By: Fabiha Islam
I was born on a rainy afternoon in the city of Riyadh, Saudi Arabia. My birth was somewhat atypical as rainfall is the last thing you’d expect from Saudi Arabia’s dry and hot weather. Strangely, the rain led to many of my relatives making the comment that the desert might not be the place for me.
Unbelievable but true, a simple brochure from my father’s workplace about one of the world’s top universities turned my life upside-down. I got to know about this amazing university with cutting-edge research opportunities known as McMaster, and wanted to be there.
My endless insisting finally made my parents agree to send their daughter to a completely different country in the farthest continent from home.
In the airport, my parents were concerned if I’d be able to undergo the immigration processes myself, as travelling alone wasn’t exactly what a women In Saudi Arabia would normally do.
On my first day in Canada, I faced an unworldly snowstorm. Snow always fascinated me since the only place I would ever see it was in movies. However, little did I know of the harsh weather the beautiful snow brings with it.
When I saw McMaster in person for the very first time, the word “home” was the first thing to come to my mind. The campus had a sense of deep intimacy as it covered a beautiful, little area with all of its buildings so close together.
Despite being covered in snow, everything on campus looked beautiful, and I knew that I made the right choice.
I lived in Les Prince Hall in my first year and was proud of myself for being able to live, eat and even walk alone, without my parents around. Saudi Arabia never let women go out without any assistance, so it may seem strange that I hadn’t even walked alone to the corner store next to my house until coming to McMaster.
Although I didn’t have any problems with the language since I was brought up in an English-speaking environment, it took time to adapt to the weather and cultural differences. I struggled quite a bit in my first days due to constant snowstorms, icy roads, different food and how everything goes quiet after 9:00 p.m.
Back in Saudi Arabia, the city would wake up after 9:00 p.m. as the desert was burning hot during daytime, restricting any outdoor activity. Entertainment was very different from what I experienced before and so initially, I actually struggled to have fun.
In my opinion, cultural differences will forever exist but it is not what should controls our sense of closeness and familiarity. In a new culture, it is crucial to be open to exploring new ideas and trying to find out specific things from the new environment which are suited to your own expectations.
I developed a more positive attitude and felt at home when exploring made me realize that there isn’t any major difference after all.
A major difference is only when there is a change in the key component of our survival, that is, human interaction. Despite different language, food and weather, human beings were always the same to me.
The way you perceive a person is completely subjective and depends on our own minds other than any certain culture and fortunately, my mind and thoughts were still unchanged.
I would like to thank McMaster University for being so dear, inclusive and family-like. The incredible openness and friendly attitude of the campus community makes me feel completely “at home” despite being miles away from my family!
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By: Ashlynn Labinaz
The results of the recent McMaster Students Union presidential election were released on Jan. 24, with Josh Marando becoming president-elect. Jeffrey Campana came second in the polls, with Madison Wesley and Justin Lee placing third and fourth respectively.
Given our current state of affairs, these results beg the question: did social media impact the outcome of the MSU election?
The simple answer? Yes. When investigating the social media accounts of the candidates, all four individuals created Facebook and Instagram campaign accounts, posting platform content to build a larger following and campaign support.
When comparing the Instagram accounts of all four candidates, the winning Marando had 618 followers, Campana had 512 followers and Lee had 15 followers. Wesley’s deactivated account could not be used in this comparison.
Overall, there appears to be a clear association between the candidates’ social media presence and their election success.
I believe this correlation is attributed to the candidates’ engagement with their followers on social media. Marando, for example, created a new Instagram account dedicated to running his campaign. He posted ten different times over the course of the election, highlighting different events he attended and campaign promises he intended to fulfill.
Conversely, some of Marando’s opponents did not rely as heavily on their social media presence, posting only a handful of times on Instagram.
The MSU Elections Department also acknowledged the importance and presence of social media in the presidential election. On the elections page, there were two appendices: one with candidacy rules and another six-page Appendix A, containing social media regulations that candidates were required to follow.
This appendix was tediously written and included an explanation of how to post on every major social media platform to ensure that no candidate had an unfair advantage.
Clearly, the MSU Elections Department understood the importance of regulating social media during elections in order to avoid potential problems related to digital campaigns.
One increasing problem on the world stage, for example, is the propagation of “fake news” — that is, disseminating information that is intentionally wrong with the goal of swaying thought and opinion. Clearly established social media regulations for candidates is therefore an important step towards addressing election misinformation.
Despite any potential negative consequences, social media platforms have important benefits during elections. Specifically, social media allows voters to make more informed decisions.
