The Argosy, October 2, Vol. 148, Iss. 3

NEWS Orange Shirt Day (Pg.3)

ARTS & CULTURE Students with synaesthesia (Pg. 5)

Thankful for Vicks VapoRub since 1872

SPORTS Concussions in club sports (Pg. 12)

OPINIONS Thanksgiving through stained glass (Pg. 14)

Mount Allison’s Independent Student Newspaper

COVER: MARA IRETA GORDON, UNTITLED, PHOTOGRAPH, 2017.

October 4, 2018 Vol. 148, Iss. 3

02 NEWS

EDITOR: MAIA HERRIOT & MINNOW HOLTZ-CARRIERE | OCTOBER 4. 2018 | ARGOSY@MTA.CA

UNIVERSITY ADMINISTRATION

After the protest: the future of correspondence courses

THURSDAY, OCT. 4

University provost talks resource allocation while students and faculty voice concerns about communication, flexibility and accessibility

Business Panel: The Future of Work 1 p.m.

Motyer-Fancy Theatre Quo Vadimus 4 p.m.

Dunn Building 104 Vagina Monologues First Meeting 5 p.m.

Avard-Dixon G10 Medical School Info Session 5:30 p.m.

Barclay 021 Sisters in Spirit Vigil 6:30 p.m.

Motyer-Fancy Theatre

MONDAY, OCT. 8 Thanksgiving - no classes All day! Everywhere!

TUESDAY,OCT. 9 Quaker Worship 12-1 p.m.

Chapel Sanctuary Tea on Tuesday 3-4:30 p.m.

Chapel, Manning Room Senate 4-6 p.m.

Wallace McCain Student Centre

WEDNESDAY, OCT. 10 Collegium Musicum 4-5 p.m.

Brunton Auditorium Pratt Visiting Artists Lecture 7:30-9:30 p.m.

Brunton Auditorium

THURSDAY, OCT. 11 Matinee Pops Concert 11 a.m. - 12 p.m.

Convocation Hall Discover Mt. A Listening Tour 1:30-2:45 p.m.

Bennett G03 Academic Integrity Presentation 3-4 p.m.

Crabtree 203

FRIDAY, OCT 12 Fall Open House 8:30 a.m. - 2 p.m.

MOUNT ALLISON IS NOT OFFERING ANY CORRESPONDENCE COURSES THIS FALL; ONE “HYBRID” COURSE IS BEING OFFERED IN WINTER SEMESTER. EMMA B/THE ARGOSY

MINNOW HOLTZ-CARRIERE News Editor This summer, the Mount Allison administration announced that correspondence courses would no longer be offered during the fall and winter semesters. Two weeks ago, at the first University Senate meeting of the year, students silently protested this decision.

Led by the MASU, students gathered inside Tweedie Hall with signs reading More Options Not Less and We Noticed. MASU representatives sitting on senate also presented a motion in response to the decision, asking the University to acknowledge the importance of offering a variety of course options to students, both online and on campus.

MASU presented three concerns with regard to the changes: that cutting correspondence courses would lead to a decline in the number of online courses available to students which would affect “students with disabilities, documented or not, student athletes and students who travel” in particular; that students had not been consulted during the decision-making process; and that the changes had not been effectively communicated to students or faculty.

The term “correspondence course” refers to the method through which instructors are paid for teaching.

“Correspondence partly derives from a way that we pay people under our collective agreement. It doesn’t specify how you actually deliver the course. So in fact as the University we have no policy whatsoever on online courses,” said Provost Jeff Ollerhead.

The absence of correspondence courses also implicates faculty in that

the University would cease to pay instructors using the correspondence model and would require faculty to plan in advance which, if any, courses would be offered online during the timetable planning process.

“Correspondence courses are paid on a per-student basis. The instructor is paid for each student that completes the course, or at least completes part of the course,” said Ollerhead. “The other model we use is called a stipend, and on a stipend it’s just a fixed amount for the course. And so the decision that was made last year was not to use the mechanism of payment which is a per-student payment, and that’s primarily because that mechanism of payment was used to pay for courses that had two, three, four people in them.”

As both MASU representatives and others at senate noted, the correlation between courses offered online and courses paid using the correspondence method is high.

“Pretty much all our online offerings were paid using the correspondence course payment method,” said Noah Fry, the MASU VP academic, in an interview following the senate. “Ninety-nine per cent of correspondence courses are offered online. The distinction is entirely technical, not practical.”

