By Suad Alad, Contributor
cw: racism, sexual assault, transphobia
“Cancel culture”, also known as “call-out culture” is a form of social and real-world boycotting of a public figure who has done wrong by an individual or a group of people. Typical celebrities and public figures that contribute to acts of social discrimination such as racism, misogyny or homophobia are so called “victims” of our “toxic cancelling”. Many argue that the existence of cancel culture is harmful and it only discourages people to grow from their past mistakes.
I, however, argue that while the intentions of cancel culture are displayed during public scandal, the entirety of cancel culture as a concept doesn’t exist. I believe that it’s only in its first stage of existing. And this first stage is not nearly as prominent in today’s society nor is it as effective in “ending people’s livelihoods” as it is often made out to be.
While I agree that there are celebrities that have had their careers ruined due to actions they have made in the past, I wouldn’t say that public figures are “victims” of this boycott. Bill Cosby and R. Kelly, two men who have commited countless sex crimes, are examples of celebrities who have been publicly cancelled and sentenced to jail for their crimes. However, two examples are not enough to prove that cancel culture exists.
If we’re going off the idea that cancel culture is once a public figure has offended a group of people, their careers are ruined and they aren’t ever allowed to change, then more than half of Hollywood and the public leaders of the world would be jobless and hated by the masses. However, this is not the case. In fact, there are many public figures who publicly defame and maliciously target groups of marginalized people whose careers have yet to be destroyed.
In fact, there are many public figures who publicly defame and maliciously target groups of marginalized people whose careers have yet to be destroyed.
Jordan Peterson, a professor and clinical psychologist at the University of Toronto, is what the far right describes as a man who says it how it is. He does many talks on the dangers and toxicity of political correctness and believes that freedom of speech is under attack by the left. However, many of Peterson’s supporters use his arguments about freedom of speech to justify their refusal to call trans students by their preferred pronouns, and to endorse or promote oppressive rhetoric without backlash.
Many U of T students disagree with Peterson’s transphobic ideologies and some have petitioned for him to be fired. If cancel culture really existed, someone like Peterson would lose their job in an instant. Not only does Peterson still have his job, he appears at many events across Ontario at universities to discuss how freedom of speech is in great need of protection. By giving Peterson the platform to express this harmful narrative, universities are essentially enabling Peterson and telling marginalized students they don’t matter to the administration. McMaster is no exception to this. Peterson gave a talk at McMaster, despite student protest, in 2017.
Former President Patrick Deane of McMaster defended the university’s decision to have Peterson come speak about political correctness stating that taking opportunities to listen to someone speak, even someone one might “vehemently disagree with” is a crucial part of education. He felt that for this reason, excluding Peterson, or any controversial figure, would be an unjust decision, even though one of Peterson’s main topics of focus is the protection of transphobic rhetoric.
What many people fail to acknowledge is what the actual purpose of cancel culture is. It does not exist to end the careers of innocent people, nor does it exist to not accept the fact that people can change. It exists to hold people accountable for actions that are inexcusable, and its intentions are to let people know that in the future, the same sort of behaviour will not be tolerated. And this sort of accountability rarely occurs.
What many people fail to acknowledge is what the actual purpose of cancel culture is. It does not exist to end the careers of innocent people, nor does it exist to not accept the fact that people can change. It exists to hold people accountable for actions that are inexcusable, and its intentions are to let people know that in the future, the same sort of behaviour will not be tolerated. And this sort of accountability rarely occurs.
Even our Prime Minister isn’t expected to own up to his problematic past, no matter how harmful and racist it may be. Just this past October, Justin Trudeau was recently under fire for having taken part in forms of black and brown face in his college years, which came to light during the Canadian 2019 Federal Election. Although Trudeau did publicly apologize for his racist actions, he barely acknowledges in his apology that they were racist. He more so plays it off as a dumb mistake he made as a teenager.
