<![CDATA[Mission Cerveau Nord - BrainReach North - BrainReach North Blog]]>Sun, 10 May 2020 07:23:49 -0700Weebly<![CDATA[BrainReach North Newsletter (2020)]]>Sun, 26 Apr 2020 07:00:00 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/brainreach-north-newsletter-2020Updated monthly! To subscribe please sign up here.

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<![CDATA[Why do your fingers and toes get wrinkly when wet?]]>Wed, 18 Mar 2020 15:37:50 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/why-do-your-fingers-and-toes-get-wrinkly-when-wetBy: Sabine Rannio

​You have probably noticed your fingertips and toes go all wrinkly after spending some time in water. While at first, researchers believed that this was just because your skin soaks up some water like a sponge, it seems more likely that it is actually a bit more complicated and involves your autonomic nervous system.

Your autonomic nervous system is a part of the nervous system that you don’t have voluntary control over (hence the name ‘autonomic’). It is split into two parts with opposing tasks: the sympathetic system, responsible for ‘fight or flight’ responses and the parasympathetic system, in charge of ‘rest and digest’.
​For instance, the sympathetic nervous system increases your heart rate and makes your blood vessels – the muscular tubes that transport blood through your body - expand or ‘dilate’. This increases the supply of blood and therefore oxygen and nutrients to your muscles. On the other hand, the parasympathetic nervous system decreases your heart rate and shrinks, or ‘constricts’ your blood vessels.
The sympathetic nervous system also allows your lungs to take up more air, so that you are ready to fight or run away. It also stimulates your sweat glands, so that you can start sweating to cool down your body from the heat generated by your muscles. In contrast, the parasympathetic nervous system reduces air volume that can be taken up by your lungs by constricting the lungs and stimulates your digestive system.

So what has this all got to do with your fingertips shrivelling up when you spend some time in water?
It turns out that when your skin gets in touch with water, the outer skin layer, also called the ‘epidermis’ soaks up the water through sweat glands. This takes some time, as your sweat glands contain an oily substance called sebum that blocks water. Once the sebum is washed away, water can enter. This is why your hands and feet don’t shrivel up immediately after getting in contact with water.
Water contains a different concentration of electrically charged particles, or ‘ions’ than your skin. Neuronal activity depends on the concentration of ions surrounding the excitable nerve cells, or ‘neurons’. When the concentration of ions in your inner skin layer, or ‘dermis’, changes it activates neurons that are part of the sympathetic nervous system. Activation of the sympathetic nervous system signals blood vessels to shrink, or constrict. In particular, a special type of blood vessels called ‘glomus bodies’ are attached to the outer layer of your skin. When these glomus bodies constrict, they pull parts of the skin with them, making your skin look all wrinkly.
In fact, people with nerve damage in their sympathetic nervous system don’t show wrinkling of their hands and feet after spending some time in water.

But is there any advantage for your hands and feet to shrivel up?
While this issue is still debated, some scientists suggest that wrinkly skin gives you a better grip when in a wet environment, which may have benefited our ancestors in their search for food or escaping predators.
Left: Normal skin with an outer layer, the epidermis and an inner layer, the dermis, which has a sweat gland and a glomus body that is attached to the epidermis. Middle: When your skin gets in touch with water, the sebum is washed away and water can enter through sweat glands, which changes the concentration of ions in the dermis. This activates the sympathetic nervous system (in green). Right: Sympathetic nerve activity makes glomus bodies constrict, i.e. get smaller, which pulls your skin inwards, making the skin look wrinkly (modified from Wilder-Smith, 2004)

Wilder-Smith, E., 2015. Stimulated skin wrinkling as an indicator of limb sympathetic function. Clinical Neurophysiology, 126(1), pp.10-16. (review)