At senate, James Devine, the political science department head, echoed this sentiment, saying, “Whether we’re talking about correspondence courses or online courses, those courses have historically provided us with a lot of flexibility and a safety net, and made it easier for us to provide a coherent program even though we’ve faced

challenges with getting staff, dealing with staff going on leave and so on.

It’s been a very useful part of how we’ve structured things, however you want to call it.”

Erin Steuter, the sociology department head, described correspondence courses as a “safety net” that allows her department to be flexible and accommodate the needs of both students and faculty.

“If we’re going to make a change I guess I’d have liked to know about it much sooner, but I really don’t want to make the changes. I think it’s a cost-effective safety net, at least in my program,” she said.

The provost framed correspondence course offerings as a resource allocation issue. “It would be easier to manage and easier to plan if we were to put courses in the timetable, set aside the budget to run them, and pay the instructor using the stipend,” said Ollerhead at senate.

“Part of my decision was that offering a large number of correspondence courses that had relatively low enrolments – one, two, three – was not as preferable as taking those same resources and putting them into fulltime faculty in the classroom.”

Ultimately the MASU’s motion passed with 27 in favour, 11 opposed and two abstaining from the vote.

What this means for the future is unclear – the motion asked only that administration “recognize in principle” the importance of online and correspondence courses and proposed no specific plan of action.

“It probably means we have to have a longer discussion,” said Ollerhead in an interview a week after senate.

“What I tried to convey at the senate meeting was that I was faced with a

decision about whether to allocate resources to a relatively small number of correspondence courses versus allocating those resources to have full-time faculty in the classroom.…

Now the senate motion suggests that that decision should be revisited, that perhaps we should have a discussion about whether we want to have more online courses. I think that would be a good discussion – that might be a good discussion to have.”

With no further protests planned, discussion seems to be what the MASU has in mind. “We’re going to talk about it in University Planning Committee and we’re going to talk about it in Budget Advisory Committee. We might even have open sessions for students, faculty, staff who could all come in and talk about what it means to have online education at our university as well,” said Fry. “The communication that we received after the protests and after the motion was that the University acknowledges that this is what people want and they’re going to come up with different ways for how we’re going to do it.”

“There are all kinds of programs at Mount Allison that have no option for self-directed learning, and that’s the model that’s by and large been embraced by the University,” said Ollerhead. “So if we were actually to action the senate motion and suggest that we’re going to have a lot more self-directed learning options at the University we would really have to change course. It’s not what we’ve been doing. Holistically, within the University, it’s not what we’ve been doing. And we haven’t been doing it for years.”

NEWS

THE ARGOSY | WWW.SINCE1872.CA

COMMUNITY

03

Mount Allison honours Orange Shirt Day Community members reflect on the recognition of Canada’s residential school survivors LAURA SKINNER News Reporter “Every child matters, not just white, privileged children, not just children that are from good homes. Every child matters and that includes Indigenous children,” said Patty Musgrave, Mount Allison’s Indigenous affairs coordinator. This past Thursday, students, faculty and staff across campus wore orange T-shirts to recognize the trauma experienced by generations of Indigenous children in Canadian residential schools.

Orange Shirt Day originated on the west coast of Canada and has moved to the east in the past few years.

The annual event began because of Phyllis Webstad’s story. When she was a young girl, she was forced to attend a residential school and her parents had no choice but to send her. Webstad’s mother gave her an orange shirt to wear on her first day of school, but when she arrived school administrators ripped it off of her and burned it.

Now Orange Shirt Day takes place annually to honour residential school survivors like Webstad, as well as the children who did not survive.

Musgrave said it is for the children “who lost their language, their culture and who were physically, mentally, emotionally, spiritually and sexually abused everyday.”

Residential schools were created by the Canadian government and the Church to forcibly assimilate Indigenous peoples into the new colonial structure. They wanted to “take the Indian out of the child,” Musgrave said. “At the school the boys had to do physical labour, working on the land, building fences.

Sometimes they had farms, so they might have been doing farm work and the girls often were peeling potatoes, preparing food for the priests and teachers and nuns who ate from really good dishes and sat in a really nice environment while the children sat in another room and ate slop pretty much – rotten potatoes, rotten vegetables, rancid meat.”

