Jill Ding *select work
Table of Content DIGITAL MARKETING Social Media
3
Other
5
PRINT Institution Documents
6
Posters
7
Student Publications
8
OTHER Apparel CONTACT
9 10
2
SOCIAL MEDIA - INSTAGRAM
Western University - Bell Let’s Talk Campaign 2019
Western University Valentine’s Day 2019
3
SOCIAL MEDIA - TWITTER & FACEBOOK
A WHOLE WEEK OF GIVEAWAYS! Follow For A Chance To Win A Daily Prize @WESTERNUSTUDENTEXPERIENCE
Western University - Program Promotion Facebook Banner 2018 Western University - Twitter Giveaway 2017
Western University - Job Interview Workshop Promotion, Twitter Graphic 2018
Western University - Twitter Graphic 2017
4
DIGITAL MARKETING - OTHER
E E CAR
T
MMI CO
CO
B L
E E CAR
T MMI CO
CO
B
IV
A
L
ERSIT
AWAR
Y
No
You will receive this booklet at your next scheduled assessment appointment.
CAREER DECISION-MAKING DIFFICULTIES QUESTIONNAIRE
No
Go to http://kivunim.huji.ac.il/eng-quest/cddq/cddq_main.html. Print your test results and bring them to your appointment.
CAREER MATCHMAKER
No
Go to www.careercruising.com (username: success password: mustang). Select Explore my Interests, and then Register under the section Matchmaker & My Skills. Fill out page and select Create my Plan, then Submit. Once back at home screen, click on Explore my Interests and select Start Matchmaker. On your results page, select Answer More Quetsions under Improve My Results. You will answer 116 questions.
MY SKILLS
No
You must complete Career Matchmaker before taking this assessment. Select Explore my Interests on homepage and then Start My Skills under the section Matchmaker & My Skills. You will answer 45 questions.
VALUES CARD SORT
No
You will complete this assessment during your assessment appointment.
SKILLS CARD SORT
No
You will complete this assessment during your assessment appointment.
16 PERSONALITIES
No
Go to www.16personalities.com; print your test results and bring them to your appointment.
VIA CHARACTER STRENGTHS
No
Go to: www.viacharacter.org/survey; print your test results and bring them to your appointment.
Please complete any online assessment at least 2 BUSINESS DAYS before your scheduled appointment.
E ES
L
T
QUICK TRIP
N
Paid Assessment Options — for reference only (orders processed through CareerCentral)
S
S
S
GO
E E CAR
T MMI CO
CO
UNICA
Instructions You will complete this assessment during your assessment appointment.
N
E
Selection No
O
B
Assessment CAREER CONSTRUCTION INTERVIEW
I
D
ES
ES
L
M
Name of Student
L
ING
M
Y
N
N
GO
TO
RN
AWAR
NT
A
L
ERSIT
E
E
A
N
E
IV
IO
D
M
T
N
AWAR
UNICA
O
N
L
Y
M
I
O
A
ERSIT
M
Free Assessment Selection Form
T
T I
IV
L
ING
ING
D
TO
RN
RN UNICA
NT
A
A
M
E
E
E
M
M
PREPAR
R
A
L
N
N
TO
IO
IO
NT
T
T
E
A
A
M
PREPAR
R
GO
PREPAR
R
Interests
Western University - Department Logo Rebranding 2017
Personality
Career Interest Profiler
$15
MBTI Step I — Career Report
$25
Career Decision-Making System — Canadian
$15
MBTI Step I — Profile Report
$28
Strong Interest Inventory
$15
Values Career Values Scale
$20
Skills Skill Scan
MBTI Step I — Interpretive Report
$35
MBTI Step II — Interpretive Report
$45
MBTI Step II — Profile Report
$69
NEO PI-3 Personality Inventory
$25
$10
Western University - Student Success Centre Digitized Branded Form 2018 U W O
BADMINTON CLUB Badminton Club Logo 2018
5
INSTITUTION DOCUMENTS
Transfer To
Academic Development
WESTERN UNIVERSITY
More than
400 undergraduate programs and TOP 1%
of universities worldwide, Western offers the best student experience inside and outside of the classroom.
