It’s the little things and experiences that lay the groundwork for connection with others
C/O @british library
What is it, exactly, that bonds us to others?
For many students, we find a connection to those around us through school. Whether it be the people that we meet during Welcome Week, in classes, through clubs or through mutual acquaintances, it’s safe to say that there’s ample opportunity to make connections in your time at McMaster University.
But what exactly separates your best, lifelong friends from the random dude whose contact is still in your phone from your first-year chemistry class?
But what exactly separates your best, lifelong friends from the random dude whose contact is still in your phone from your first-year chemistry class?
I’d beg to argue that it’s a third thing. Mutual, shared points of connection between people that bond us in joint wonder. For some, our connection through school is a third thing. For others, the third thing is a sport, the arts or an experience. Whatever it may be, it’s our third things that truly create lasting relationships.
Now, let me give credit where credit is due. The idea of a third thing isn’t exactly mine.
I recently reconnected with an acquaintance from high school who shared the same set of lived experiences that I did but still managed to seldom intersect with my life. We reconnected through a class discussion in breakout rooms, as people do in Zoom university. We lived adjacent but separate lives in a high school of 1,200 people, but our paths finally crossed in a university with a population of 30,000. What are the odds?
We instantly clicked. I think we’d spoken a total of once before — if that? But we were instantly on the same wavelength. Our conversation quickly veered to speaking about our high school experiences and even though we had hardly crossed paths then, our experiences were astonishingly similar.
We reminisced about how absurdly hyper-competitive our high school experience was, with our academically driven group of peers. We joked that the most often used pickup line in those halls was “so, what’s your average?” We laughed at how the less sleep you got, the bigger the flex. We agreed about how you get a choice of two of the following three: good grades, good health or a good social life.
These were things that we just thought were acceptable at the time. It was a school environment that perpetuated hustle culture. Where to be the best, you had to work the hardest and grind the most. It was stifling and absurd. I realize now that it was one of the only things that connected me to my friends at the time.
As we chatted in our breakout room from the comfort of our bedrooms in our hometown of Ottawa, we discovered a shared love of reading. She shared with me this beautiful piece of prose that we both connected to instantly.
It was a piece by Donald Hall, called The Third Thing. Hall wrote it at his wife’s bedside, as she died from leukemia. Throughout the piece, he describes this concept of the titular third thing: a singular idea or point of connection between yourself and another person.
“Most of the time [my wife and I’s] gazes met and entwined as they looked at a third thing. Third things are essential to marriages, objects or practices or habits or arts or institutions or games or human beings that provide a site of joint rapture of contentment. Each member of a couple is separate; the two come together in double attention . . . John Keats can be a third thing, or the Boston Symphony Orchestra, or Dutch interiors, or Monopoly,” wrote Hall.
“Most of the time [my wife and I’s] gazes met and entwined as they looked at a third thing. Third things are essential to marriages, objects or practices or habits or arts or institutions or games or human beings that provide a site of joint rapture of contentment. Each member of a couple is separate; the two come together in double attention . . . John Keats can be a third thing, or the Boston Symphony Orchestra, or Dutch interiors, or Monopoly.”
Donald Hall
Ironically enough, The Third Thing became our third thing, for a moment. As was our shared love of reading and inspiration we drew from literature.
For those at our high school, we agreed, their third thing was school itself. By no means do I want to invalidate sharing the connection of school and education with friends and colleagues. However, we both found that we’d lost that connection with our peers. It was the first time I realized that I’d begun to fall out with those that I used to call my best friends, as our third thing disappeared.
By losing that third thing, we had nothing left with so many of our old friends. It was the only point of connection that we truly had. Without the pressures and stress and competition, the connections fell apart. What’s left of a friendship when there’s nothing to bond over?
But with one connection gone comes the opportunity to strengthen what’s left. With some of my friends, our third thing is screaming Hamilton lyrics at the top of our lungs on road trips. Midnights spent loitering around suburbs. A mutual hatred of the existence of nickels. A crushing obsession with Breath of the Wild. Crocs as our footwear of choice. The list goes on and on.
But with one connection gone comes the opportunity to strengthen what’s left. With some of my friends, our third thing is screaming Hamilton lyrics at the top of our lungs on road trips. Midnights spent loitering around suburbs. A mutual hatred of the existence of nickels. A crushing obsession with Breath of the Wild. Crocs as our footwear of choice. The list goes on and on.
Each and every third thing brings us closer together. These small moments, ideas and figments of friendships past keep us going strong.