Many black and brown Canadians took to social media to express their disappointment in both Trudeau’s actions and his apology and for a short period, his numbers in the campaign polls dropped. Nevertheless, mockery of racialized people did not seem to affect Trudeau’s career. Despite his racist past being exposed so close to voting day, the public backlash he faced clearly wasn’t enough for him to experience genuine repercussions since he won and will serve as Canada’s prime minister for another four years.
I won’t deny that the intentions of cancel culture are there and that for a short period of time, the public tries to hold public figures accountable. I also won’t ever see this as a bad thing. But intention and trying to hold someone accountable doesn’t mean anything if the consequences don’t follow through. We are in the very midst of having cancel culture become real and it could be a good thing if demonstrated correctly. However, the perception that cancel culture is “toxic” and “discourages people” to change only allows room for transphobes and racists to avoid owning up to their past, but to completely ignore it. And it is important to remember that there is nothing toxic about calling out prejudice when it occurs.
If racist people can be presidents and prime ministers and white supremacists can still make a decent living and function within society without repercussions, then it’s safe to say that cancel culture is nowhere near close to existing. At least not in the way we think it does.
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As accelerating technological advancement changes the digital landscape, the role played by social institutions like schools, companies and the government will shift. Students entering the workforce may be faced with the aftershocks of this digital shift and are looking to prepare themselves.
On Oct. 2, students filled McMaster’s LIVElab to hear Joel Cutcher-Gershenfeld discuss the potential impact of the growing presence of technology in the modern workplace.
Cutcher-Gershenfeld, author of Designing Reality: How to Survive and Thrive in the Third Digital Revolution, is currently a professor at the Heller School for Social Policy and Management at Brandeis University in Waltham, Massachusetts. In his book, he argues that there have been two “digital revolutions” in the last 50 years — and that we will soon experience a third.
“The first digital revolution was the shift from analog to digital communication, which gave us the Internet. The second digital revolution [was] the rise of digital computation, which has given us what is now the ‘internet of things’ … [and] ubiquitous computation all throughout society,” he said.
As much as these two digital revolutions have transformed the world, Cutcher-Gershenfeld added that the ability to use this digital technology to make physical objects — a process he refers to as “digital fabrication” — changes everything. He points to fabrication laboratories as a particular example.
Fabrication laboratories, or “Fab Labs”, are small-scale hubs equipped with digital manufacturing tools such as 3D and laser printers. Fab Labs can rapidly manufacture industrial-quality goods, allowing people to turn their ideas into tangible prototypes.
“What we’re talking about is the ability to make what you need by what we call self-sufficient production, in which you are making what you need without having to work for someone else … The capability to, in a sense, have a small rapid prototyping facility that can produce industrial quality goods is happening faster and faster,” said Cutcher-Gershenfeld.
When Cutcher-Gershenfeld began writing his book, there were only 1,400 Fab Labs and maker-spaces worldwide. There are now 2,000.
According to Cutcher-Gershenfeld, access to these Fab Labs will increase exponentially in the coming years. While the impact is currently modest, he believes that Fab Labs will give way to the rapid evolution of digital fabrication and, by extension, will change what the workplace might look like for students who are about to graduate and enter the workforce.
During his talk, Cutcher-Gershenfeld emphasized the potential dangers associated with the growing presence of Fab Labs. Currently, it is difficult to predict the impact that Fab Labs will have on the economy. However, Cutcher-Gershenfeld warned that without the support of social systems, like government regulation, the ability to manufacture products digital outside of a factory setting may have repercussions on existing industries.
Judy Fudge, labour studies professor at McMaster University and organizer for the event, echoed Cutcher-Gershenfeld’s concern towards the rapid emergence of new technology.
“[Things] could change dramatically for the worse if we don’t think about the social systems to make sure they [also] change for the better,” Fudge said.