WESTERN UNIVERSITY
135+ institutions in 39 countries
Non-Curricular Development
welcome.uwo.ca
2
Accelerated Master’s Program Undergraduate Student Research Award (NSERC)
4,300
international students
Experiential (Learning) Development
127
from countries
Global Development
11 Faculties and a School of Graduate & Postdoctoral Studies
faculty and support staff on Main Campus International internship, volunteer and research opportunities
YEAR 2
YEAR 3
YEAR 4
›
›
›
›
Undergraduate Engineering Society Western Society for Civil Engineering
›
Participation in Western Concrete Canoe Association National Engineering Month – London’s Children’s Museum
›
Propel Entrepreneurship Start Up Accelerator Next Canada – Entrepreneurship and Venture Support Restore - Undergraduate Summer Student Research
Leadership Education Program (LEP)
CEEE 4441 Design Project Course – Hands on design experience Research Involvement Non-Technical Electives
› ›
Certificate of Academic Engagement
YEAR 1
YEAR 2
YEAR 3
YEAR 4
›
›
›
›
Transportation Career Development Program Co-op Opportunity
eLearning at the Centre for Teaching and Learning
Strengthen comfort and confidence with technology, acknowledging the role that attitudes play in a faculty members’ evaluation and adoption of tools for classroom use.
Stage 2 Improve technology-enhanced teaching practices. Provide evidence-based best practices to enhance faculty’s use of technology to improve student learning experiences.
Professional Development
YEAR 2
YEAR 3
YEAR 4
›
›
› ›
Summer Program Abroad Alternative Spring Break Scholarships and Funding International or Intercultural Themed Course International Week International Development Option
› ›
Exchange, Study Abroad, Internship, Research Volunteer Opportunities World’s Challenge Challenge
› › ›
Internship, Research, Summer Programs Alternative Spring Break Undergraduate Awards Student Clubs
International Learning Ambassador Global and Intercultural Engagement Honor (GIEH)
YEAR 1
YEAR 2
YEAR 3
YEAR 4
›
› ›
›
› ›
›
Professional Engineers Ontario Student Membership Career Cruising
›
Career Workshops Resumes and Cover Letters Western Employment Resource Centre
›
PEO’s Pregraduation Experience Record Guide Ten Thousand Coffees
›
OSPE Membership and Job Board PEO Engineering Intern Program (EIT) LinkedIn
Western University - Model prototype 2018
E-LEARNING AT THE CENTRE FOR TEACHING AND LEARNING WE COLLABORATE ACROSS CAMPUS
Undergraduate Students • Online Learner Orientation Modules
Ant ant lita vero dem eum, sam natibuscia nobitiberum vendio. Nonsendi dolutec uptatem quunt. Um voleniet rae. Nam is et, que sinulle ndigni to velliae seditatium rerspissita cor maximet quati ini vendipsae si apissit aspelen dignis arciam eatatem liquae quam earum fugia simusant audae pero dolorest, nume velitate vid enditibus quo idescipis veruptur, ium et, ullam, volupta coribus arum a conesto et velitia voluptas dolupta vent.
• Course on the Theory and Practice of Teaching and Learning Higher Education
Advancing Faculty
• Future Professor, eLearning sessions
Me nobit eatibus et everae vel id quo od ma plique volorit esed quunderum dolores toreprerum dollestia poria ium simenis quidest is saernam dipsa quat.
• Teaching with Technology Day • Instructional Skills Workshop Online • Western Active Learning Space Support • eCampusOntario Funding Support
•
Ectenda nulluptatia consequi blatem iliae volum quae
•
Tore venihitioria dolorep ratecatquid molupiscil ium ilias modi ipsae dolor aliberspid quaectatium restiis niente plam quae dit, opturepella saest aborio
Faculty Leaders • Supported Course Redesign (SCoRe)
•
porem assin re anditat venecum sam lit quibus,
•
cus cus nobit hillaute ex etus, •
• Western Award for Innovations in Technology-Enhanced Teaching • The Vice-Provost (Academic Programs) Award for Excellence in Online Teaching and Learning
•
Aquidi iumquiatem vellaborrum libus reratempore cusandi picimusam aut harionsequos dis ut unt eos ex excepta pera cus quideni moditi ad est, quaeperferia a sunt optat qui iume ex eum et quo temporepro milibeaquae nonseque con reriorro debis quide odit quodipiscide alit fuga. Uptaque demquidest et abo. Itaturias unt.
