Volume 47, Issue 3 by The Medium

The Independent Student Newspaper of the University of Toronto Mississauga since 1974

Issue 003 Volume 47 September 21 2020

themedium.ca

TTC OVERCROWDING

ACCESSIBILITY

VAN GOGH

On September 12, Toronto commuters rallied on Sheppard Ave East, in front of the offices of Member of Provincial Parliament and Vijay Thanigasalam, the parliamentary assistant to the minister of transportation. >> TTC continued on page 4

With the beginning of fall comes the start of a new journey for many students. Among them is my little sister, who is starting her first year of university.

COVID-19 has unleashed an unprecedented amount of fear and uncertainty. When the pandemic started, almost all businesses and recreational activities closed down and came to a halt. >> VAN GOGH continued on page 10

>> ACCESSIBILITY continued on page 6

NEWS

UTM Student Centre shuts down after two positive Covid-19 cases Isik Vera Senel News Editor

he University of Toronto Mississauga Students’ Union (UTMSU) reported two positive COVID-19 cases at the Student Centre on September 18. The union released a membership advisory through their social media platforms that detailed the health and safety measures it will be taking in response to the recent development.

>> continued on page 2

ARTS

FEATURES

The Blackwood Gallery’s latest lightbox program illuminates our role in nature Gladys Lou Contributor

pon the reopening of UTM, outdoor lightboxes illuminate the corridors between the campus buildings, greeting and awaiting the return of some students. These large-scale lightboxes open the window to Martina Pozzan’s Musa × paradisiaca L series, giving students a head start on Burning Glass, Reading Stone, the Blackwood Gallery’s upcoming lightbox program.

>> BLACKWOOD continued on page 11

UTM students develop Envly, a sustainable clothing app Segen Assef Contributor

nline shopping has facilitated consumerism worldwide. Yet, with the rise of e-commerce in the last decade came a staggering and destructive environmental impact. Products ordered online are often far from sustainable. For example, one of the leading unsustainable practices is fast-fashion clothing from dispensers such as Fashion Nova and Shein. >> ENVLY continued on page 7

NEWS

Editor | Isik Vera Senel news@themedium.ca

UTM Student Centre shuts down after two positive Covid-19 cases The UTMSU ceased all in-person services and began a two-week lockdown. Isik Vera Senel News Editor

>> continued from page 1

UTM Campus Affairs holds first meeting of the term Sheryl Gurajada Contributor

n September 14, the University of Toronto Mississauga Campus Affairs Committee had its first meeting for the 2020/2021 academic year. The 34-member committee deals with matters directly concerning student and campus life, working to monitor, review, and make recommendations for the effective use of UTM campus resources. Some items included in the agenda were key portfolio challenges and priorities for the year and the campus Fall re-entry plan. These agenda items included presentations from the Office of the Dean, the chief administrative officer, and Student Affairs and Services. The Institute for the Study of University Pedagogy (ISUP) began operating this year after its debut in the 2017 UTM Academic Plan and is considered to be the centre for research on training and learning at UTM. The interim director of ISUP, Ruth Childs, will be overseeing the process of hiring five new faculty members at the institute. Moreover, UTM has begun its search for the hiring of 29 new faculty positions for the development of research clusters at undergraduate and graduate levels. Additionally, efforts are underway to enhance diversity, specifically through mentor support programs for Black and Indigenous Faculty. The Office of the Chief Administrative Officer presented their initiatives to manage Covid-19 impacts, which include ensuring staff and students have adequate resources, developing a long-range financial and ancillary plan, and revising the long-term strategy for Hospitality and Retail Services. Saher Fazilat, UTM’s chief administrative officer, em-

phasized that they are also continuing to maintain relationships with public agencies like Metrolinx, working on hybrid course delivery models, and sustainability on campus. The office of Student Affairs and Services stated that they would be continuing to develop the Student Services Common, which isn’t predicted to be completed this academic year. While the department aims to maintain its available supports for students impacted by Covid-19, multiple projects have been postponed. Three of the delayed initiatives include the opening of the Health and Counselling Centre’s new counselling space, expansions to first-year student residence accommodations, and developments to the campus’ outdoor fields. Regarding the fall campus re-entry plan, the meeting included detailed outlines on the Covid-19 prevention and maintenance initiatives, physical distancing measures, and the hybrid delivery of instructional courses. A total of 118 rooms were mapped out as well as the layout of public and outdoor spaces, which were all in accordance with the two-metre distancing policies. Moreover, the physical distancing measures implemented include arranging wrapped seats as separators, direction signage to control traffic, and pre-installed Personal Protective Equipment (PPE). On the administrative side, the committee discussed the effectiveness of the UTM Operational Readiness Committee and the Managed Mask Distribution Program which were established in the start of the summer, and have been enforcing the measures mentioned above ever since. The next Campus Affairs Committee meeting will be held via a virtual meeting room on October 22 and is accessible through the Office of the Governing Council website.

According to the report, people known to have been in close contact with the two individuals who tested positive have been informed and advised to get tested and isolate themselves. The UTMSU has also decided to shut down all in-person services for 14 days. As detailed in the advisory, “the UTMSU Health and Safety Committee has made the decision to close the UTMSU Offices, the Info Booth, the Blind Duck Pub, and the Duck Stop immediately for the next two weeks. Additionally, U-Pass distribution is suspended until further notice.”

An alternative solution to the distribution of the pre-paid transit passes is yet to be established.

The U-Pass Coordinator has since contacted students who have been impacted by the suspension. However, an alternative solution to the distribution of the pre-paid transit passes is yet to be established. In the meantime, the union is arranging a thorough sanitization of their offices and directing students to consult their website for virtual services. While an exact return date for their services has not been confirmed by the UTMSU, they have stated that they are working with regional health services to ensure public safety. In a past interview with The Medium, VP University Affairs Anushka Sokhi emphasized the preventative safety measures the UTMSU had set for the fall semester. “We have ensured that our staff and volunteers are trained on proper codes of conduct and practices if they’re working in the office,” stated Sokhi. “We have also worked with our Health and Safety Committee to establish and maintain a safe environment in the UTM Student Centre for our members.” Considering the recent developments, and despite the union’s earlier confidence in the safety of their services, anyone who has been to the Student Centre and is beginning to show signs of illness is encouraged to complete COVID-19 self-assessments and follow the Peel Public Health guidelines.