Fudge planned Cutcher-Gershenfeld’s talk as an opportunity for students and staff to see how the workplace is evolving and how some individuals are working to improve it. The seminar was planned with the Socrates Project, a McMaster initiative that brings attention to modern problems through an interdisciplinary lens, as part of their ongoing “Future of Work” lecture series.
According to Socrates Project Director Rina Fraticelli, partnering with McMaster’s School of Labour Studies was an opportunity for the Socrates Project to stimulate discussion on how the average workplace might change in the future.
After the seminar, Fraticelli said, “It seemed to me that . . . one of the biggest preoccupations . . . of students who are looking ahead [is asking] ‘What will happen when I graduate? What’s the world going to be like?’”
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By Taylor Johnston, Contributor
We are currently within one of the greatest eras for technology. Many jobs are becoming automated, there are online-only industries and our cell phones are so multiuse that they can act as a small computer. The appeal of online education and the concept of going “paperless” has been rising based on its flexibility and cheaper costs. Some universities are even introducing online degrees. However, is it all as amazing as it seems?
There are two types of online education: self-paced and structured. Self-paced gives all the course content to the student at once, but it must be completed within a certain number of months. Therefore, the student can work as quickly or leisurely as they like. There are ministry high school programs such as those taken through the Independent Learning Centre that have adopted this self-paced format and have been proven to be very efficient, which has been attributed to allowing students can learn at their own pace.
While structured education is also a common method of online teaching, it can also present more flaws. A structured online course attempts to mimic in-class courses by giving students access to content material on a week by week basis. While some students may like structured learning to help them stay on track of class, it can also be less beneficial for many students, as it doesn’t give the student the freedom of learning at their own pace. As a result, structured learning can add stress for students who like to learn at a different pace than the one that the course is providing.
Many Ontario universities offer select elective courses in the online-structured format, which hold many attractive qualities in terms of flexibility and the opportunity for another in-class course to be added to a student's schedule. However, do the pros of online education outweigh the cons?
One apparent difference between online education and in-person education is the amount of interaction you have with your instructors. This may have you thinking, “In non-online classes I am just one student in a lecture hall with hundreds of others, and there is not that much opportunity for a one-on-one relationship anyways. Wouldn’t online courses be the same?” However, even the experience of going to lectures holds an added level of value as you get to hear the “in the moment” thoughts and opinions of your professor that are otherwise non-existent in most online courses and degrees.
One apparent difference between online education and in-person education is the amount of interaction you have with your instructors.
Furthermore, in-person education usually gives more opportunities for office hours where students’ questions can be asked and answered. The main method of communication for students that want to talk to professors and teaching assistants throughout an online course is strictly email, where communication can often be misunderstood and unclear compared to in-person conversations. Although some people may find office hours to be a waste of time, other students find them very beneficial to their education and learning and unfortunately, you cannot get that from online education.
The main method of communication for students that want to talk to professors and teaching assistants throughout an online course is strictly email, where communication can often be misunderstood and unclear compared to in-person conversations.
Online education provides the opportunity to access education regardless of how far away you live from university. However, the benefits of in-person schooling still outweighs the online system due to the added benefits of being able to physically interact with your professors. With in-person courses, you are able to talk to classmates and meet others, which can be a huge benefit to your learning. Still, it is important to recognize that as students, we can still reap the benefits of online education as it provides a bridge for those who are unable to physically attend lectures.
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Is technology a requirement or luxury in higher education?
By: Kayla Freeman, Contributor
University is an environment that can foster personal and educational growth. Many students rely on technology in order to support their academic success. However, some students do not have access to the necessary technology and this can pose barriers to them.
With the influx of students using laptops, tablets and/or other technology devices, many professors have kept up with this trend by using online services in class. Some examples of this are Kahoot, TopHat and AvenueToLearn. Moreover, many professors speak at a speed that is nearly impossible to keep up with through pen and paper note-taking, instead of posting their slides online so that students can follow along.