Dessint, quossi sequi dolores id ulpa cuptam vollesci doluptate optatiusci ut ut officab orerest inullen tecepro tem num, quas adis enis anditatur apere, sed esti omnimoluptas eossin nonemperum quatumenis sapid quibus escil molupitati dolore est, nesequo conserio tem aut quis nam et qui odistectotas amus. STUDENT NAME Abo. Itatur re ventectentis dolumet aborunt. Erchill uptinum rescilla si voluptatent re doluptam reius mil eium a ilitia accaecus dolorae sandam comnihilic tet, seque duci nimoluptium arcit ex eos mo to coriaep erfernatist, ullorep elendit dolecabo. Nam volorporest, sedis reste essum il inus enis explaut et, omnis sunt facest, nullent lisinis ciendic ienimus, odiant enist quat moluptis eicta volore et ommolore sit ut quo es eatem quaeperum qui occum nihilig endebit qui int. ERCHILL UPTINUM RESCILLA SI VOLUPTATENT RE DOLUPTAM Lightboards SoTL Project
volor simpos mod quat hicientur?
intiis cus as volorro vitinciam reiur minventibusa nonserumquam iderfer iandae nusam ducides modipsae latur, suntium, volupient.
Erchill uptinum rescilla si voluptatent re doluptam reius mil eium a ilitia accaecus dolorae sandam comnihilic tet, seque duci nimoluptium arcit ex eos mo to coriaep erfernatist, ullorep elendit dolecabo. Nam volorporest, sedis reste essum il inus enis explaut et, omnis sunt facest, nullent lisinis ciendic ienimus, odiant enist quat moluptis eicta volore et ommolore sit ut quo es eatem quaeperum qui occum nihilig endebit qui int.
Step 3
2014
2016
Teaching with Tablets Teaching with Social Media Teaching Beyond Clickers Teaching Beyond Powerpoint
Introducing Lightboards Project Managment Tools for the Classroom Faculty Panel on ePortfolios Creating Educational Videos
2014
2015
2016
2015
2017
Work with faculty to collect and disseminate evidence of the effectiveness of their technology-enhanced practices.
1 Tore venihitioria dolorep ratecatquid molupiscil ium ilias modi ipsae dolor aliberspid quaectatium restiis niente plam quae dit, opturepella saest aborio
Collaborate with educational technology leaders to enhance the impact of their innovations.
2 sdad 3 intiis cus as volorro vitinciam reiur minventibusa nonserumquam iderfer iandae nusam ducides modipsae latur, suntium, volupient. Dictem que voluptatem fugit quatem harit ellaboristi cus qui omnihilitio. Nem ute illuptat optasperum eumquassent.
eLearning
3
2
E-Learning
ePortfolios Community of Practice
2018
2017
Dessint, quossi sequi dolores id ulpa cuptam vollesci doluptate optatiusci ut ut officab orerest inullen tecepro tem num, quas adis enis anditatur apere, sed esti omnimoluptas eossin nonemperum quatumenis sapid quibus escil molupitati dolore est, nesequo conserio tem aut quis nam et qui odistectotas amus.
Foster a culture of educational innovation through research and leadership.
eLearning
TBD
Global and Intercultural Engagement Honor (GIEH)
Western grads– two years after graduation
• Lunch ‘n Learn Series
Build faculty confidence to adopt learning technologies.
Summer Co-op or Year Long Internship
› › › › › ›
Graduate Students
Stage 1
TBD
YEAR 1
94% employment rates for
As a part of Centre for Teaching and Learning, the eLearning team creates evidence-based programs and scholarly resources to ensure that technology-enabled learning is one of Western’s institutional strengths. We support all members of Western’s instructional community throughout their career.
2
CEEE 4441 Design Project Course – Hands on design experience Research Involvement Non-Technical Electives
YEAR 1
Transfer Credit Brochure
At the Centre for Teaching and Learning, the eLearning Team leverages a three-stage program model focused on promoting and embedding best practices related to learning technologies across Western.
Teaching Support Centre
› ›
More than
38,000 students from
eLearning 2018
Program Plans – Degree Requirement Tracking Learning Skills Workshops
›
Western University - Transfer Credit Brochure 2019
at the Centre for Teaching and Learning
›
Engineering Leadership and Innovation Certificate
3,860 dedicated full-time
universities
›
›
TRANSFER CREDIT BROCHURE 2019
TOP 10 research intensive
YEAR 4
› ›
Common First Year Courses Engineering Specific PAL Help Extended First Year Program – If your first year could have gone better
programs
127
One of Canada’s
YEAR 3
›
88 different graduate degree
countries around the world
of
YEAR 2
› › ›
International exchange and study approach opportunities in
Why Choose Western University?
