graphs, symbols and photographs. This is an effective way English is taught as a foreign language and it can be used the other way around.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Visualize. Try to communicate your project as visually as possible. Make animations of your systems, take a lot of pictures of your experiments and create very detailed graphs, symbols and photographs. This is an effective way English is taught as a foreign language and it can be used the other way around.</li></div></td></tr>
</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=394080&oldid=prevDespoina at 03:07, 18 October 20142014-10-18T03:07:06Z<p></p>
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<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"> <li>Universities participating in iGEM have large proportions of international students.</li></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>The majority of iGEM finalists come from either English speaking countries or countries with high English Proficiency Index.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>The majority of iGEM finalists come from either English speaking countries or countries with high English Proficiency Index.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>China is the country with the highest increase in participation over the last five years and is now second in participation only to the US.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>China is the country with the highest increase in participation over the last five years and is now second in participation only to the US.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Around 40% of the judges in championships can speak at least 1 more language other than English. Those languages are usually French and Mandarin.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Around 40% of the judges in championships can speak at least 1 more language other than English. Those languages are usually French and Mandarin.</li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <<ins class="diffchange diffchange-inline">li>The same percentage in the non-English speaking teams is now 64% and has risen by 10% in the last 5 years.</</ins>li></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=393664&oldid=prevDespoina at 03:03, 18 October 20142014-10-18T03:03:59Z<p></p>
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<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <h2>Key <del class="diffchange diffchange-inline">Points </del></h2></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <h2>Key <ins class="diffchange diffchange-inline">Findings </ins></h2></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Universities participating in iGEM have large proportions of international students.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Universities participating in iGEM have large proportions of international students.</li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline"> </del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"> <li>The majority of iGEM finalists come from either English speaking countries or countries with high English Proficiency Index.</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"> <li>China is the country with the highest increase in participation over the last five years and is now second in participation only to the US.</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"> <li>Around 40% of the judges in championships can speak at least 1 more language other than English. Those languages are usually French and Mandarin.</li></ins></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div><p>Asia is the continent whose participation in the competition has seen the most rapid increase. Between 2010 and 2014 the participation of Asian teams has grown 115% percent, compared to the 76% of Europe, 79% of North America and the 91% growth in the competition overall. The key player here is China, which has seen a huge 455% increase in number of teams, significantly more than any other participating country. Despite the growth of the continent in the competition, this has not translated into finalists. Only 12% of finalists come from Asia, a mere 5 out of 41 previous finalists. No more than one Asian team has been a finalist per year.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div><p>Asia is the continent whose participation in the competition has seen the most rapid increase. Between 2010 and 2014 the participation of Asian teams has grown 115% percent, compared to the 76% of Europe, 79% of North America and the 91% growth in the competition overall. The key player here is China, which has seen a huge 455% increase in number of teams, significantly more than any other participating country. Despite the growth of the continent in the competition, this has not translated into finalists. Only 12% of finalists come from Asia, a mere 5 out of 41 previous finalists. No more than one Asian team has been a finalist per year.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div></p></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div></p></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"><p>The Oxford iGEM team has conducted a study on the <a href ="https://2014.igem.org/Team:Oxford/P&P_igem_europe">presence of Europe in the competition</a>.</p></ins></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>Case Study: China and the USA</h3></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>Case Study: China and the USA</h3></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901.</li></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=392401&oldid=prevDespoina at 02:54, 18 October 20142014-10-18T02:54:42Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <p>Finally, the United States of America. In 2013, it was reported that about 820,000 non US nationals were enrolled in US universities. That makes up only 3.3% percent of the population. If we look specifically though into universities that have been participating in iGEM for a while, those percentages shift dramatically. MIT, birthplace of the competition, 28.63% of the students are international (MIT ISO 2014). In Purdue University, another early iGEM participant, the percentage is 15% for undergraduates and 38% for graduate students (Purdue 2012).</p></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <p>Finally, the United States of America. In 2013, it was reported that about 820,000 non US nationals were enrolled in US universities. That makes up only 3.3% percent of the population. If we look specifically though into universities that have been participating in iGEM for a while, those percentages shift dramatically. MIT, birthplace of the competition, 28.63% of the students are international (MIT ISO 2014). In Purdue University, another early iGEM participant, the percentage is 15% for undergraduates and 38% for graduate students (Purdue 2012).