Problems

 

Remote Learning Challenges: The sudden shift to remote learning posed difficulties for students and educators. Issues such as lack of access to necessary technology, internet connectivity problems, and adapting to new teaching methods were common.

Inequality in Access: Students from lower-income families areas may have faced challenges accessing online learning resources, exacerbating existing educational inequalities.

Mental Health Impact: The pandemic and associated disruptions may have had adverse effects on students' mental health, including increased stress, anxiety, and feelings of isolation.

Changes in Teaching Methods: Educators had to adapt quickly to new teaching methods, incorporating technology and finding innovative ways to engage students in a virtual environment.

Disruption of Regular School Activities: School closures and restrictions on in-person activities affected extracurricular activities, social interactions, and other aspects of the school experience.

Health and Safety Concerns: Ensuring the health and safety of students and staff during in-person learning became a top priority, leading to changes in classroom setups, sanitation protocols, and other measures.

Social distancing: Maintaining physical distance was essential during these times. However, this can be a serious challenge in a classroom setting. Schools have reconfigured classrooms, rearranged seating, and implemented staggered schedules to reduce the number of students present at any given time. Floor markings and signage may indicate proper distancing.

Face Mask Usage: Wearing face masks is a recommended preventive measure, but ensuring consistent and proper usage can be challenging, especially for younger students. Schools have implemented policies requiring students, teachers, and staff to wear masks while on school premises. Some have provided masks, educated individuals on proper usage, and enforced compliance.

Handwashing and hygiene: Promoting good hygiene practices, including regular handwashing, is crucial to reduce the risk of transmission. Schools have increased the availability of hand sanitizers, installed handwashing stations, and promoted regular hand hygiene. Educational campaigns on proper handwashing techniques have been conducted.

Cleaning and sanitizing: Surfaces in schools can be potential sources of viral transmission. Regular cleaning and disinfection are essential. Schools have intensified cleaning protocols, focusing on high-touch surfaces. Common areas, classrooms, and frequently used items are regularly sanitized. Proper disposal of tissues and waste is also emphasized.

Ventilation: Poor indoor air quality can contribute to the spread of respiratory viruses. Schools have improved ventilation systems, increased outdoor air circulation, and encouraged outdoor activities when possible. Opening windows and doors can enhance airflow in classrooms.

Disruption of Learning: The closure of schools and educational institutions led to a significant disruption in traditional learning. Remote learning, while necessary for safety, may not be as effective for all students, leading to learning gaps.

Inequities in Access: Not all students have equal access to technology and a conducive learning environment at home. This has exacerbated existing educational inequalities, with some students facing challenges in participating in online classes.

Mental Health Challenges: The pandemic and the associated changes in education have contributed to increased stress and mental health issues among students, teachers, and parents. Isolation, uncertainty, and the pressure of adapting to new learning methods can be emotionally taxing.

Loss of Social Interaction: School is not just about academics but also a place for social interaction, building friendships, and developing social skills. The shift to remote learning has led to the loss of these important aspects of education.

Social and Emotional Well-being: Lack of regular interaction with friends has contributed to feelings of isolation and loneliness among students. Social connections are essential for emotional well-being, and the absence of these interactions may lead to increased stress and anxiety. 

Motivation and Engagement: Peer interactions play a crucial role in motivating students to engage with academic material. The absence of face-to-face communication with friends may lead to a decline in motivation and interest in learning.

Collaborative Learning: Many students benefit from collaborative learning experiences with their peers. Working together on projects, discussing ideas, and solving problems as a group are important aspects of the learning process. Remote and online learning environments may limit these collaborative opportunities.

Communication skills: In-person interactions contribute to the development of effective communication skills. Students learn how to express themselves, listen actively, and engage in meaningful conversations. Reduced face-to-face communication may hinder the development of these skills.

Teacher Burnout: Educators have faced challenges in adapting to new teaching methods, managing online classrooms, and addressing the diverse needs of students. This has led to increased stress and burnout among teachers.

Assessment Difficulties: Remote learning has posed challenges for traditional forms of assessment. Teachers may find it challenging to accurately assess students' understanding and progress, potentially impacting grading reliability.

Widening Educational Gaps: The disparities in educational outcomes between different socio-economic groups have widened. Students from marginalized communities may be disproportionately affected due to a lack of resources and support.