“Not everyone knows what residential schools are and the impact they had on Indigenous culture,” said Kiara Bubar, the president of Mount Allison’s Indigenous Student Support Group. She hopes that what students take away from this event is a greater understanding and knowledge of what happened in residential schools and how they affected generations of people.

“Intergenerational trauma is very much present,” said Musgrave.

Children were taken away for years and they lost their language and therefore the ability to communicate with their parents about what happened to them when they finally

did come home. “Mothers lost the opportunity to nurture them, to be their moms, and children lost any nursing, affection and bonding they would have normally had,” Musgrave added.

“The last school wasn’t shut down until the ’90s,” said Bubar. “It’s not so far back in history.”

According to the Canadian Encyclopedia, “An estimated 150,000 First Nation, Inuit, and Métis children attended residential schools.” The Canadian Encyclopedia also estimates that about 6,000 students died while attending the schools, though the exact number is unknown due to incomplete records.

“I think that [the healing process] is coming along, but it’s intergenerational trauma that’s going to be there forever,” said Musgrave.

“As students, staff and faculty, I think it’s so easy to forget that it happened or forget that we’re in a process of reconciliation until we have to read a territorial acknowledgement or something’s happening that’s Indigenous-related ,” Musgrave continued. “So this is one more thing we can add to our list of things that we’re doing to promote reconciliation on campus and to keep the calls to action alive in people’s minds.”

“Indigenous people are such a large part here at Mount Allison and

THIS YEAR WAS ONLY THE 5TH ANNUAL ORANGE SHIRT DAY. MADELAINE HANSEN/ ARGOSY I feel that we should do whatever we can to show our support for them,” said Dylan Rhyno, a first-year PPE student on why he chose to wear an orange shirt.

Bubar said she was happy with how many people participated: “Walking into my first class I saw other students and even professors wearing orange shirts and that was really good to see.”

The money raised by selling shirts

will go towards Mt. A’s second annual Powwow, happening on Oct. 18. The event will be a celebration of local Indigenous culture and a way to acknowledge the land that the school is on. Everyone is welcome to attend.

Despite the traumas in their past, Musgrave wants people to understand that Indigenous people come from a beautiful place where they have pride in themselves and in their families.

FACULTY RESEARCH

Paleolimnology reveals the life of a lake

The first talk of this year’s Geography and Environment seminar series looks at tracing environmental damage on an ecosytem through the layers of sediment in the closest lake AMELIA MACDOUGALL-FLEMING News Reporter On Wednesday, Dr. Joshua Kurek gave the first talk of the geography and environment department’s

new lecture series. Kurek spoke on the legacy of persistent pollutants associated with historic forest management in New Brunswick.

Kurek began by explaining how lake ecosystems are great indicators

THREE NB RESIDENTS LOST THEIR DOGS THIS PAST SUMMER, ALLEGEDLY DUE TO TOXIC BLUE-GREEN ALGAE IN THE ST. JOHN RIVER. LOUIS SOBOL/ARGOSY

of environmental conditions. Kurek then explained how many lakes in New Brunswick are not safe. “You can go onto the New Brunswick chief medical officer’s website and see about a dozen or so lakes that are on the registry permanently for health advisories. Some of these lakes are in more urban areas, but many of them are remote lakes in the middle of nowhere in our forests,” said Kurek.

“So this brings up a lot of questions about what is driving these potential environmental changes.”

Kurek explained that New Brunswick exists in a complex ecosystem with many different stressors that impact lakes. One of these stressors is the historic use of DDT in the province. Without the use of insecticides, New Brunswick experiences an outbreak of spruce budworm around every 30 years. In the ’50s and ’60s, New Brunswick managed these outbreaks by implementing the world’s largest spraying of DDT insecticides, spraying 12 million pounds of the chemical over the province’s forests.

Another stressor that has affected lake environments in New Brunswick is climate change, which Kurek said has influenced physical, chemical and biological processes in lakes.

For example, climate change has caused the duration of ice on lakes to be shortened by about 10 days, due to later freezes and earlier thawing.

“That doesn’t sound like a lot over the course of a year but if you’re a small organism and you complete your entire life cycle in a matter of hours to days, that makes a big difference to your population,” said Kurek.

Kurek’s research focuses on determining the history and recovery of these lakes using paleolimnology, which reconstructs historic lake sediment. “Materials that exist within the lake are shed and ultimately work their way into the lake sediments,” said Kurek. “The same can be said about materials that come from outside of lake systems, like DDT and other environmental contaminants.”