In a digital age where information can be retrieved in a matter of seconds, many have become apathetic towards researching electoral candidates. Social media then provides a fast and easy way for voters to learn about candidates’ platforms.
For example, Marando featured an Instagram post highlighting the key points of his campaign. This post took less than a minute to read and provided a basic understanding of his platform, allowing students to easily inform themselves.
https://www.instagram.com/p/Bs0tWePBOU6/?utm_source=ig_web_button_share_sheet
The easy access to this information also facilitates one’s ability to compare different candidates and their platforms.
Social media in elections also provides a platform for direct dialogue between candidates and voters. Throughout each campaign, the MSU presidential candidates were posting, tweeting and sharing. Every social media platform allowed candidates to receive messages from the public, which ultimately encouraged political discourse.
Overall, I strongly believe that social media acts as a useful campaign tool in elections that future MSU presidential candidates should definitely take seriously.
Although some may argue that his popularity won him the election, I attribute Marando’s success to his effective social media strategies. By consistently posting succinct summaries of his campaign goals, Marando was able to spread his message to students in a simple and accessible manner.
In addition, with the increasingly influential nature of social media in elections, students should become more informed and equipped users of these platforms.
Marando used social media to his advantage to help him win a presidential election. Similarly, students should recognize social media’s extensive and far-reaching value as a necessary election tool in this new digital age.
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On Feb. 2, Sonia Igboanugo, a fourth-year McMaster biomedical discovery and commercialization student and co-founder of Black Aspiring Physicians of McMaster, received the Lincoln Alexander scholarship at the John C. Holland awards, which celebrates African-Canadian achievement in Hamilton.
Igboanugo and McMaster grad student Kayonne Christy launched BAP-MAC during the 2016-2017 school year to support Black McMaster students striving to become physicians and other healthcare professionals.
Igboanugo was inspired to create the club following her attendance at a University of Toronto summer mentorship program geared towards Indigenous and Black students interested in health sciences.
“I felt like that program changed my life in terms of inspiring me in what I thought I could do and what my capacity was as a potential health care professional,” Igboanugo said. “I felt very empowered and I felt very interested in this in bringing the same experience to McMaster.”
Since then, BAP-MAC has steadily grown. Currently, the club has over 100 members, proving a variety of resources to its members.
As part of the BAP-MAC mentorship program, younger students are paired with a mentor who provides academic and career guidance.
Throughout the year, BAP-MAC also arms students with information about research opportunities and hosts workshops and talks led by healthcare professionals.
At its core, however, BAP-Mac simply serves as a community for Black students on campus.
“For me, the biggest part has been connecting with older students who can help me navigate through university,” said first-year kinesiology student Ida Olaye, who aspires to go to medical school. “BAP-MAC gives you that support group, to know that you’re not alone, that there are a lot of people trying to pursue the same dream that you are pursuing and it is very doable.”
This past year, BAP-MAC received a three-year grant from the Ontario Trillium Foundation.
The grant has allowed BAP-MAC to host a conference for the first time. The event is scheduled for this upcoming May.
The grant also allows the club to expand its vision to empower Black youth on a larger scale.
“Because we have a pretty good campus presence, I would say, but the goal was to address the issue of lack of diversity on a more systemic front,” Igboanugo said.
Part of that is a new initiative aimed at incorporating high school students into the BAP-MAC program by connecting them to undergraduate student mentors.
Second-year human behaviour student Simi Olapade, who is also the associate director of multimedia for BAP-MAC, sees a lot of value in the initiative.
“Reaching out to those high school students is an opportunity that I even wished I had to be honest. Seeing someone like you in a place where you want to be helps so much in terms of making you focus more on achieving that goal, making you more goal-oriented and making you more focused,” Olapade said.
Reflecting on the award she recently received, Igboanugo says the work she does as part of BAP-MAC only reflects how others have helped her.
“It was very humbling to actually be recognized for the work because it is the greatest thing or greatest privilege I have to always serve my community or use my strength to better my community and the people around me,” Igboanugo said.
Students wishing to get involved with BAP-MAC can learn more about the group’s initiatives on BAP-MAC’s Facebook page.
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By: Donna Nadeem
In the fall, An’am Sherwani, Asha Smith and Garry Vinayak, three students taking the SUSTAIN 3S03 course, conducted a new study on food insecurity on campus.
The results reveal that 39 per cent of the 204 student respondents have experienced moderate food insecurity and 12 per cent have experienced severe insecurity.