Impact on Higher Education: Higher education institutions have faced financial challenges due to reduced enrollment, disruptions to research activities, and increased expenses related to adapting to new safety measures.

Career and Future Uncertainty: The economic impact of the pandemic has raised concerns about job prospects for recent graduates. The uncertainty in the job market has added stress to students and their families.

Limited Extracurricular Activities: The closure of schools has affected not only academic learning but also extracurricular activities. Students miss out on sports, arts, and other activities that contribute to their holistic development.

"The transition back to in person learning was exhausting and stressful, we had to deal with a lot of acting out and intense emotions as children came back to school," said Ohayon. (abc news) 

"Schools and districts are facing a landscape where hiring for these positions is difficult, where other ongoing work is crowding out possible new programs - and truly, where many of the people in schools at both the staff and student level are often feeling drained," Schwartz said. (abc news)  

 

Limited extra curricular activities

The loss of extracurricular activities during the Covid-19 pandemic has had  significant negative impact on children's education. This has been done due to a number of factors such as limiting their social interactions, physical activity, skill development, and personal growth. Schools teachers must work to find creative ways to provide students with alternative opportunities for engagement and enrichment to patch up the effects of these disruptions on their academic and personal development.  Some examples include theater, gym, arts, fine arts, music, drama, cooking, community service, sculpture, job/internship and more. 

Benefits of participating in extracurricular activities included having better grades, having higher standardized test scores and higher educational attainment, attending school more regularly, and having higher a higher self- concept.

It has significantly decreased motivation levels of students to participate in extra curricular activities. It is essential that parents and caregivers provide appealing opportunities by being involved themselves in certain activities and by learning and growing significantly with them.  

Loss of social interaction 

Because in-person events and interactions were limited during the pandemic, people missed out on these opportunities to develop social skills. While schools held classes remotely, children lost important time learning how to effectively relate with their peers and engage with authority figures like teachers.

The benefits of classroom interaction include improved efficiency of learning and increased quality of education.It also improves social skills, communication, improves confidence, minimizes stress levels, new friendships, learn new things, recover from depression and anxiety, better sleep and overall quality of life. Through social interaction, students can learn how to communicate effectively, empathize with others, and negotiate conflict.

This significantly help build and develop skills both personal and professional, which is crucial for success in the future. Interactive learning helps make the educational process more collaborative and gives kids more chances to engage with each other in meaningful ways.           

It gives you a variety of networking Opportunities and make connections. You gain the ability to build relationships that can be beneficial for students academic and career advancement in the future.                                                                                                                                                              It also reduces feelings of Isolation is helps you combat feelings of loneliness and isolation. It provides students with a sense of belonging and support within their school and overall community. 

  "I just miss being able to just be with people and not feel like I have to be cautious," the Grade 9 student told CBC News. "I miss feeling more free."

Rachel, 14, who lives in Cornwall, P.E.I., says school has become extra stressful since the pandemic began in March 2020. (CBC News)

"The resilience that we see in the younger age group, I'm not sure there's that much resilience in the teen group," she said. "I think that that would be a longer-term thing that we're going to deal with." (CBC News)

Mental health impacts

Covid left students with a variety of mental health impacts including grief reactions, substance use disorders, anxiety, sleep disorders, depression, suicides, post-traumatic stress disorders, panic disorders. Students felt frustrated by remote learning. Reports of depression and anxiety have increased in students. In response, Canadian provinces put more money into mental health supports for students. It significantly increased the feeling of anxiety and fear due to uncertainty about the future and the ongoing pandemic. 

Social isolation and loneliness was other mental health challenges that students were facing. They were not being able to see friends and family or participate in social activities.

The feelings of depression and hopelessness increased due to the stress and disruption caused by the pandemic.

Pre-existing mental health conditions significantly worsened such as depression and anxiety.

One analysis of data from a nationally representative survey of high school students taken during the first half of 2021 shows that 37% of students reported experiencing poor mental health either most of the time or always during the pandemic, with more than 31% of students reporting being in such a state during the past 30 days.

More than 44% of students also reported feeling persistently sad or hopeless within the past year, with nearly 20% saying they’d seriously considered attempting suicide and 9% attempting suicide in that period.

Notably, feeling connected with others at school appeared to be a significant factor in whether students reported experiencing poor mental health. The study found approximately 47% of youth surveyed reported feeling close to people at their school. Among those students, 28% reported poor mental health during the pandemic compared with 45% who did not agree that they felt close to others at school. (US News)

 

 Various methods I was able to find successful and authentic research.