Academic Affairs Committee talks about curriculum and structural changes

Hayden Mak/The Medium. Experiential learning opportunities and high waitlists were discussed in the first meeting.

UTM is looking to hire 29 new faculty members following the retirement of 17 members last year. Isik Vera Senel News Editor

n September 15, the University of Toronto Mississauga Academic Affairs Committee came together for the first time this academic year. The agenda contained many significant changes and updates, from the university’s plans regarding campus re-entry to the recommendation of new sustainability strategies. The meeting began with the introduction of the new committee chair, Laura Taylor, who discussed the new virtual format and how it will impact governance at U of T. “Normally, we would have orientation sessions at the beginning of this first meeting, but this year, we have orientation videos for our governance bodies,” stated Taylor, before briefly introducing the voting members of the committee. Amrita Daniere, vice-principal, academic and dean, introduced the administrative structure of her office and went on to discuss their mission for the 2020-2021 academic year. The most significant of which is implementing the UTM Academic Plan, which was approved four years prior. “I’m happy to note that despite a lot of logistical issues, we are continuing to make really good progress on a lot of the important goals, and we have advanced in the plan,” stated Daniere. Last year, UTM had launched the principal advisory committee on sustainability, which is currently being led by Daniere and Chief Administrative Officer Saher Fazilat. The committee was established to design new strategic plans to advance sustainability at UTM. In addition to maximizing sustainability on campus, the committee also aims to augment intellectual sustainability by developing new courses and research opportunities. Since its formation in 2019, the committee has successfully drafted a strategic plan which will be published in the coming weeks. Once approved by the UTM principal, Alexandra Gillespie, the plan is expected to be implemented late in the Fall term or early spring.

The plan includes the creation of a new certificate program on sustainability, which will be available for all UTM students before the end of this year. “We’re going to try to advance, as much as humanly possible, the number and breadth of experiential learning opportunities available to UTM students,” stated Daniere. “We work very closely with departments to introduce courses and mechanisms through which students can get work experience related to their education, [which are] sometimes paid.” “In the past three years, we’ve won a lot of grants that have helped fund work positions here in our office for experiential learning officers who work with departments and assist them in creating more opportunities,” continued Daniere. Despite the committee’s significant progress, the Covid-19 pandemic has ultimately affected the committee’s planned initiatives for the year. “There’s been a bit of a setback this year as agencies and organizations are less interested in guaranteeing placements to students at such uncertain times,” said Daniere, “but we still hope to make progress.” The university will also begin conducting searches for 29 new faculty members. Following an enhanced offer by the Office of the Provost, 17 members retired last year. While they wish to replace those positions, the university also plans on hiring additional faculty for ‘growing’ programs, such as computer science and language studies. “We are also trying to encourage departments to hire a diverse and rich unusual group, as well as just new faculty,” stated Daniere. As of July 1, UTM houses six Indigenous faculty members, which is an improvement considering that there were no Indigenous faculty just three years ago. “We would like to increase the diversity of our faculty in a very proactive way,” said Daniere. “We hope to introduce some supports specifically designed to mentor Black and Indigenous faculty here at UTM.” Daniere then went on to discuss the current state of the 800 courses offered in the fall term, 71 of them having some form of an in-person element, and how it has impacted life on campus.

“It’s not the ghost town that it was, but it’s very quiet, calm, and thoughtfully managed,” stated Daniere. “Lots of social distancing, cleaning, and respect. Wearing masks is a sign of respect and being civil and kind, [just] as you would expect of our students and faculty and staff here on this campus.” Laura Taylor also added that the current structure of campus life and course delivery has been quite effective. “Things are going reasonably well on our campus,” said Taylor. “We’ve had a week of classes, and we’re just continuing to adapt as the situation continues to adapt in the province and at the university.” “In the meantime, all our regular work is ongoing, which includes curricular support towards proposals for academic change, new programs, and major modifications.” The meeting also included a presentation from Tammy Cook, the executive director of facilities management and planning at UTM. Cook stated that the university has been working on re-entry plans since the campus’ closure in March. “We started with mapping all of our classrooms, teaching labs and computer labs for about a total of 118 rooms for physical distancing so that we could determine our capacity to help the registrar’s office for the September enrollment plan,” said Cook. “There was also a physical piece to this. We actually wrapped and moved seats, installed a fair bit of signage across the campus—including the classrooms, applied directional separation arrows, and installed personal protective equipment,” Cook continued. “Every classroom has a very large canister of wipes so that students can clean in between [lectures] and Purell dispensers.” The meeting concluded with discussions regarding the recent changes in student behaviour, specifically in course enrollment, which has been significantly increasing since the beginning of summer. Some members of the committee stated that they had observed high waitlist numbers, but Loretta Neebar, registrar and director of enrollment management, stated a d finitive statement could not be made until September 22, when the enrollment data is officially examined. The next Academic Affairs Committee meeting will be held via a virtual meeting room on October 26.

Commuters rally against TTC overcrowding Toronto Transit Commission faces criticism regarding existing safety measures.

