Students have an important role to play in advocating for more diversity within scientific research
Science seeks to discover and explore why things work the way they do. With such a broad scope, science is a diverse field of study including disciplines such as biological, environmental, political and social sciences.
Though while the disciplines within science are diverse, the same is not always true of the people working within these disciplines or the people consulted as part of research.
Particularly, the lack of diversity in the context of science research participants is an ongoing issue that has gained more attention in recent years.
Designing good studies that yield findings transferable to the real world is crucial and having a diversity of participants is a big part of this.
Small and non-randomized sample populations of participants make it difficult to extend results to the general population as the conclusions of these studies are derived from trials on a very specific group of people.
Despite these issues with methodology being apparent, a trend of poorly designed studies is seen across research in the field of medicine and healthcare and is one of science’s fundamental pitfalls.
Historically, health research has neglected and harmed communities of colour, creating deep mistrust in science. As most current day studies lack diversity, the findings drawn from this area of research cannot always be applied to people of colour and create gaps in quality healthcare access for racialized and other marginalized communities.
Historically, health research has neglected and harmed communities of colour, creating deep mistrust in science. As most current day studies lack diversity, the findings drawn from this area of research cannot always be applied to people of colour and create gaps in quality healthcare access for racialized and other marginalized communities.
However, science is becoming more inclusive in terms of both the individuals conducting the research and the populations involved in the research, by bridging communities through trust and understanding. Although we are beginning to see more representative research being conducted as science and society progress, we have a long way to go.
Students preparing to enter the scientific community as contributors must be aware of the existing gaps in scientific representation. We are responsible for advocating for equity in research and committing to ethical practices that prioritize diversity and inclusion.
To create positive ripples of change within science, we need to be more considerate of diverse and intersecting identities and strive to include groups such as racialized individuals, women, members of the 2LGBTQIA+ community and other underrepresented groups in science research.
Though it may seem like members of the science community are the only ones who can enact change, we all hold the power to change how science is researched and practiced.
Science research is publicly funded, and rightfully so, as everyone is affected by science. Discoveries made in the lab have a direct consequence for society through policy and practice across of wide range of sectors and industries such as healthcare, food and agriculture and energy to name a few.
The bottom line is that inclusion and diversity in science and science research benefit everyone. As diversity continues to increase within the science community, the innovation and creativity of projects is also growing. Diverse voices, with unique lived experiences, present solutions to various issues that may have gone unnoticed before.
The bottom line is that inclusion and diversity in science and science research benefit everyone. As diversity continues to increase within the science community, the innovation and creativity of projects is also growing. Diverse voices, with unique lived experiences, present solutions to various issues that may have gone unnoticed before.
Academia does not thrive when confined and limited by single perspectives. Intertwining different disciplines, perspectives and voices, on the other hand, creates opportunities for intersectional collaboration and development – opportunities that are desperately needed to solve pressing issues such as climate change.
The scientific community's commitment to inclusion enriches science. It’s time we prioritize diversity in science and science research.
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With employers seeking graduates with increasing professional skills, the university standard of required courses is not cutting it.
Co-op, placement courses, research practicums and internships are some of the experiential education opportunities the faculty of science offers its students. Although there are various opportunities for science students to gain an experiential education, this is not necessarily the most known option as students begin their university careers.
Unless a student begins university intending to partake in co-op, these learning opportunities are not widely discussed. Luckily, McMaster offers courses such as LIFESCI 2AA3 and SCIENCE 2C00 spread awareness about the opportunity and benefits of experiential learning.
LIFESCI 2AA3 hosts a lecturelecture dedicated to having a panel of third and fourth-year science students speak about their experiences in an experiential learning course. At the same time, SCIENCE 2C00 is a prerequisite course for students to develop professional skills before entering co-op in their third year.
Although not many experiential educational courses are offered to science students, the different learning methods that are offered allows students to get involved in the ones that best suit them.
For example, co-op is provided to a limited number of programs within the Faculty of Science here at McMaster. Whereas there are only 16 different experiential education offered to all science students.
The traditional co-op route entails students adding an extra year to their degree. For many students, this is not attractive due to the length it takes to complete as well as hindering their professional school plans.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
Breanna Khameraj
Some of the specific alternatives offered in place of the co-op are SCIENCE 3EP3, a placement course; SCIENCE 3RP3, a research practicum; and SCIENCE 3IE0, an internship course.
Regardless of the limited courses offered within the faculty of science, the importance of these experiential education courses is prominent. These opportunities allow students to gain real-world experience in their field of choice.