Changizi, M., Weber, R., Kotecha, R. and Palazzo, J., 2011. Are Wet-Induced Wrinkled Fingers Primate Rain Treads?. Brain, Behavior and Evolution, 77(4), pp.286-290.
<![CDATA[An Interview with Senator Lillian Eva Dyck]]>Wed, 11 Mar 2020 00:44:32 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/an-interview-with-senator-lillian-eva-dyckBy: ​Meagan Collins
​Senator Lillian Eva Dyck is a Member of the Gordon First Nation and a first-generation Chinese Canadian. She grew up in the Prairies of Saskatchewan and attended high school in Swift Current, Saskatchewan, but moved around frequently between Saskatchewan and Alberta since her family operated a series of restaurants.
Senator Dyck recounts that her early scientific inquiries formed around the same time as the Space Age. Her Chemistry teacher, Mr. John Dyer, was the first to encourage her and her brother to further their educations in science. When asked who taught her the most when growing up, she replied, “We were very fortunate to have such good teachers in pretty much every subject. My Biology and Chemistry teachers were the teachers that were the most influential to me.” She stated, “I really liked the Biology labs and doing the lab work.”
With an initial interest in Chemistry, she decided to first explore Biochemistry as both an undergraduate and master’s student. When she recounts her time as an undergraduate student, working in horticultural and biochemistry labs during the summer, Senator Dyck says, “I really liked participating in experiments and seeing the results and trying to figure out what it meant.” After working a series of summer jobs and exploring different questions in numerous labs, she decided to pursue graduate studies in Biological Psychiatry and obtained her PhD from the University of Saskatchewan in 1981.
After spending many years working as a Full Professor at the University of Saskatchewan, Senator Dyck has been recognized with several prestigious titles and awards. These include the National Aboriginal Achievement Award for Science & Technology in (1999) and the YWCA Woman of Distinction Award for Science, Technology & the Environment (2003). Upon winning the National Aboriginal Achievement Award for Science & Technology, Senator Dyck recalled, “That was a thrill! That was the first time that I met another Canadian indigenous scientist, Dr. Malcom King.” She remembers what it felt like to meet another Canadian scientist with a PhD saying, “Back then, he was the only other one whom I had met. You always feel like you are the only one because you pretty much are.”
Senator Dyck transitioned her current role in the Senate as the first Indigenous female senator and first Canadian-born Chinese senator in 2005. She says that her identity and experience has influenced her work in politics as she advocates for Indigenous women and better education for Indigenous youth. Senator Dyck was a key figure in making changes to laws such as Bill S-3* to advocate for the equal rights of Indigenous women.
When asked what advice she would give to students to succeed in a STEM career, she said, “We may not always have a role model or a mentor, but I think support is key. For young students, I would think of someone in their own family, maybe who they admire, or ask their family or friends for support. It is finding those friends and family who tell you that you can make it!”
We thank Senator Lillian Eva Dyck for taking the time to share her unique insights and for being a role model to us all.
*Bill S-3: as of August 15, 2019, all descendants born prior to April 17, 1985 to women who lost status or were removed from band lists because of their marriage to a non-Indian man dating back to 1869, will be entitled to registration, bringing them in line with the descendants of men who never lost status.

<![CDATA[An interview with Adrian Riives]]>Tue, 10 Mar 2020 19:24:19 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/an-interview-with-adrian-riivesHow do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.    

Today we meet Adrian Riives, who is pursuing a PhD in chemistry at Rensselaer Polytechnic Institute in New York. 

Adrian Riives interview transcript – “Indigenous people are the first scientists in their own right”

Can you tell us a little bit about yourself and where you’re from?

My name is Adrian Riives, I’m from Edmonton AB, Can. I grew up there but now I’m living in the US doing my Ph.D. in chemistry. My dad is half Ojibwe and my mom is mostly German, I’m kind of mixed myself.
I’m from Edmonton, AB, but I moved to Seattle when I was 4, moved to California when I was 14, lived in Philadelphia for a bit, and now I live in Albany, NY. My dad is from White River, ON, my mom is from Saskatoon, SK.
What are some things that you pursue outside of science?

I think it’s important to have a lot of different interests. For example, I live in the beautiful northeast, and in the summertime it’s green and very outdoorsy. Since I live upstate, there are a lot of things to do. I’m really into anything outdoorsy, I love trying new things. I love travelling, I love food a lot, so I love trying new food. I guess anything that is a new and authentic experience where you get to meet new people, if I’m being honest.
Were you always interested in science? What made you choose chemistry?

It’s funny, when I was younger, I never thought I’d be doing science or anything like that. I never thought I was smart enough because there’s always been this kind of stereotypical, older, male in a lab coat that we think of as science. I don’t think science today is at all like that. But I’ve always loved nature. In high school, I did chemistry, biology, physics, the traditional courses you take in high school, and I had a real knack for chemistry. I liked chemistry.
How has your cultural identity impacted your career path?