Peer Review: Seek feedback from peers, mentors, or experts in your field throughout the research process. Peer review helps identify potential flaws, strengthens your methodology, and improves the quality of your research.

Formulate a Clear Research Question: Define a clear and focused research question or hypothesis that guides your study. This ensured that my research remained focused and meaningful.

Questioning: I was able to question various individuals, including myself and friends regarding their experiences and challenges during Covid. After I narrowed it down to 3-4 main questions which my project surrounds. 

Reading Articles: This gave me concise information, data, statistics, graphs, and more. This helped me comprehend and analyze my research and information effectively. 

Data Visualization: Use data visualization techniques, such as graphs, charts, and diagrams, to present your findings in a clear and accessible manner. Effective data visualization enhances the communication of complex information and facilitates interpretation by both academic and non-academic audiences.

Continuous Learning and Improvement: I remained open to feedback, criticism, and new ideas throughout the research process. I Continuously strive to improve your research skills, methodologies, and analytical techniques to enhance the quality and relevance of your work.

Internet support: The internet was a huge portion of my project. I found trusted sources and articles to support my research, the internet truly gives you a push to think creative ideas and thoughts. 

Experience: Personal experience was a huge one in my project, as I had also been through the tough 2-3 years of Covid. Much of the information and research listed was witnessed by me, which made the comprehension and expressing part easier as Covid was something I had experienced and witnessed firsthand.

 

The COVID-19 pandemic brought about significant changes to student learning in Alberta. When the pandemic began, schools had to make a big switch to online classes. This shift posed a significant challenge for students and teachers alike. Some students didn't have a computer or a good internet connection, and that made it tough for them to keep up with their lessons. For students who previously did not utilize technology for schoolwork, adapting to online learning proved challenging.

One major problem was that not all students had the same access to technology. Some families couldn't afford computers, or they had trouble getting a good internet connection. This obstacle made it harder for some students to succeed in online classes. The pandemic also made students feel stressed and lonely because they couldn't see their friends and teachers like before.

The educational changes extended beyond classroom sessions. Cancellation or modification of various fun activities, such as school events and sports, occurred. This made school feel different and less enjoyable for many students. Teachers had to learn new ways to teach online, and they also had to help students with their feelings and worries.

To ensure safety, the government and schools formulated rules for in-person classes. They changed how classrooms looked and made sure things were clean. The government and schools also tried to help students who were having a hard time because of the pandemic.

Presently, people continue to grapple with the impact of the pandemic on education in Alberta. Researchers are studying this to learn what worked well and what could be better. People also share their stories on social media and in forums, talking about their experiences with learning during the pandemic.

As circumstances evolve, schools in Alberta persist in their efforts to assist students in learning, despite the hardships of the pandemic. They are finding new ways to teach and making sure that all students, no matter their situation, can get a good education.

One big change was moving from in-person classes to online learning. In-person classes are when students go to school and sit in classrooms with their teachers and classmates. Online learning means students use computers and the internet to do their schoolwork from home.

The government and schools worked together to help students who faced these challenges. They tried to give computers to students who needed them, and they also worked on making sure that everyone had a good internet connection. This way, more students could participate in online classes and continue their education.

Learning online was not just about using a computer. It was also about getting used to new ways of learning. Students had to understand how to use online tools, like video calls and digital assignments. This was a big change from the traditional way of learning in a classroom.

Another challenge was that some students felt lonely or sad because they missed seeing their friends and teachers in person. School is not just about learning; it's also about being with friends and having fun together. With online learning, students miss out on these social interactions.

Teachers also had a tough time. They had to learn new ways of teaching to make online classes engaging and helpful for students. It wasn't just about explaining lessons; teachers also had to check in on students' feelings and make sure they were doing okay emotionally. This was a big change from the usual way of teaching in a classroom.

To make in-person classes safer, the government and schools put new rules in place. They changed how classrooms looked by spacing out desks and making sure there was enough fresh air. They also made sure that things were cleaned regularly to reduce the risk of spreading germs.

Despite all the challenges, schools in Alberta are working hard to support students. They are finding creative ways to teach, making sure students have the technology they need, and providing emotional support for those who are finding it tough. Teachers are doing their best to make sure that every student, no matter their situation, can still get a good education during these challenging times.

