USURJ: University of Saskatchewan Undergraduate Research Journal最新文献

{"title":"RETRACTED: Alteration of the Endocannabinoid System in Human Alzheimer’s Disease Brain","authors":"Usurj Team","doi":"10.32396/usurj.v9i2.772","DOIUrl":"https://doi.org/10.32396/usurj.v9i2.772","url":null,"abstract":"\"RETRACTED: Alteration of the Endocannabinoid System in Human Alzheimer’s Disease Brain.\" USURJ: University of Saskatchewan Undergraduate Research Journal 9.2 (2024). DOI: https://doi.org/10.32396/usurj.v9i2.659 \u0000After this article was published, one of the co-authors contacted USURJ indicating that they had not been involved with the article or its submission to USURJ. This is in violation of USURJ’s publication agreement, which the corresponding author had signed. Additionally, the article made use of data that the corresponding author was not authorized to share. The journal determined a retraction was appropriate following the COPE Retraction Guidelines (https://publicationethics.org/retraction-guidelines). As the data was not meant to be public, the article has been removed, and the removed contents are no longer available with a Creative Commons license.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"51 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Forbidden Love in Arundhati Roy’s The God of Small Things","authors":"Lujaine Mongy Salem","doi":"10.32396/usurj.v9i1.714","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.714","url":null,"abstract":"While shared beliefs, standards, and norms can often influence our perception of what is morally right or wrong, it is necessary to question the origin of certain cultural ideals. Arundhati Roy’s The God of Small Things (1997) questions the importance of adhering to the status quo as the novel explores the theme of forbidden love. The use of heterotopic spaces in the book produces variations of the real world where characters can explore their forbidden love interests and challenge societal constraints. These heterotopias are environments that are characteristically 'other' because they represent ideas which are intense, incompatible, or transforming (Foucault 4). Central characters in Arundhati Roy's The God of Small Things use these spaces to interrogate the complexity of forbidden love and disrupt the status quo.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"24 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anti-Racist Lesson Plan","authors":"Junita Subangani Raj","doi":"10.32396/usurj.v9i1.719","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.719","url":null,"abstract":"This paper delves into a personal exploration of race, identity, and experience in the University of Saskatchewan’s Anti-Racist Education Mentorship (AEM) Project. I recount my process of learning about racism, its ramifications in society, and my conclusion that racism is taught and passed down generationally. I define anti-racism and emphasize the importance of anti-racist education when pursuing racial justice. I detail my experience creating an anti-racist lesson plan about residential schools in Canada and delivering my lesson plan to grade 2/3 students in Saskatoon, Saskatchewan. I reflect on this teaching experience, students' engagement, and understanding of anti-racism concepts, and I stress the importance of age-appropriate discussions surrounding racism. My experience delivering an anti-racist lesson to grade 2/3 students disrupts the status quo by challenging the conventional belief that early elementary students are not mature enough to discuss experiences of racism.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"15 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"We Are All Treaty People","authors":"Emily Zepick","doi":"10.32396/usurj.v9i1.713","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.713","url":null,"abstract":"Within the Saskatchewan curriculum, one goal of K-12 education is ensuring that students come out of classrooms knowing that they, like all Canadians, are treaty people. This focus is touched on in select curriculum guides and within the Treaty Education Outcomes and Indicators document that has been in use by the Saskatchewan Ministry of Education since 2013. While measures such as these have made the province seem to be ahead of other Canadian provinces in terms of Indigenous education, more needs to be done to ensure that this content is implemented into subject matter throughout the curriculum. The focus of this paper is on implementation methods and examples in high school Arts and STEM classrooms, as research from select organizations and from other Canadian education ministries reveals that Indigenous content can be implemented into the curricular outcomes present within these subjects. The culmination of this research looks into how the implementation of Indigenous content can aid in both the teaching of Canadian Reconciliation and in furthering the use of anti-oppressive education of which Indigenous education is a part.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"636 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artwork","authors":"I. Noor","doi":"10.32396/usurj.v9i1.703","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.703","url":null,"abstract":"\u0000 \u0000 \u0000As a learner, I’ve always been curious about the world around me, including a keen interest in how organisms function at a cellular level. This curiosity led to me developing a passion for the sciences. Not only that but as a curious individual I have always felt drawn to the sciences, a field where questions are always encouraged, hence the title of piece being “But, why?”. My passion for understanding the world at a cellular level made me want to study CPPS for my undergrad. Now, being in the second year of my degree I not only enjoy my classes but also appreciate the shift in perspective they have caused in how I view the world around me. This art piece is dedicated to the change in perspective I have experienced. Through my art piece, I try to use biological figures in imitation of the natural world to show that the things we learn are everywhere around us. For example, the DNA bridge is indicative of our genetic material being the backbone of who we are at the molecular level. Below the DNA bridge, I included the initials R.E.F as an homage to Rosalind E. Franklin whom I first learned about in grade 11 about not having received credit for her work in revealing the double helix formation of DNA. I drew the DNA so that it is unwinding closer to the end to show how there is still so much we have yet to discover and understand regarding its many complexities. I also included a body of water since it is crucial to many forms of life, and inside of it, I drew outlines of duplicating cells. Next to the water, is a phospholipid bilayer, something that has come up in my studies since high school as something simple yet crucial. The bacteriophages creeping towards the left are meant to contrast the bright and joyful imagery, to show how in sciences we learn about the interesting ways in which our bodies and environments are able to fend off potential dangers. However, these dangers are also important in the balance of life and the natural environment. The greenery framing the art piece is meant to represent the extracellular matrix, the various proteins that hold cells together. I tried to imitate this through my painting as crosslinked greenery. In the bottom