According to a study published by two archeologists, student interns engaging in experiential learning gained transferable skills and apply their learned knowledge to society. Their internship enabled them to become educators within their community and made these students well-rounded individuals prepared to enter a working environment.
Experiential learning provides students with the opportunity to gain technical and transferrable skills they may not have been able to gain until post-graduation.
By making experiential education courses a requirement to obtain a Bachelor of Science degree, science students are given more incentive to engage in opportunities that will provide them with the necessary experience for the working world.
Through these courses, science students are required to learn professional skills, research, and lab techniques, as well as resume/interview skills.
The benefit of making experiential education mandatory goes beyond students gaining attractive employable qualities; it also does not deter students from graduating “on time”.
Universities should make courses under the experiential education category mandatory for all science students. Students will gain experience academically relevant within their field of choice providing them the opportunity to develop transferable skills. Fortunately, this could all occur without extending their graduation date, allowing them to indulge in the best of both worlds.
Universities should be more mindful of more hands-on learning options and start discussing on making courses such as these mandatory for all science students.
C/O Tony Sebastian, Unsplash
While we may perceive ourselves as worlds away, we’re much closer than we think
Let’s set this story during Welcome Week of 2019. Surrounded by other 2023s, I ventured into the thick swarm of students on the field outside Burke Science Building. Before I could take a breath, I was asked a question that all of us had heard countless times during that week.
“What program are you in? Like, are you a science kid or an English kid?”
I’d answer with “science kid” and move on with my life. No big deal, right? Well, not exactly. As I went through two more years of university, I discovered there was a greater divide in the sciences and humanities than I had first realized. Science kids were the kind that would rather solve complex chemistry problems than go near an essay. Humanities kids could write 20-page essays but god forbid they took a physics class.
As far from the truth as these generalizations may be, they do exist and they do persist. The general public’s perception of students who pursue science and students who pursue the humanities are closer to these reductive statements than we may think.
This issue has been discussed at length, not only by students like us, but also by renowned professors across the world. In 2018, the University of King’s College in Halifax held a roundtable discussion on this exact topic. These scholars, particularly Evelyn Fox Keller, talked about the territorial criticism they felt as an expert in history, physics and biology. The roundtable came to the conclusion that the sciences and humanities are often presented with the same problems, such as climate change, but rarely work together to solve them.
Not only does this divide affect worldly problems, but it also affects us all on a smaller scale of interests and extracurricular activities. Why are only science students expected to take on research positions? This rush to get involved in research activities is a constant discussion in the echo chamber of undergraduate science students, often with no mention of research efforts in the social sciences and humanities.
With such a binary in expected extracurriculars, this frame of thinking has also found its way into job interviews. Mahnoor Malik, a third-year health sciences student, reflected on her experience of this phenomenon.
With such a binary in expected extracurriculars, this frame of thinking has also found its way into job interviews.
“I was in an interview, hoping to get a position writing for this website I’m really fond of. The interview was going great, but they did comment on how my writing experience was largely scientific. I understand where they were coming from, but it was also shocking to see how my scientific writing experience wasn’t valued as much as other writing experiences were,” explained Malik.
This experience isn’t unique to one individual. The separation between these two fields has led to a lack of understanding of each other from both sides. By allowing this distance to exist, we inevitably divide ourselves into different social and professional groups.
By allowing this distance to exist, we inevitably divide ourselves into different social and professional groups.
We allow these preconceived notions to affect our judgement of each other. From a STEM perspective especially, we’re all somewhat guilty of assuming that non-STEM programs have fewer career opportunities. However, graduates of social sciences programs not only have similar employment rates to STEM graduates, but are also valued by employers for their critical thinking, emotional intelligence and ethical reasoning.
On a personal level, I have had a passion for writing for as long as I can remember. However, I assumed that once I chose my path of health sciences, writing could be nothing more than a hobby. My label was now to be science and science alone.
Imagine my surprise when I joined the Silhouette and found just as many science kids as humanities kids as arts kids on our staff. In a short couple of months, this team has opened my eyes to the fact that these insurmountable obstacles that we created are largely imaginative.
As students, we need to take it upon ourselves to throw this arbitrary barrier to the wind. By doing so, we gain the chance to learn more about ourselves, each other, and the plethora of opportunities available to not just X or Y students, but to all of us.
C/O Georgia Kirkos
After a year of online school, McMaster gives professors the opportunity to teach courses in-person once again
For the past year, McMaster University has been completely online, with libraries and residences closed and classes taking place on Zoom and Microsoft Teams. However, as of this fall, not only has McMaster’s campus opened up, but many students now also have the opportunity to take classes in person once again.