Ranked among the
YEAR 1
Open Education Working Group
Open Badges Pilot & Community of Practice
Erchill uptinum rescilla si voluptatent re doluptam
Dessint, quossi sequi dolores id ulpa cuptam vollesci doluptate optatiusci ut ut officab orerest inullen tecepro tem num, quas adis enis anditatur apere, sed esti omnimoluptas eossin nonemperum quatumenis sapid quibus escil molupitati dolore est, nesequo conserio tem aut quis nam et qui odistectotas amus. Dem nem quiditi dolorem aut adigendae soloriberrum ium et, nonsenis et venihic temperae maxim non et quid
E-Learning
3
Western University - eLearning Guide 2018
6
POSTERS
PEER ASSISTED LEARNING CENTRE
Visit the PAL Centre to develop learning strategies to succeed academically.
MINI-UNIVERSITY Summer Program
Drop-in help available five days a week during the fall and winter terms.
2018 YEAR OF WIND
»
Receive assistance with your learning in a friendly and supportive peer-run environment.
»
Trained Learning Peers are available to support you with subject-specific and general learning concerns. Work either one-on-one with our Learning Peers
»
or in small collaborative learning groups.
Subject-specific offerings and hours posted at sdc.uwo.ca/learning and outside door.
MAN MADE
Open to any Indigenous youth, First Nations (status or non status), Métis, Inuit.
Monique Mojica Western University Indigenous Services Mini-University Summer Program 2018
on Indigenous Theatre
Tuesday November 28, 1:30PM - 3:10PM Western University, Kresge Building Room K103
Wednesday November 29, 3:30PM - 5:30PM Innovation Works Building, London Arts Council 201 King St., London ON, N6A 1C9
Monique Mojica
(Kuna and Rappahannock nations) Actor/ playwright Monique Mojica is passionately dedicated to a theatrical practice as an act of healing, of reclaiming historical/ cultural memory and of resistance. Spun directly from the family-web of New York’s Spiderwoman Theater, her theatrical practice embraces not only her artistic lineage through mining stories embeded in the body, but also the connection to stories coming through land and place. Monique’s first play Princess Pocahontas and the Blue Spot was produced in 1990 and is widely taught in curricula internationally. She was a co-founder of Turtle Gals Performance Ensemble with whom she created The Scrubbing Project, the Dora nominated The Triple Truth and The Only Good Indian. In 2007, she founded Chocolate Woman Collective to develop the play Chocolate Woman Dreams the Milky Way, a performance created by devising a dramaturgy specific to Guna cultural aesthetics, story narrative and literary structure.
Both events are free and open to the public, hosted in partnership between Huron University College, the London Arts Council, Western’s Faculty of Arts and Humanities and Western’s Indigenous Services Unit.
Western University Indigenous Services - Indigenous Awareness Week Event Poster 2018
WSSB Room 4139 | 519-661-2183 sdc.uwo.ca/learning
Learning Skills Services Student Development Centre
Western University - PAL Centre Poster 2018
Student Experience invites you to the MAN | MADE Program facilitated by Sexual Assault Centre London (SACL). MAN | MADE is a 4-session discussion group for young men. Instead of viewing young men as perpetrators of violence, the program helps them find their voice and use it to create change. Through the format of facilitated discussion, topics on what healthy masculinity can look like and how to engage in healthy relationships will be explored. Participants can learn to identify and take action in their role in helping to end violence against women. We encourage the participation of Co-ordinators and/or appropriate leaders, to engage in this discussion of sexual violence and to promote awareness. Attendance will go towards the participant’s Western co-curricular record.
In collaboration with Equity and Human Rights and Anova, Student Experience is offering this program twice every academic school year. For more information e-mail manmade@uwo.ca More details available at se.uwo.ca/manmade.html
Equity & Human Rights Services
Western University - ManMade Program Poster 2018
7
STUDENT PUBLICATIONS
The Art of Self-Deprecation
Jordan’s Principle:
P
erfection is an unattainable standard for any individual. Simply put, it is impossible for someone to be free of flaws; however, this does not dissuade us from trying to be as close to perfect as possible. It is in our nature to hide our imperfections and expose the favourable aspects of ourselves. If this is true, why does self-deprecating humour exist?