In maritime lakes, 20 centimetres in sediment records can be assessed to provide data for roughly the last 100 to 150 years. These data techniques were used to observe how lake systems have recovered from these environmental stressors. Kurek found that while lakes have recovered from these impacts, they are nevertheless altered by the effects of DDT and climate change.

Abbie Gail Jones is a fourth-year student doing her honours with

Kurek and uses paleolimnological approaches in her own research. “I took the conclusion of the seminar to heart,” Jones said. “Even though we may try, we cannot expect ecosystems to totally recover to prepollutant conditions, as other factors like climate have changed since. It was kind of like a cautionary tale: We may try to help an affected ecosystem to get back to its original condition but, in reality, after a harm is done it’ll never be the same – we can only try to make it better.”

Dr. Jesse Popp and Dr. Brad Walters of the geography and environment department coordinate the lecture series. Walters said that the motivation behind the series was to get “a series going where colleagues, members of the department and guest speakers we may bring in can come and talk about research they do, not just about the courses they teach and the general subject matter that they engage with, but actual nitty gritty research.”

Popp and Walters plan to have a speaker about once a month, and students are encouraged to attend to learn more about research in these fields.

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NEWS

OCTOBER 4, 2018 | ARGOSY@MTA.CA

HISTORY

Indigenous-led experiential workshop encourages healing through community Kathi Hemphill Camilleri leads participants in reeactment of Canada’s traumatic history MAISAA AL TAMKI News Reporter Mount Allison hosted an experiential workshop, entitled Building Bridges through Understanding the Village, on Thursday, Sept. 27, which was also Orange Shirt Day on campus. The workshop was facilitated by Kathi Hemphill Camilleri with cooperation from Patty Musgrave, Mt. A’s Indigenous affairs coordinator.

Students, staff and faculty members attended the workshop, in addition to some community members from Sackville and Moncton.

“We are human. We learn by doing,” said Camilleri, on the reason behind adopting an experiential approach.

During the workshop, Camilleri, who is Cree and Métis, invited audience members to take on a variety of roles to construct a precontact Indigenous village.

The village represented cultural identity, while various objects placed in the centre of the participants represented language, clothing, arts

and food.

The participants formed two circles around the objects. One represented parents, relatives, hunters and gatherers while the other represented children of the village.

“We come together as relatives, sharing air and spirit with one another,” Camilleri told the participants, “but if we are going to heal, we need to understand what happened.”

The participants then re-enacted the major events experienced by Indigenous communities after the arrival of European colonizers, such as starvation, disease and the banning of traditional dances, songs and ceremonies. The village then acted out the Sixties Scoop, when social workers took Indigenous children away from their biological families and adopted them into nonIndigenous families without proper background checks or due process.

During that process, Camilleri removed the objects from the centre of the circle to represent the attempts to obliterate Indigenous cultural

identity. The children then left the village for “residential schools,” leaving a gap in the middle of the circle.

Camilleri placed a bottle in the centre of the circle, to signify selfmedication and the use of alcohol to cope with traumatic experiences.

The children then returned and reformed the circle in a welcome home ceremony for the survivors of residential schools.

“We bring back our identity, our songs and dances. There is nothing to be ashamed of – we shouldn’t have been assimilated,” said Camilleri.

“Everybody has [their culture], and we are allowed to have ours.”

Toni Roberts, a part-time professor and educational consultant who attended the workshop, emphasized the importance of the exercise for understanding the history of Indigenous peoples. “To experience that history with other people is quite different, sitting down with artifacts, moving, engaging and talking,” said Roberts, contrasting the workshop with reading academic studies of

Indigenous histories.

For workshop participant Alannah DeJong, a youth and online engagement facilitator for the Mennonite Central Committee, this history was “not something I grew up learning much about” in Moncton.

“I am very much in the process of learning more and more,” said DeJong.

At the end of the workshop, Camilleri passed around a stone with the word “hope” written on it and asked the participants to reflect on their feelings. She concluded by asking participants to leave the workshop holding their new understanding of the traumatic experience of Indigenous peoples with them so they can help figure out how to work toward healing from Canada’s history.

The workshop “had a big impact on my understanding,” said Laura Hunter, the Maritime Conference minister for justice and stewardship of the United Church of Canada.