“It was really left up to the instructors to decide how they wanted to offer their classes in the fall because we wanted to make sure that they felt comfortable,” said Associate Dean of Social Sciences Tracy Prowse.
Prowse explained that, in the faculty of social sciences, professors were first given the option to choose between online and in-person learning in February of this year, amidst the third wave of the COVID-19 pandemic. Those who did choose to offer their classes in person were given the option in August to switch to a virtual platform instead, depending on their level of comfort with the current situation.
“There were a very small number of courses that were originally scheduled to be in person that were shifting online,” explained Prowse.
Prowse added that decisions to shift courses back online were made in August, so that course outlines could still be posted by mid-August, allowing students to prepare for the year.
Maureen MacDonald, dean of sciences, offered perspective on how decisions about in-person learning were made within the faculty of science.
“We did, of course, consult with the professors about their preference and we took that tremendously into account, but it was a larger conversation about the learning outcomes and the learning experience and we did try to construct it so that every science student would have the potential to have at least one in-person learning component this term,” explained MacDonald.
“We did, of course, consult with the professors about their preference and we took that tremendously into account, but it was a larger conversation about the learning outcomes and the learning experience and we did try to construct it so that every science student would have the potential to have at least one in-person learning component this term.”
Maureen MacDonald, Dean of Sciences
For courses that are taking place in person this year, numerous safety measures have been put in place to prevent the spread of COVID-19. As MacDonald explained, along with public health measures such as masks, McMaster Facility Services ensured that all McMaster buildings had appropriate ventilation.
Further, as Prowse explained, any course that is a degree requirement must be accessible online as well. This means that, for these required courses, lectures must be recorded and uploaded to Echo 360 and assessments must take place virtually as well.
“[With] any in-person class that is required for a degree, the instructor also has to ensure that a student could take that [class] virtually,” said Prowse.
“[With] any in-person class that is required for a degree, the instructor also has to ensure that a student could take that [class] virtually."
Tracy Prowse, Associate Dean of Social Sciences
MacDonald stated that the return to some level of in-person learning will hopefully benefit students at McMaster, citing the importance of personal connection with peers and instructors.
MacDonald also highlighted the unique significance of in-person learning for the sciences.
“For science, we really believe the tactile component of experimentation, of physically trying to conduct an experiment or manipulate something in a discovery-based format, does lead to an enhanced learning,” said MacDonald.
“For science, we really believe the tactile component of experimentation, of physically trying to conduct an experiment or manipulate something in a discovery-based format, does lead to an enhanced learning.”
Maureen MacDonald, Dean of Sciences
Although the plan for the winter semester is contingent on COVID-19 restrictions, Prowse stated that students should expect a return to in-person classes.
“It's just been really nice to see students on campus. Even if a lot of their courses are still virtual or online, it's still nice to see people,” said Prowse.
There are benefits of taking humanities courses for students in any program
C/O Madeline Neumann
By: Ardena Bašić, Contributor
McMaster University’s integrated business and humanities program is a complete game-changer for commerce education in Canada. Combining practical business elements with ethics and other humanity-based courses teaches students to learn the value of making a sustainable and effective difference as opposed to focusing on the bottom line.
However, it is not just business programs that could benefit from integration with the humanities. While the argument has been made for mandatory ethics courses, I believe that every program should contain at least a few humanities courses for a variety of purposes.
For one, the humanities help us think and reflect, as opposed to simply memorizing. In most science, technology, engineering and mathematics subjects, answers, concepts and theories can be memorized. Most are logical, require technical skills and have definite “yes” or “no” answers.
The humanities, on the other hand, are at the other end of that continuum. When we consider major topics like philosophy, linguistics and ethics, there often is no “correct” answer for significant research questions.
We must think about our positionality in society, our previous biases and our own opinions to formulate our answers. This is invaluable in fostering the next generation of critical thinkers.
The IBH program specifically mixes core business courses like leadership, accounting and marketing, with humanities courses like ethics, linguistics and community outreach. Through this, we know that we have to consider and be tolerant of all perspectives on business-resulted issues.
We also have more awareness about what problems affecting our society may look like and how they are affected by language, ethics and the world as a whole. When we lack this mindset, we are limited to our own personal perspective and that of the traditional business focus: profit.
Rather, the IBH program is creating a future where business leaders consider the people and planet of the business world first and then the profit.
Rather, the IBH program is creating a future where business leaders consider the people and planet of the business world first and then the profit.