As people continue to adapt to the changes brought about by the pandemic, researchers are studying how these changes have affected education in Alberta. They want to learn what worked well and what could be improved for the future. This research will help educators and policymakers make better decisions about how to support students in the years to come.

Additionally, people are sharing their stories and experiences online. On social media and in forums, students, parents, and teachers talk about what it's like to learn and teach during the pandemic. These stories provide a personal perspective on the challenges and successes of navigating education in this unique time.

The COVID-19 pandemic has significantly impacted the landscape of education worldwide, prompting a range of changes and adaptations. One of the most notable shifts has been the widespread adoption of remote learning as schools and educational institutions closed their physical doors to curb the spread of the virus. This transition to online and distance learning has presented both challenges and opportunities for students, educators, and educational systems as a whole.

On one hand, remote learning has highlighted existing disparities in access to technology and internet connectivity, with many students facing barriers to participation due to a lack of devices or reliable internet access at home. This digital divide has underscored the need for greater efforts to ensure equitable access to educational resources and technology for all students, regardless of their socioeconomic background.

Furthermore, the sudden shift to remote learning has posed challenges for educators, who have had to quickly adapt their teaching methods and instructional materials to suit online platforms. Many teachers have undergone training in online teaching strategies and digital tools to better support their students in virtual classrooms. Additionally, maintaining student engagement and motivation in an online environment has been a persistent concern for educators.

The prolonged period of remote learning has also raised concerns about learning loss, particularly among marginalized and economically disadvantaged students who may have limited access to educational support outside of school. Addressing these learning gaps and providing targeted interventions to support students who have fallen behind will be a priority for educators and policymakers in the post-pandemic recovery period.

Moreover, the pandemic has brought attention to the importance of addressing mental health and well-being in educational settings. The isolation, uncertainty, and stress associated with the pandemic have taken a toll on the mental health of students and educators alike, highlighting the need for comprehensive mental health support services within schools.

Economically, the pandemic has had significant repercussions on education budgets and resources, with many schools and educational institutions facing budget cuts, layoffs, and resource shortages as a result of the economic downturn. These financial challenges have further strained educational systems already grappling with the demands of remote learning and the need to ensure a safe return to in-person instruction.

As schools begin to reopen and transition back to in-person learning, there are ongoing challenges related to ensuring the safety of students and staff, implementing social distancing measures, and managing the potential risk of outbreaks within school communities. Balancing the need for in-person instruction with public health considerations will continue to be a complex and evolving issue for educators and policymakers. 

Overall, the COVID-19 pandemic has prompted reflection and adaptation within the education sector, with both positive and negative consequences. While the shift to remote learning has presented challenges and highlighted existing inequities, it has also spurred innovation and creative approaches to teaching and learning. 

How do we help students and teachers recover?

Assist with mental health: During the pandemic, a lot of kids and teachers might have gone through trauma or experienced elevated stress. Facilitating their access to mental health resources, like support groups and counseling, can aid in their recovery and ability to cope.

Address learning loss: Many students may have fallen behind academically as a result of disruptions in the educational system. Students can make up lost learning by putting targeted interventions into place, such as tutoring, summer programs, or more classroom support.

Adaptable educational options: Acknowledge that, particularly following a period of remote learning, some students may have different needs or preferences in terms of learning. Diverse needs can be met by offering options like online courses, hybrid learning, or personalized learning plans.

Flexible learning options: Recognize that some students may have different learning needs or preferences, especially after a period of remote learning. Providing options such as hybrid learning, online courses, or personalized learning plans can help accommodate diverse needs.

Professional development for teachers: Teachers have faced numerous challenges during the pandemic, including adapting to online instruction and managing hybrid classrooms. Offering professional development opportunities focused on technology integration, trauma-informed teaching practices, and supporting student well-being can help teachers feel more equipped to meet the needs of their students.

Promote a positive school climate: Creating a supportive and inclusive school environment is essential for both students and teachers to thrive. Encourage positive relationships, foster a sense of belonging, and implement strategies to prevent bullying and harassment.

Access to technology and resources: Ensure that students and teachers have access to the necessary technology and resources for effective teaching and learning. This may include devices, internet connectivity, educational software, and instructional materials.

Parent and community engagement: Involve parents and the community in the recovery process by seeking their input, providing information and resources, and fostering collaboration between schools and local organizations.