Kalaiyarasan Kengeswaran/VisualShotss

Razia Saleh Contributor

>> TTC continued from page 1 The rally was organized by TTCriders, an organization which works to ensure the TTC is providing Toronto residents with adequate services. Saturday’s rally was focused on the public’s increasing concerns regarding TTC’s preparations for public safety as students and commuters begin using public transport to go back to school and work. In addition to TTCriders, the public advocacy group Safe September has also expressed their demands for increased safety guidelines in the TTC. Safe September advocates for the Ontario government to “allocate adequate funding to provide enough teachers, custodians, nurses, PPE, and cleaning supplies for all 4,800 of Ontario’s publicly funded schools.” The TTC is no exception to the movement since students and staff rely on transportation services for safe, convenient travel. Toronto residents have emphasized the need for permanent provincial transit funding. However, this must be done without a massive change in the existing structure of the system as it would make transit use significantly more challenging for residents who rely on public transportation on a daily basis. The establishment of such funding will allow for more bus-only lanes, thereby faster travel, lower fares, and enough bus service to maintain physical distancing during transit. The TTCriders rally organizing team member and public policy professional, Ketheesakumaran Navaratnam, spoke to The Medium about their initiative to improve overcrowding on TTC services as well as other transport companies. “The TTC is not running 100 per cent of its service levels right now, which is impacting transit users who are more likely to be essential workers, lower-income, and racialized people,” stated Navaratnam. “We want Mayor Tory to bring back full service and Premier Ford to provide permanent transit funding to address overcrowding.” The federal and provincial governments have recently provided transit companies with emergency funds per the Safe Restart Agreement signed on August 12. However, Navaratnam believes that these funds are not enough and argued that the support of the government comes with arbitrary limitations. “The first phase of Safe Restart funding is providing $404 million to the TTC this Fall, but the TTC faces a $700 million shortfall by

the end of 2020,” stated Navaratnam. “Permanent transit funding from the Provincial government would ensure that the transit experience for each and every rider remains affordable, consistent, and reliable regardless of ridership.” Until the late ‘90s, the Ontario government provided public transportation companies with stable operating funding and paid for 50 per cent of the TTC’s operating budget. “Now, Toronto’s public transit system is the least-subsidized major transit system in the U.S. or Canada. Riders pay about 70 per cent of TTC’s operating costs,” continued Navaratnam. “Permanent transit funding would ensure that there is enough transit service to fix crowding, lower fares for all, and [provide] fair fare integration.” To be eligible for the second phase of provincial funding under the Safe Restart Agreement, municipal governments need to assess the efficiency of TCC’s bus routes and potentially replace “low performing” routes with micro transit options. “This could mean service cuts of bus routes and privatization with Uber or Lyft,” said Navaratnam. “Premier Ford is also asking the TTC and City of Toronto to consider ‘new governance models’ and ‘fare integration,’ but the provincial transit agency favours a ‘fareby-distance’ model that would see riders pay more to travel further.” In a press conference held by the TTCriders organization on September 18, student unions and organization across Toronto came together to call for improved transit services and permanent funding. “TTCriders is continuing to make transit riders’ demands clear by organizing a day of action, press conferences, phone banks, and online webinars,” stated Navaratnam. Moreover, the TTC has also shown it has heard people’s concerns regarding safety, assault, and other undesirable experiences they might come across while using public transportation services by starting an app called SafeTTC. Reports placed via the SafeTTC app will be immediately directed to trained transit enforcement officers at TTC Transit Control, who will either be dispatched to the scene or directly connected to the individual submitting the report to gather more information on the incident. TTCriders will be organizing another event on September 24, where Toronto commuters will be going around Toronto putting up posters on bus stops to increase awareness and gather support for the organization’s initiatives and invite all commuters to join their efforts.

MASTHEAD EDITORIAL BOARD Editor-in-Chief Paula Cho editor@themedium.ca Managing Editor Ali Taha managing@themedium.ca News Isik Vera Senel news@themedium.ca Comment Aya Yafaoui comment@themedium.ca

COMMENT

Editorial: Students with disabilities must be accomodated, especially in an online classroom Why instructors have a duty to accommodate and listen.

Features Elizabeth Provost features@themedium.ca

Aya Yafaoui Comment Editor

A&E Chris Berberian arts@themedium.ca

>> ACCESSIBILITY continued from page 1

Sports Sarah-May Edwardo-Oldfield sports@themedium.ca Photo Julia Healy photos@themedium.ca Design Tegwen McKenzie design@themedium.ca Copy Melissa Barrientos melissa@themedium.ca Alexis Whelan alexis@themedium.ca Online Yasmeen Alkoka online@themedium.ca

ASSOCIATES TBD

STAFF Webmaster Vladyslava Diachenko web@themedium.ca Videographer Gabriel Saavedra videographer@themedium.ca

Editor | Aya Yafaoui comment@themedium.ca

Over the weeks leading up to the first day of school, I watched her worry and stress over which classes she needs to take, where to buy her textbooks, and how to adapt to the online classroom like everyone else. Of course, being now a veteran of this process, I helped her out as much as I could, guiding her away from the overpriced textbooks and bestowing upon her the sage wisdom of avoiding 9:00 a.m. lectures as much as possible. However, there was one thing I couldn’t help her with, an issue that only she could understand and plan for: her dyslexia. Along with her dyslexia, she also struggles with a weakness in her short-term auditory memory, meaning she has trouble paying attention and remembering information she receives orally. Now, this makes lectures particularly challenging because most instruction is given orally, regardless of slides, as they often do not contain all the information conveyed in lectures. If classes were in person, my sister might have had a note buddy to help her fill in the gaps in her notes. However, we are in an online learning environment, and the only classmate she has is her green Triceratops plushie named Tristan and, unfortunately, Tristan doesn’t have any thumbs. So, what’s her solution? Along with communicating with the Accessibility Centre, she also emailed all her professors to request closed captioning for lectures. Most professors either agreed to her request or offered their notes as an alternative. Yet, one professor’s reaction to including a simple thing as closed captioning was concerning. Not only did he refuse the request, but he also implied that this was a tactic to skip class and that she should change out of his section of the course to another professor. As I went into older sister mode and raged behind her, my sister quietly opened up her schedule and changed her class, all too familiar with this type of dismissal from a teacher. I know my sister isn’t alone in struggling to receive accommodations or having her accommodations request denied, especially when the entire university learning experience has shifted online. There are professors out there who don’t understand that turning on live captioning, posting their notes, or providing more breaks can make students with disabilities feel acknowledged and valued. Moreover, when students take the initiative and have the courage to communicate the tools or different approaches they need, professors