right corner, I’ve also drawn myself looking up from reading a textbook as a way to show what it’s like to learn about such fascinating things and how it directly shifts my world view. Lastly, I drew this piece with a clear vanishing point as a metaphorical way of showing that our knowledge of the world and the study of science has gone through a journey and though our knowledge may have “dates of discovery” and points at which we began the studies of certain things, there is still no clear end to learning and everything we discover only leads to more questions which is definitely my favourite part about learning in my degree. Similar to the endless journey of the sciences, I look forward to where my own journey in this field will go. \u0000 \u0000 \u0000","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"24 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Green Capitalism Won’t Save Indigenous Nations or Canadians","authors":"Maxwell Folk","doi":"10.32396/usurj.v9i1.691","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.691","url":null,"abstract":"The 'greening' of capitalism is marketed as mitigating the drawbacks of historical and contemporary systems of extraction while simultaneously being pushed as a method through which relationships between Indigenous nations and the state can be reconciled or decolonized. However, this narrative is ignorant of the consumption required for maintenance of the status quo for colonial states and the subservient relationships of Indigenous nations to the dominant economic system. Without major changes in colonial consumption and the relation of Indigenous peoples to planning and power, decolonization and mitigation of climate disaster are doomed to failure.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"1984 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poetry","authors":"Zahra Ahmad","doi":"10.32396/usurj.v9i1.701","DOIUrl":"https://doi.org/10.32396/usurj.v9i1.701","url":null,"abstract":"Two poems.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Winding Routes and Precarious Switchbacks","authors":"Alana M. Krug‐Macleod","doi":"10.32396/usurj.v8i1.602","DOIUrl":"https://doi.org/10.32396/usurj.v8i1.602","url":null,"abstract":"Silk Road developments increased interconnectivity through trade, but little is written about the resulting effect on food diversity. I used three methodologically, geographically and temporally diverse studies examining aspects of food during the Silk Road period to identify key factors affecting botanical and dietary food diversification in Central Asia during the first millennium. Archaeological and historical data from a study of Tashbulak (800-1100) revealed narrowing of genetic diversity accompanying cultivation, but also broadening of food options through trade and human interventions that created new plant varieties. A comparative study of the medieval period (500-1300) using human remains and published isotopic (δ13C and δ15N) records of urban and non-urban consumers in the Turkmenistan-Uzbekistan-Kazakhstan region showed the Silk Road fostered greater overall food diversity than occurred in the Iron Age and early first millennium (1300 BCE- 600 CE). It also showed that, although during the medieval period enhanced trade opportunities facilitated a food-diversity trend, the positive movement was eroded by urban, insular agricultural communities with reified social structures. Foodways analysis of recipe books revealed that during the Mongol period (1200-1400), multi-cultural interaction enhanced dietary diversity, whereas changing power dynamics, tradition, and sense of place countered the trend. The Silk Road was not a unilinear path toward dietary diversity, but rather, a series of winding routes beset with potentially precarious switchbacks. Travelling back along the first millennium Silk Road uncovers critical turning points that can inform global food diversity approaches in the 21st century.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132153249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sisters Are Doing It for Each Other","authors":"Victoria Herbison","doi":"10.32396/usurj.v8i1.569","DOIUrl":"https://doi.org/10.32396/usurj.v8i1.569","url":null,"abstract":"Shakespeare’s play, The Taming of the Shrew, has faced harsh criticism for its sexist portrayal of women and depictions of abuse. Yet, modern adaptations of the play continue to be produced. Gil Junger’s 1999 teen romantic comedy adaptation of The Taming of the Shrew, titled 10 Things I Hate About You, appears to challenge the play’s problematic themes by developing the relationship between sisters Katherine and Bianca beyond the play’s strict, sexist notion that the ideal woman should be obedient and submissive to their husband. In doing so, the film enfranchises the sisters beyond the play’s binary characterization of women as good or bad. Instead turning them into more complex and human characters. Though the film also introduces Kat and Bianca as rebellious and obedient respectively, scenes in which the sisters discuss their romantic relationships as well as address and resolve their own conflicts allow them complex character development as both women and sisters. As such, the film subverts the play’s gender binaries by prioritizing the development of a loving relationship between sisters in favour of heterosexual romance, thus suggesting that sisterhood is a theme worth contemplation and exploration. The characterizations of Kat and Bianca in 10 Things I Hate About You encourages its audience to reject sexist and limiting understandings of women as depicted in The Taming of the Shrew by illustrating the complexities of young women and idealizing the support and love found within sisterhood.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121121102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promises Made or Promises Kept?","authors":"M. J. Selinger","doi":"10.32396/usurj.v8i1.571","DOIUrl":"https://doi.org/10.32396/usurj.v8i1.571","url":null,"abstract":"Reverberating effects of the Indian Residential School system's legacy continue to threaten Indigenous languages. In establishing the Truth and Reconciliation Commission (TRC), all levels of Canadian governments and civil society received 94 ‘Calls to Action’ in coming to terms with Canada’s colonial past and rooted inequities. Some of these Calls stress the need to revive and preserve Indigenous languages. Statistics prove the existence of this decline. Government commissions and Indigenous governing bodies warn of the implications of neglecting this unique crisis facing Indigenous communities nationwide. With the introduction of the Indigenous Languages Act in 2016, the federal government appears ready to commit to the TRC’s recommendations on Indigenous language revitalization. However, what this research finds are that Canadian provincial and federal governments have much room for improvement. This paper assesses the details of legislation and compares inconsistencies with promises made and the results of government inaction. Therefore, contrary to Canada’s optimism, the steps it takes to revitalize Indigenous languages are inadequate and require significant rethinking to prove truly effective.","PeriodicalId":351398,"journal":{"name":"USURJ: University of Saskatchewan Undergraduate Research Journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127380699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}