I think that your roots are always there even when you are kind of unaware that they’re there. What I like to think about now, whenever I’m at a science conference, especially when I’m at an AISES* conference, they always talk about how Indigenous people were the first scientists in their own right. Because we’ve been around here for tens of thousands of years, during the land bridge, right? And we had farming, we had cultivation, agriculture. We took care of the land. What I’m doing now actually is really interesting, it’s inorganic photochemistry, so it’s basically trying to make dye-sensitized solar cells. It’s all green chemistry, it’s like trying to take the background I have in that and trying to help the environment. I really care about the environment and Mother Nature. Therefore, the research has to be about the things you care about. It’s kind of interesting to have this background in my brain about who I am and who my family is and things I’ve learned. If you talk to any aboriginal person, they will always say their number one concern is the environment, and that factors into everyday life. It’s very subtle but it’s always there. I think cultural identity is always there, whether or not you’re aware of it, I think it really does shape us. It’s a long answer, but I’m still honestly answering it myself. You know, as you get older and you start understanding things about yourself more, your life, who you are. Honestly, I’m still figuring it out myself.
*AISES= American Indian Science and Engineering Society
What is the most fun thing about working or studying in science?

The really nice thing, as one of my friends put so well, academia is this last beautiful bit of time you have to really focus on a problem and understand it, make it your own. The weirdest thing, I think personally, is, when I was younger, I thought I was going to come in and change the world and make a huge impact. But honestly, in 5 years’ time, given the amount of training it’s going to take for you to even get up to snuff, you’re probably not going to change the world. I mean, it’s just the nature of things. But what you can do is, you can take this very small piece of knowledge and you can contribute to a much larger body. It’s a very humbling experience. People who don’t know me very well think, for example, that I feel smart. But the truth is, you never feel smart. You’re still learning and trying to understand the system you’re describing yourself.
What is the hardest thing about studying or working in science?

What you’re doing when you’re doing your research, you guys are the forefront of understanding things. That’s the nature of what research is, and that’s very difficult. The Impostor Syndrome, that’s another huge thing. Basically, everyone everywhere suffers Impostor Syndrome, it’s something I learned, not just students, but honestly professors too. Everyone always feels like they’re not smart enough, they’ve tricked people to get in where they need to go. The whole idea of “fake it till you make it” is a real thing, and I think everyone feels that way.
How have you dealt with or overcome the hardships that you mentioned?

It’s kind of life’s journey and how you get where you get, right? I’m a big believer in positivity. There’s been times in my life where I have not been so positive, and I can tell you that positivity and self-love and giving yourself credit where credit is due. Like if you finish an exam and did well on it, or you finished finals, taking a break and telling yourself you did a good job. I’m also a big believer in exercise. I think exercise really helps. It’s not my emphasis or my forte, but I’m pretty certain there’s a lot of science to back up that exercise really takes care of depression, mental health. Having a big support system, or network of friends and family, who believe in you when you don’t believe in yourself is a huge positive. And if you don’t have friends and family, faculty members. When I was in undergrad, I was part of this program called Rise as well as LSAMP (Louis Stokes Alliance for Minority Participation), Rise is a similar program. Because I’m a minority student, I was part of this much larger program. It’s weird, because before I joined this society, I used to be more of a B/C student, and honestly with this much larger organization behind me and people, I became a straight-A student. It’s kind of crazy how much your belief in yourself and having that self-confidence really changes things, and not just grades.

When people are young, they take things really seriously. They think that every small failure is going to be the end of them. I don’t think failure is necessarily failure, it’s just a scar, or a bruise, it’s not the end of the world. I think success is taking failure and turning it into something positive. For example, if you fail on an exam, you just study harder. Next time you do better, or you get more help, or you say maybe I have a problem here that I’m not addressing, that I actually need to address to do better in the future.
What advice would you give your teenage self to help you succeed in your career in STEM?

It’s gonna be okay. That’s my advice. It’s going to be okay, be more gentle on yourself, you’ll be fine. I know people who have kids early on, from 18, I know people who go into the army, I know people who go to school in their 40s, or it can be my mom, who went to law school in her 40s, where she was 20 years older than everyone in her class. I think as I’ve gotten older, I’m kind of like, who am I living my life for? And if it’s not for yourself, then who ARE you living it for? Of course, everyone’s parents expect certain things from them, but at the end of the day, it’s your life. And I think you kind of find what you want to do over time. You don’t have to have all the answers right now. I definitely think when I was younger, I thought I had to have all the answers all the time. It was very draining, you know? It was very impossible to do that. Take every opportunity. I think the most important thing – this sounds so cheesy – but it’s honestly, believe in yourself. When I was younger, I remember immediately being like, I can’t apply there, I’m not smart enough, I don’t have the grades for that, or I’m not capable of that, that’s for smart people. No. What does Wayne Gretzky say? He said you miss 100% of the shots you don’t take. Every internship, every job offer your friend gets, or someone you know gets, isn’t because they’re much more qualified than you, it’s just because they happened to try out for it. Of course, work hard too, but I think a lot of young people are under a lot of stress today, especially, and that whole believing that you’re not smart enough or you don’t belong here, that’s just very commonplace. Especially with globalization and higher competition with jobs, I just say go for it. Believe in yourself and try new things, life is finite, go for it!