Emphasize social-emotional learning (SEL): Incorporate SEL into the curriculum to help students develop skills such as self-awareness, social awareness, responsible decision-making, and relationship-building. These skills are crucial for academic success and overall well-being.

Address equity gaps: Recognize and address disparities in access to resources, opportunities, and support services. Implement strategies to level the playing field and ensure that all students have an equal chance to succeed.

Provide additional resources and support: Students may be left behind in school, so providing them with proper resources and opportunities is essential. This is important for academic success for all students. Each individual requires unique needs so it is important to assist the student in a proper manner. 

"There's been a lot of debate on how variation in academic decline plays out across states and policy choices about closing schools, but, at this point, it's not clear that school closure policies were the main driver of the drops in performance," Nathaniel Schwartz, director of applied research at Brown University's Annenberg Institute for School Reform, told ABC News. (abc news) 

Ohayon said her biggest takeaway as a science teacher was on the "importance of connecting with students." The best way she's found to help her students make up their gaps is by coming up with creative ways to engage them in the classroom. (abc news) 

Peterson, director of the program on Education Policy and Governance at Harvard University, said one-to-one instruction may be the most effective type of intervention. (abc news) 

"My own view is that tutoring is the best intervention. It's expensive but allows you to target the intervention to the specific child," Peterson said. (abc news) 

Parents can also use time at home to provide one-to-one support to their kid, Peterson said. (abc news) 

 

How has the education system been impacted, both negatively and positively?

 

Lack of socialization: The traditional education system provides students with opportunities to socialize, build connections and network. However, the sudden shift to Online school and everything being on their device may have limited the student's ability to develop these certain skills, which can affect their social skills and professional skills in the future. 

Workload and Burnout: Not only health care workers were burnt out but so were teachers! The demands of managing online classes and creating digital content such as videos and presentations, as well as adapting to new technologies have increased the burden on teachers. All the new online things, created obstacles and challenges for teachers, ensuring that students received the best education from their end. This leads to teachers being fatigued and overworking themselves affecting their overall performance as a teacher.

Limited access to resources + special needs students: Everyone relied on online platforms for information, especially those students with special needs such as autism, dyslexia, down syndrome and more. Students will special needs were impacted the most as these students need one-on-one attention during school hours, so a sudden shift from in-person learning to online learning was a huge challenge for them. The lack of access to tailored resources and individualized attention can hinder the educational stance of these students. We must keep in mind that each student has their own specific needs, so in this case, online school, or learning from home was not a suitable option for these students. 

Parental involvement challenges: Parents were struggling, during this time to help their children during online school, many students were new to the internet, especially the younger students, and they didn't know how to access classes online. Some parents may struggle to balance their work responsibilities with supporting their child's education, leading to potential disparities in the level of parental involvement and support across different households. 

Community Engagement: Educational institutes often serve as hubs for community engagement, hosting events, workshops and other activities. The move from virtual learning disrupted these community events and connections. This impacted the sense of community and belonging each individual who was involved had. Many connections students had with their friends were broken and this negatively impacted both the student and their education at the time.

Mental Health: The pandemic has highlighted the importance of mental health services for students. The stressors associated with remote learning, social isolation, and uncertainties about the future have increased the demand for mental health support, potentially straining available resources within educational institutions. Students and adults on the other hand were also struggling with depression, they were stuck in their homes, and many were unable to find the correct resources to help them stay connected and on track. 

Technological Innovation: The pandemic has spurred innovation in educational technology and digital learning platforms, leading to the development of new tools and resources for remote instruction. This has paved the way for more flexible and personalized learning experiences.

Adaptation and Resilience: Educators and students have demonstrated resilience and adaptability in the face of unprecedented challenges, quickly adjusting to new modes of teaching and learning.

Increased Collaboration: The pandemic has fostered collaboration and communication among educators, administrators, and policymakers as they work together to navigate the challenges of remote learning and plan for a safe return to in-person instruction.

Focus on Well-being: The pandemic has prompted a renewed focus on mental health and well-being within the education system, leading to increased awareness and efforts to provide support services and resources for students and staff.

 

Overall summary: Addressing these negative impacts requires a comprehensive approach that considers not only the technological aspects of online learning but also the broader social, emotional and community-related dimensions of education 

 

Still struggling with pandemic learning loss, students across Alberta saw significant drops in standardized test scores last year, more than two years after COVID shuttered schools and continued to cause intermittent disruptions.