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The problem with a reliance on technology is that those who cannot afford the newest technological devices may feel a sense of shame or isolation from those who can. The segregation between those who have access to technology or even wifi creates a disadvantaged environment for those who cannot afford it. This is called the digital divide. The digital divide can help us understand the hardship that those without access to adequate technology, software or internet experience on a daily basis.
The digital divide often targets marginalized and rural communities.
The digital divide often targets marginalized and rural communities.
It is important to shed light on these issues and speak for those that do not have a voice of their own. Additionally, the digital divide perpetuates the cycle of poverty by depriving many from achieving their full potential as they are unable to access online websites to access information related to education, employment or other crucial topics.
In school, especially university, technology is often a hefty expense. Even though it can be academically disadvantageous not to possess a laptop, it is also not economically feasible for many students. Many students cannot afford to buy laptops in “less-developed” countries. Even in Canada, the technological divide negatively impacts the quality of education.
As the costs of university seem to be ever-growing, government aid such as the Ontario Student Assistance Program is a necessity for many students. Since the Ford government made cuts to OSAP, many students are being left with much less financial assistance than in previous years.
Arguably, the OSAP cuts are disproportionately affecting lower-income students, many of whom may not be able to pursue post-secondary education without aid. It seems as if we are moving towards an era that relies heavily on technology in educational institutions, without taking into consideration the financial strain this will pose on those in higher education. Rather than cutting government funding, there should be increased financial support for students to go paperless, thereby helping students use technology to aid their studies.
By Katie Brent, Contributor
It is undeniable that planning is essential for any university student to succeed. With a multitude of courses and a bundle of assignments per course, careful scheduling is one of the most valuable tools to stay ahead. What happens, though, when you can’t plan ahead and when assessments come out of the blue?
In some courses, students are faced with this issue. Dreaded “pop” assessments are extraordinarily stressful to students, and they do not keep the diverse needs of students in mind.
In essence, assessments like pop quizzes are employed in order to keep students on track with their learning. The idea is that if the thought of an assessment is always lurking in the shadows, a student will keep on top of their work and not leave everything until the end.
I am sure many students, myself included, can attest that leaving work until the very last minute isn’t the greatest idea — so, on the surface, the idea of pop quizzes seems like a decent idea. However, trying to keep students on track for the sake of their learning actually takes agency away from students.
Each student has a unique schedule that in addition to school may include work, clubs and other commitments. In reality, students won’t always be on top of all of their classes at all times, and trying to keep the entire class at the same pace with pop assignments isn’t realistic.
Furthermore, surprise assignments are not entirely equitable. For example, pop quizzes and tests for students that use Student Accessibility Service can cause undue stress.
At SAS, assessments must be booked in advance, and this is difficult to do with pop quizzes. As such, alternative arrangements usually need to be made with instructors. For students with any sort of anxiety, the constant threat of a pop quiz can distract from focusing on learning. Even for the most well-adjusted student, pop assessments are daunting — they require a tolerance of uncertainty that, frankly, many people do not have.
Although pop quizzes may seem to reward consistent studying on the surface, this is not always the case. You will be hard pressed to find a student who hasn’t had an off week, who hasn’t had a lot on their plate at once and who hasn’t played the catch-up game.
When a pop quiz falls during one of these periods, it’s pretty unfair to a student who may otherwise be on the ball. So, instructors — think twice about putting surprise assignments on the syllabus. Do what’s best for learning, and plan it out.
THE STATE OF PRINT MEDIA
The constant drive of Hamilton print media is largely owed to the Hamilton Spectator, the city’s near-daily newspaper published since 1846. Sold to a parent company, TorStar, in 1999, the Spec may be owned across the lake, but it has been run, staffed, and read by Hamiltonians since it first began publication.
In August 2019, the Spec’s printing press stopped rolling. TorStar had decided to send the paper to a contracted plant. With the Spec’s final issue rolling out of the historic printing press this August, 73 full-time and 105 part-time staff will be out of work. The building itself might be sold off in an effort to cut costs. The Spec will still be in print, but printing will be outsourced to a plant outside of Hamilton.