Young people are hilarious, they think every small failure is going to be the end of them. I know because I’ve been that person, that’s why I can laugh at it, because I’ve literally been that person. You just think success is one success after another, and it’s not the way things work. There’s a lot of failure, and then you just put your successes on LinkedIn. No one needs to know! No one has to know, right? You’ve got 50 rejections, you’ve got 1 job offer, hey, they only have to know about that one job offer. That’s the way people work in society, right?

I don’t have a lot of answers, but I do think a lot of them are based on going through something difficult – everyone has difficulties in their life – and moving past and being like, you know what? I can tackle that, I probably can do something else too. That’s my belief at least.

Thank you, Adrian, for participating in our “Indigenous Peoples in STEM” interview series and sharing your experiences with us. We have learned a lot from you today and we hope your story will be an inspiration to others. 

Interview by Christina 
<![CDATA[An interview with Jenna Barnhardt]]>Fri, 06 Mar 2020 16:20:08 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/an-interview-with-jenna-barnhardtHow do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.    

​In our next installment of “Indigenous Peoples in STEM” interviews, we meet Jenna Barnhardt, a 4th year student at Ryerson University studying Biomedical Science. Jenna shares with us an inspirational story about how science, to her, represents a second chance and an opportunity to make an impact in her own community. We learn that the road to science isn’t always unswerving and that the scenic stops along the way (like building your own business) can offer some invaluable perspective. Without further ado, here’s Jenna.

Tell us a bit about yourself. Where are you from? What are you studying? What are your hobbies, interests? 

I'm from Tyendinaga Mohawk Territory in Ontario - Mohawks of the Bay of Quinte Iroquoian tribe and I am turtle clan. Both my parents are Mohawk. I am currently doing my undergraduate degree studying Biomedical Science at Ryerson University, and I am going into my 4th year in September 2019. I have also completed a minor in Psychology and a Certificate Diploma in Mental Health & Addictions. My hope is to go into graduate studies in Neuroscience with a focus on cognition/behaviour/thinking/mental illness/psychology/psychiatry etc. I haven't decided specifically which area I'll go into, or if I will end up applying to medical school or not, but I hope to do something in those types of areas of research and Neuroscience studies.
I am crafty, I enjoy knitting and fibre arts like cross-stitch, sewing, and beading. I have my own business called "Yarnhardts" where I sell my knitting creations and employ others and sell their products too. I participate in mostly craft shows in my hometown. And in that area, most of my crafts have a Native influence. You can see them on any social media platform if you search "Yarnhardts." 
I am interested in outreach and promoting science education and knowledge translation to anyone interested in science, but now I have focused more on Indigenous people. I worked as a technical consultant for Scientific Research and Experimental Development (SRED) for almost 7+ years where I worked with engineers, scientists, and doctors to optimize their projects for funding and investment purposes. I worked on writing reports and applications on behalf of my clients for various types of funding to support their projects and this involved a substantial amount of knowledge translation for purposes of funding. Now I enjoy general knowledge translation and teaching/explaining science concepts/myths/new ideas to people who are interested. 
I love animals! I have an orange cat named Beans, and a Basset Hound named Billie. They keep me on my toes!   
How would you describe yourself in 3 words or less?

Intelligent. Proud.
What does science mean to you? 

I started out in my life as a model and I started my first undergraduate degree in Fashion. When I realized that path was not for me, I felt like I wasted a huge part of my life, ruined my academic career, and was too old to start over. I had a connection that gave me a unique opportunity to write for and support technical consultants/professionals (engineers, doctors, scientists, etc.). In the beginning I was essentially just being dictated material to write up how my bosses wanted and to edit their complicated reports. But as I started reading what the reports were about, I became very interested in science in general. As I worked my way up and eventually became a professional technical consultant myself, I gained lots of invaluable experience in many different areas of research, which allowed me to narrow down my interests. These came down to: Astrophysics or Neuroscience. In my late 20s I made the extremely difficult decision to go back to university, and take a shot at my dreams in science but it meant I had to start from the bottom and do a brand new undergraduate degree (which I am doing now). That was Fall of 2017 and I am on track to finish my 4-year BSci Undergraduate Degree in only 3 years.
So what I'm saying is, science, to me, means a second chance. It gave me an opportunity to explore what I love, do something interesting with my future, and give my career real meaning. Science has allowed me to learn more about who I am as an Indigenous person by being more involved with my community, doing outreach, doing knowledge translation, and teaching what I know to people who never had that opportunity as I was once in their shoes. Growing up I never saw any part of STEM being a possible career option for me and to give other people that opportunity means everything.   
How did you get interested in science? What motivates you to continue pursuing it?