Food insecurity refers to the state of being without reliable access to a sufficient quantity of affordable and nutritious food.
Meal Exchange is a nonprofit organization that tackles issues such as student food insecurity in Canadian post-secondary institutions.
In 2016, Meal Exchange worked with university campuses including Brock University, the University of Calgary, Dalhousie University, Lakehead University and Ryerson University to survey students using the “Hungry for Knowledge” survey guide and framework.
The objectives of the study were to determine a ‘prevalence estimate’ of students experiencing food insecurity, identify key factors that contribute to student food insecurity and raise awareness about various services that address and help reduce the issue of student food insecurity.
As part of the course, Sherwani, Smith and Vinayak created an online survey for the McMaster student population to collect information about students who are at most risk of food insecurity.
The survey also asked respondents about the various barriers and factors that influence and contribute to the emergence of student food insecurity.
The goal of the project was to use the survey data collection to gain knowledge and a deeper understanding about the social issue of student food insecurity.
The team advertised the survey through social media, posters around campus and class talks. They obtained 204 partial responses and 185 complete responses.
Their findings indicate that 39 percent, or 71, of respondents have experienced ‘moderate’ food insecurity while 12 per cent, or 22 respondents, experienced ‘severe’ food insecurity.
Respondents indicated that their food insecurity was largely the result of factors including financial barriers, having limited time to cook and the lack of healthy and diverse food options on campus.
They also reported that food insecurity impacted their physical health, mental health, social life and grades.
The most common experiences amongst those dealing with food insecurity included relying on low-cost foods, not eating healthy balanced meals, and prioritizing other financial needs before securing adequate food.
The study also suggests that food insecurity also results in skipping meals and sometimes not eating the entire day.
Of those who identified as food insecure, only 24 per cent utilized programs and services at their disposal, such as the McMaster Students Union Food Collective Centre.
Nonetheless, as there is a stigma associated with these services, it is unclear the extent to which respondents underreported their use of them.
After analyzing the results of the survey, the team shared their findings were shared with MSU student clubs and services.
These groups can use the results of the study, particularly the one about students’ use of food services, as a springboard to explore new ways of outreach to McMaster students experiencing food insecurity.
The increased usage of these services and clubs may aid in the reduction of food insecurity at McMaster.
The SUSTAIN 3S03 team has sent their study to a graduate student, who will continue to pursue and examine the research. Further exploration and follow-ups are currently in progress and the study will be continued into 2019.
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By: Rosemarie O’Shea
For many users, the birth control pill’s side effects pose problems beyond spotting and migraines. The pill’s effects on the mental health of women are now being more widely discussed than ever. More women are opening up about their birth control experiences and how it has taken a toll on their mental wellbeing.
A quick YouTube search results in various videos titled along the lines of “Why I quit the pill”, where one video is even titled and thoroughly capitalized “THE PILL IS MAKING ME CRAZY. I QUIT”. Despite all this discussion in the social sphere, the medical research in comparison appears to be lacking.
Upon being made available to Canadians since 1960, the pill quickly became the country’s most popular form of reversible contraception. Now, more than 100 million women worldwide use the oral contraceptive pill to prevent pregnancy or control their menstruation.
Birth control pills contain varying levels of the hormones estrogen and progestin, the synthetic version of progesterone, a natural sex hormone. They prevent the release of the egg to stop ovulation from occurring, whilst also thickening the cervical mucus so that sperm cells are unable to enter the fallopian tubes. Both tactics minimize the chances of the egg meets sperm fertilization fairy tale. Provided it is taken correctly, the pill’s efficiency rate is stated to be 99 per cent effective.
Of course, almost every medication comes with its own set of side effects. The most commonly reported repercussions of the pill include intermenstrual spotting, nausea, breast tenderness and migraines. Slotted amongst these physical reactions, the ever-ominous sounding ‘mood changes’ is also listed.
These ‘mood changes’ are reflected in the most common reason for women to stop taking or change the pill they are using – its ramifications on their mental health.
In the 1970s, women protested for more information to be made available about the side effects of the pill as there were increasing reports of women suffering from heart conditions in connection to it. Eventually, the Food and Drug Administration required manufacturers to include inserts, within its packaging, listing the pill’s side effects and risks.
The FDA also required that the pill’s formula contain a significantly less amount of estrogen which has resulted in a lower risk of cardiovascular events and emergence of cancers. However, the connection between usage and increased risk of experiencing mental health issues weren’t legitimately addressed.