Hunter had previously participated in the exercise in 2009.

be renamed the Literary Contest, and that the Contest and its contest be redefined.” “29-NA-59 That the National Executive cooperative with WUSC to assist Algerian students.”

Mount Allison’s contribution to this particular congress is noteworthy: “That a university be mandated to investigate the possibility of producing a National University Songbook.” (Perhaps the Music Students wielded considerable power at the time!)

Attempts were occasionally made on the National University boards all over the continent are opening their doors (and hearts???) to student bodies. Students are actively involved in decision-making at the highest functioning level of university legislature. They sit on a multitude of committees, where they may acquire an unprecedented degree of knowledge of the functioning of the university. Unfortunately, student effectiveness is sometimes diminished by the retention feelings of paranoic insecurity hindering articulation. More often than not, however, students are fully availing themselves of the opportunities before them of speaking up on issues of vital importance within the university experience.

The university is closer to another era of repression of the student viewpoint than we might like to believe. The demise of the “in loco parentis” ideal is in the process of giving way to another equally, if not more, harmful situation: I call it the “in loco fratris senioris” ideal.

What is happening, then, is that the idea of an oligarchical university government based on the academic seniority of faculty has been rejected.

To fill the void left by this rejection, students are beginning to, in the creation of an active Canadian student identity, set up their own oligarchy based on seniority of radicalism. (You might notice that this is my first reference to the nebulous term ‘radical.’ I hope that it is my last.) The political development of the student movement was based on the idea of democratic expression by the majority of students. As always happens, this has proven impossible. Yet, while we may accept the existence of democracy as an ideal only to be found in mythology, we may still recognize it as a goal worth approximation. The liberalization of university policy necessitated the choosing of representatives of the student body.

Student councils have taken on new dimensions, and new tasks; they now hold responsibility for a multitude of issues, including the successful completion of an academic year. Besides the coordination of club and athletic activity, they now have to consider their policies on more relevant social issues of the day.

The student councils have implicitly “thrown in the towel” on representivity by changing their names to “administrative” councils.

Student representatives are finding themselves jaded within the system.

Most believe representivity to be a hopeless myth. Consequently many have gone to the opposite pole by representing their own views, rather than those of the students who have elected them. The formation of an oligarchical system within the student

ARCHIVES

JULIAN HALL Former Contributor From the archives brings you old news today. As time passes, the news we report on changes, as does the way we report on it. Conversely, we’ve been covering some of the same issues since 1872. This opinion piece from 1970 condemns the state of student associations and activism during this student’s tenure at Mount Allison. The piece has been edited by the current Argosy staff due to length and the inclusion of a quote that contained a racial slur. Hall graduated in 1970 and returned to his birthplace, Bermuda, to practice criminal law and later moved into politics. He had quite an eventful career and upon his death was declared a “Bermudan icon.” “Julian Hall Bermuda” is worth a Google search.

The following is an abridged version of the original article.

Oct. 16, 1970: Vol. C No. 4 It is apparent that student participation in university affairs has developed; both in quality and degree.

Few will deny, moreover that these developments represent positive steps toward democratization of the university community. Yet, we might well ask: What of the future? Is the university really approaching a more effective, and just, democracy; where the student viewpoint will always be a significant variable in the formulation and implementation of university

policy? Or, on the other hand, will this enlightened age, characterized by an unprecedented degree of student involvement, develop into another Dark Age; where the majority of student view is once again relegated to oblivion? Bleak, and perhaps unlikely, as this possibility may seem, current trends indicate that it might be more than possibility.

In the Dark Ages, “Student Affairs,” were very limited in scope.

They involved the planning of class parties, dances, writing of the student newspaper, and other such past-times of limited consequence and dubious importance. National student unionism began in 1926, with the formation of the National Federation of Canadian University Students (NFCUS).

The Age of Student Power led to the formation of the rival Canadian Student Assembly in 1937 . . . which eventually merged (with NFCUS) at the outbreak of the Second World War; and this marked the beginning of a vital interest on the part of NFCUS in the problems of higher education and social consciousness.

However, close scrutinization of NFCUS records reveal that this was not altogether true. The malfunction of national unionism remained the fostering of good relations among universities through debating, intercollegiate competitions, etc. By the 1959 Congress, the admixture of two views on the function of national unionism can be seen in two resolutions passed: “12-NA-59 Resolved that the Short Story Contest

CAMILLERI HAS BEEN TAKING THIS WORKSHOP ACROSS CANADA FOR OVER 25 YEARS . ASHLI GREEN/THE ARGOSY For Hunter, participating in the exercise meant a better understanding of “the secret connections to the land, to the family, the wider village and community.”