As a first-year student, I know it’s more difficult than ever to meet others right now. Getting to know people can be awkward and uncomfortable in a normal year, let alone in the midst of a pandemic.
But I assure you, third things are there and ever-present. I’ve found third things with newfound online friends in the form of our mutual shared experience of writing for the Sil, which turned into joking over a professor’s love of Animal Crossing. I’ve found them in a mutual more-than-dislike of online schooling, turned into a love of musical theatre, turned into a discussion on choosing favourite basketball players based on their wholesome-ness. I’ve found a third thing in the poem The Third Thing itself.
Please, I urge you to find a third thing and hold it close. Hold to it for dear life and never let it go once you find it.
Standard lease laws meant for working adults aren’t suitable for students
C/O NIcolas J Leclercq
By: Ardena Bašić, Contributor
Students are subject to the same laws as anyone else who signs a lease: there is a specified time period, strict periodic payment dates and very little opportunity to terminate a lease if the need arises. However, even with a guarantor that is required by most student leases, adhering to some of these guidelines can cause potent pressure on students. With the university lifestyle already bearing intense stress, students should be allowed specialized lease laws.
Firstly, students should be allowed to rent for more flexible time periods. This could include monthly or semiannual leases, break periods and other dynamic arrangements.
While landlords could be initially skeptical of this proposal in that they could see low demand for some months of the year, students would be more content with landlords who allow them to save money for the months that they do not need housing.
Firstly, students should be allowed to rent for more flexible time periods. This could include monthly or semiannual leases, break periods and other dynamic arrangements.
This could transmit into higher renewal rates and more loyalty to a landlord overall. More so, break periods could allow landlords to flexibly advertise places through their own means, which is likely more successful than students trying to advertise subletting places through their own methods and busy schedules. Overall, higher flexibility with renting dates would actually benefit both students and landlords.
Secondly, students should not face consequences if they fail to adhere to the usual “first of every month” payment plan. While this offers regularity for the landlord and tenant, tuition payments, living costs and other fees can make it difficult to always pay on time.
Rent should be treated like a credit card payment: on-time payment is rewarded with no interest, while failure to do so will build an interest expense over time.
Secondly, students should not face consequences if they fail to adhere to the usual “first of every month” payment plan.
As a result, students would have some more freedom with regard to sorting payment dates for their multiple expenses, yet will still be motivated to pay on time due to interest. Landlords might receive their money later but would still benefit from the extra interest revenue. This would also take pressure off of lease guarantors, who usually have their own expenses to worry about, albeit the ones for their children or peers.
Lastly, students should be able to terminate their lease — with due notice — if they wish to do so. COVID-19 makes a particularly profound argument for this option. Many students wanted to move back home to their families for a variety of reasons but still had to pay rent for their residences that they may have already signed for up to a year.
Lastly, students should be able to terminate their lease — with due notice — if they wish to do so. COVID-19 makes a particularly profound argument for this option.
This could cause feelings of guilt, as you are paying for something that you aren’t using. However, landlords would lose quite a bit of revenue if many students left their rentals. Nonetheless, some landlords still have several houses that they can gain revenue from alongside potential day jobs, while most students already have debt and need to prioritize saving.
This last recommendation is most certainly the most abstract and could be detrimental to landlords, but would still contribute to higher satisfaction from renters and potentially loyalty and a good reputation for the landlord in the future.
Student life is full of the unknown, challenges, opportunities and not many constants. Having more flexibility when it comes to finding accommodation close to where one is studying can take a profound amount of stress and pressure off of students and their guarantors.
With student housing being a market with relatively stable demand, landlords should certainly consider these recommendations and how they could positively impact their reputation and relationship with current and future students.
How tenures detrimentally impact the student body’s satisfaction with their education
C/O Erol Ahmed
Imagine this: you just finished a gruelling midterm. Every part of you is sweating and it is taking every ounce of energy in you not to cry. Instead, you pool your remaining bodily resources in order to absorb the shock of what just happened.
You slug past the next couple of hours as you wait for the (inevitable) fury of students rushing towards the Mac subreddit to vent away their frustrations while folks in similar positions give their sympathies. You are an audience member to that subreddit and you wonder to yourself: how on Earth is *insert professor* employed?
For many new students in a challenging university like McMaster University, this thought surely has crossed students’ minds plenty of times with each evaluation season. Once you’ve been in the education system too long, it is easy to get desensitized towards just how odd this phenomenon is in post-secondary learning.
