Scholarship@Western

Yu, Soojung

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Investigating oxytocin’s potential as a treatment for empathy 
deficits in frontotemporal dementia 
Soojung Yu 
Western University, syu345@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Yu, Soojung, "Investigating oxytocin’s potential as a treatment for empathy deficits in frontotemporal 
dementia" (2022). Inspiring Minds – A Digital Collection of Western’s Graduate Research, Scholarship and 
Creative Activity. 238. 
https://ir.lib.uwo.ca/inspiringminds/238 
Investigating oxytocin’s potential as a treatment for empathy deficits in frontotemporal dementia 
Empathy, or the ability to feel how others are feeling, is vital to our day-to-day lives. Without empathy, 
we would be unable to form appropriate responses to others’ emotions nor maintain social conduct 
leading to troubling encounters with strangers and strained relationships with colleagues, friends and 
loved ones. This is often the reality for those living with frontotemporal dementia (FTD), a progressive 
neurodegenerative dementia marked by the loss of empathy and for which there is currently no 
approved treatment. Fortunately, oxytocin is showing promise as a potential treatment to address 
empathy deficits. There is however a wide range of pathology underlying FTD where patterns of 
degeneration of the brain and the strength of communication between brain areas differs across 
patients. As such, the present study aims to identify subsets of patients most suitable to treatment with 
oxytocin based on the integrity of brain structures and their connectivity.  


English

Investigating oxytocin’s potential as a treatment for empathy deficits in frontotemporal dementia

Li, Yilong

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
How do the kidneys repair themselves? 
Yilong Li 
Western University, yli3253@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Li, Yilong, "How do the kidneys repair themselves?" (2022). Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and Creative Activity. 242. 
https://ir.lib.uwo.ca/inspiringminds/242 
   Yilong Li, MSc candidate (MNI) 
Supervisor: Dr. Lakshman Gunaratnam 
Word count: 150 
 1 
How do the kidneys repair themselves?  
 
Kidneys are among the most complex organs in the human body. Each kidney is made up of a 
million tube-like filters called nephrons that filter over 150 liters of blood per day! The complex 
architecture of the kidney enables most of the filtered water and substances to be recycled while 
excreting those in excess as urine. However, the kidneys are injured commonly, and this can be 
extremely messy. Imagine having millions of USB cables tangled up in your wallet, and you have 
to find the one that is broken. Luckily, kidney cells have a remarkable capacity to repair themselves 
by quickly removing any damaged cells. To study this important function, we simulated the injury 
state and identified signalling switches that can potentially regulate this process in kidney cells. 
Our knowledge will help you better understand the self-repairing function of the kidneys and 
potentially lead to novel therapeutics for kidney injuries. 
 
 


How do the kidneys repair themselves?

Jabbar, Yasmeen

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Internationally educated nurses in Canada 
Yasmeen Jabbar 
yjabbar@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Jabbar, Yasmeen, "Internationally educated nurses in Canada" (2022). Inspiring Minds – A Digital 
Collection of Western’s Graduate Research, Scholarship and Creative Activity. 270. 
https://ir.lib.uwo.ca/inspiringminds/270 
Internationally educated nurses in Canada: What are the institutional barriers to joining 
the workforce? 
 
Aim for this study is to conduct a literature review to identify the barriers and strategies currently  
used by internationally educated nurses (IENs) in becoming registered nurses in Canada. As a 
result, I will identify the literature gaps that need to be addressed in the future educational 
programs, and culturally sensitive interventions to reduce barriers for international nurses.  
Background: There is increased demand for nurses in Canada due to the high number of nurses 
retiring earlier and less nursing graduates from nursing programs. Despite the high demand for 
the profession, IENs face barriers in obtaining a licence to practice. Although Ontario and other 
provinces offer nursing bridging programs for international students, their curriculum often does 
not meet the learning needs of these students. 
I believe that IENs should be helped to adjust to a new culture and workforce, also, create 
policies for easier transition into healthcare environments. 
 


Internationally educated nurses in Canada

Krivov, Ala

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Yankee Doodle, Baba Yaga, and Politic: Nursery Rhymes during 
the Cold War 
Ala Krivov 
Western University, akrivov2@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Krivov, Ala, "Yankee Doodle, Baba Yaga, and Politic: Nursery Rhymes during the Cold War" (2022). 
Inspiring Minds – A Digital Collection of Western’s Graduate Research, Scholarship and Creative Activity. 
350. 
https://ir.lib.uwo.ca/inspiringminds/350 
 
Nursery rhymes have been a cornerstone of children’s cultures for at least twelve thousand years. 
For centuries, nursery rhymes have been helping children navigate the everyday world and find 
meaning in behavioral norms. Some of these rhymes are sung on schoolyards today and are still 
greatly loved by children. Over the period of the Cold War, however, cultural understandings of 
parenting have changed, and centuries-old folklore heritage of childhood had to grapple with 
modern understandings of what being a good parent means. My research explores the function of 
nursery rhymes during the 1950s in the two competing superpowers – the USA and the USSR. 
The same songs are still being transmitted, but often they are employed by parents as a tool of 
inculturation. The way in which the transmission occurs and how it relates to prominent 
ideological values, provides us yet with another glimpse into the so called “age of anxiety.”  
 