must believe them. Asking for accommodations isn’t a ploy to slack off or take advantage of the system. It’s an attempt to level the playing field so that students with disabilities can have the same opportunity for success as non-disabled and neurotypical students. I recognize that most instructors are supportive and accommodating—this is not to bash or devalue the work they do. In fact, when I asked the Director of Accessibility Services, Elizabeth Martin, at UTM to comment on how instructors and teaching assistants (TAs) were being prepped for accommodating students in an online learning setting, she conveyed that there was a great deal of work put into ensuring that instructors and TAs were prepared and that students continue to get the support they need. Director Martin also stressed the importance of reaching out to the centre if students experience difficulties or have questions. To students, I’m sure you’ve heard this advice repeatedly and are probably tired of it, but you need to advocate for yourself because no one else understands your needs like you do. As someone who has been by my sister’s side as she finds her voice, I know how hard it is to push through the anxiety and fear of being ridiculed or doubted, but know that it is your right to be accommodated and respected. To illustrate the severity of this issue, the Ontario Human Rights Commission (OHRC) has recognized that, “‘Disability’ continues to be the most often cited ground of discrimination under the Code in human rights claims made to the Human Rights Tribunal of Ontario, with significant systemic issues being raised in disability and education claims.” Moreover, OHRC states, “Statistics Canada reports that Ontarians with disabilities continue to have lower educational achievement levels, a higher unemployment rate, and are more likely to have low income than people without disabilities.” This is not to say that students with disabilities can’t achieve success, but to demonstrate the pervasive barriers and discrimination holding students with disabilities back in a system catered to non-disabled students. As the OHRC states, there is a duty to accommodate students with disabilities, both physical or psychological, and it means that all students with disabilities must be treated with dignity, respect, and the recognition of their inherent worth as a human being. This duty encompasses the empowerment and integrity of students with disabilities, and it is harmed when students are ignored, devalued, or marginalized. My sister is lucky enough to have been able to find better instructors that acknowledged this duty to accommodate, but other students aren’t as fortunate. So to the entire UTM community, whether you be a student, instructor, or TA, recognize and treat accommodation as the crucial duty it is, for the sake of individuals like my sister, but also for the betterment of the broader educational community.

To CONTRIBUTE, email editor@themedium.ca @TheMediumUTM

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Indigenous education should be made mandatory All students need to learn about Indigenous Canadian history and the land they live on. Kasia Proce Contributor

think it’s safe to say that most people, Canadians especially, are aware of the colonialist roots that run through the very land we study on and the fact that it was stolen from Indigenous peoples. You may have heard declarations in some of your classes acknowledging the land: “We begin by acknowledging this land on which the University of Toronto Mississauga operates. We would like to begin by acknowledging that the land on which we gather is part of the Treaty Lands and Territory of the Mississaugas of the Credit.” Some of you may roll your eyes at the constant reminder of Canada’s dark past; however, I believe that Indigenous education should be a mandatory first-year course in all Canadian universities. The Truth and Reconciliation Commission of Canada (TRC) wrote 94 Calls to Action to the Canadian government in an effort to begin the process of reconciliation between Canadians and the Indigenous peoples. Section 62, the Education for Reconciliation, states that studies on “residential schools, Treaties, and Aborigi-

The maturity of university students, combined with the diversity present at UTM, could benefit from a compulsory course.

nal peoples’ historical and contemporary contributions to Canada are a mandatory education requirement for Kindergarten to Grade 12 students.” However, the TRC only calls on elementary and secondary schools, and I believe the reach that can be made with undergraduate students is a huge opportunity missed. Not only could domestic students benefit from learning more about Canada’s past and how to move forward in the future, but there are also substantial untapped opportunities involving the international student community. Many international students who study at the University of Toronto call Mississauga and the GTA region their home after a while, especially considering that a lot of them stay in Canada afterward to continue their life here. According to the Canadian Bureau for International Education, 50.6 per cent of international students plan to apply for permanent residency, and 61 per cent plan to work in Canada after graduation. Therefore, international students should know the history of

the land they are studying on as much as domestic students. The Indigenous community deserves recognition from all who step foot on their land. To study and live on Canadian soil means that we are using resources that were not initially cultivated by our ancestors or us unless you have an Indigenous background. Education is the foundation upon which any change can be made, which is why I think both international and domestic students should learn the history of Indigenous peoples and their impact on life today. Considering how Indigenous education has not been made mandatory by the provincial school boards for elementary and secondary schools, I urge Canadian universities to take the initiative themselves and set the example for younger generations. The maturity of university students, combined with the diversity present at UTM, could benefit from a compulsory university course. I believe that the strong academia found at U of T would be great paired with an Indigenous educator who could provide a more in-depth understanding of Canada’s systemic colonial roots. That being said, Indigenous education should not end with U of T. It would be more effective if all Canadian universities introduced their own Indigenous education course for first-years. A mandatory first-year course should be the beginning. Still, an entire range of Indigenous classes should also be offered at every level, ranging from historical, political, social, geographic, cultural, and economic perspectives. Moreover, there are many opportunities for community involvement within these courses, such as trips to Indigenous reserves and historical landmarks related to residential schools. Guest speakers could also be invited to talk about their own experiences with Canada’s past, such as the sixties scoop and residential schools. Furthermore, there are also chances for students to learn more about Indigenous cultures itself, such as their mythologies, customs, and beliefs. The opportunities indeed are endless once the right people in power take the lead to instigate change. Ultimately, each individual is responsible for taking the initiative themselves to learn more about Canada’s history and Indigenous peoples, and how to better our current and future relationship with them. Both domestic and international students should feel obligated to do so, as we are all using the land cultivated generations before us by Indigenous groups. I call upon all students to kickstart their own education about Indigenous history and culture. I urge the university to consider implementing a more rigorous education system in the form of new first-year courses. After all, the future of reconciliation and peace is in the hands of our youth.