Despite the countless negative student evaluations and scathing Rate My Professor reviews, why does it appear that many faculty members appear to evade any consequences? After all, is it not the case everywhere else that if you do a bad job then you are bound to face the consequences?
Despite the countless negative student evaluations and scathing Rate My Professor reviews, why does it appear that many faculty members appear to evade any consequences?
One word: tenure.
It took me a while to really understand the concept. Essentially, tenures are the ultimate mode of job security an educational institution can possibly offer to its professors and is a process by which an academician can become a permanent faculty member of an institution without fear of reprisal due to their academic interests.
Since tenures are highly sought after, an academician must undergo a gruelling process to prove their worthiness and demonstrate why they deserve tenure to a larger committee.
Although being tenured may be an ideal position for an academic intellectual who has dedicated their life to pursuing a field of study, I strongly believe that the way tenure stands now serves to greatly disservice the student body.
While I am absolutely in favour of hardworking professors reaping the fruits of their labour and enriching our universities with their expertise, tenure can definitely be done in a manner that protects the professors from unjust treatment without compromising on taking student critique seriously.
While I am absolutely in favour of hardworking professors reaping the fruits of their labour and enriching our universities with their expertise, tenure can definitely be done in a manner that protects the professors from unjust treatment without compromising on taking student critique seriously.
I believe that addressing student opinion surrounding a faculty member should be done promptly and in a manner that makes student voices heard is the best way to change our places of learning for the better.
It is too often that students internalize the hopeless, long processes required to bring any matter to attention and instead bicker among themselves until there is a negative stigma around specific faculty members, departments and courses.
Tenures indirectly allow student criticism to increase and grow more and more severe against particulars of an institution throughout the years. This fosters an incredibly negative student opinion of certain faculties, which in turn allows for students’ perceptions of the reputation of the department and its members to supersede their passion for the subject.
If universities want to remain relevant as legitimate institutions of learning, we have a collective responsibility to change the culture of silencing student criticisms and adopting a student-first approach. It is students who drive it forward and if we wish to make progress in student satisfaction, it must start with a strong reevaluation of the outdated tenure system.
We should continue offering hybrid in-person and online schooling even after the pandemic is over
C/O Mikael Kristenson
By: Belinda Tam, Contributor
Having the option of an in-person and online semester for fall 2021 should continue to be offered to students even after the pandemic is over, whether they are domestic or international.
The flexibility that comes with having this option can impact many students’ university experience and since the pandemic began, the university has shown that they have the flexibility that is required to transition from in-person to fully online.
In terms of course content, having the option to re-watch lectures, having lecture slides beforehand and booking time with professors and teaching assistants are three key beneficial things that have helped my own personal learning and development.
During a so-called “regular semester”, some professors do not record their lectures and if students miss that class, it is up to the student to catch up with other resources. This could include getting a peer’s notes, doing the readings or going to office hours.
However, with online learning, most professors post their recorded lectures and as a result, students are more efficient at studying. They can easily refer back to what the professor said during any point in previously recorded lectures for assessments such as assignments, midterms and final exams. This can be a great benefit for students who may miss classes for a variety of reasons.
For international students, having a hybrid option can be beneficial — for example, if an international student opts-in for online school, they won’t have to worry about housing. In addition to the hefty tuition price that international students have to pay, housing is a major cost to consider.
An obvious downside to doing online school; however, is the time difference. But as previously mentioned, since many lectures are being recorded, this could alleviate the burden of staying up at bizarre times.
Going forward, having online courses should always be an option as online learning can be more accessible for disabled and international students. As some students may be unable to leave their homes or aren’t comfortable with in-person learning quite yet, they should have the option to take course content online.
Going forward, having online courses should always be an option as online learning can be more accessible for disabled and international students. As some students may be unable to leave their homes or aren’t comfortable with in-person learning quite yet, they should have the option to take course content online.
In addition, having an option for both online and in-person schooling is something that would benefit everyone when it comes to time management. We only have 24 hours in a day, after all.
If you choose to live off-campus, time must be dedicated to things such as grocery shopping and potentially long commutes. In comparison, having the option to do online school gets rid of that time running errands and allows one to dedicate it to schoolwork.
As vaccinations are still rolling out, it is important to note that students’ situations can vary and change at any moment. By offering both an online and in-person option, we will be able to be more inclusive and accommodating for each students’ situation.
McMaster University zine aims to showcase art from survivors of sexualized violence
C/O Tim Mossholder
cw: sexual violence
Four McMaster University undergraduate students have launched a zine aimed at showcasing art from survivors of sexual violence and their supporters. It is open to McMaster students and members of the Hamilton community.