Sciences and technology programs could also benefit from the abstract nature of the humanities. Besides being able to think more critically considering the logical nature of most scientific concepts, the humanities can foster curiosity, creativity and empathy. We can then discover new or covert problems that need to be solved through new engineering methods or pharmaceutical research.
The creativity that comes from looking beyond the answer, questioning why and how it has come to be, alongside the understanding and tolerance for everyone else’s opinions and how they can congregate can construct a more enriching STEM community.
Moreover, enrollment in liberal arts programs is steadily dropping, suggesting that many people are not considering the humanities as much when choosing their educational programs. If students are to experience these different subjects, they could find that they truly enjoy them and want to pursue something different than traditional science and medical-related degrees.
Even if they do choose to stay in their current program, any participation in any humanities courses has been proven to foster critical, clear and creative thinking: an asset for a workforce in any industry or sector.
Even if they do choose to stay in their current program, any participation in any humanities courses has been proven to foster critical, clear and creative thinking: an asset for a workforce in any industry or sector.
Overall, we need to move away from the narrative that arts and humanities-related degrees are just not as profitable or worthy as STEM-related degrees. Our brain is one of our most powerful and complex assets; the humanities stretch and challenge it in a way that is incomparable to other programs.
When considering the next steps in your educational journey, consider expanding your course or program selection to include the extensive humanities offerings. A linguistics, ethics or gender studies course might just completely change the way you think and how you live your life for the better.
C/O: Silhouette Archives
How McMaster’s COVID-19 Research Fund enables scientists and students alike to engage in exciting research to fight the pandemic
Universities across the world have come together to conduct COVID-19 research. Some research projects have even entered phase three clinical trials. The brightest minds around the globe are all hard at work in the lab or hunched over a computer sifting through collected data to put an end to the ongoing pandemic. In the midst of all the headlines boasting of some institution’s cutting-edge research, have you perhaps wondered how McMaster is fighting against COVID-19?
McMaster holds the title of the most research intensive university in Canada for good reason. Like many of the most advanced research institutions across the world, McMaster’s faculty and students have been working intensely on COVID-19 projects, from exploring the potential for new diagnostic tools to exploring potential drugs that inhibit the virus’ ability to infect human cells. Many such projects have been made possible by many grants and these include the McMaster COVID-19 Research Fund, a program whereby the university itself and donors are able to support research projects conducted at McMaster.
One recipient of the McMaster COVID-19 Research Fund is Dr. Richard Austin, a professor in the medical sciences graduate program. He is the research director at St. Joseph’s Healthcare for the Hamilton Center for Kidney Research and has been at McMaster for 25 years. His research interests are focused on understanding why those with chronic kidney disease are at a higher risk of death due to cardiovascular complications. While waiting for his lab to reopen after facing setbacks from COVID-19 regulations, Austin became interested in the potential of a connection between his work prior to the pandemic and the novel virus itself.
C/O: Dr. Richard Austin. Richard Austin pictured here.
“We had stumbled upon a couple papers that were published actually showing that one of the cell surface proteins that we work on – GRP78 – was actually identified as a receptor that can combine to spike proteins on the virus and bring it into cells,” explains Austin.
Austin’s research lab has been hard at work looking further into the potential of this discovery he made when looking through the medical literature. His lab has since paired with a large scientific company in order to have access to different molecules that can bind to GRP78 and potentially block it and ultimately the entry of SARS-CoV-2 into human cells. The goal is to find out whether such a molecule may be used as a potential antiviral agent.
C/O: Michal Moshkovich. Pictured here is Dr. Richard Austin’s research team.
“We have small molecules from another company that we're working with that bind to surface GRP78,” said Austin. “So we're going to [ask whether] if we take some of these small molecules, can they actually disrupt the interaction of GRP78 with the spike protein so it doesn't get into the cell; so it could be an antiviral agent? That's what we're thinking.”
Austin’s research project has since grown and now involves an interdisciplinary team of researchers across McMaster. The team is now a collaboration of different faculties all working together to potentially uncover an antiviral agent. The team includes Dr. Karen Mossman, a virologist and professor in pathology and medicine, as well as a medicinal chemist. “One great thing about McMaster is the collaborative efforts we have,” explains Austin. “Here's a product that's sort of spurred out of an idea at three in the morning, when I was doing nothing and wanted to check on PubMed, into now, three investigators at McMaster that are actively looking at this whole process of GRP78.”