Despite the changes, John Boynton, TorStar’s chief executive, emphasized the company’s commitment to fully supporting the Hamilton community. If the Spec building is sold, Boynton anticipates keeping the head office of the Spec in Hamilton, but they are not required to do so. The headquarter’s future location will likely be based on TorStar’s financial interests, despite the importance of the Spec in the Hamilton community. With no promises from Boynton, the future of the Spec in Hamilton is not guaranteed.
The Spec has been experiencing the same issues as other organizations in the news industry, with potential readers opting for digital media or bypassing reading altogether, where readers are being lost to the recent media ‘pivot to video’ and podcast boom. Sasha Dhesi, a Silhouette alumna and the Ontario representative for the Canadian University Press, said that the printing press’s closure is unfortunate as the city is losing an important part of the community. While she is not surprised by the move of media to a digital space, she acknowledges the downsides.
“It's really sad to know that it's not in Hamilton anymore. I used to drive by the Hamilton Spectator printing building . . . every time I came into Hamilton when I was visiting my parents … knowing that the building isn’t going to be [printing] anymore is sad,” said Dhesi.
Another blow to Hamilton print media came with the closure of Hamilton Magazine. Founded 40 years ago, the publication has focused on local news, community and arts. Hamilton Magazine ran independently for a number of years before being bought out by the Toronto-based media company PostMedia. With this summer’s issue being its last, two of Hamilton Magazine’s three employees will lose their jobs, while one will assume another PostMedia position. Marc Skulnick, Hamilton Magazine’s former editor, was unable to comment.
THE LEGISLATION
Despite the precarity of print media, the federal government has committed to spending almost $600 million over a five year period, along with providing other incentives, for big media companies to stay afloat. It is unlikely that benefits from government media bailout would trickle down to Hamilton news publications such as the Spec.
An independent panel made up of media unions and associations across the country will dole out the government incentives. Panel members include the Canadian Association of Journalists, News Media Canada and the Association de la presse francophone, among others. Independent news organizations, small media outlets and individual journalists don’t have a seat on the panel. The panel gets to decide which companies received government bailouts while also representing the interests of their organizations. The very groups with a stake in the decision are the ones making it.
"I just don't think it's the right solution. I think it carries the potential to do more harm to news agencies' credibility than it does to actually do anything more than protect existing systems in the short term," said Russell Wangersky, a columnist at the St. John's Telegram, in an interview with CBC.
While legislation at the federal level will affect large news corporations, the provincial Student Choice Initiative is likely to impact student publications across Ontario.
Proposed last year, The SCI will come into effect this school year. The guidelines mandate that universities offer students the option to opt-out of ancillary fees for any services the Conservative government deemed non-essential. Essential services include athletics and recreation, student buildings, health services and academic support. Student news organizations are classified as non-essential under the SCI.
A survey by OneClass, a Toronto-based education-technology company, said that 57.4 per cent of students would opt-out of fees to support student newspapers. Jerry Zheng, a growth marketer at OneClass, administered the OneClass survey.
“I think it will definitely mean the end of print distribution for the student newspapers,” said Zheng in an interview with the Waterloo Chronicle.
The fate of student news might not be as dire as Zheng suggests. However, the option to opt-out, if taken by a significant number of students, could effectively defund campus media. Student newspapers are responsible for holding institutions accountable, providing the student body with important information and act as training grounds for journalists. Defunding student media across the province effectively silences student voices.
“If 80 per cent opt-in we’re a bit tight on cash but we’re not ruined. If only 20% opt-in then we’re destroyed. No one else is covering university content to the same degree,” said Dhesi, “Most newspapers, especially now … don’t have the resources in the same way that student news does. Student newsrooms are probably the only place where people can find stable work in news media.”
Dhesi also reflected on her own experience in a student newsroom and the diversity of voices she found there.