An Excerpt BY ERIN ANDERSON
H
istorically, First Nations health has always been disregarded by the Canadian government. To add insult to injury, not only were European settlers responsible for introducing epidemics to North America such as small pox, influenza, and tuberculosis, they also refused to acknowledge the vast medical knowledge of the First Nations, along with their traditional healing practices. Only in the last twenty or thirty years has Western medicine begun to acknowledge the importance of holistic health care, which mirrors traditional Indigenous ways of knowing. Jordan Anderson, born in 1999, spent the first two years of his life in a Winnipeg hospital, far from his community in the Norway House Cree Nation, due to a rare muscular disorder called Carey Fineman Ziter Syndrome. Upon noting improvements in his condition, Jordan’s doctors cleared him to leave the hospital, to live at home or in a home-like setting that could be retrofitted to his needs. Because
Renaissance Square
An Excerpt BY JEREMY CHAN
A First Step in Addressing First Nations’ Health in Canada
of the federal government’s refusal to fund the necessary alterations, Jordan was not able to return to his parents, but instead was to be placed in a foster home that could accommodate him. The federal and provincial governments still could not agree on who should be financially responsible for covering the costs, including his travel to and from medical appointments and the special diet he required. Before he ever had a chance to leave the hospital bed in Winnipeg, Jordan passed away at the age of five. The tragic irony of the situation is that his hospital care cost the Manitoba taxpayers double the amount of what the foster home care would have been (Nathanson 26). Jordan’s unnecessary death was a direct result of the bureaucratic conflict between two branches of government, demonstrating the need for a procedure that would prevent similar cases from arising for other First Nations families in the future. As a result, Jordan’s Principle was created, a tribute to his legacy, however, more time
Self-deprecating humour as a type of comedy is certainly paradoxical. With most types of comedy, the ‘punchline’ tends to be something completely unrelated to the comedian. However, with this type of humour, the individual intentionally places ridicule on himself or herself for the joke. They deliberately draw attention to their flaws and flaunt them with confidence. This is strange considering how natural it
would pass before any action was taken. More than two years after Jordan’s death, the Canadian Medical Association Journal published their editorial, criticising the Canadian government for its inaction. This proved to be the exposure this important, albeit then still-invisible issue needed. Yet here we are, more than ten years later, and Jordan’s Principle has yet to be fully implemented by the Canadian federal government, or any provincial government in the country for that matter. Even worse, Jordan’s family never received so much as an apology from either branch of government, with both parties still refusing to accept responsibility. In 2015, the Assembly of First Nations condemned the narrow scale upon which Jordan’s Principle had been enacted. The federal government has acknowledged its failure in adhering to its promises, but nothing has changed. While Jordan’s Principle was a step in the right direction, the situation is far more complex, therefore requiring a multi-faceted solution.
PHOTOGRAPH BY NATALIE LI
Training and functional brain development:
is for us to conceal these aspects of ourselves. Despite this fact, people continue to engage in this activity. As counter-intuitive as it may be on the surface, the idea of self-deprecating humour is quite logical. The main reason most individuals use self-deprecating humour is to appear more modest.By downplaying achievements,the individual seems more relatable to others. Self-deprecating humour further emphasizes the vulnerability of an individual, which dismisses any impressions of arrogance or pride.
Maturational or interactive specialization? An Excerpt BY JESSICA LAMMERT
This idea is further supported in a 2008 study at the University of New Mexico. In this particular study, various forms of humour (self-deprecating, deprecating humour) were compared to determine their effects on an individual’s attractiveness. This particular study found that selfdeprecating humour by high-status individuals resulted in an increase of long-term attractiveness (Greengross 2008). Studies like these display the unusual charm behind the vulnerability associated with self-deprecating humour. In social relationships, we value vulnerability rather than perfection. We would prefer to interact with an individual that is far from perfect as it lessens feelings of inferiority or inadequacy. Vulnerability also brings a certain level of comfort and security, which makes it easier to confide certain emotions and thoughts with one another. Ultimately, by engaging in these conversations, the social bond between individuals is further strengthened.
A
n enduring debate in the field of developmental neuroscience seeks to relate the physical growth of the brain to the emergence of behavioural capabilities over the first years of life. Two major theories have emerged to explain this brain-behaviour relationship: the maturational perspective and the interactive specialization perspective (Johnson, 2001). The maturational approach proposes a strict model of attributing newly emerging sensory, motor and cognitive functions to the anatomical maturation of the brain. This approach attributes the poor performance on cognitive control tasks by young children to the latent development of the prefrontal cortex but cannot account for activity in frontal cortical regions during early infancy.