“It really speaks to the heart,” Hunter concluded.

body has led to an oligarchical system within student affairs. The few who are now active in student affairs are, for the most part, concerned with “making university officials aware of what the students say they need.”

Is “in loco fratris senioris” here to stay? There are two obvious means of combating the problem, and putting and end to the continuing saga of the suppression of student opinion. Students must become less apathetic about their social existences; and the power of student councils should be lessened. Does it not seem sensible that, were student powers delegated to a wide number of people on committees and other university bodies there would be a greater corresponding chance of a cross-sectional representation of the student body.

Student bodies are generally autocratic in nature. This autocracy exists, not by virtue of their power, as much by virtue of the growing malaise within the student bodies of many universities. This malaise might be compared with a type of existential boredom a la Sartre — minus the intellectuality involved!

Students have progressed through the stage of wondering who they are and who they’re doing, to the point of not giving a damn! This is where the oligarchies find their power, and this is where the dangers arise.

We have a choice to make. Either we abolish student institutions completely, or we take interest in them. In any event, we cannot allow the policies of the autocratic few usurp the wishes of the majority of university students. It is time that the patronizing attitudes of activists give way to the principle of democratic representation.

EDITOR: BEN MAKSYM OCTOBER 4, 2018 | ARGOSY@MTA.CA

STUDENT LIFE

ARTS & CULTURE 05

Maintaining a multi-sensory mentality at Mount Allison How synaesthesia can affect students and their perceptions of reality

MAGGIE PITMAN Arts and Culture Reporter As human beings, we rely on our senses to take in information about the world that surrounds us. Our senses play an active and constant role in our lives from the day we are born and are our only source of information before we learn a language. These senses are generally used by the human brain as five distinct ways of absorbing information. However, these senses that usually act individually can, for certain people, fuse together. These people have a neurological genetic trait called synesthesia.

According to Dr. Richard E. Cytowic and Dr. David M. Eagleman in their book Wednesday is Indigo Blue, synesthesia can present itself in over one hundred different forms, each of which alter an individual’s perception of the world in different ways. The most common of these forms is chromesthesia, in which visions of colour can be experienced when hearing sounds. Some see these colours displayed in front of them like a projection on a movie screen, while some with a lesser degree of synesthesia will describe seeing these colours in their mind’s eye. People with chromesthesia might see colours when listening to music, hearing the tone of someone’s voice or even hearing sirens in the street.

Mount Allison student Braelyn Schultz presents with five different types of synesthesia, which incorporate four of her five main senses. Perhaps

one of the most unique forms of her condition is called ordinal linguistic personification. People with this rare type of synesthesia will associate a personality with parts of an ordered sequence. For Schultz, this is most prominent with numbers. “The number eight to me is this motherly figure who is really sweet and number nine is a sickly old man,” she said.

“They’re not all archetypal people but they each have a gender and personality.” Others with this type of synesthesia might associate a personality with months of the year or the four seasons.

“THE NUMBER EIGHT TO ME IS THIS MOTHERLY FIGURE WHO IS REALLY SWEET AND NUMBER NINE IS A SICKLY OLD MAN” Another type of synesthesia that Schultz experiences is called mirrortouch synesthesia. This causes individuals to feel a sensation on their body as they see events happening to someone else. After seeing someone fall off their bike and skin their knee, synesthetes with mirror-touch will have tactile response. They might feel a pain in their own body or a temperature like a hot or cold sensation.

Julia Simner, a professor of psychology at the University of Sussex, has focused her research on synesthesia. In a study called “Is synesthesia a dominantly female trait?” Simner goes into to detail about the percentage of people with synesthesia and if there is a gender bias that comes with synesthesia.

Within her study she finds that roughly one in twenty-three people have some form synesthesia and there is not a gender bias with the condition.

One type of synesthesia that does not affect Schultz is lexical-gustatory synesthesia. This type of synesthesia causes people to experience tastes and smells based on what they are hearing. What’s interesting here is that synesthetes often associate a word’s sound with its taste. For instance, a person might hear a word like “please” and associate that with the taste of cheese or hear the name Tony and taste macaroni.