Carisse Samuel/The Medium

Disney’s Mulan is another reason why consumers should care about what they consume Tehreem Iqbal Contributor

isney’s newest addition to their liveaction collection of films, Mulan, was finally released earlier this month after a sixmonth delay. Due to COVID-19 and theatres being closed, the film was made available to stream on the Disney+ platform and quickly became the subject of controversy across several social media platforms. Aside from the general low-rated reviews from Chinese and North American audiences, the movie has also been boycotted globally. The boycott is primarily due to Mulan’s lead actress’ (Yifei Liu) support for the Hong Kong police. Moreover, one of the filming locations includes China’s Xinjiang region, where an estimated one million Uighurs, a minority ethnic group, are held captive and undergoing ethnic cleansing and forced sterilization. Mulan was initially known to be a Chinese folktale, coming from a line of folk songs and stage adaptations. It was later adapted by Disney and released as an animated film in 1998. Over the years, the animated Mulan has become a celebrated film, symbolizing strength and courage (though it is also argued that Mulan further portrays women’s purpose to serve the patriarchy, but that is a discussion for another day). However, Disney’s announcement of the live-action film brought about substantial backlash before and following its release, turning Mulan into a political controversy rather than an action-adventure movie. Adding Mulan to the growing list of Disney controversies, the movie leaves quite a strong impression of Disney’s moral standpoints. After a long history of sexism, racial stereotyping, and eating disorder jokes—just to name a few, working with a government conducting ethnic cleansing is a new low for the media conglomerate. For many, including myself, this is an eyeopener to reevaluate my support for companies with low moral compasses. Holding such an influential name and vast resources, Disney undoubtedly had many location alternatives that would be more ethically responsible, whether that means filming in a similar geographical location or using their renowned special effects. Which then begs the question of why Disney would intentionally

go to the Xinjiang region amid reports of severe human rights abuses? Many have come forward to dismiss this argument with the claim that the filming was most likely done years beforehand and not in the political landscape we know today. Yet, the Xinjiang re-education camps (officially called Vocational Education and Training Centers) have been known to be conducting these practices since 2017, while Mulan began filming August 2018. It is common to immediately come forward and defend such actions, especially when it comes to movies, shows, and toys associated with beloved childhood memories. Coming to realize that perhaps those magical moments were actually created with deeply rooted ignorance and a disregard for peoples’ identities is a tough pill to swallow. That being said, is it sensible to boycott every movie with a connection to ethically unjust authorities? Finding out a new ugly truth now seems to be a nearly daily occurrence thanks to the large presence of social media and on-demand news. There always seems to be something unpleasant behind a favourite public figure or a multimillion-dollar corporation, and there probably always will be, so where do we draw the line? The responsibility falls to consumers. Often, opinions are formed based on personal circumstances, and specific issues are more potent to individuals because of proximity. However, people need to realize that consumerism comes with a responsibility that pushes us to reflect on our own moral compass. Most people would agree that the most fundamental line is drawn at murder and genocide, so why is Mulan any different? Ultimately, large corporations need to be held accountable. Their primary focus is to make a profit by providing consumers what they want. If consumers show their firm conviction for positive change, companies will deliver. We often hear that as long as the “big guys” continue to make money off the less fortunate, there can’t be a long-term change, but that places us in an unnecessary perpetual cycle. The release of Mulan provides consumers worldwide with an excellent opportunity to start demanding change. Consumers have power. A power that should be wielded for good. Now is the time to make use of that power.

features

Envly: The new sustainable marketplace

Segen Assefa Contributor

>> ENVLY continued from page 1 With single-use plastics, packing materials, fuel, and illegal labour methods worldwide, increased online shopping practices have hit the Earth with a detrimental blow. This is where Envly steps in. Envly is a new app that allows users to shop for sustainably made goods. Everything from clothing to snacks and spices, to bath products, can be purchased on Envly. Besides being a sustainable shopping app, Envly also contains a social component that allows users to interact with other users and sellers. Additionally, Envly’s blog provides sustainable living tips, news, and product updates for their users and sellers. Envly was developed by University of Toronto Mississauga students Faizah Balogun, Toluwanimi Alebiosu, and Tomiwa Olasoko. The Medium spoke with Balogun and Alebiosu about their goals for Envly and sustainable living. According to the founders, the name for Envly came from the words “environmentally” and “friendly.” Envly serves as a one-stop-shop for people who want to live sustainably. The goal is to inspire others to live sustainably, regardless of how big or small these changes may be. “It’s been a long time coming,” Balogun stated. “I’m just glad things are picking up a bit more, and we can’t wait to share Envly with everyone.” As Envly prepares for its initial launch later this month, we asked the Envly founders about their motivation for launching Envly, and how this app will differ from other online shopping resources. “For a while, I’ve been looking at the direction our planet is heading in, and it wasn’t something I was happy about,” Balogun replied. And who can blame her—currently, more than 1.5 billion tons of waste have been dumped globally this year alone. Moreover, this number will only continue to rise, partially due to irresponsible consumer habits. Envly’s mission is to make sustainable living an option for everyone and not only for people with privileged accessibility and income. “We thought if there were a mobile app, similar to Kijiji, it would encourage more people to try and live more sustainably,” mentioned co-founder Toluwanimi Alebiosu. Community is also vital in the move towards more sustainable living methods. The social aspect of Envly serves as a space where people who are trying to live better lives and do better for their