I think I kind of touched on these questions in my previous answer but it's all part of my story. I fell into science unknowingly at a point in my life where I felt useless and alone and that fostered my interest.
My motivation to continue to be involved in science and make science part of my life is the need for knowledge translation. There is so much misinformation in a world where information is so easily accessible that there has been a huge demand for people who can take all of this amazing research that’s happening and translate it to something meaningful for everyone else. We live in a digital age where information can get twisted, and meanings can be lost with propaganda and agendas that do not favour the science community. The need for knowledge translation is higher than before. Indigenous people have been particularly susceptible to this.   
Who is your inspiration? Why?

I have many inspirations that I don't know if I could choose a single one. In my personal life my greatest inspiration is my mother and all of my aunts who taught me how to be a strong and capable woman. They have always supported everything I do and they have shown me themselves that they can do anything. As Indigenous women growing up in the time that they have, they overcame a lot, and I will always be inspired by the Indigenous women who have faced adversity and came out stronger than ever.    
How has your cultural identity impacted your career (or education) path?

My aboriginal identity impacted my career by further encouraging my passion for outreach and knowledge translation. As well as the need for improved and sophisticated mental health services for Indigenous people in Canada. Right now there is a scarcity of professionals that know how to treat Indigenous mental health issues, especially with extensive knowledge of the brain. There's so much potential for discovery of a community that needs the help more than ever. 
What are some of the challenges you have faced in pursuing science? How have you dealt with and/or overcome them?

Being an older, Indigenous, female in STEM comes with a fair share of challenges. I became very aware of this when the consulting firm I worked at had no women in the technical professional roles and the only woman in an office of approximately 30-50 people were in HR, finance, and administrative roles. I had never become that 'aware' that I was a female until I was placed in a technical role surrounded by males. It was challenging in that no one took me seriously, my work was often double and triple checked even when nobody else's was, I received smaller projects and smaller value clients, I was paid significantly less than my male counterparts, and I was ridiculed for not understanding things that were out of scope for my education level at the time (few years of university in Fashion and a few years in Business, so complex engineering concepts were not familiar to me, but expected). I found a lot of solace in my clients. The office was often a toxic environment but getting out into the real world with my huge selection of clients was a breath of fresh air. I was always welcomed by everyone, I always had positive feedback (from my bosses about my work - everyone loved me), and my clients were always doing very interesting work that they were eager to talk about. This also encouraged me to pursue science and do this work on my own, as I always had good ideas to discuss with them with good feedback that was exciting to me. So this helped me deal with my office environment not being a great place to be. Slowly, the female representation did increase in more technical roles in that office and now I think they have a few females who are working in my old position. 
When I came to Ryerson in 2017 things were very much more diverse, we are seeing a lot more females in science, and there's a lot more female role models as well. However, Indigenous representation in STEM is still very very limited and the search for role models is definitely challenging. I'm trying my best to improve that situation and be out as a role model for anybody (youth or adult) who's interested in STEM. The problem with the Indigenous community in general is that they have issues trusting outside concepts and 'colonial' ideas are almost always a threat to them. So knowledge translation within and to the community can be challenging for someone who is not sensitive to that or is a part of the community themselves. Even within the individual Indigenous communities there's a lot of resistance if you are not 'one of them' which is something that needs to change. Luckily the youth are very receptive to this and more and more communities are working together to build each other up and help each other out. The Indigenous people of Canada have gone through a horrific history that has consequences that trickle down and reach everyone within that community (myself not excluded), therefore I am constantly trying to set an example and be a role model for anyone in my community or anyone who has faced similar issues within these communities. 
What advice, if any, would you give to your younger self in terms of pursuing science?

Don't be so hard on yourself. The path I originally chose wasn't the right one for several reasons, but I wouldn't have any regrets about doing it and I would do it all again.  
Thank you, Jenna, for sharing your experiences with us. We can say with confidence that you are a role model not only to individuals within your community, but to all individuals wondering if science is for them. We wish you the best of luck as you continue on your journey into STEM.

Interview by Roni
<![CDATA[An Interview with Madeline Yaaka]]>Thu, 05 Mar 2020 12:25:07 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/an-interview-with-madeline-yaakaHow do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.   

Today we meet Madeline Yaaka, a first year Bachelor of Science student in biology at Queen’s University, to learn more about Indigenous student life, their inspirations, and the challenges they face on their path towards a career in STEM. 

Madeline Yaaka
Can you tell us a bit more about yourself, and where you’re from?