The zine is part of an initiative called Colours of Solidarity that started in 2019 for the course HTHSCI 4X03 — Collaboration and Peer Tutoring. In March 2019, the organizers created an interactive survivor art installation. This year the organizers shifted the project’s focus to the zine to accommodate the COVID-19 pandemic restrictions.
Sexualized violence is a traumatic experience that can have ranging effects on survivors, including physical, psychological and social impacts. It can also affect survivors’ sense of self and identity.
“Our zine’s focus is on survivorship . . . and we're really just hoping to create a space where people are comfortable sharing their experience and talking about whatever it is that they feel is important. [Through the zine], we can try to support them as much as we can, while also letting them have a space where they can just be themselves and reclaim their identity,” explained Zahra Abdullah, a fourth-year health sciences student and member of the Colours of Solidarity team.
“[Through the zine], we can try to support them as much as we can, while also letting them have a space where they can just be themselves and reclaim their identity,”
Zahra Abdullah, member of the Colours of Solidarity team
The zine is now accepting submissions in a range of formats such as poetry, art, writing and photography. The deadline for submissions is to be determined, but will likely be in late March or early April.
The team has also provided some optional prompts for individuals to consider in their contribution.
Colours of Solidarity acknowledged that sexual violence is a large problem that exists institutionally at McMaster and within other postsecondary institutions. The organizers hoped that this zine can provide a safe space for survivors.
“We [hope we] can let people feel like there are others that they can reach out to people who've been through it to create some sort of support,” said Abdullah.
The team also recognized the importance of giving survivors the power to shape their narratives through this zine.
“I think oftentimes in a lot of these [sexualized violence] cases, survivors voices' aren't heard as much as we would like them to and there are often so many other factors that take priority over their own narrative, which should be the most important thing in that situation . . . This zine can serve as a springboard for survivors to talk about their own experiences,” said Sowmithree Ragothaman, member of the Colours of Solidarity team.
". . . survivors voices aren't heard as much as we would like them to and there are often so many other factors that take priority over their own narrative, which should be the most important thing in that situation."
Sowmithree Ragothaman, member of the Colours of Solidarity team
The team hopes that the zine will become an ongoing initiative that can collaborate with other McMaster clubs and organizations to create safer spaces for survivors.
They have collaborated with MSU Women and Gender Equity Network for their Making Waves week campaign. This week-long event hosted survivor-centric events, including a session for attendees to create art for the zine or in general
Submissions for the zine are accepted through a Google form and any questions can be directed to the team directly at solidaritysubmissions@gmail.com.
LABS is working to improve virtual safety measures and support fellow future Black lawyers
C/O The Silhouette Photo Archives
The Law Aspiring Black Students group at McMaster University is creating space for Black and other racialized students to learn about the legal profession, find mentorships and grow their networks. LABS is an McMaster Students Union club and an affiliate of the University of Toronto’s Black Future Lawyers program.
Throughout the 2020-2021 school year, LABS has hosted a range of events and have seen increased interest and enthusiasm within their organization.
The LABS presidential team is composed of three fourth-year justice, politics, philosophy and law students. Brianna Fable-Watson and Elizabeth Oyegunle are the club’s co-presidents and Nicole Anozie is the vice-president.
“[LABS] was intended to be a space where People of Colour, Black-focused but not Black-exclusive, but People of Colour on the spectrum could find a community and establish some kind of space where they could really talk about their experiences, one in which we felt was necessary, especially in the field of law,” said Oyegunle.
“[LABS] was intended to be a space where People of Colour, Black-focused but not Black-exclusive, but People of Colour on the spectrum could find a community and establish some kind of space where they could really talk about their experiences, one in which we felt was necessary, especially in the field of law,” said Oyegunle.
Fable-Watson explained that she and the other presidents are three of five Black students in their majority white class cohort.
“That’s very minute in comparison to the amount of white counterparts that we have in our classes and so we all found each other and realized that we all had the same struggles and issues. It’s this constant feeling of being out of the loop that we wanted to change for incoming Black students and minority students,” Fable-Watson said.
LABS has changed that feeling and has seen increased interest and engagement with their programming throughout the year.
“This is an initiative that people want to be seeing because it's catering to their needs, at least right now,” said Anozie.
This is an initiative that people want to be seeing because it's catering to their needs, at least right now,” said Anozie.
Throughout the year they have seen increased interest and engagement with their programming.
“Not a lot of people knew what LABS was, who we were [last year] and I feel like this year we’re really making our footprints in the McMaster community,” said Fable-Watson.