Recent studies have determined a link between the changes in hormone levels and the extent of anxiety and depression prevalent such as in premenstrual syndrome. Furthermore, the progesterone hormone has been shown to induce depression while its synthetic version, progestin, has been discovered to result in the decreased production of serotonin which is the hormone responsible for feelings of wellbeing.
Finding an ethical method of proving the cause and effect relationship between the pill and deteriorating mental health has stunted research in the field as the distribution of placebo pills to study subjects would result in unwanted pregnancies. Though, a study involving celibate subjects would face no ethical deliberation.
The issue remains that the advancement of medical technology concerning all categories that the pill’s side effect falls into: mental health, contraceptive technology and women’s health. Funding for such research is simply inefficient in times where it is most needed and expected by many.
Moreover, there is a consistency in the medical community’s reluctance to connect the pill with mental health issues, despite the large quantity of claims that have supported the correlation. Such reluctance possibly stems from the pill’s profit and value as a commodity.
It also seems to be the most accessible form of contraception to many and, so, slandering its brand so to speak may appear as a brash move.
With so many women experiencing heightened mental health issues in connection to their usage of the pill, this is an issue that needs addressing within the medical community. While the government are pushing more funding into mental health awareness, this problem continues to grow without being adequately addressed by research.
It’s time to shift the focus from dealing with the issues at hand after they conspire to looking at preventative measures that will protect users. The pill and its implications need to be more well researched and users must be informed. It’s time for the medical community to listen to women’s experiences, as neglecting their health and wellbeing is not an option.
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By: Abirami Sudharshan
In October 2018, the McMaster faculty of health sciences launched the “Centre for Metabolism, Obesity and Diabetes Research,” an initiative ten years in the making.
Since then, the centre has been working to engineer novel clinical applications in the diagnosis, prevention and treatment of adult and juvenile metabolic disease.
According to the agenda from the Oct. 18 McMaster board of governors meeting, 25 per cent of adults in Canada and around the world are affected by obesity, type two diabetes and non-alcoholic fatty liver disease.
Every year, the Canadian health care system incurs more than $30 billion per year in incurred related costs.
The founding of the MODR centre, which was approved by the senate in April 2018, allows for the accelerated progression of pre-clinical to human research.
This is largely made possible through the MODR’s collaborative and multidisciplinary approach to metabolic research, according to a report in the Oct. 18 board of governors agenda.
“The MODR brings together a rich and diverse group of researchers from across McMaster University… with expertise ranging from cellular metabolism, physiology, clinical epidemiology, population health, pediatrics, adult medicine and clinical trials… who share a passion for collaborating and sharing insights and perspectives,” said Hertzel Gerstein, the centre’s senior advisor at the McMaster faculty of medicine.
Co-directors Katherine Morrison and Gregory Steinberg are studying these diseases at the clinical and cellular level, respectively.
Under their guidance, the centre is set to flourish as a world expert in determining the biological drivers behind metabolism disruption, understanding their mechanics and translating this knowledge into feasible, effective and clinical solutions.
“Ten years from now, we hope to have made a significant impact on the lives of people living with metabolic diseases by having developed new therapies,” said Steinberg.
The MODR is currently facilitating a number of metabolism-related research projects.
One project Steinberg and Morrison are leading is the “Gene Environment Team on Brown/Beige Adipose Tissue” project, which aims to understand the underlying causes of obesity, type two diabetes and non-alcoholic fatty liver disease.
According to the project description, brown adipose tissue is essentially the body’s furnace, burning sugar and fat in the body.
“In individuals with obesity or T2D the ability to switch on BAT is compromised, but the reasons for this are not well understood,” reads a statement on the MODR’s website. “The GET_BAT team is examining how agricultural and food processing practices may regulate BAT metabolic activity, directly, or indirectly by altering the gut microbiome.”
The results from these studies are expected to help the researchers develop strategies to increase BAT activity and treat and prevent metabolic disease.
Another project underway, the “Baby & Mi and Baby & Pre-Mi Studies,” is investigating the impact of gut bacteria on long-term health.
In particular, the study will be one of the first in North America to explore factors that may alter the gut bacteria picked up in the first three years of life.
In another study, Steinberg will be testing new medicines that impact proteins in the liver and adipose tissue in effort to treat type two diabetes.
More information about the research being conducted at the MODR can be found at https://healthsci.mcmaster.ca/metabolism-research.
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By: Youssef El-Sayes
Choosing a degree and career path is not an easy task. Students pursuing a degree in science have a wide variety of available career options. These range from positions in research, industry, medicine, illustration and so much more. It almost seems like the possibilities are endless.