My name is Madeline Yaaka. I have just completed my first year at Queen’s University in Kingston. I am working towards my Bachelor of Science in biology. My goal is to eventually apply to medical school. I am an 18-year-old inuk from Kangiqsujuaq, Nunavik.

What does science mean to you?

Science means being curious about day to day life as well as trying to understand how the world around us works. There are both micro and macro questions to explore, from how flies impact their environment, to explaining how life on earth came to be. For me, science means being open to new ideas and sharing knowledge with others.

You are pursuing a degree in Biology. Were you always interested in biology? What made you choose this particular area of science?

Well, from a young age, my family and I would go camping and hunting, so I had many opportunities to learn about plants and animals. After a successful hunt, I would help my father butcher our catch for later consumption. I was always curious about the function of different organs and would examine them carefully, asking a lot of questions. I think that is why I am choosing to major in biology because I enjoy the opportunity to have a deeper understanding of the relationships between different species and their environments.

Do you have any inspirations from the STEM world?

There is no one specific person who inspires me in the STEM world. However, seeing indigenous students making progress through research and experimentation while incorporating traditional knowledge really inspires me to keep pursuing my education in the sciences.

Did you have anyone from outside the world of STEM who you were motivated by, in your childhood?

Yes, my parents were my most influential teachers growing up.

Can you share with us, some experiences you had, while growing up with your parents and what they taught you?

My late father was raised with a traditional Inuit lifestyle, so he was able to share his knowledge about hunting, camping and the importance of respecting the environment with me. My non-Inuk mother encouraged me to continue my education after high school. I was able to upgrade in Ontario by staying with members of her family. My time spent in Ontario helped me acquire the credits I needed to apply to post-secondary studies.

What are some other ways in which your cultural identity has impacted your career path?

The Inuit culture has a deep-rooted relationship with science. The knowledge that is still shared today has been passed down from generation to generation. The Inuit people successfully survived in one of the harshest environments on the planet, making them experts on their own land. Through adaptation and ingenuity, they improved methods of hunting and transportation over time. Stories I grew up hearing from elders about climate change are in fact, supported by western science. I find it quite fascinating which is why I enjoy studying science, since it makes the most sense to me.

What do you think is one of the hardest things about studying in STEM areas?

The hardest thing I’ve come across about studying science till now, has been keeping up with school-work. There are many assignments on top of readings to keep track of that can be hard to manage sometimes.

How do you keep track of all the schoolwork?

Having a calendar in my dorm room helps me keep up with upcoming due dates and tests throughout the year. Using these, I learned to best organize my time and my schedule and my time.

What is one of the most fun things about studying science?

I think one of the most fun things about studying science is being able to understand how things are constantly affecting each other. My favourite course last semester was Introduction to Organisms, which focussed on how parasites interact with their hosts. I learned to rethink how species in the Arctic environment are constantly impacting each others’ lifecycles, including our own.

Have you faced any challenges while being a STEM student?

I struggled with being home sick for the first few months while living away from my community. I missed traditional food and speaking my first language, Inuktitut.

How do you deal with the homesickness?

What really helped me was reaching out and attending programs which were aimed at connecting Indigenous students. I was able to attend conferences where I met people with similar experiences. Knowing that I was not alone as an indigenous student pursuing a post secondary education was quite comforting. Also, my mom sent me a supply of arctic char and caribou which was nice to have once in a while. When I miss speaking Inuktitut, I tend to listen to music or I call up a friend from home and talk for a bit.

What advice would you give your teenage self to help you overcome other
challenges and succeed in your STEM career?

I would tell myself to make more time for friends and stress-relieving activities. Finding a balance between academics and self care is very important. I spent a lot of time worrying about assignments and exams due to a lack of confidence in my own abilities.  I felt that I was at a disadvantage coming from a small, isolated community where education levels and standards are lower compared to the south. However, through hard work and determination, I was able to overcome these challenges and succeed.

Are there any stress-busting activities you like to pursue in your free time?

​I enjoy playing many sports such as hockey, volleyball and rock climbing. When I have some free time, I also like to sew traditional clothing such as parkas, sealskin boots and mittens. I try to take at least a two-hour break every day to do one of these activities in the evening.
Thank you, Madeline, for participating in our “Indigenous Peoples in STEM” interview series and sharing your experiences with us. We have learned a lot from you today and we hope your story will be an inspiration to other youth. 

Interview by Dhruv
<![CDATA[BrainREACH NORTH NEWSLETTER (2018-2019)]]>Mon, 02 Dec 2019 08:00:00 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/brainreach-north-newsletter-2018-2019Updated monthly! To subscribe please sign up here.