In November 2020, the club hosted LABS Chat on Zoom to discuss racialized students’ experiences with the pandemic, the ongoing #BlackLivesMatter movement, diversity in the workplace and more.
The event was intended to be a safe space for students to share, to be introduced to the club and for LABS to share plans for the school year. However, in the midst of introductions, multiple participants began saying and typing racial slurs and sexual profanities. One participant changed their Zoom name to Brianna Fable-Watson and used a mirror effect so that there were two screens of her in the call.
The perpetrators of this attack on the event added and re-added each other but the LABS team was ultimately able to remove each of them. In the process, a genuine attendee was accidentally removed and denied access from the event. Another attendee felt too uncomfortable and took a step back, though they did rejoin.
The event continued and according to the executives, they were not going to let the attack affect the rest of the meeting.
“Honestly, I think it added to the chat because it just made it more apparent [that] that's why we need events like this because things like this happen all the time,” said Fable-Watson.
Fable-Watson, whose computer appeared to be hacked, reached out to the Hamilton Police Services about the incident but was only told to have her computer checked out.
“You would hope that something can be done, an investigation can be done, to see who these people are. Even tracing an IP address or something, you have resources at your disposal. It’s a matter of using them,” said Anozie.
“What made it even more concerning and worrisome to me was that it literally could be anybody. It could be somebody that’s in my tutorial or in my lectures and that we'd have no idea,” said Fable-Watson.
The identity of the perpetrators are still unknown as of publication of this article. A lot of students have reached out to share that these hateful ideologies are present at McMaster.
“What made it even more concerning and worrisome to me was that it literally could be anybody. It could be somebody that’s in my tutorial or in my lectures and that we'd have no idea,” said Fable-Watson.
“I was completely distraught cause I was like, if this were to be even more severe or if someone was actually harmed where would I go? Who will actually listen to me because I know that the dean of [students] McMaster would not be listening to me. Who will I be able to actually tell my problems to and would they actually be concerned for me?” said Oyegunle.
The LABS team is focused on moving forward and ensuring that this does not happen to other students. Oyegunle noted how McMaster’s Equity and Inclusion Office has resources but that a lot of students are unaware of them.
“We really want to use our platform now to really allow people to know about and really learn about [these resources],” said Oyegunle.
“We really want to use our platform now to really allow people to know about and really learn about [these resources],” said Oyegunle.
“I feel like now moving forward it’s a matter of assessing and seeing what can we put into place to ensure that security measures are there so that things like this don't happen,” said Anozie.
The team described the attack as a learning opportunity to implement increased measures and to continue to create safe spaces for racialized students to network and build community.
“We are still going to move forward. We're still going to be here and it's not going to stop us. It's not going to deter us from holding future events,” said Anozie.
“We are still going to move forward. We're still going to be here and it's not going to stop us. It's not going to deter us from holding future events,” said Anozie.
“As students of colour, especially Black people and Black women in general, we face so much more hardship and barriers in our lives that something as simple as a zoom infiltration, obviously it’s horrible, but that’s literally not going to stop us. The whole point of LABS is that we’re so focused on success that it doesn’t matter what you do. We’re all here for each other. We’re all united,” said Fable-Watson.
The whole point of LABS is that we’re so focused on success that it doesn’t matter what you do. We’re all here for each other. We’re all united,” said Fable-Watson.
Since then the LABS team has worked with Tolulope Ojo, from inclusion and anti-racism programming in the EIO and Faith Ogunkoya, a student services team lead, to learn more about navigating Zoom safely and to share these resources with other clubs on campus. LABS has successfully implemented these measures in other events, such as a career panel in January 2021.
The MacPherson Institute has launched a new zine exploring barriers of access on campus
C/O LQ from This Insane Life: MadStudents Zine, 2014
The MacPherson Institute, McMaster’s teaching and learning centre, has launched a new zine on disability, accessibility and teaching and learning at McMaster University.
Current and former McMaster students with lived experiences of disability, disablement, inaccessibility and ableism are invited to contribute to the zine to share and voice their experiences. This could include any barriers to access they might have experienced at McMaster or other post-secondary institutions.
Current and former McMaster students with lived experiences of disability, disablement, inaccessibility and ableism are invited to contribute to the zine to share and voice their experiences.
The zine project is being led by disabled students and alumni.
“[The zine] seeks to uncover and document the labour and legacy of these disabled student initiatives and others (individual and collective; formal and informal) we haven’t heard from yet,” as stated on the website.