Synesthesia typically isn’t seen as a hindrance by those who experience it, but more as something that makes them unique. In fact, being a synesthete has its perks. “I am able to memorize things differently,” Schultz said. “I can draw connections between things that others normally can’t. For instance, when I’m studying, I can associate the professor saying a word and then I can see that colour.”

Synesthesia is usually not a trait that poses a disadvantage for learning, but rather a way for people to have a nuanced experience in their

academics and in general.

“Grapheme-colour shapes math and memorization, because I tend to add colours instead of numbers - blue 2 + red 3 = green 5, and if I need to remember something, I remember colours more than words,” said

Kathryn Pare, another Mt. A student with synesthesia.

If you think you might be a synesthete or are interested in finding out more, Julia Simner’s research is a great place to start!

1918: DON’T WORRY, REJOICE MOTYER-FANCY THEATRE, PURDY CRAWFORD CENTRE FOR THE ARTS TUESDAY, NOV. 6, 7:30 P.M. AND SUNDAY, NOV. 11, 3:00 P.M. FREE-WILL DONATION FOR A LOCAL CHARITY AT MOUNT ALLISON AND ON THE TANTRAMAR, 1918 WAS A YEAR OF HOPE, ANXIETY, DESPAIR AND VICTORY. OUR SUBTITLE IS FROM THE FINAL LETTER WRITTEN TO HIS MOTHER BY A MAN FROM SACKVILLE WHO DIED AT THE FRONT. ‘VERBATIM THEATRE,’ 75-MINUTE DRAMATIC READING FROM THE MOUNT ALLISON ARGOSY, THE SACKVILLE TRIBUNE AND THE SACKVILLE POST. FIFTH AND FINAL YEAR OF THE TANTRAMAR AT WAR MEMORY PROJECT. RESEARCH: MARGARET FANCY

SYNAESTHESIA AFFECTS HOW OUR SENSES INTERACT WITH EACH OTHER, AND THEREFORE HOW WE PERCEIVE AND INTERACT WITH THE WORLD AROUND US. MADELEINE HANSEN/ARGOSY

TEXT: ALEX FANCY MUSIC: JENNIE DEL MOTTE

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ARTS & CULTURE

OCTOBER 4, 2018 | ARGOSY@MTA.CA

EVENTS

PHILOSOPHY AND ENGLISH STUDENTS DISCUSS THE POWER OF POETRY, POETRY READINGS, AND THE INTERPLAY BETWEEN DEPARTMENTS. EMMA BIBERDORF/ARGOSY

Two departments wax philosophical and poetic Mount Allison’s Philosophy and English departments co-host thought-provoking poetry reading JULIANNA RUTLEDGE Arts and Culture Reporter Last Thursday in Hart Hall, an intimate gathering with poets Darren Bifford and Amanda Jernigan quickly turned into a discussion on the awkwardness of poetry readings and the difference between passive and active reading of poetry.

The poetry reading was co-hosted

by Mount Allison’s philosophy and English departments. This decision was made because “Some accounts of philosophy say it leans more towards poetry than the natural sciences,” according to Robbie Moser, a professor in the philosophy

department. “We’re trying to explore a variety of different areas.”

Alumna Amanda Jernigan read first, selecting several works from her book of poetry The Temple, all of which focused on the juxtaposition of birth and death, as well as themes of parenthood, mortality and childhood.

Inspired by a religious text, she said, “I was moved by this encounter between Mary, the young mother, who’s just embarked on this adventure of life giving and new creation, and Simeon [the old man], who’s ready to die and [has] had enough.” With this in mind, she wrote a series of poems with two voices to accompany a newly written cantata by American

composer Zachary Wadsworth. She recited several of these poems for the room.

Darren Bifford read next from his latest book, False Spring. Before reading, he spoke of his apprehension of poetry readings. “I, myself, am actually quite skeptical of poetry readings; the relationship between listener and the reader is one that I’m a little distrustful of or impatient with,” he said. “People come to poetry readings and there’s this sort of automatic passivity that accords. It’s an uncomfortable space, sometimes.”

As Bifford finished reading, discussion broke out over the difference between reading poetry

to oneself, where one may reread a line to truly grasp the meaning, and reading to a crowd. When reading for others, Bifford says, “There’s a certain kind of cultural force to keep on going,” which takes away the chance to reread certain lines.

“THERE SEEMS TO BE A THING IN HUMAN BEINGS THAT MAKES US TURN TO POETRY WHEN THINGS GET INTENSE” Jernigan noted her love of reading out loud while admitting the discomfort of many poetry readings.