After Alberta Education canceled tests in 2020 and made them optional in 2021, the first round of provincial achievement and diploma exams with significant uptake since COVID had nearly 20 per cent decreases in test scores for some subject areas.

The Calgary Board of Education released the results in a detailed report before trustees this week, showing public school students also had significantly worse scores in 2021-22 than in 2018-19, the last academic year not impacted by COVID.

For example, in 2018-19, up to 83.4 per cent of CBE students achieved the “acceptable standard” (a score of at least 50 per cent) on the Math 30-1 diploma exam.                                    In 2021-22, that result dropped by almost 20 per cent, to only 66.5 per cent of students passing the exams.                                                                                                                            Provincial averages, as a comparison, also showed declines with 77.8 per cent of Alberta students passing the Math 30-1 diploma in 2018-19, then dropping to only 63.6 per cent in 2021-22. Students also saw drops to test scores in English language arts, although not to the same extent.                                                                                                                                      In 2018-19, up to 86.9 per cent of CBE students achieved the acceptable standard on the English 30-1 diploma exam, with that number dropping to 81.6 per cent in 2021-22.                  Provincewide, 86.8 per cent of students passed the English 30-1 exam in 2018-19, with that number down to 78.8 per cent in 2021-22. (Calgary Herald )

 

 

The COVID-19 pandemic has had a lasting impact on education in Alberta, much like what has been seen worldwide. One significant change is the increased use of technology in education. Teachers have started using digital tools, online resources, and e-learning platforms more, even after the pandemic. This shift to using technology is becoming a normal part of how we learn.

The pandemic also made schools think differently about teaching. A mix of in-person and online learning, called hybrid learning, became more popular and might stay that way. This way of learning helps students adapt to different situations and keeps education flexible.

The pandemic made everyone realize how important mental health is for students and teachers. Alberta, like other places, is likely to keep focusing on supporting mental health in schools. There's also a push to make education fair for everyone. The pandemic showed that not all students have the same access to technology and resources. Efforts to make sure all students have what they need for learning will probably continue.

Schools are also thinking more about being ready for emergencies. Lessons learned during the pandemic will help schools prepare better for future crises. Testing and grading in schools are changing too. The way students are tested and evaluated is being looked at again, especially with more online learning happening.

Teachers are getting more help to keep learning and improving. The pandemic showed that teachers need to keep learning new ways to teach. Alberta might keep supporting teachers in staying updated on the best ways to teach.

Families are thinking differently about online learning. Some might choose to keep learning online based on their experiences during the pandemic.

By doing this project, I was able to interview a psychologist and a high school teacher and compare the different views and perspectives they had. In the future if anything like COVID ever reoccurs again, we would definitely be more prepared. By conducting surveys and gathering data, we will be able to distinguish what the community is struggling with and how we can help them. This is essential as knowing the exact problem is the key to finding clear solutions. 

In conclusion, the changes in education in Alberta because of COVID-19 are still happening. How schools and communities respond to these changes will decide what education in the province looks like in the future.

 

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I am sincerely grateful to all of my teachers who helped contribute to the success of my project. My teachers, classmates and family deserve a heart felt thanks for their unwavering support, guidance and encouragement. I would also like to take this opportunity to acknowledge the invaluable assistance from the Calgary public library, as they provided me with resources such as internet access and references that enriched my works quality and depth. These resources broaden my understanding and added significance value to my project. 

My teachers, classmates and family has made my abilities come to life in order to make my project a success, and for that I am truly thankful. My friends supported me in times when I felt discouraged, and my science teacher always motivated and inspire me to continue working hard.  My parents have also contributed to my success as they would encourage me to keep pushing through as there were many sleepless nights throughout the duration of this project. My brothers would sit and act as an audience, as I would practice for hours in front of them.

A sincere thankyou to all of the workers at APEX medical clinic for giving me the opportunity, free of cost, to interview Dr. Afia Siddiqui Cheema for my project. Also I would like to thank Mrs. Ayesha from Lester B. Pearson High School for her time, inorder for me to conduct my interview. This truly gave the opportunity to compare and contrast the variety of views and perspectives each individual had.

I would like to acknowledge and thank CYSF for giving me the opportunity to participate in this competition, it truly pushed my limits and developed my love for science. 

A special thankyou to everyone who supported and encouraged me to bring this project to life.