“If you look at student newsrooms versus actual newsrooms, you’d be shocked at which ones are more diverse — but not really. I definitely think that losing student newsrooms and losing local media that have that effect reduce[s] the amount of people that [go on in the field] and diminish[es] the quality of journalism overall," said Dhesi.
LOOKING TO THE FUTURE
While the move to the digital sphere may be the product of old industry adapting to the times, it could mean negative impacts for journalists and the free press as a whole.
“And I think when we think about what makes up the Canadian media landscape, more and more publications are dying off everyday, and we really need those … we rely on three major corporations to give us all our news, and that's just not a good thing,” said Dhesi.
Perhaps the Spec, the Silhouette and Hamilton Magazine represent different stages of the same trends. All have encountered the monopolization of the media industry, reliance on casual labour and decreasing funding or revenue. Stifling student news could snuff out future journalists before they even learn the trade. Overall, this constrains the field that holds the powerful accountable and keeps the public informed.
As for the future of student news, the Silhouette isn’t going anywhere yet. Hamilton print media has persisted despite challenges that come with over 100 years of publication. As print media in Hamilton moves toward a new era, journalists, publications and readerships must adapt with the changes. Still, news publications have always been more than just print. While the printing press may slow its roll, the voices of journalists will persist.
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By: Andrew Mrozowski
Stop. Take a second and look up from this article. You’ll most likely see everyone around you on some form of technology, be it on their phones, tablets or computers. We now live in a world where we are so heavily dependent on technology. According to Yvonne Lu, people should be more conscious about how technology affects their identity.
Originally starting off her undergraduate career in commerce, Lu realized her passion laid in a different faculty. Lu began working in marketing and communications but felt like something was missing. She decided to take on a double major between multimedia and theatre and film.
Now in her final year at McMaster, Lu decided to combine her two disciplines into one overall thesis, taking the form of an interactive multimedia installation and a physical performance called interFACE, as part of the School of the Arts Honours Performance Series.
The concept for interFACE came to Lu over this past summer when she was employed by a music video company to be their social media coordinator. Although typically not very active on social media in her own life, Lu found herself getting jealous from the various platforms that she managed as there was an overall feeling that everyone was doing better than her.
“Although there definitely were positive and negative experiences, always being on social media and seeing that people younger than me were doing cooler things than I was, working with huge producers, big companies and getting more responsibility than I was… a lot of the times I felt jealous. It’s why I felt I was a step back, I understood why others were successful and a lot of it was trying to catch up with people,” explained Lu.
interFACE examines how young women interact with technology and how this oversaturation impacts their identity as they grow up. Stemming from a vignette of experiences, the multi-disciplinary art experience allows attendees to delve into the development of identity to look at similarities and differences between how we portray ourselves online versus in person.
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“The question to consider is whether or not social media and digital technology enables us to do more things, or if it consumes us and we are at the whim of the mass media,” explained Lu.
This form of installation is experimental as it features two parts. Viewers will first embark through an audio-visual capsule, which is an audio-sensory experience that saturates the audience in a world that Lu and her team have designed to convey the importance of why we should pay more attention to our own identities. Next viewers will be seated to enjoy the physical portion which expands on what they have observed in the audio-visual capsule.
“This is not something that you would see in traditional theatre. It’s not a narrative or linear piece. We are creating a visceral experience for both our collaborators and audience. We want them to feel that they are in the belly of the beast,” said Lu.
For the thesis student, what the audience takes away from the experience is the primary objective of this piece.
“There isn’t a specific message I want people to walk away with. It’s live theatre and it’s all about interpretation. For us, that’s kind of what I want audiences to walk away with. Questions of what they felt. It’s an emotional journey rather than a narrative,” said Lu.
Show times for interFACE will run on March 28 at 12:30 and 8 p.m. and on March 29 and March 30 at 12:30 and 7 p.m. at the Black Box Theatre in L.R. Wilson Hall. Admission is free.