Calling all teachers and educators, fill out our short survey to enter for a chance to win BrainReach North content, demo materials, posters, and squishy brain toys for your whole class! As we are starting a new school year, the BrainReach North team would like your input to help us create content that you and your students want to see. Your feedback helps us to improve and engage more students. The survey consists of 4 questions and should not take more than 2 minutes to complete. Please access the survey at this website:
<![CDATA[Hello WaskaGanish!]]>Tue, 06 Aug 2019 19:19:43 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/mcgill-visits-waskaganish​In April, two BrainReach North volunteers, Megan and Sébastien travelled to Waskaganish to teach neuroscience to indigenous youth in their community. For Sébastien, this was his second trip north with BRN, whereas it was a first for Megan. Similarly to his trip to Kuujjuarapik last year, this trip was a product of circumstance; Shaun McMahon, the principal with whom he was generously provided accommodation last year, had since transferred to the Cree community of Waskaganish. Fortuitously, this also happened to be the same community in which Sébastien had spent two months helping prepare high school students for ministerial science exams three years prior! 
With the go-ahead from the BRN executive, Sébastien reached out to Shaun to look into the feasibility of a teaching trip to Waskaganish. Given the positive experience collaborating the previous spring, Shaun was eagerly on-board, and instrumental in ensuring the trip was a success. From trip dates, to presenting the BRN platform to teachers, to the day-to-day teaching schedule with the help of Miranda Salt, his contributions were invaluable.

With their bags packed full of teaching materials, they boarded their early morning flight to Val-d’Or. BRN had been coordinating with the Indigenous Health Professionals Program (IHPP) at McGill to orchestrate a joint visit with their representative, Alex Gray. Sébastien had been acquainted with Alex previously, however he could not seem to see Alex on the plane. Luckily, following their layover in Val-d’Or, Alex sat himself near where they were and this time Sébastien could identify him – a few months of growing-out one’s hair can really change someone’s look!

Once landed, the trio was picked up by the school’s caretaker, Jimmy, as they only had a matter of minutes before their meeting with the teachers. Following this, they were treated to some traditional soup and bannock before jumping into a packed schedule of teaching. 
Alex presents the Indigenous Health Professions Program (IHPP) at McGill
​For the next two days, Alex presented the IHPP, and the BRN volunteers taught neuroscience content to students ranging from Sec 1 to Sec 5 (grades 7 to 11). Every class started with Alex greeting the students in his traditional language, Mi’kmaq. Given this language shares an Algonquian root with Cree, students enjoyed trying to decipher what he was saying, as some of the words were quite similar! Starting with the IHPP presentation set a respectful and open tone for the learning session, as well as stimulated the students’ curiosity. Sébastien then presented a general introduction on science, the brain, and how the nervous system functions.

​The latter was exemplified by using Backyard Brains’ human-to-human interface, permitting Megan (and perhaps overly eager students!) to shock Sébastien’s muscles into action. He then presented how the brains of different animals have different properties, encouraging students to explain their reasoning as to which brain belonged to which animal. To their surprise, the students were particularly good at pointing out polar bear brains! Although these animals do not venture as far south as Waskaganish, the students were well aware of their potent sense of smell. With a little guidance, they were able to identify a rather large brain with substantial olfactory bulbs (a part of the brain responsible for the sense of smell), which was that of the polar bear. Megan then presented the gross neuroanatomy of the brain, including its various lobes and their functions, and how these integrate to permit us to think, perceive the world, and interact with it. Throughout the lessons, the team encouraged students to ask questions to help them engage with the scientific process. They also prepared activities, such as demonstrating knee-jerk reflexes, brain slices prepared for viewing under microscopes, and Alex’s healthcare Jeopardy game. 
Sébastien and Megan present the human-human interface (HHI) from Backyard Brains
​On their last day, one of the local teachers, Henry Wischee, intercepted the group on their walk back to the hotel, offering to take them on a tour of Waskaganish. They had the chance to see the facilities of the community, many of which had not yet been built the last time Sébastien visited. They also drove to the Rupert river rapids, which offered a beautiful view of the ice slowly breaking and churning in the waters. For Megan, this afforded her the opportunity to feel immersed in the lives of the community members, seeing where they lived, played, learned, and embraced their cultural traditions. After packing their bags, Jimmy drove them to the airport. After a brief photo-op, they said their goodbyes to some of the students they had taught over the past three days, who were waiting for their flight to Winnipeg for an indigenous youth summit. As the plane flew south, Megan could see the tip of the James Bay, and enjoyed the rolling hills of the Canadian shield (while Alex and Sébastien took brief naps).