Yankee Doodle, Baba Yaga, and Politic: Nursery Rhymes during the Cold War

Lewcock, Meaghan

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Beyond Vocabulary: Examining the Unique Traits of Late Talkers 
and their Families 
Meaghan Lewcock 
Western University, malexa6@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Lewcock, Meaghan, "Beyond Vocabulary: Examining the Unique Traits of Late Talkers and their Families" 
(2022). Inspiring Minds – A Digital Collection of Western’s Graduate Research, Scholarship and Creative 
Activity. 384. 
https://ir.lib.uwo.ca/inspiringminds/384 
‘Late talkers’ are 18–30-month-old toddlers with delayed expressive language skills in the 
absence of any explanatory condition. While some will catch up to their peers, 20-30% of these 
late talkers will demonstrate pervasive language difficulties into their academic careers and 
beyond. What’s more, Speech-Language Pathologists cannot currently differentiate late talkers 
from late bloomers: a puzzling and frustrating predicament. My study is examining the unique 
skills of late talkers and their parents to determine if they possess specific traits that might help 
clue clinicians into the likelihood that they will experience further challenges. By examining the 
behavioural, temperamental, environmental, and linguistic characteristics of late talkers and their 
families, we can better define this population, identify possible sub-types, and ultimately gear 
intervention to their specific needs. This, in turn, will help to mitigate long term social and 
academic difficulties, minimize familial concern, and optimize language outcomes in this 
population. 


Beyond Vocabulary: Examining the Unique Traits of Late Talkers and their Families

Location: Sacristy hall behind the main altar 1 of 3 diptych windows - North wall (east to west), 2nd window. Lead Investigator and Photograph: C. Cody Barteet (cbarteet@uwo.ca).https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stpetercathedral/1006/thumbnail.jp

Wallis, Christopher

Symbols of Prayer/Faith and Symbol of Anointing with Oil

The main image of the window is the Crowning of the Virgin Mary, with God the Father at the top and scenes of the Annunciation and Crucifixion. Location: Lady Chapel, East Wall. Lead Investigator and Photograph: C. Cody Barteet (cbarteet@uwo.ca).https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stpetercathedral/1011/thumbnail.jp

Crowning of the Virgin Mary

Liesemer, Kailee

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Eliminating Barriers to STEM Education for Students with 
Neurodevelopment Disabilities 
Kailee Liesemer 
klieseme@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Liesemer, Kailee, "Eliminating Barriers to STEM Education for Students with Neurodevelopment 
Disabilities" (2022). Inspiring Minds – A Digital Collection of Western’s Graduate Research, Scholarship 
and Creative Activity. 314. 
https://ir.lib.uwo.ca/inspiringminds/314 
Eliminating Barriers to STEM Education for Students with Neurodevelopmental 
Disabilities 
The importance of promoting students’ science, technology, engineering, and mathematics 
(STEM) literacy has been at the forefront of educational and political interest across North 
America. Yet, most educational programs related to STEM learning are designed for 
neurotypical students. Traditional methods of STEM education often present barriers to the 
general curriculum for diverse learners, including students with neurodevelopmental disorders 
(NDD) such as autism, specific learning disability, and attention deficit hyperactivity disorder. 
Students with NDD often require differentiated instruction to access STEM learning alongside 
their peers; however, research guiding equitable access to STEM education for this population is 
lacking. Most of the current literature focuses on teaching science vocabulary instead of science 
practice skills (e.g., asking questions, using physical replicas, making predictions, analyzing 
findings, interpreting results). The current study explores the effects of an intervention package 
used to teach science practices in the context of STEM education for students with NDD.  


Eliminating Barriers to STEM Education for Students with Neurodevelopment Disabilities

Badmus, Oluwole Martins

Western University 
Scholarship@Western 
Inspiring Minds – A Digital Collection of 
Western’s Graduate Research, Scholarship and 
Creative Activity 
Inspiring Minds 
November 2022 
Why Questioning Social Discourses Can Reduce Your Vulnerability 
To Disasters 
Oluwole Martins Badmus 
Western University, obadmus@uwo.ca 
Follow this and additional works at: https://ir.lib.uwo.ca/inspiringminds 
Citation of this paper: 
Badmus, Oluwole Martins, "Why Questioning Social Discourses Can Reduce Your Vulnerability To 
Disasters" (2022). Inspiring Minds – A Digital Collection of Western’s Graduate Research, Scholarship and 
Creative Activity. 368. 
https://ir.lib.uwo.ca/inspiringminds/368 
SUBMISSION FOR INSPIRING MINDS 2022 
 
 
Name: Oluwole Badmus  
Faculty/Department: FIMS/Library & Information Science  
 
 
ENTRY:  
 
Why Questioning Social Discourses Can Reduce Your Vulnerability To Disasters 
 
All social actors use discourse as a tool of influence, hence, discourses reflect the power 
differentials among different social strata. When power imbalance interacts with the strongly 
discursive field of disaster management, it escalates the preexisting socioeconomic and political 
discriminations. With particular focus on the central roles of discourses in shaping public 
perception, I am interested in examining how different actors create social structures and political 
orders that result into uneven disaster vulnerabilities and risk outcomes for different sections of 
the population. Identifying and explaining the dynamics of these discursive contentions will 
hopefully reveal how power imbalance among governments, corporations, media, and individuals 
crystallizes into real impacts characterized by the present socioecological and climate crisis. The 
world stands to gain enormously when we understand how individual and institutional daily 
decisions can be critically questioned in the hope of producing just, equitable and fairer disaster 
risk outcomes for all. 
 
 
 
Word Count: 148 
 
 
 


Why Questioning Social Discourses Can Reduce Your Vulnerability To Disasters

Frequently an image of the Crucified Christ above an alter references the Sacrament of Eucharist and the Transubstantiation. Location: East Bell Tower, 3rd Level, south wall above lancets. Lead Investigator and Photograph: C. Cody Barteet (cbarteet@uwo.ca).https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stpetercathedral/1031/thumbnail.jp

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