</p></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <p>Currently, there is no way of knowing this however since iGEM does not record the nationality of participants. As a result, the i in iGEM refers only to the origin of the participant universities, rather than the participating individuals. Countries with no representation through teams in the competition are still represented by individuals. Just within the history of Imperial College iGEM there are students from 5 different countries with no official participation in the competition: Cyprus, Estonia, Greece, Pakistan and Slovakia (Imperial iGEM wiki 2008, 2009, 2011, and 2014).</p></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <p>Currently, there is no way of knowing this however since iGEM does not record the nationality of participants. As a result, the i in iGEM refers only to the origin of the participant universities, rather than the participating individuals. Countries with no representation through teams in the competition are still represented by individuals. Just within the history of Imperial College iGEM there are students from 5 different countries with no official participation in the competition: Cyprus, Estonia, Greece, Pakistan and Slovakia (Imperial iGEM wiki 2008, 2009, 2011, and 2014).</p></div></td></tr>
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<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"><p>On the graph below we can see that the percentage of international students in the Imperial iGEM teams over the years by far exceeds the 44% of international students in the university. It should be noted that in the 2007 and 2011 teams. only one of the students was British</p></ins></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=389842&oldid=prevHChughtai at 02:34, 18 October 20142014-10-18T02:34:51Z<p></p>
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</table>HChughtaihttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=387115&oldid=prevDespoina at 02:12, 18 October 20142014-10-18T02:12:03Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <div class="pure-u-1-2"></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <div class="pure-u-1-2"></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <h2>Key <del class="diffchange diffchange-inline">Achievements </del></h2></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <h2>Key <ins class="diffchange diffchange-inline">Points </ins></h2></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Universities participating in iGEM have large proportions of international students.</ins></li></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=386309&oldid=prevDespoina at 02:04, 18 October 20142014-10-18T02:04:30Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>NUS International Relations Office. (2014). University-Wide Partner Universities, Albert-Ludwig University of Freiburg (University of Freiburg) . Retrieved from <em>http://www.nus.edu.sg/iro/sep/partners/pu/germany/uni-freiburg.html</em> - See more at: http://reffor.us/index.php#sthash.pgroXNVN.dpuf</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>NUS International Relations Office. (2014). University-Wide Partner Universities, Albert-Ludwig University of Freiburg (University of Freiburg) . Retrieved from <em>http://www.nus.edu.sg/iro/sep/partners/pu/germany/uni-freiburg.html</em> - See more at: http://reffor.us/index.php#sthash.pgroXNVN.dpuf</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Purdue Marketing &amp; Media, P. (2014). Purdue News - Purdue's international student population ranks 2nd for public schools. [online] Purdue.edu. Available at: <a href="http://www.purdue.edu/newsroom/releases/2012/Q4/purdues-international-student-population-ranks-2nd-for-public-schools.html"></a> [Accessed 18 Oct. 2014].</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Purdue Marketing &amp; Media, P. (2014). Purdue News - Purdue's international student population ranks 2nd for public schools. [online] Purdue.edu. Available at: <a href="http://www.purdue.edu/newsroom/releases/2012/Q4/purdues-international-student-population-ranks-2nd-for-public-schools.html"></a> [Accessed 18 Oct. 2014].</li></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Scimagojr.com, (2014). Scimago Journal & Country Rank. [online] Available at: <a href="http://www.scimagojr.com/index.php"></a> [Accessed 18 Oct. 2014].</li></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Tardy, C. (2004). The role of English in scientific communication:< i> lingua franca</i> or< i> Tyrannosaurus rex?</i>. <em>Journal of English for Academic Purposes</em>, 3(3), 247-269.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Tardy, C. (2004). The role of English in scientific communication:< i> lingua franca</i> or< i> Tyrannosaurus rex?</i>. <em>Journal of English for Academic Purposes</em>, 3(3), 247-269.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Topuniversities.com, (2014). University Rankings | Top Universities. [online] Available at: <a href="http://www.topuniversities.com/university-rankings"></a> [Accessed 18 Oct. 2014].</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Topuniversities.com, (2014). University Rankings | Top Universities. [online] Available at: <a href="http://www.topuniversities.com/university-rankings"></a> [Accessed 18 Oct. 2014].</li></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901.</li></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li></li></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=385983&oldid=prevDespoina at 02:01, 18 October 20142014-10-18T02:01:29Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For the Teams</h3></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For the Teams</h3></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Create an ‘At a Glance’ page written in perfect English. The most effective way of doing so is by writing the page in your native language as well as possible and give it to a bilingual person (in your language and English) to translate. This way the major parts of your project (overview, results, and conclusions) are not lost in translation and the judges can quickly have a look through them.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Outsource. A lot of students and scholars in many universities participating in iGEM come from abroad and may have been educated partially in English. Ask their input when writing your wiki, preparing your presentation or making your poster. Otherwise, you can find native speakers of your language in a different iGEM team, preferably one from an English-speaking university. You can ask for their help and form a collaboration.