But how does one truly understand their goals without experiencing their options? Many professionals end up with a job that they thought would interest them but eventually learn otherwise.
This issue has become so commonplace that institutions like McMaster University have developed strategies to help students gain a variety of experiences outside of their chosen undergraduate program. A great example are the interdisciplinary experience courses, offered by the school of interdisciplinary science.
For a full credit, students can choose from a wide array of IE courses that cover topics such as three-dimensional printing, visiting Kentucky for a caving fieldtrip or hiking Algonquin park while learning about Canadian history, geography and literature.
IE courses serve the purpose of introducing students to a variety of disciplines that will help broaden their perspectives and opinions towards science. By providing students with active learning opportunities, they can develop a personal connection and a deep motivation for the subject.
The idea of active learning has been studied for decades. In essence, active learning requires students to be engaged with the delivered content while critically thinking about the activities they are working on.
Current research suggests that fostering engagement in class activities is more likely to improve student learning compared to simply spending extra time on a topic. This is why IE courses available at McMaster University consist of short workshops, field trips or tutorials that keep students motivated and prove that learning does not need to be time consuming.
These experiences are especially rewarding for students because they earn a credit for their work. The results of IE courses are also long-lasting. For example, upon completion of IE courses, many students often undertake related volunteer positions and internships, in order to put what they have learned into practice.
Aside from personal growth, IE courses also provide a multitude of professional benefits. Due to the small class sizes, students can engage in one-on-one interactions with instructors or guest speakers and build valuable networking skills.
These experiences also set students apart by giving them something distinct and unique to include on a resume. Overall, IE courses allow students to build on their academic, personal and professional qualities and become multi-faceted individuals.
McMaster University has always led the path for innovative teaching and learning, and offering IE courses is no exception. Students should always challenge themselves to step outside of their comfort zone in order to find their real interests and ambitions. By doing so, students can become professionals in their fields that truly love what they do.
It is clear that experiential and active learning opportunities are able to foster skilled and competent individuals who are willing to create a brighter future, and this is exactly what McMaster has been striving to do. So the next time you are enroling for courses, consider taking an IE class.
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Expand upon your post-secondary studies to discover your pathway to an exciting career in health information. Learn and apply industry standards for the collection, use, and analysis of personal health data. Study information management’s principles and practices for privacy, confidentiality and security, and how these are applicable to health information systems. Learn how electronic information management is revolutionizing health care within service sectors: primary care, administration and research.
As the Canadian health care delivery system evolves, so does data collection, health information usage and analysis, privacy and security, and the integration of information systems.
That’s why McMaster University Continuing Education is thrilled to announce that its Health Information Management Plus Diploma program is now accredited by the Canadian College of Health Information Management (CCHIM). This accreditation means that the program has met the strict regulation requirements upheld by both the certifying body and the Canadian Health Information Management Association (CHIMA), the national association representing leadership and excellence in health information management across the country.
This post-graduate, part-time, instructor-led program is an online learning experience designed by leading experts in the country in consultation with professional associations. Graduates of the program are eligible to become Certified Health Information Management (CHIM) professionals, who are in high demand in a variety of health care settings across the continuum of care and within provincial and federal governments. These professionals will use electronic information management to revolutionize health care.
The CHIM credential is recognized across Canada, and our members play key roles in the Canadian health system, including privacy and information analytics, to decision support and the coding and classification of records.
McMaster University Continuing Education provides its learners with academic programs that are well-designed, accessible, and relevant to the professional field. Programs within health information are designed for learners with an undergraduate degree or college diploma seeking to build upon their prior knowledge and skills.
To qualify for the Health Information Management Plus Diploma (45 units), students must complete all required courses for the program. In agreement with CHALearning, McMaster University Continuing Education students will register and complete 3 coding courses offered by CHALearning. Upon successful completion of the 3 courses, students receive 6 units of study to be applied to the HIM Plus Diploma. All program courses are offered online. This diploma program is accredited by the Canadian College of Health Information Management (2018-2020).
Applications for the winter term cohort open on January 2, 2019. To find out more about admission requirements, please visit mcmastercce.ca/health-information-management or contact us at mcmastercce.ca/contact-us.
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As students return from the winter break to begin new classes, a large population of students will be returning to their undergraduate thesis or seeking a thesis supervisor for the following year. The undergraduate thesis is a characteristic, and sometimes required, component of many four-year honours degree programs. Regardless of program, senior theses are designed to allow upper-year students to hone their research skills and prepare them for graduate studies.