“The zine takes an arts-based approach to educational pedagogy and seeks to inform educators and faculty about the struggles of students who are or identify as a disabled, neurodivergent or are service users of mental health,” explains Evonne Syed, a third-year undergraduate MacPherson student partner and educational research assistant on the zine team.
The project will hope to acknowledge the need for greater accessibility and disability inclusion in the classroom, within curricula and on-campus. The project also builds on the work of a similar 2014 McMaster zine on Mad student experiences. It will also contribute to commemorations for the 50th anniversary of the MacPherson Institute.
Both individual and group submissions are being accepted in multiple formats, including but not limited to: creative arts such as collage, comics, graphic design, drawing, painting, photography; literary arts like dialogues/interviews, essays, poetry, lyrics, reflections, satire, short fiction, theatre scripts; or other ideas such as lists, recipes, games, etc.
The submission deadline is March 31 and can be submitted through a Google Form. Contributors will be notified about the status of their piece on May 1, with the publication date set for summer 2021.
“Art is [one of the] the most successful modes for expression… there aren't really many guidelines and you have a lot of freedom with what you do and how you express yourself. In that way we can appeal to a wider audience when it comes to talking about disability and accessibility,” emphasized Tanisha Warrier, a second-year biology student on the zine team.
“Art is [one of the] the most successful modes for expression… there aren't really many guidelines and you have a lot of freedom with what you do and how you express yourself. In that way we can appeal to a wider audience when it comes to talking about disability and accessibility"
Tanisha Warrier
Up to 30 current students and alumni from 2011-2020 are eligible to receive a $125 honorarium for any pieces chosen for publication in the zine. Other contributors whose pieces are chosen for publication will be eligible to request an honorarium.
The amount will depend on the project budget and the overall number of accepted submissions. These honoraria are funded by grants from the Arts Research Board at McMaster University as well as the Student Success Centre’s Career Access Professional Services Program.
“Something that I really love about this project is that we are asking the people who are [directly] impacted by these [accessibility] barriers what their experiences are and compensating them for their contributions,“ said Emunah Woolf, a social work placement student on the zine team.
“A lot of times, we either don't ask the people who are impacted and, therefore, don't solve it in a way that actually fixes the issues. We're asking folks from equity-seeking groups how they want equity and then not actually compensating them for that knowledge or that labour,” said Woolf.
The zine will be an open-access publication that will be distributed to students, staff, faculty and campus partners. After the publication, the zine team plans on conducting research to evaluate the engagement and impact of the zine, such as through focus groups and surveys of contributors and readers.
The zine team emphasized the importance of this project in creating a more inclusive space for those with disabilities.
“We need to start having more conversations. Not only within our own friend circles and things like that, but also conversations with higher-ups in academics and larger, more influential people in our faculties to ensure that voices are being heard, and are being taken to a place where change can actually take place,” said Vikita Mehta, a second-year arts and science student on the zine team.
The team also highlighted tangible action that must follow through with the contributions of the zine, especially to make the learning environment more accessible for disabled folks.
The team also highlighted tangible action that must follow through with the contributions of the zine, especially to make the learning environment more accessible for disabled folks.
“With the release of [the zine to] really set the scene, it might also be helpful to educators and [professors] in incorporating a more inclusive educational framework and improve their teaching methods in terms of how they structure their classes, so that it's more accessible for different students [of] different abilities,” said Syed.
“We need to ensure that the playing field level when it comes to school, work and academics [is made so] that everyone has equal opportunity to succeed,” added Warrier.
“We need to ensure that the playing field level when it comes to school, work and academics [is made so] that everyone has equal opportunity to succeed."
Tanisha Warrier
MSU Diversity Services and Incite Magazine collaborate on new zine
The McMaster Students Union Diversity Services and Incite Magazine have collaborated to start 2021 on a creative note with the launch of their newest publication, Soapbox.
Soapbox is a zine publication for Black, Indigenous and People of Colour folks to share their art with the rest of the McMaster University community. The main goal is to amplify the art and craftsmanship of BIPoC students through an exclusive, safe space for them to showcase their work.
Soapbox will be accepting submissions of art in many forms if it can be displayed digitally, such as visual art, poetry or a dance video.
“This publication aims to create a platform where the voices, experiences and lives of BIPoC contributors are not only seen and heard but valued and prioritized,” reads an information document released by Diversity Services and Incite.
“This publication aims to create a platform where the voices, experiences and lives of BIPoC contributors are not only seen and heard but valued and prioritized".