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Visualize. Try to communicate your project as visually as possible. Make animations of your systems, take a lot of pictures of your experiments and create very detailed graphs, symbols and photographs. This is an effective way English is taught as a foreign language and it can be used the other way around.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline"> <li></li></del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For iGEM</h3></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h3>For iGEM</h3></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ul></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Create a database of nationalities of the participating students. This could give a greater insight in how truly international iGEM is. A few of the alumni could go back to their home countries and establish Synthetic Biology hubs, even iGEM teams. With Synthetic Biology being a new, ever expanding field, it is good to keep an eye on where the next innovation will appear.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Create a database of languages spoken by the participating students and make it public. This can promote collaborations between the teams and enhance the community feeling. Teams with problems in English can contact students from different teams that speak their language in order to seek help.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <li></li></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <li><ins class="diffchange diffchange-inline">Promote participation of judges from more diverse backgrounds, especially from countries and universities that may not be present in the competition that year or never. This is a great opportunity for expanding the global community of iGEM and Synthetic Biology.</ins></li></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <del class="diffchange diffchange-inline"><li></li></del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> </ul></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> </ul></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=385620&oldid=prevDespoina at 01:58, 18 October 20142014-10-18T01:58:07Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h2>References</h2></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h2>References</h2></div></td></tr>
<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> <<del class="diffchange diffchange-inline">ol</del>></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> <<ins class="diffchange diffchange-inline">ul</ins>></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Balán, J. (2012). Research universities in Latin America: the challenges of growth and institutional diversity. <em>Social Research: An International Quarterly</em>, 79(3), 741-770.</li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Balán, J. (2012). Research universities in Latin America: the challenges of growth and institutional diversity. <em>Social Research: An International Quarterly</em>, 79(3), 741-770.</li></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Deutscher Akademischer Austausch Dienst (DAAD). (2014). <em>http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en</em>. Retrieved from http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en </li></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <li>Deutscher Akademischer Austausch Dienst (DAAD). (2014). <em>http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en</em>. Retrieved from http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en </li></div></td></tr>
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<tr><td class='diff-marker'>-</td><td style="background: #ffa; color:black; font-size: smaller;"><div> </<del class="diffchange diffchange-inline">ol</del>></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </<ins class="diffchange diffchange-inline">ul</ins>></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> </section></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> </section></div></td></tr>
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</table>Despoinahttp://2014.igem.org/wiki/index.php?title=Team:Imperial/The_i_in_iGEM&diff=385541&oldid=prevDespoina at 01:57, 18 October 20142014-10-18T01:57:24Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h2>References</h2></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <h2>References</h2></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ol></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div> <ol></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Balán, J. (2012). Research universities in Latin America: the challenges of growth and institutional diversity. <em>Social Research: An International Quarterly</em>, 79(3), 741-770.</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Deutscher Akademischer Austausch Dienst (DAAD). (2014). <em>http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en</em>. Retrieved from http://www.wissenschaftweltoffen.de/daten/1/1/1?lang=en </li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Expert Council of German Foundations on Integration and Migration (SVR). (2012). <em>The Staying Intentions of International Students in Five EU Countries</em>. Retrieved from <a href="http://www.svr-migration.de/content/wp-content/uploads/2012/04/Study_Mobile_Talent_Engl.pdf"></a> </li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Ef.co.uk, (2014). Overview | EF Proficiency Index. [online] Available at: http://www.ef.co.uk/epi/ [Accessed 18 Oct. 2014]</li>.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Igem.org, (2014). Main Page - ung.igem.org. [online] Available at: <a href="https://igem.org"></a> [Accessed 18 Oct. 2014].</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Hwang, K. (2012). Effects of the language barrier on processes and performance of international scientific collaboration, collaborators’ participation, organizational integrity, and interorganizational relationships. <em>Science Communication</em>, 1075547012437442.</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Moed, H. F. (2002). Measuring China" s research performance using the Science Citation Index. Scientometrics, 53(3), 281-296.</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>NUS International Relations Office. (2014). University-Wide Partner Universities, Albert-Ludwig University of Freiburg (University of Freiburg) . Retrieved from <em>http://www.nus.edu.sg/iro/sep/partners/pu/germany/uni-freiburg.html</em> - See more at: http://reffor.us/index.php#sthash.pgroXNVN.dpuf</li></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"> <li>Purdue Marketing &amp; Media, P. (2014). Purdue News - Purdue's international student population ranks 2nd for public schools. [online] Purdue.edu. Available at: <a href="http://www.purdue.edu/newsroom/releases/2012/Q4/purdues-international-student-population-ranks-2nd-for-public-schools.html"></a> [Accessed 18 Oct. 2014].</li></ins></div></td></tr>
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