In the right situations, self-deprecating humour is a valuable tool. It can be used to change perceived impressions and develop stronger social bonds. It emphasizes vulnerability and humility, which is highly valued. In the end, those who are able to effectively use this social tactic may have an advantage in creating a social connection between individuals.
Contrasting the maturational approach, the interactive specialization account assumes functional brain development involves a process of organization and interaction in the brain. This approach suggests the activity in specific brain regions are the result of their patterns of connectivity to other regions and that these patterns of connection emerge in response to experience. Therefore, we can expect to see variation in patterns of cortical activation within and across age groups during performance on behavioural tasks.
The Gorge PHOTOGRAPH BY NATALIE LI
Don't Let The Summer Get You Down
Guardian 4
STRING ART BY GILLIAN SHOYCHET
PHOTOGRAPH BY ERICA BERRY
5
Valentine PAINTING BY LISA-MONIQUE EDWARD
6
7
8
We can consider the findings of Blakey and Carroll (2015) regarding the development of cognitive control to determine which developmental account the study supports and what this support implies. The authors sought to investigate the effects of cognitive training
on domain-general executive functions (EFs) –such as working memory and inhibitory control–- in four-year-olds. Participants completed measures recording working memory, inhibitory control, cognitive flexibility, mathematical ability, and processing speed one week prior to training and one week after training. Training tasks were completed in four weekly 20-min sessions of computerized tasks by children in the experimental condition receiving cognitive training and matched controls. The control condition tasks involved the same visual stimuli as the experimental training tasks but only required simple perceptual judgements. The researchers’ analysis compared the performance of the experimental and control groups on the baseline measures after training. It was found that the children in the training condition significantly improved their working memory from pre-training baseline to posttraining baseline while the children in the control condition did not. There was no significant main effect of group on inhibitory control performance. The maturational theory of the development of cognitive control and prefrontal cortex functioning argues cognitive control emerges only as a function of age and independent of experience. That is to say, despite individual differences in environment, genetics, and training, normal developing people of different ages should not have the same cognitive processing capabilities and normal developing people of the same age should be at the same level of cognitive processing. Blakey and Carroll’s (2015) findings reject this hypothesis by showing that individuals of the same age (four-years-old) are able to perform cognitive processes at significantly different levels when training is introduced. They exemplify the importance of experience in cognitive control development, supporting the interactive specialization approach to brain development.
Western University Student Scholar Showcase Spring 2017
Millenials:
Popping the Bubble Wrap
//Helen Heikkila Let’s picture a millennial, lovingly bubblewrapped by doting helicopter parents. The naive babe with callous-free hands has been raised on a diet of organic sweets and Disney cartoons. It is dire when the millennial scrapes a knee, and worse still when the millennial breaks a bone. To hurt this babe’s bubblewrapped body borders on criminal behavior. There is no worse sin, however, than hurting a millenial’s feelings. To offend this babe is not only inappropriate; it is to spit in the face of purity. “That’s offensive!” cries the babe, and all must be silent.
task of educating students who have been inculcated with the belief that learning styles founded on bogus quasi-science are legitimate, that essays should form hamburgers, and that really wanting something is all it takes to attain it. Few would deny that good professors have been dealt a difficult hand. We might not be as tough as our great grandparents’ generation, which was asked to dawn uniforms and liberate Europe and the South Pacific, but we do have strength nonetheless. Nothing excuses compromising our education. No doubt, there is much we do not understand, but we want to understand, we are equipped to learn, and we deserve to understand. The good news is there are those who still stand up for intellectual discourse in academia.