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By: Evonne Syed
The topic of integrating artificial intelligence and robots into the workforce rouses the concern of anyone wishing to enter the job market, and the same goes for postsecondary students.
Fortunately, the future is optimistic for students as automation is not expected to prevent graduates from attaining their career goals.
In fact, the rise of automation actually improves career prospects for university graduates, as it is creating a new job market. Forbes Magazine reports that artificial intelligence is predicted to create 58 million jobs as 2022 approaches.
As the popularity of automation systems and the use of artificial intelligence in the workplace becomes more widespread, there will be more and more people required to actually build and develop these systems.
This will open up opportunities for those who wish to enter the fields of robotics and information technology. BBC News anticipates the prominence of data analysts, social media specialists and software developers, as a result.
For this reason, while one may argue that automation has resulted in the elimination of certain jobs, the introduction of automation in the workforce is actually creating more jobs and opportunities in our current digital age.
Luckily, McMaster University has many programs to equip students with the necessary skills to flourish in our digital age. The recent construction of the Hatch Centre shows McMaster’s testament to students advancing in these fields.
Even if one is not interested in working in the field of automation, that does not mean that they are otherwise at risk of being unable to obtain a job. There is an increasing demand for “human skills” in the workforce since these skills are what distinguish robots from actual human beings.
University graduates tend to seek out careers that require a higher level of education which simply cannot be programmed into automation systems. It would be way too costly and time consuming to teach a robot the knowledge a person has acquired from their post-secondary education.
There are also plenty of skills, academic and otherwise, that students learn and develop through their time at university. Education and experiential opportunities prepare students to apply their knowledge in a variety of situations.
For example, critical thinking skills and problem solving are transferable “soft skills” that employers seek and students develop during their time at university.
Some jobs require humanistic qualities, which are simply not possible for a machine to replicate. For instance, no matter how much technology advances, robots may never be capable of understanding human emotions and experiences.
The interpersonal skills, empathy and compassion that people develop by interacting with one another are skills that are beneficial for the work environment. These skills equip anyone to thrive professionally as the future of the job outlook changes.
Technological advancements such as automation will inevitably impact life as we know it, and that includes changing our work environments. However, these changes are not inherently harmful and the possibilities for post-secondary graduates remain promising.
Students must be proactive, take initiative to educate themselves as much as possible and work on developing these skills. Provided that students make the most of their university experience, and are willing to undergo some extra training to keep their learning sharp, robots are sure to have nothing on them.
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By: Ashlynn Labinaz
The results of the recent McMaster Students Union presidential election were released on Jan. 24, with Josh Marando becoming president-elect. Jeffrey Campana came second in the polls, with Madison Wesley and Justin Lee placing third and fourth respectively.
Given our current state of affairs, these results beg the question: did social media impact the outcome of the MSU election?
The simple answer? Yes. When investigating the social media accounts of the candidates, all four individuals created Facebook and Instagram campaign accounts, posting platform content to build a larger following and campaign support.
When comparing the Instagram accounts of all four candidates, the winning Marando had 618 followers, Campana had 512 followers and Lee had 15 followers. Wesley’s deactivated account could not be used in this comparison.
Overall, there appears to be a clear association between the candidates’ social media presence and their election success.
I believe this correlation is attributed to the candidates’ engagement with their followers on social media. Marando, for example, created a new Instagram account dedicated to running his campaign. He posted ten different times over the course of the election, highlighting different events he attended and campaign promises he intended to fulfill.
Conversely, some of Marando’s opponents did not rely as heavily on their social media presence, posting only a handful of times on Instagram.
The MSU Elections Department also acknowledged the importance and presence of social media in the presidential election. On the elections page, there were two appendices: one with candidacy rules and another six-page Appendix A, containing social media regulations that candidates were required to follow.