Another recipient of the McMaster COVID-19 Research Fund is Dr. Nikhil Pai, an assistant professor in the department of pediatrics, division of gastroenterology & nutrition, for his current project, “A Prospective, Observational Study on the Diagnosis of COVID-19 Infection from Stool Samples of Children and Adults.”
The project involves many collaborators across McMaster: Dr. Marek Smieja, Dr. Jeffrey Pernica, Lee Hill, Emily Hartung, Jelea Popov, Jodi Gilchrist, Julia Maciejewski, Dr. Mark Larché and Dr. Karen Mossman.
C/O: Michal Moshkovich. Pictured here is from left to right: Dr. Nikhil Pai, Dr. Jeffrey Pernica, Dr. Marek Smieja.
However, also participating in this exciting project are two undergraduate students in the Bachelor of Health Sciences (Honours) Program, Michal Moshkovich and Melanie Figueirdo, in second and third year, respectively. Indeed, it is not only professors and PhD students who are invested in the fight against COVID-19, but the student community as well.
C/O: Michal Moshkovich. Pictured here is Michal Moshkovich and Melanie Figueiredo, the undergraduates involved in Dr. Pai’s project.
The study will help determine whether COVID-19 infection can be detected from stool samples, which could potentially revolutionize current diagnostic methods. This is especially important considering the high prevalence of asymptomatic patients or COVID-19 positive patients who test negative through nasopharyngeal swabs.
“We are testing stool obtained from patients across eight major adult and children’s hospitals serviced by south western Ontario’s regional virology laboratory,” explains Moshkovich. “This study will better define rates of community infection, increase diagnostic accuracy, broaden our understanding of disease transmission risks and potentially offer more economical approaches to COVID-19 testing.”
The study, which involves a large multidisciplinary team, has garnered attention from across the globe and professionals from abroad are reaching out to offer their own data to assist the study. This just goes to show the importance of collaboration in science, a field which can often seem uber-competitive, during global emergencies.
“What's really incredible is how quickly we and the research community were able to pivot when there’s a global crisis happening to get important, relevant data out immediately,” explains Figueirdo. “We are doing this with a pediatric infectious diseases specialist, clinical pathologist, Director of lab medicine professional; we’ve gotten ministry of health support, McMaster university support and had phone calls with collaborators from Brazil back in February who wanted to share diagnostics with us. It’s very global and rapid; it feels great!”
What better way to spend your undergraduate career than by lending a hand to global COVID-19 research? Moshkovich and Figueirdo have definitely made the most of the pandemic and have had the unique experience of being involved in the nitty gritty of research that might eventually lead to COVID-19 patient care and global implementation of diagnostic techniques. For students also interested in getting involved in the fight against COVID-19 or simply impactful research in general, Moshkovich has an important message.
“The world is evolving — everything is changing,” says Moshkovich. “Do not hesitate to reach out to specialists, practitioners, laboratory heads and offer a hand in making this change. Because that is exactly what we did!”
By Kayla Freeman, Contributor
University is hard, no doubt about it. With the constant stress that many students face, it is easy to see why they may look for easier and less strenuous classes when possible. This is where “bird courses” come into play. The idea surrounding these types of subjects is that one can fly through the course with little to no effort to achieve relatively high marks, such as an 11 or 12.
In reality, bird courses do not exist. Being successful in a course is largely dependent on the skills of individual students, their timetable, their motivation or their effort. To be fair, the harshness of a teaching assistant’s grading or a professor’s teaching style are among other contributing factors that can affect your mark. However, these issues are generally consistent across all courses.
Being successful in a course is largely dependent on the skills of individual students, their timetable, their motivation or their effort.
Courses in certain faculties have become associated with easier courses or workloads. Faculties such as humanities and social sciences are often the faculties that are considered to have a greater proportion of “bird courses” including courses such as microeconomics or medical terminology. This brings a negative attitude towards students and staff in certain faculties or programs. For example, students that are in a class for personal interest may feel that their efforts are worth less if they are investing time and effort into a course with a bird reputation. In a society centred around those in the fields of science and engineering, faculties such as the humanities and social sciences are often belittled and have their legitimacy second-guessed.
Faculties such as humanities and social sciences are often the faculties that are considered to have a greater proportion of “bird courses” including courses such as microeconomics or medical terminology.
Being a part of the social science faculty, I can tell you about the effects that the perception surrounding bird courses or even “bird programs” have on other students. For example, many current students in social science transferred into the program after their first year, which is perceived by some as a step-down from programs in science or engineering. This is disheartening for people that worked hard to get to where they are, who are enjoying their courses, and/or who continue to strive to maintain a high GPA in their program. It almost creates this hierarchy among different faculties, giving other students the idea that social science courses are not as worthy or respectable compared to others.