Next, let us acknowledge all millennials whose eyes rolled as they read the above description. The stereotype picture of the bubble wrap generation has been reprinted more often than a Warhol soup label. It has been so finely Good teachers since Socrates have known that crafted that it seems to have charmed some true teaching involves teaching people how to universities. Somehow, many in academia have think, not what to think. Anything less is mere decided that millennials must be coddled and indoctrination. To keep people from ideas is protected; they unconscionable. It is seem to have omehow, many in academia have decided that one thing to protect decided that people from things; it is millennials must be coddled and protected the best way to another to keep things protect them is from them as though to shield them that protects them. It from difficult ideas. Worse, many seem to have doesn’t. Ideas aren’t always the constructs of decided to tell millennials what to think, and in one power group to victimize others. Welltheir enthusiasm have forgotten to teach how to defended ideas have merit in themselves think. Perhaps they themselves have forgotten and belong to all groups. Good ideas can be how. defended rationally, and most millennials want a chance to develop and to defend them. Many millennials will grant you that we were ensnared in bubble wrap when we were young. Communications teaching assistant at Wilfrid University professors have the unfortunate Laurier University, Lindsay Shepherd, is a
S
openWIDE// WESTERN LIFE
List of people with big ideas good example. One does not need to agree with everything Lindsay Shepherd says to appreciate the extraordinary bravery she demonstrated in standing up to those at Laurier University who would badger her into silence. She did not underestimate her millennial students, even as university authorities did. Laurier has become the most recent media focal point for discussions about intellectual discourse, but it is not the only university that needs to face the issue Shepherd highlights: should we use our free speech at a university? Of course we should, but how? While I have experienced professors and students at Western who ascribe to certain ideologies with fervour, sometimes at the expense of critical thought, I can honestly say that I have also had professors who never shy away from challenging their students, and from encouraging students to think for themselves. They also encourage students to speak to each other, especially when they disagree. That’s where learning takes place. As far as I can tell, no bubble wrap millennials were injured in the process. In fact, we are stronger than ever as a result, and that has to bode well for the future. There will be those who insist on shouting down ideas they disagree with. That is going to carry on for a long time, but with good education, all sides can talk, because they will know how. Many millennials attending university know it is a pleasure to learn from professors and students who take us seriously enough to expose us to all types of ideas. If we value progress and mutual understanding, difficult conversations must continue. To offend some millennials in the process is not dangerous; to withhold ideas is.
“Millenials: Popping the Bubble Wrap”, OpenWide Zine, January 2018
Cr az y
Ric h Asians
Pictured Adam Smith Albert Einstein Alicia Garza Ann Coulter Ayaan Hirsi Ali Barbara Amiel Ben Shapiro Bernie Sanders Camille Paglia Carl Jung Charles de Gaulle Che Guevara Christopher Hitchens Claudette Colvin Confucius David Suzuki Descartes Donald Trump Elijah Harper Émilie du Châtelet Eva Perón Gloria Steinem Hunter S Thompson Jacques Derrida Jean-Paul Sartre Jordan Peterson Karl Marx Kim Campbell Lauren Southern Lech Walesa Lee Maracle Lindsay Shepherd Louis Riel Maajid Nawaz Mahãtmã Ghandi Malala Yousafzai Malcolm X Margaret Atwood
Margaret Fuller Margaret Thatcher Marie Le Pen Marsha P Johnson Marshall McLuhan Martin Heidegger Martin Luther King Mike Harris Munira Ahmed Nelson Mandela Paul-Michel Foucault Pierre Trudeau Richard Dawkins Ronald Reagan Salah al-Din Sam Harris Sarah Haider Sigmund Freud Simone de Beauvoir Socrates Subcomandante Marcos Sun Tzu Susan B Anthony Tarana Burke Theryn Meyer Thomas Jefferson Voltaire
Review //Vicky Qiao What was the hottest movie this summer? Here are some hints for y’all: “An all-Asian cast and no martial arts” (The Washington Post), “A Party with a First-Rate Guest List” (The New York Times), “Glossy romcom” and “a vital crowd-pleaser” (The Guardian). You guessed it. It was Crazy Rich Asians, a film adaption of Kevin Kwan’s bestselling novel of the same name. Since its release in August, the film has swept the world like the 2018 summer heatwave, setting records and making history. Being the first major studio movie featuring an allasian cast since 1993, Crazy Rich Asians gathered much spotlight way before it was released. Media, audiences, and Asian North Americans in particular, were beyond excited to see this groundbreaking production on the big screen. The stakes for this film were as high as its box office sales. With a dazzling $22 million in box office sales within the first three days of