Editor | Elizabeth Provost features@themedium.ca

communities can network and share ideas and tips. However, coming to this conclusion was not easy for the Envly team. “One of the biggest setbacks we encountered came in underestimating the amount of work we were going to have to do for this process,” said Balogun. “We knew what we wanted to do, but not necessarily how to do it. It took a long time to figure out how to design and build an app of this size with the kind of functionality we were looking for.” Luckily, the Envly team is currently in their final stages of marketing development, and their clean social media layouts and promotional system have ensured the launch date for the end of September. With all the features on this new app, we asked the creators what they were most excited to see in action. “That’s a tough one!” Balogun laughed. “Simply because everything about Envly is exciting to me. If I had to pick one thing, however, it would definitely be the number of products we will have available for people to shop.” The app will carry a wide range of products, including items that are vegan, cruelty-free, handmade, pre-loved, and even items that are reusable or biodegradable. “The most exciting part for me was meeting and collaborating with the different sellers, who were all so eager to be a part of Envly—it really makes me feel as if what we’re doing resonates with so many people,” Alebiosu stated. With sellers from sites like Etsy and Depop coming together to sell on the Envly app, this diverse group of sellers will undoubtedly facilitate the move toward a more sustainable future. The creators of Envly have expressed that while they are looking to expand the app in the future, they first want to focus on establishing themselves as a brand that consumers can recognize and trust. “What we hope to accomplish goes beyond the app itself, and we know that with the right foundation, we will have room to accomplish beyond what we currently do,” said the team. We asked them one final question on the type of advice they would give to people who want to live sustainably, but don’t know where to start. The Envly team explains that sustainable living is a journey that has to begin with intentional habits. “To change that,” Balogun chimed in, “I would say to set an intention to modify your purchases and how you use things.” One way to do this is by investing in reusable grocery bags instead of taking the plastic ones from stores. “It’s all about setting an intention to modify your relationship with [items] and how you use things.” “Don’t be afraid to start small!” advised Alebiosu. “The journey to sustainability never ends, even for me, but because of this intentionality, I am more aware of my own actions and how it impacts the world around me.”

For more information, follow the brand’s Instagam page at @envlyco, and sign up to catch their official launch date at www.envly.co.

How social communication adapts in a pandemic Professor Rhonda McEwen chats about her study supported by the U of T Covid-19 Action Fund, personal interactions on social media, and the challenges of virtual learning.

Leslie Seto/Setography

Chris Berberian Arts Editor

estled in the forests of the Ontario countryside, Professor Rhonda McEwen lounges in a patio chair, book in hand, and basks in the surrounding nature—the soft breeze tickling the trees and sweet birdsongs serenading the sky. She sits beside her family, enjoying the time she gets to spend with them. With no Wi-Fi or incessant distractions of the city, McEwen forgets, at least momentarily, that she’s living amid a pandemic. Back in March, the World Health Organization declared COVID-19 a global pandemic and, just a week later, the Canadian government imposed a federal lockdown. McEwen, who was travelling abroad with her family at that time, had to abandon her trip. Unfortunately, as the pandemic continued into the 2020-21 academic year, her trip wasn’t the only thing McEwen had to abandon. Flash-forward to April. The ever-bustling and honking of Toronto’s downtown streets are tame. COVID-19 cases wage on across towns and cities. Brown paper covers local shop windows. A small number of people go outside, streets dissipating into ghost towns. When the few people do go out to walk their dogs, they cross to the other side of the street, wary and respectful of each other, not sure whether to say hello or nod amid the awkwardness and unfamiliarity of it all. It’s an alarming difference for a city—and species—so driven to connect and share in our experiences. The fallouts have been loneliness and confusion amid an ever-growing uncertainty. We’ve lost our usual modes of personal interaction and semblance of normalcy. People had to change. But how is communication changing? What technologies are involved? And what are the personal and social consequences of these strategies? All these questions are at the heart of McEwen’s research. So, even while secluded in Ontario’s countryside, she got to work. McEwen holds an extensive research background in everything from sociology and information technology to psychology, virtual reality, and human physiology. She brings forward an inter-disciplinary approach, which often puts her at the forefront of innovative research in social robotics and communication. In April, McEwen, a social communications professor and director of the Institute of Communication, Culture, Information, and Technology (ICCIT), became one of only 36 researchers who were awarded a grant from the University of Toronto’s $9 million COVID-19 Action Fund. There were 338 applications. The initiative aims to fund developments in our knowledge and treatment of the novel coronavirus and the inevitable physical and mental health consequences that will ensue in the coming years. Earlier this year, McEwen was entrenched in another

study on social robotics. Social robots, McEwen says, “aren’t only the humanoid forms that many of us know, but include many other types of technologies, such as smart toys children can play with or voice-based agents like Google Home and Amazon Alexa.” McEwen and her team sought to uncover how individuals perceive and physiologically respond to robots, focusing on emotions like trust. Do we, as humans, follow a similar pattern of trust with machines as we do with other beings? With this study on hold due to the pandemic, McEwen immediately began recruiting subjects for her newest study, titled Digital technologies and Chinese interpersonal communication on the mainland and in the diaspora: the case of Covid-19. McEwen is working alongside three of her co-investigators, Zhao Zhao, Yaxi Zhao, and Tony Tang, all native Mandarin speakers, two of whom hail from mainland China. “We want to do more research on how technologies are being used during COVID-19,” says McEwen. “We also want to look at the different ways learning is happening across the two countries, China and Canada.” When The Medium first spoke with McEwen in the waning days of August, the conversation began, as most Canadian interactions do, by discussing the weather. The sun was out in full force, prompting McEwen to say, “we have to take the good when we get it.” Over the course of the interview, this idea permeated much of our conversation about family, social media, and the new challenges of school. McEwen’s enthusiasm for her work and optimism for the fall semester radiated throughout our Zoom call. “The social experiment is underway. As we see in Ontario at least, the elementary school children will go back in person, [and] the high schoolers will start in a rotating manner,” says McEwen. “But the research I’m doing with my team right now is looking at China because they’re about three to five months ahead of us in terms of progressing through the pandemic. They’ve been back in school with spikes and we’ve been watching to see how students are handling it.” Besides social robotics, the main form of interaction during this pandemic is social media. McEwen studied social media activity across demographics when completing her Ph.D., where she analyzed the differing uses and emotional effects of using social media platforms to form communication networks among undergraduate students. In the current digital age, currently amplified by widespread isolation measures, no machine-mediated communication method is more widespread than social media platforms. Despite her background in technology, McEwen is some-