Some students choose to take bird courses only because they have heard that it will be easy. What they may have failed to consider is that if these courses are from a different faculty, they will likely be taught in a completely different manner than what students are used to. This, along with a disinterest in course material may result in poor performance. For these reasons, bird courses typically have low class participation and general class morale. There is no inherent problem in seeking out less taxing courses based on your own preferences and strengths. Some students may pursue this in order to balance challenging mandatory requirements. However, looking down on others and assuming their intentions and capabilities based on the courses they take is not okay, as it promotes a negative mentality and division among students and faculties.
For these reasons, bird courses typically have low class participation and general class morale.
People might be less likely to engage in the course content or with their fellow classmates if they view that the course is beneath them or an easy A. Rather than focusing on the bird-related differences between programs, I believe that everyone should simply embrace the variations that are inherent to each program. Within the same course, some students will struggle and others may not, but those who struggle will likely face difficulty in other courses.
Each program and faculty offers unique skills and abilities that can provide students with benefits across many disciplines. As each course has something different to offer, we may as well slow down and try to appreciate and understand the content rather than fly through it.
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By Morgan Parcells, Contributor
Sixteen-year-old Greta Thunberg agrees: hot girl summer was way too hot.
At the forefront of a global sustainability movement, Greta Thunberg seems to have lit a fire amongst younger generations. She inspired hundreds of thousands of individuals to take part in Fridays For Future, Greta’s very own climate strike, across the world on Sept. 27, 2019.
On Aug. 20, 2018, Thunberg singlehandedly began the development of her global movement with the very first Fridays For Future protest outside of her local parliament. The following week, her fellow students joined her in taking a stand for the environment. After only a few weeks, Fridays For Future became a weekly occurrence.
Thunberg’s ideas quickly garnered attention from neighbouring countries and Fridays For Future began to spread internationally. By February 2019, more than 30 countries across the world were participating. In August 2019, Thunberg attended the United Nations’ Climate Summit in the United States, and students in over 165 countries took part in Fridays For Future.
To some, the idea of climate activism is an entirely new idea. However, others may believe that an environmental political movement has been at play for a greater portion of history. The question stands: how long have we known about the climate crisis?
In 1896, the first scientific evidence of human-induced climate change was discovered: Swedish scientist Svente Arrhenius found that human carbon emissions have a direct contribution to the warming of the atmosphere.
In 1938, British inventor and engineer Guy Stewart Callendar posited that a correlation exists between the warming land temperatures and human carbon emissions. Callendar’s research was largely ignored by the scientific community of his time.
In 1960, American scientist Charles David Keeling — known for the Keeling Curve — found that carbon dioxide emissions were rising.
Clearly, the science has been in our grasp for over a century, but only relatively recently have we begun paying significant attention. Many credit Thunberg as the sole pivotal voice in the conversation around global climate issues. While her impact is nearly unmatched in the social world, the voice of Thunberg is not a lonely one. For decades, there have been voices of colour proclaiming the same message as Thunberg. Although her message is undoubtedly an important one, it would be disappointing to look past the second message Thunberg is sending — that the world only listens when white activists decide to speak up.
Despite doing the same work as Thunberg, climate change activists of colour are largely ignored.
Autumn Peltier, 13-year-old water advocate, addresses UN: pic.twitter.com/KaJ1aW5610
— Arlan 👊🏾 (@ArlanWasHere) September 28, 2019
Only 15 years old, Indigenous activist Autumn Peltier addressed the United Nations on the same day as Thunberg, urging the organization to protect the world’s universal right to clean water. She has been an advocate for these issues for the majority of her young life, having attended the Children’s Climate Conference in Sweden at only 11 years old and even personally addressing Prime Minister Justin Trudeau about his broken promises regarding Indigenous Canadian populations. At the age of 14, Autumn was named chief water commissioner by the Anishinabek Nation.
Eleven-year-old Ridhima Pandey calls Uttarakhand, India home and has been a climate change activist for the past few years. When she was only nine years old, Pandey filed a legal complaint against the Indian government for their failure to reduce and regulate the emission of greenhouse gases that heavily contribute to climate change. Her petition reached the National Green Tribunal.
Greta has done amazing work in calling for action on the #ClimateEmergency.