This appendix was tediously written and included an explanation of how to post on every major social media platform to ensure that no candidate had an unfair advantage.
Clearly, the MSU Elections Department understood the importance of regulating social media during elections in order to avoid potential problems related to digital campaigns.
One increasing problem on the world stage, for example, is the propagation of “fake news” — that is, disseminating information that is intentionally wrong with the goal of swaying thought and opinion. Clearly established social media regulations for candidates is therefore an important step towards addressing election misinformation.
Despite any potential negative consequences, social media platforms have important benefits during elections. Specifically, social media allows voters to make more informed decisions.
In a digital age where information can be retrieved in a matter of seconds, many have become apathetic towards researching electoral candidates. Social media then provides a fast and easy way for voters to learn about candidates’ platforms.
For example, Marando featured an Instagram post highlighting the key points of his campaign. This post took less than a minute to read and provided a basic understanding of his platform, allowing students to easily inform themselves.
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The easy access to this information also facilitates one’s ability to compare different candidates and their platforms.
Social media in elections also provides a platform for direct dialogue between candidates and voters. Throughout each campaign, the MSU presidential candidates were posting, tweeting and sharing. Every social media platform allowed candidates to receive messages from the public, which ultimately encouraged political discourse.
Overall, I strongly believe that social media acts as a useful campaign tool in elections that future MSU presidential candidates should definitely take seriously.
Although some may argue that his popularity won him the election, I attribute Marando’s success to his effective social media strategies. By consistently posting succinct summaries of his campaign goals, Marando was able to spread his message to students in a simple and accessible manner.
In addition, with the increasingly influential nature of social media in elections, students should become more informed and equipped users of these platforms.
Marando used social media to his advantage to help him win a presidential election. Similarly, students should recognize social media’s extensive and far-reaching value as a necessary election tool in this new digital age.
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By: Drew Simpson
On June 26, the McMaster University board of governors, specifically the executive and governance committee, approved recommendation from the senate executive committee to establish the Centre for Networked Media and Performance.
According to the Oct. 18 board of governors meeting agenda, the vision for the CNMAP is “the production, exploration and analysis of new forms of expression, communication and collaboration enabled by networks and networking techs.”
As highlighted in the agenda, the approval for the centre comes as the rapid proliferation of technology continues to outstrip discussions about their human uses and impacts. At the heart of the technological revolution is the advent of “the network,” namely connections such as shared software, online communications and new electronic and data environments.
“Humanities research has a special role to play in this context,” reads part of the agenda.
“Research and research-creation in the media and performing arts offer a setting in which new configurations of our networked landscape can be imagined, actualized, evaluated, and transformed in experimental ways.”
As of its launch this past summer, the CNMAP has been utilizing the networked imagination laboratory and the black box theatre in L.R. Wilson to organize workshops, conferences, interdisciplinary collaborations and other forms of artist-centric research.
According to the board of governors agenda, the centre has interest in hosting an interdisciplinary national sound conference at McMaster in 2019.
Some examples of the ‘nodes,’ or research spaces, that are said to comprise the centre include the cybernetic orchestra, pulse lab, networked imagination laboratory, software studies reading group and the sounds studies reading group.
The the CNMAP also connects these nodes through an online platform aimed at facilitating communication and collaboration.
Some anticipated CNMAP expenses include national and international conferences, server software costs for the online platform and the cost of graphic design and promotion, which can involve hiring undergraduate multimedia students.
Revenues allocated to these expenses include the seed funding of $40,000 by the humanities faculty vice president of research.
In its first semester, the CNMAP was involved with organizing and promoting a number of events, including four free live coding workshops and the “Imaginary Landscapes” exhibition, which occurred in Dec. 2018 and featured soundscape performances, a cybernetic orchestra concert and an informative artist-centric poster demonstration.
Students interested in receiving updates and getting involved with the CNMAP can contact David Ogborn, the centre’s director, at [email protected] and/or follow the centre on Facebook and Twitter.
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