Our sincerest thanks go out to Malosree and Ana, the co-presidents of BRN, as well as the rest of the admin team, for giving us this opportunity. In Megan’s case, this gave her the chance to visit Northern Quebec for the first time, and in Sébastien’s to revisit old friends. We both hope to keep returning to the North, to deepen our ties to its peoples and appreciate its nature.

Written by Sébastien & Megan
Edited by Airi
<![CDATA[A trip to chisasibi]]>Tue, 04 Jun 2019 07:00:00 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/june-03rd-2019​In October of 2018, BrainReach North sent volunteers up to a Cree community in the Eeyou Istchee on James Bay called Chisasibi, home to 4500 people. BrainReach North, an organization run by Neuroscience graduate students at McGill University, focuses on science outreach aimed at northern Indigenous communities in Quebec. Volunteers work to get kids excited about science and to inspire them to pursue their passion for problem solving and learning about the natural world. Over three days, volunteers taught ~200 students at Waapinichikush Elementary School. These lessons were given to students in grades 3 to 6, and focused on topics such as why animal brains have different shapes and sizes, how our brains can trick us into seeing things that are not there, and how our attention works.
Ana, one of the BrainReach North volunteers, teaching students about the brain
We started our journey on the morning of October 29th by flying from Montreal to Chisasibi. We stopped at 3 or 4 other airports along the way to drop off and pick up more people, and to stretch our legs! Unfortunately, given how busy the flights were that day, our lab equipment and activity materials got left behind (e.g., things such as microscopes and plastic brain models). Luckily, since BrainReach North is designed to work in communities that may not have access to these kinds of materials, we were able to improvise and use the school’s smart boards. Almost immediately after landing, we were whisked away to the school by Sonam Dekhang, the head teacher at Waapinichikush Elementary School,  to start our first lessons. Sonam helped us organize this trip and acted as our town guide - she even cooked dinner for us! 

​John taught classes in French, while Ana taught students in the English classrooms. In Chisasibi, children study in Cree until Grade 3 when classes switch to either French or English. We also met with teachers to introduce the educational resources that we have been developing to make neuroscience accessible and engaging for students.
John, a BrainReach North volunteer, talking about neuroscience to students
After our lessons, Sonam gave us a tour of the town to see the sights. We went out to see the stunning bay at sunset, visited the Great River (from which Chisasibi gets its name), and spent some time in a mitchuap (a traditional shelter). We also visited the Chisasibi Heritage and Cultural Centre to learn about the town’s history. Chisasibi as it exists now was built in the early 1980s. After hydroelectric dams were constructed in the area, the old location of the town began to dwindle. We saw video footage of buildings being physically moved by boat from the old location to where Chisasibi sits today.
John and Ana spent some time in a mitchuap, a traditional shelter!
​The last day of our visit was Halloween which gave us the opportunity to see the amazing decorations students made to celebrate; students were dressed in creative costumes and had an amazing pumpkin decorating contest!
Students in the Waapinichikush Elementary School showed off their creativity in a Halloween pumpkin decorating contest!
​It was a pleasure to meet so many curious students and dedicated teachers. A special thank you to the school’s principal and vice-principal, as well as to Sonam Dekhang who helped organize the trip and hosted us during our visit. Thank you, Waapinichikush School; we hope to visit again in the future!
John, Ana, and Sonam with Chisasibi in the background
Written by Ana & John
Edited by Stephanie

<![CDATA[Outdoor Science!]]>Tue, 30 Apr 2019 15:09:04 GMThttps://www.brainreachnorth.ca/brainreach-north-blog/outdoor-science​Now that the weather is finally warming up, here is a cool science experiment that you can try outside! What do you think would happen if you poke pencils through a bag full of water? Will the water leak through the holes or spill out? The answer might surprise you!
For this experiment, you will need a few sharpened pencils, a ziploc bag, and water.
 You will need a sealable plastic bag which can be filled with water (like a Ziploc bag) and a sharpened pencil [1,2]. 
Step 1. Fill the bag halfway with water and seal it closed.
Step 2. Make sure that your pencils are sharp and then poke one of the pencils through one side of the bag and halfway through the other. Be sure not to push the pencil all the way through the bag! 

What did you notice? Did the bag leak?
The bag does not leak because the bag is made of a polymer (which is just a fancy term for a flexible chain made of molecules). When you put a pencil through the bag, the molecules spread apart then place themselves around the pencil. This means the bag stretches just enough to let the pencil pass while keeping a watertight seal around the pencil.
What would happen if you put more than one pencil through the bag? Give it a try! What do you think would happen if you poked pencils through a different material like a water bottle?
Written by Stephanie
Edited by Christina