Additionally, they highlighted the importance of this publication in increasing BIPoC representation within traditional media and social media, which tends to be from the lens of white folks.
“Fundamentally, I think the zine comes out of the fact that often art or creation feels like it needs to be monetized and needs to be done by a certain group or certain somebody with credentials or a background. Often students of color, especially Black and Indigenous students, are excluded from these narratives so we wanted to create a space to have them shine and have their creations be showcased as much as possible,” said Sara Tamjidi, director of MSU Diversity Services.
Another motivating factor for creating the zine was its potential to allow McMaster students to feel more connected with one another through the process of writing and sharing their work.
“It will give the opportunity to create a virtual community in the non-traditional setting of remote learning,” Tamjidi explained.
“It will give the opportunity to create a virtual community in the non-traditional setting of remote learning,” Tamjidi explained.
When asked about why the publication was named Soapbox, Tamjidi explained its historical significance of conventionally being a makeshift box or crate that individuals would use as a platform to stand up and share their views. They chose this name to signify a similar platform where BIPoC individuals can be seen and heard.
“We took that to say that students, especially BIPoC students, exist by creating, by being and are really protesting by creating an enabling soapbox for themselves in their communities,” said Tamjidi
The theme of the publication is “existence as resistance.” With this theme, Soapbox hopes to highlight the ongoing systemic oppression that BIPoC folks face by further suggesting that their very existence is the best form of resistance against these barriers.
The deadline to submit pieces is Feb. 15, 2021, which can be completed through a Google form. Artists whose pieces are selected for publication will be offered a $20 cheque per piece as compensation for their hard work. Each artist can submit a maximum of five submissions.
While they have not yet decided how many pieces will be featured in the zine, Tamjidi explained that Diversity Services and Incite hope to feature the submissions in an alternative media format other than an electronic version.
They also hope to adapt Soapbox to different types of video submissions, such as dance, singing, or spoken word. They encourage all BIPoC students to submit, emphasizing that they are not looking for anything specific or following a certain model.
Diversity Services and Incite hope that Soapbox will be able to create a foundation for future BIPoC students at McMaster by amplifying BIPoC voices on campus and increasing their representation in all spaces.
“I think what our [long-term] hope is with the zine is that we can create an alternative format for students to display their creativity and their artistic talents and to showcase students of colour as much as we possibly can,” said Tamjidi.
As COVID-19 continues to place strain on healthcare workers, McMaster University provides isolated and affordable accommodations
For many healthcare workers, the struggle to keep society safe has come at a personal cost. Throughout the COVID-19 pandemic, healthcare workers have faced an increased risk of infection, as well as the emotional impacts of dealing with this public health crisis.
Offering residence rooms to healthcare workers was a way for McMaster University to provide support to those on the frontlines. The aim of this program is to provide frontline healthcare workers with a safe and affordable place to self-isolate.
As these workers are at an increased risk of contracting COVID-19, living away from home for a period of time helps them to protect their families.
According to Laurie Ham, manager of conference and event services at McMaster, an organization heavily involved with this program is the Thrive Group. As Ham explained, the Thrive Group is a non-profit organization that has been helping to connect McMaster with healthcare workers who are interested in accessing this program.
“They receive the initial inquiry and they work with people interested,” said Ham.
The Thrive Group’s Vice-President of Business Strategy, Vickie Baird, reflected on the importance of having this program in place.
“We knew that there was some anxiety that these healthcare workers would bring the virus home to [their] families, so we wanted to be able to give them an affordable option that would allow them to stay somewhere safe during their work term,” said Baird.
The program, which launched on Jan. 20, allows healthcare workers to book a stay in McKay Hall at an affordable rate, with the option to order meals to their rooms as well.
“We had heard that [healthcare workers] really did want some options, other than calling a local hotel and paying a hundred plus dollars per night,” Baird explained.
“We had heard that [healthcare workers] really did want some options, other than calling a local hotel and paying a hundred plus dollars per night,” Baird explained.
Ham explained that McKay Hall was well-suited for this program.
“The building has just completed a major modernization of all of the washrooms throughout, so it makes it a perfect opportunity to have [healthcare workers stay in] a safe, comfortable setting,” said Ham.
Healthcare workers can stay at McKay Hall from three to 14 days, a policy which was created to accommodate as many workers as possible. Baird added that McMaster would be willing to consider extension requests.
As of Feb. 4, the program has received nine inquiries from healthcare workers, although none have registered yet. According to Baird, healthcare workers may be waiting to see if their employers would cover the cost, or they may be unsure about the meal plan, as it isn’t designed with long shift schedules in mind.