what ambivalent toward social media, and rightfully so. Social media can be the proverbial double-edged sword. “We have very conciliatory communication and lovely friendships [online],” says McEwen. In a pandemic, social media allows us to satiate that hunger of face-to-face communication. But while social media enables connection and positivity, it also has its downfalls. Just as we encounter toxic people in real life, online, “there is contentious communication and we see that amplifying,” says McEwen. You also see “more troll-like behaviour, people being very dismissive, being very single-minded.” Social media can also amplify tribalism. “People create very tight communities, where they’re speaking to people that look like them, act like them, [and] talk like them.” Unfortunately, even with good intentions, some people aren’t as versed in social media behaviour, and so they may encounter some serious problems. Moreover, as McEwen says, “there are a lot of mental health issues that arise when people are no longer able to stay connected in some way.” The chief illness among them being loneliness and depression. Regardless of culture, as human beings, “we still have a strong willingness and motivation to communicate,” states McEwen. To minimize any loneliness among students diving into the unknown waters of online learning, McEwen created the ICCIT Peer Mentorship Program. The program will have senior ICCIT students support first and second years as they come into this new delivery mode. It’s a program McEwen hopes can help simulate the feeling of life on campus. “Having students who know the programs well, who are also finding ways to cope—I think it’ll be super helpful.” Students won’t be the only ones feeling a little lost this semester. Many professors have never taught an online course, let alone one live over Zoom. It’s something that presents many new challenges, ones McEwen feels ready for. Just like with her current research, when The Medium asks about what she’s teaching, McEwen beams. This semester, she’ll teach her course, CCT202: Human-Machine Communication. The class explores the many technologies humans use to communicate with in our modern world, including virtual assistants, social robots, and smart toys, while also considering their ethical and privacy implications. As the semester rolls along, McEwen will also intersperse findings and data she’s collecting from her current Covid-19 study. While it may still be Fall and the sun’s still shining, McEwen acknowledges that students and staff will face some new challenges as they navigate virtual learning. But sometimes, challenges can be good. “We need to see this period of time as part of a challenge. One we can take on and maybe discover some new things about ourselves and the world around us.” As The Medium thanks our guest for her time and insights, and our conversation turns to goodbyes, McEwen adds one last thing. “When we stumble, know that we’ll rise again.”

How the UTM community is overcoming remote learning challenges Three undergraduate UTM students discuss their commitment to online learning.

Pearla Hariri Contributor

n response to the Covid-19 outbreak, the University of Toronto has cancelled most in-person classes on all three of its campuses. It has been two weeks since the school began conducting its lectures online and students, as well as faculty, have mixed responses regarding their virtual classes. One of the main concerns regarding the online university experience is tuition fees. University tuition has, contrary to popular belief, been on the rise despite completely being an e-learning experience. With Canada losing two million jobs in April and only regaining 55 per cent of those lost, students be-

Another hardship faced with virtual learning is one that directly impacts international students—time zones.

lieve that as a result of employment changes in the community, the net tuition should be cut down. Another point being made is that the online learning experience is not the educational experience students were expecting. Many students believe that online learning interactions and communication are not equivalent to those of the classroom experience. Students have taken the initiative to create numerous online petitions with hopes of impacting tuition fees, but none have proven successful. Another hardship faced with virtual learning is one that directly impacts international students—time zones. Many international students struggle to familiarize themselves with the different learning conditions, and balance them with their new daily schedules and individual timezones. To attend their virtual classes in real-time, they must make a schedule according to Eastern Time. There is, of course, the option of watching recorded lectures, but this does not necessarily provide them with the same experience as the live lecture, as they are not able to ask questions while following along. Moreover, some courses require the live attendance of students for their participation grade. However, the situation for international students has not been an entirely negative experience. Some students have found an appropriate balance between their timezones and their classes to have a “regular” school day. Ahmad Kubbar, a second-year UTM undergraduate student specializing in biotechnology, feels that “online learning is the perfect opportunity to go back” and see his family while also continuing his education. Kubbar is currently trying to balance a seven-hour time difference as he completes his second year in Qatar. Although he finds that many of his classes are “a lot later” than he “is used to,” he has managed to organize his “schedule in a way that made it very easy and doable to study from Qatar.” That being said, Kubbar does not think he can “sustain online learning for much longer” as he finds it more challenging to “concentrate and retain all the information,” an issue that was not prominent with in-person classes.

Ahmed El-Saifi, also a second-year international student specializing in biotechnology, shared a similar opinion to Kubbar. El-Saifi’s decision to partake in a remote learning experience was fueled by his enthusiasm to “connect with family and friends while still pursuing his education.” El-Saifi is struggling to balance his seven-hour time difference from his home in Jordan. He finds it particularly “confusing when it comes to deadlines and lecture times.” Yet, although El-Saifi misses the “social interactions” he was used to with in-person classes, he believes he can sustain the drawbacks to remote learning to “prevent the spread of the virus.” He also believes that “despite the rapid transition, UTM has swiftly adapted to online learning.” Although this comes with its own challenges, he knows that the UTM community is doing its best to make the transition as smooth as possible. Although the transition to online learning has been challenging for international students, local UTM students are also finding it difficult to cope with the change. When students are on campus, they are less likely to miss a class due to the rapid Wi-Fi connection and since they are on-campus. However, with online learning students must take their education in their own hands, and account for novel factors. With the number of users trying to access these online tools, the Wi-Fi connection is becoming increasingly unstable as internet providers struggle to keep up with increased demand. Additionally, when classes occur in person, students are motivated to attend class on time and be surrounded by like-minded individuals. With remote learning, home and school life have been merged quite abruptly, and students are finding that they are more distracted at home, making it challenging for them to understand and stay focused on their studies. Andrea Aghasi, a fifth-year undergraduate student majoring in psychology, elaborated that she has decided to go with remote learning because she is “not completely comfortable with being in public spaces” amid the pandemic. Aghasi was “hesitant” to attend in-person classes because she felt as though “some individuals will be unable to social distance or comply with wearing PPEs.” That being said, Aghasi has experienced her own set of obstacles with online learning. The most prominent complication Aghasi has faced is being able to “comply” with her schedule as she “often forgets about lectures and/or assessments” from being “home all day.” Moreover, she is also finding it “difficult to pay attention” to lectures with distractions at home, such as her dog and family. Nonetheless, Aghasi believes that she will be able to “sustain online learning until the end of the year.” She knows she will “gradually become accustomed” to online learning, knowing she is “safe at home while still being able to learn.” This sense of safety and solace gives her “confidence” in her ability to learn from the comfort of her home. Although online learning has proven to have many complications for both students and faculty, many choose to look at the positive effect of online learning around the world. The transition between in-class to online learning was abrupt and unexpected. However, both students and faculty are gradually becoming more accustomed to their circumstances. Moreover, UTM has continuously adapted to the challenges brought their way. The community has worked diligently to create both an encouraging and safe atmosphere to ensure student success despite the complications and disruptions caused by the pandemic.