I am completing my undergraduate thesis in an analytical chemistry lab alongside five other undergraduate students. While our projects vary in nature, the expectations of our thesis in terms of time commitment and research goals are essentially the same. However, the assessments for my thesis as an integrated science student differs from that of the chemistry students in the lab, which differ even from the chemical biology students — despite being in the same department of chemistry and chemical biology.
For example, the thesis report for students in the chemistry program is worth 40 per cent of their final grade whereas the same document for students in the chemical biology program is worth only 25 per cent. Besides the differences in weighting for the same assessment, students in chemical biology are required to complete different assessments like project outlines and interim reports while chemistry students must only complete their report and final presentation.
While all senior theses conducted by students in the department of chemistry and chemical biology are worth nine units, senior theses that conduct arguably similar work from students in the department of biochemistry can be worth up to 15 units. This becomes especially alarming when students from departments outside of biochemistry complete their thesis in a biochemistry lab and receive less units than their biochemistry student counterparts.
It makes little sense to have students that are under the same expectations and striving towards similar research goals receiving different academic credit.
Rather than the assessment for senior theses dictated by the program to which these students belong, assessments should be decided by the supervisor. This will not only ensure that students completing virtually the same work are assessed equally, it will provide supervisors more control over the research conducted under their supervision and allow them to create assessments that better reflect students’ achievements.
Additionally, as all senior theses share the same goal to improve students’ research capabilities, and considering students, for the most part, can conduct their thesis under the supervision of a supervisor outside of their program’s department, there is no real need for program-specific thesis courses. If the fear is that students within the same program will not develop the same transferable skills or be graded equally, the faculty rather than the program can mandate that all senior theses must include specific components and the same time commitments.
It may also be useful to consider implanting a mandatory seminar session for undergraduate thesis students to attend. The integrated science program already has such a seminar in place, where thesis students within the program are required to present updates on their research and peer-review literature reports and other related assessments.
If seminars like these were to be implemented faculty-wide, the typical undergraduate senior thesis could be restructured so that it is in total worth a standard number of units where the large per cent of a student’s grade is determined by their supervisor, and a certain smaller per cent is devoted to seminar assessments.
No matter what action is taken, it is clear that the current structure of undergraduate senior theses does not create fair opportunities for all students involved and requires serious restructuring.
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By: Drew Simpson
On June 26, the McMaster University board of governors, specifically the executive and governance committee, approved recommendation from the senate executive committee to establish the Centre for Networked Media and Performance.
According to the Oct. 18 board of governors meeting agenda, the vision for the CNMAP is “the production, exploration and analysis of new forms of expression, communication and collaboration enabled by networks and networking techs.”
As highlighted in the agenda, the approval for the centre comes as the rapid proliferation of technology continues to outstrip discussions about their human uses and impacts. At the heart of the technological revolution is the advent of “the network,” namely connections such as shared software, online communications and new electronic and data environments.
“Humanities research has a special role to play in this context,” reads part of the agenda.
“Research and research-creation in the media and performing arts offer a setting in which new configurations of our networked landscape can be imagined, actualized, evaluated, and transformed in experimental ways.”
As of its launch this past summer, the CNMAP has been utilizing the networked imagination laboratory and the black box theatre in L.R. Wilson to organize workshops, conferences, interdisciplinary collaborations and other forms of artist-centric research.
According to the board of governors agenda, the centre has interest in hosting an interdisciplinary national sound conference at McMaster in 2019.
Some examples of the ‘nodes,’ or research spaces, that are said to comprise the centre include the cybernetic orchestra, pulse lab, networked imagination laboratory, software studies reading group and the sounds studies reading group.
The the CNMAP also connects these nodes through an online platform aimed at facilitating communication and collaboration.
Some anticipated CNMAP expenses include national and international conferences, server software costs for the online platform and the cost of graphic design and promotion, which can involve hiring undergraduate multimedia students.
Revenues allocated to these expenses include the seed funding of $40,000 by the humanities faculty vice president of research.
In its first semester, the CNMAP was involved with organizing and promoting a number of events, including four free live coding workshops and the “Imaginary Landscapes” exhibition, which occurred in Dec. 2018 and featured soundscape performances, a cybernetic orchestra concert and an informative artist-centric poster demonstration.
Students interested in receiving updates and getting involved with the CNMAP can contact David Ogborn, the centre’s director, at ogbornd@mcmaster.ca and/or follow the centre on Facebook and Twitter.
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