“I think it's still early. Even though we launched the program two weeks ago, it takes a while for the information to filter through,” Baird said.
Along with space reserved for healthcare workers, McMaster’s campus is still inhabited by a small number of students currently living in residence. To ensure effective social distancing and other safety protocols, Ham highlighted that healthcare workers and students are isolated from one another.
“It's entirely separate. It's a separate building; it's a separate series of standard operating procedures and protocols,” said Ham.
A number of McMaster departments have been involved to create this initiative. From parking to hospitality services, it takes a village to bring the community together.
“To be able to come up with a comprehensive [program] requires participation from [many] people,” said Ham.
Overall, Ham described this program as an opportunity for McMaster to give back to Hamilton’s healthcare workers.
“We were able to work through a plan to demonstrate the university's commitment to supporting these dedicated, passionate, relentless professionals who are caring for everyone else to make sure people stay well,” said Ham.
As provincial COVID cases rose rapidly, Ontario imposes a new stay-at-home order
By: Alexandra Podkoscielny, Contributor
Despite many people’s illusioned hopes, hanging up a new calendar did not leave the COVID-19 pandemic in 2020. Only 12 days into the new year, the province of Ontario proclaimed a second provincial emergency.
In a news conference at Queen’s Park on Jan. 12, Premier Doug Ford promulgated both the state of emergency and a stay-at-home order under section 7.0.1 (1) of the Emergency Management and Civil Protection Act.
“The measures [introduced on Jan. 12] are absolutely necessary to save and protect the lives of Ontarians . . . The number of cases and the number of deaths due to COVID-19 are at the highest levels since the start of the pandemic a year ago,” said Deputy Premier and Minister of Health Christine Elliot.
“The measures [introduced on Jan. 12] are absolutely necessary to save and protect the lives of Ontarians . . . The number of cases and the number of deaths due to COVID-19 are at the highest levels since the start of the pandemic a year ago,” said Deputy Premier and Minister of Health Christine Elliot.
The number of single-day COVID case increases in Ontario reached a record peak of 4249 on Jan. 8, 2021. “By doing the right thing and staying home, you can stay safe and save lives,” said Ford.
Now, since Jan. 14, 2021 at 12:01 a.m. until at least Feb. 9, 2021, residents of Ontario are required to stay at home. “Remain in their place of residence at all times,” according to the stay-at-home order.
Now, since Jan. 14, 2021 at 12:01 a.m. until at least Feb. 9, 2021, residents of Ontario are required to stay at home.
Residents must stay home with the exception of leaving for purposes that are deemed as essential. These exceptions most notably include groceries, medicine, healthcare services and exercise. Among the many other permitted exceptions outlined by the order, people are also able to leave for essential work. Non-compliance with the order can result in fines.
The order has received some criticism for being unclear.
The order has received some criticism for being unclear. With 29 exceptions, many Ontarians are left puzzled. However, according to Ford, the order is clear.
“There is no confusion here. It’s very simple. Stay. Home. Stay home. That’s it. If you’re questioning, “should I go out?”, you got the answer: stay home,” said Ford.
The guidelines of the stay-at-home order layer onto previous rules and restrictions; however, some have become more stringent. During the state of emergency, non-essential businesses can only operate between 7:00 a.m. and 8:00 p.m. through contactless curbside pick-up and delivery.
“There is no confusion here. It’s very simple. Stay. Home. Stay home. That’s it. If you’re questioning, “should I go out?”, you got the answer: stay home,” said Ford.
Indoor gatherings between members of different households are now banned, with some exceptions, such as religious rites. Outdoor gatherings cannot exceed a maximum of five people and must comply by social distancing guidelines. Outdoor use of masks is now being advised during instances where social distancing is difficult as well.
Remote learning in elementary and secondary schools is extended until Feb. 10 in schools that were in grey zones prior to the state of emergency, including Hamilton. Post-secondary institutions must continue to carry out their courses online, aside from mandatory in-person components, such as clinical training.
“[Ontario] should have somewhere around or below 1,000 new cases a day,” said Williams.
In a news conference on Jan. 18, Ontario’s Chief Medical Officer of Health Dr. David Williams explained some general requirements for the lockdown to end. “[Ontario] should have somewhere around or below 1,000 new cases a day,” said Williams.
Since the new measures were imposed, the province has had an average of approximately two-and-a-half times this proposed daily target per day and last had around 1,000 new cases per day in early November.