its release, Crazy Rich Asians sure lived up to its hype. In fact, calling it a hype would be an understatement. A movement, now that’s a more accurate term. Its supporters created a #GoldOpen movement, buying out theatres to give Crazy Rich Asians the most successful opening week. And they did it, Hollywood hasn’t seen rom-com this big in six years! Frankly speaking, when I saw the trailer I didn’t fall in love. It all seemed a bit too cliché and cheesy, just another modern version of the Cinderella story. Though Hollywood has made arguably way too many movies of this genre, it is rare to see Asians playing main characters - even Mulan had to know some Kung Fu to become a Disney Princess. This is what distinguishes Crazy Rich Asian from the rest of its kind. Being Chinese myself, I felt like I had to see it, otherwise I would be unsupportive of my culture. So there I was, sitting in the front row of a theatre in downtown Toronto, not because I enjoy seeing Henry Golding’s handsome face super-magnified, but because I had to join the crazy-packed theatre. At this point, it had already been three weeks since the film hit the cinema. v.19.2// 1
openWIDE// WESTERN LIFE
Crazy Rich Asians is supposed to make us crazy proud experience is meant to take us away from the mundane to be Asian. However, I had a difficult time relating life to, in this case, the lavish, exciting world of the to the characters other than our shared ethnicity. ‘crazy rich Asians’. However, a good fantasy always has Growing up with my grandparents and spending my a little touch on real life, to further engage the audience childhood in Beijing, China, I can say that I have a into the manufactured dream. Just like in a magic trick, sufficient understanding of Chinese culture. However, the most exhilarating moment is when a magician what the film showcases as traditional values of brings back the disappeared poker card. The film Chinese culture simply fails to resonate with me. It is Crazy Rich Asians has this magic touch in the proposal true that family plays a huge role in Asian culture, but scene, where Nick Young stops Rachel on the airplane the way Nick Young’s family is represented in the film and asks her to marry him. If only the film had ended is nothing but an outdated, stereotypical exaggeration. there, I would have bought into the fairytale and liked For example, Young’s grandmother, who transforms the movie a little more. Director Chu just had to turn from the loveliest lady to a nasty b**ch in a snap, is the camera back to Singapore, ending the film with depicted as an the miraculously empress figure, if extravagant wedding By creating a kind of exoticism through not a dictator. As scene - as if we the lifestyle of the extremely wealthy, far as I know, this haven’t seen enough is not the wise, of diamonds and the film reinforces a stereotype that is caring elder figure glamour. After-all, only true for the 1% that is celebrated in Rachel and Nick’s Chinese culture. happily-ever-after has to be a ‘crazy rich’ one. The grand finale strikes me as more unnecessary than appealing, leaving me Here’s another thing that bothers me:the protagonist, detached and weary of the fantasy world. Rachel Chu, is an Economics professor at NYU. Yet, she is “never enough” for her family according to Nick’s mother Eleanor, simply due to her lack of ‘old Don’t get me wrong- I am not trying to bash on a money’. Rachel’s character setting differentiates her movie that means so much for the Asian community. from many other modern Cinderellas in Hollywood Nor am I saying that Crazy Rich Asians is poorly done. romances. She is no prostitute (Pretty Woman) The film was quite entertaining to watch, the acting or maid (Maid in Manhattan); she is a freaking was on point and, not gonna lie, I laughed out loud intellectual with high social standing and economic every single time Awkwafina opened her mouth. What well-being. The film implies, to some extent, that I’m saying here is that the film does not offer a truthful the social hierarchy in Asian societies is determined representation of Chinese culture and traditional solely by family heritage, and that an individual’s own values. By creating a kind accomplishments are rendered irrelevant. From what I of exoticism through the have learned, however, the sense of ‘class’ in traditional lifestyle of the extremely Chinese culture has always depended greatly on one’s wealthy, the film reinforces educational and intellectual attainment. Teaching, a stereotype that is only true in particular, is one of the most highly respected for the 1%. (Crazy Broke Asians occupations. In ancient Chinese society, scholars anytime soon? #wearethe99%) were granted the highest social ranking (followed by farmers, artisans, then businessmen). Thus, it seems to Crazy Rich Asians is me extremely ironic that Rachel, a university professor, undoubtedly a huge push was deemed unworthy and treated with little respect by forward in terms of the Young family. representation, but we still have a long way Hollywood is fundamentally a dream factory, creating escapist fantasies through film. The cinematic
to go, and I think we can do better.
2 //v.19.2
“Crazy Rich Asians”, OpenWide Zine, October 2018
8
APPAREL
Western Badminton Club T-shirt 2017
Western Squash Club T-shirt 2017
Western University - Volunteers In Progress Lanyard 2017
9
Contact
JILL DING
jill.huangding@gmail.com
1 (519) 868 0692
23 Mcdonald Ave, Unit B London ON N6G 1A9 Canada
10