But don't forget Ridhima, Kaluki, Aditya, Nina, Autumn, Leah, or any of the other incredible young activists working for the future of this planet. https://t.co/CgheGTYtaR pic.twitter.com/DyuY1cWjh9— Greenpeace International (@Greenpeace) October 5, 2019
Beyond the two bright individuals detailed above, there exists a world of young climate leaders of colour who face global issues at a harsher level than most white communities will ever see.
The choice to champion Thunberg as the leader of the global climate advocacy movement holds a large amount of political weight behind it, exposing our tendency to champion those with lighter skin in place of coloured individuals who work just as hard, if not harder.
It is not wrong of us to recognize Thunberg’s dedication, passion and undying mission to save the world. But it is most definitely wrong of us to fail to acknowledge and appreciate the voices of colour who have been pushing this conversation for decades.
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By Eamonn Valelly, Contributor
McMaster has become one of the few Canadian universities to partner with TDF Sports, a plant-based nutritional supplement company. McMaster’s director of athletics and recreation, Shawn Burt, explained that this partnership will expose our varsity athletes to supplements that will help them pursue excellence.
A closer look at research on supplements reveals that their beneficial effects may not be so clear. Professor Stuart Phillips is one of the head researchers in the kinesiology department at McMaster University. He is a professor in the department of kinesiology, the director of the Physical Activity Centre of Excellence (also known as PACE) and director of the McMaster Centre for Nutrition, Exercise and Health research. Phillips is a colleague and friend of Darren Burke, CEO of TDF Sports. Consulting Phillips about this new-found partnership was essential because of his extensive knowledge in nutrition, athletic performance and the outstanding relationship between the two.
Phillips shared a 2017 meta-analysis paper, written by him and his research team, to use as a reference for our interview. A meta-analysis combines multiple, related research papers and their results. By evaluating studies who share similar objectives and follow similar criteria, a meta-analysis can provide a conclusion on a commonly studied effect. Phillips’ paper looked at randomized controlled trials that included participants using resistance exercise training (for example, lifting weights) and the effect of protein supplements on these participants.
Protein supplements were ingested by subjects through multiple forms: plant-based protein supplements, animal-based protein supplements and standard meals. The study’s results were consistent across all supplement forms. As long as each participant was ingesting 1.6 grams of protein for every kilogram of their body weight per day, they experienced an increase in fat-free mass (muscle hypertrophy) and an increase in strength determined by a subject’s one-rep-max (weight that subject could lift in one repetition).
Our bodies require 20 different amino acids. At the microscopic level, long chains of amino acids make up all proteins in all living things. The order of amino acids in their long chains determines a protein’s function and structure. Nine of the 20 amino acids are classified as essential because humans do not produce them organically. We need to ingest essential amino acids through our diet, whereas our body can produce non-essential amino acids on its own. It is important for protein supplements to contain all essential amino acids, otherwise there will be a very limited ability for our body to put on muscle mass.
“I have long been an advocate of consuming whole proteins, whether it’s from food or concentrated forms that you get in supplements,” stated Phillips.
With that being said, Phillips stressed that consumers need to understand that exercise provides the biggest stimulation of performance gains.
“A striking majority of the gains and benefits from exercise actually come from doing the action, lifting the weight, following the program,” Phillips said.
TDF Sports advertises a very popular product in the nutritional supplement world, branched chain amino acids. BCAAs are popular due to their alleged association with decreased recovery time after a workout, improved performance and diminished effects of delayed onset muscle soreness (burning and tightness in your muscles following an intense bout of exercise).
“Concepts like delayed onset muscle soreness are proxy markers for recovery, they are anything but the ethos for all recovery. It’s a little bit of a stretch in my mind to make these claims, especially considering how subjective the concept of recovery is . . . these are what we call soft-word claims that are present on packaging and marketing material. People need to understand that these claims are not held to a rigorous standard for nutritional supplements,” Phillips explained.
BCAAs comprise three of the nine essential amino acids. TDF Sports claims that their fermented BCAAs retain the benefits of BCAAs. Yet, a 2018 experimental research paper concluded that the effects of BCAAs are negligible if consumed with the baseline recommended daily protein intake of 1.2 grams of protein per kilogram of bodyweight, per day.
Leucine is one of the three BCAAs in the popular TDF Sports product. Leucine has been proven to stimulate muscle protein synthesis, aiding with the development and repair of muscle proteins. However, for muscle-protein synthesis to occur, the body needs to have access to all of the essential amino acids. Supplementing with only these three amino acids may have no effect, according to a separate meta-analysis by Phillips and his team that has yet to be published.