Julia Healy/The Medium. With different time-zones and distracting home lives, these students are making the best of online learning.

Arts

Editor | Chris Berberian arts@themedium.ca

Experience Van Gogh’s art like never before Toronto’s Immersive Van Gogh Exhibit offers fun for families and art lovers alike. Hana Khan Contributor

>> VAN GOGH continued from page 1

But as the weather got warmer and restrictions lifted, many people flocked to COVID-friendly activities and safer alternatives in a socially distanced world. And the Immersive Van Gogh Exhibit offers just that. From “Starry Night” to “Sunflowers,” “Almond Blossom” to Self-Portraits, Vincent Van Gogh’s art has taken over Toronto, capturing the hearts of local and out-of-town art lovers alike. The exhibit is a captivating audio-visual experience, showcasing the art in video loops and massive moving projections all over the walls and floors. Visitors can also ascend a staircase to a higher vantage point and embrace the art from even closer. It’s like, bit by bit, you’re watching the paintings come to life. The exhibit takes great care to ensure the health and safety of all staff members and visitors. Guests must stay within socially distanced circles on the ground, with each circle only allowing the people from one party at a time. Tickets are available in one-hour time slots so that no one is in the area for too long.

The Immersive Van Gogh Exhibit is an enthralling event for anyone looking to explore downtown Toronto.

Wikimedia Commons. The signature of renowned artist Vincent van Gogh, traced bitmap in Inkscape.

Graphic by Tegwen McKenzie

Upon entering the building, patrons greet employees at sanitizing stations, who then provide clear instructions for proper social distancing and mask use. People are limited to five minutes at a time on the staircase and platform, to ensure the safety of everyone. Finally, the exhibit has a drive-in option for those who may not feel comfortable walking around inside. Just outside the main exhibit, there’s a café serving éclairs decorated with Van Gogh’s face, among other delicious-smelling desserts and coffee items. At the end of the exhibit, there’s an even more interactive experience awaiting guests. Here, people get the chance to paint their own Van Gogh-themed t-shirts. All paints, easels, and shirts are provided, including template options (Note that this activity isn’t included in the ticket price). The Immersive Van Gogh Exhibit is an enthralling event for anyone looking to explore downtown Toronto. You’ll learn more about the infamous Dutch impressionist and, through facts, pictures, and projections, see his art come to life. It’s a truly unique experience for both art fanatics and families alike. Although the tickets land on the higher end of the price range, for anyone who seeks a fun outing during the fall, the Immersive Van Gogh Exhibit is an excellent option.

Shannon Terrell’s The Guest House: Stories of a Nervous Mind Danica Teng Contributor

A campus The challenges lightbox tour of remote of the natural performance and artificial Julia Skoczypiec Contributor

Gladys Lou Contributor

>> BLACKWOOD continued from page 1

“I

am a guest house. Maybe you are too. I cannot choose what comes and goes. All I can do is open the door, smile, and say, come in.” Along with short stories, the only novel required for the summer session of WRI483: Character, Narrator and Psychic Space is Shannon Terrell’s The Guest House: Stories of a Nervous Mind. It’s always nice to see just one book on the syllabus; it hurts the wallet a little less (thanks Professor Currie). But by the end of the course I understood why. Terrell’s book alone was more than enough to see what great expressive writing looks like. Shannon Terrell’s The Guest House is a compilation of stories about her life, from the onset of her anxiety, her complicated home life, toxic relationships, and the struggles to cope with these experiences. As Terrell grows from child to adult, we witness her difficult journey with the constant anxiety that weighs her down. While Terrell’s stories are inherently interesting, it’s her writing that makes them flourish. Every chapter made me feel something. I was horrified. I was hopeful. I was captivated by the way Terrell wrote her scenes. The strength of her descriptions was enviable. I adored how her vivid imagery was replete with unique little details that may seem random, but help you better understand her character and immerse yourself in the moment. Meanwhile, in just the right instances, Terrell exploits our emotions by withholding details. It’s a wondrous balancing act, one that maximizes psychic space, allowing readers to connect with the story by filling in the blanks. The summer session zoomed by as it usually does, so reading quickly was required to get responses in on time. But with Terrell’s novel, it wasn’t a struggle to finish. The book was an easy read. The chapters were short. Without realizing it, I breezed through the stories, a rare occurrence for me these days. I don’t exactly know how she did it, or in what specific passage, but at some point, I became invested in Terrell’s life. The Guest House is an inspiring book about life and how to deal with our truths. What I love about some Professional Writing courses is that we read stories by writers from close to home — writers from UTM. Shannon Terrell was once a UTM student who, like me, majored in English Literature and Professional Writing & Communication. And so, her novel assumes an inspirational quality for me and other emerging writers. Expressive writing can be difficult. While this seems like an obvious statement, it’s not just about the words. Putting your life on paper can leave you feeling vulnerable and exposed. It’s not easy to reveal some of your worst moments to the world. But sometimes they make for the best stories. Each experience you read shows you the world a little more each time.