“Isolated BCAAs are a very popular supplement, but in my opinion—and with a little bit of inside information—we have an ongoing meta-analysis on the effects of BCAAs and we found absolutely zero benefit of taking only those three [branched chain] amino acids, as long as you have sufficient protein in your diet,” Phillips said.
McMaster is renowned as one of the most research-intensive universities in Canada. For them to partner with a company selling products that still carry a degree of uncertainty raises some questions.
“I think the biggest advantage you get from a supplement standpoint is convenience. That is the most significant advantage TDF has over food,” Phillips said.
Where the McMaster-TDF Sports partnership seems to make the most sense is for the student-athletes here at McMaster. Student-athletes have extremely busy lives, balancing their games, practices, other forms of training and their studies is inarguably difficult. Finding the time to eat a full meal and take in all the nutrients they need to be getting to maintain performance at a high level must be tough and so these supplements offer varsity athletes at McMaster an opportunity to conveniently nourish themselves fully without having to think or worry about how.
With regards to the research of Phillips, it appears as though supplements, in general, may not be as effective as previously thought. Even though they can provide some of the necessary nutrients, so long as you are ingesting the amount of protein you need to be, it does not particularly matter whether it comes from protein powder or food you get at the grocery store.
Art comes in many different forms, but for Nicholas Tsangarides, neither paintings nor sculptures captured his essence. His work is contained in small vials that burst with vibrant pinks, blues and yellows. A closer look at his art reveals the macabre reality behind the glass.
Specimens float suspended in fluid; their brightly dyed skeletons visible under layers of transparent flesh. The animals’ bones and cartilage are displayed in stunning detail, offering a unique glimpse into their inner structures.
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For decades, natural history museums have been using the process of diaphonization to display animals. Equal parts art and science, the process involves chemically treating specimens to make their flesh transparent and staining the bone, muscle and cartilage.
Tsangarides recalls being utterly captivated the first time he encountered diaphonized specimens during a trip to the Royal Ontario Museum as a kid. While studying radiation therapy at the University of Toronto, he came across the protocols for diaphonization and he developed his practice under the title Nighttime Nicholas.
"It made me really want to create that experience for other people and to try to elicit that feeling in others as well,” he said.
First, Tsangarides gets specimens from zoos, museums or pet owners. He only works with recently deceased animals, and he does not kill animals or remove them from their natural habitats.
He then must meticulously remove all the skin, fat and organs, while leaving the brain intact inside the skull.
The animals are then preserved in formaldehyde, after which they are soaked in a dye that gradually stains their bones, muscles and cartilage. Next, the animals are bathed in a digestive enzyme that renders their flesh transparent.
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All the tissues and muscles remain clear so that we can observe the skeleton entirely. It keeps everything together, kind of like a gummy bear with a tie dye skeleton,” said Tsangarides.
Although seasoned in his craft, Tsangarides still finds that imperfections can happen. Variables such as temperature, pressure and light can impact the finished product.
“I've tried to make a point of controlling as many of those variables as possible to have an expectation that I can produce the kind of piece that I have in mind,” said Tsangarides.
A deep respect for animals informs Tsangarides’ work. By dedicating time and care towards his pieces, Tsangarides transforms his specimens and gives them new life. He takes months to prepare, monitor and dye each animal.
“To me it's giving energy to this thing that would just go into the ground and become something else,” he said.
Furthermore, Tsangarides wants his pieces to serve as educational tools, offering an engaging glimpse at biology and reminding people of their fundamental similarities to other life forms.
Interacting with the pieces also serves as a reminder of our own mortality.
“The old philosophers used to do this, they would have a skull on their desk and it would remind them every day that our time is limited and it's important to live fully,” remarked Tsangarides.
At the same time, he wants to create a community for people who are fascinated by the macabre, and who have been isolated and made to feel different for their interests. By bringing his work to the public, he hopes to educate, inspire and welcome people into his community.
Although Tsangarides has never been to Supercrawl, he is excited to be featured at the Night Market at Absinthe during the festival weekend.
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“I wanted to be a part of [Supercrawl] in some way because it is one of the largest street festivals in the country … Being away from the main Supercrawl strip I thought would be better for me because the setting of the night market is kind of punky and more of my clientele,” said Tsangarides.
Supercrawl is a chance for artists to gain more public exposure within the city and for Tsangarides, this event will give him the chance to share his love of art and science with the public and to serve as a reminder to live life to its fullest.
Nighttime Nicholas and his diaphonized works will be displayed at the Night Market at Absinthe on Friday Sept. 13 and Saturday Sept. 14 from 6 p.m. - 2 a.m. at Absinthe.
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