“Poetry is high density, so one doesn’t want too much of it,” she explained.

“And I think it’s great to hear things again. I would love it if every poetry reading had the chance to read everything again.”

Following Jernigan’s prompt, each poet chose one poem for the other to reread for the room. Whether the second reading led to deeper clarity of the poem in the audience’s mind is for them to answer.

Speaking to Jernigan afterwards on the importance of poetry, she said, “There seems to be a thing in human beings that makes us turn to poetry when things get intense: when you lose somebody, when you love somebody.” She continued, “If you’ve decided you don’t like poetry on the strength of reading a handful of poems, you might consider going back and giving it another chance.

Try something else.”

“Their work is rich, deep and speaks out to people in a time of moral complexity and moral grayness, because something very sincere and something very real comes through,” Moser said of the two poets.

The philosophy and English departments will team up again to host another poetry reading towards the end of November.

ARTS & CULTURE

THE ARGOSY | WWW.SINCE1872.CA

MUSIC

07

Wholly Canadian musical experiences

ISAIAH YANKECH Contributor

Last week, Ensemble Made in Canada, an established Canadian piano quartet, made an appearance at Mt. A, their second in recent years. Their visit to Sackville was part of their ambitious project entitled Mosaïque, an idea that began roughly three years ago and the results of which are currently coming to fruition through their cross-country performance tour.

The ensemble held two presentations last Monday as well as a performance of their special concert program on Friday evening. Students benefited from learning about the process of creating an innovative musical platform, as well as hearing new music that broadens the scope of the repertoire that a music student would experience.

“Their whole ensemble had such purpose and dedication to the project,” said Emily Steers, a fourthyear voice student.

The concert consisted of 14 short commissioned works by a variety of composers from across Canada, ranging from classical composers, to jazz musicians to singer-songwriters, with each work representing a province and territory. This allowed for everyone in the audience to be drawn to musical styles they were familiar with, as well as exposing them to new musical soundscapes.

“The pieces truly represented that which they were based upon,” said Justin Reid, a second-year trumpet student.

To add a fun and engaging twist, the audience was invited to draw on paper tiles throughout the concert, expressing anything that they felt related or connected to the soundscapes that they were hearing.

These drawings will eventually be uploaded onto the Ensemble’s website to represent the collection of imagery amassed from across Canada in response to Canadian musical soundscapes.

The ensemble did an excellent job of captivating the audience immediately in the opening sounds of each composition: some pieces began in striking fashion with an immediate presence of fullness in tone and texture, whereas others began with very thin layers of sound before building towards climactic sections within the piece.

This project also recognizes the emergence of new Canadian music.

The performance opened with a lively work by William Rowson, Short Variations on Waves. This piece, which Rowson described as “fast, fun and celebratory,” was inspired by paintings and pictures of schooner ships off the coast of Nova Scotia.

The themes of the different works revolved around elements of nature and cultural diversity, with a particular interest in water amongst the composers.

A number of the featured composers were inspired by nature, from the mountains in British Columbia to rivers throughout Canada, including the Great Bear River and the Red River. Great Bear River Blues by David Braid included lots of rhythmically active figures, showcasing his jazz influence, as well as unconventional playing gestures for the string members, such as slapping their left hand on the fingerboard. In Red River Fantasy by Andrew Downing, a spinning motion was evident in the piano, evoking the continuous motion in bodies of water.

“Many of the pieces dealt with the idea of water in one way or another, thus it seems to be something that people think about when they think of Canada,” said Joseph Fitzner, a third-year trumpet student.

The concert ended with a piece called Blessing by Julie Doiron.

Elements of the woods, sky and water embodied the nature surrounding us across Canada: a fitting end to the concert’s theme. The piece presented serene and beautiful melodies, with string pizzicato blending in with the

MUSICAL AND COMPOSITIONAL TALENT FROM ALL ACROSS CANADA VISITED SACKVILLE LAST WEEK. MADELEINE HANSEN/ARGOSY piano texture leading the singable melodies.

Several students commented on how they enjoyed learning from this professional ensemble and witnessing an innovative project promoting new music in Canada.

“Students can see from this project how fantastic the Canadian music scene is, the diversity of styles and

J.E.A. CRAKE FOUNDATION ARTS INTERNSHIPS Three internships are available for projects involving the close collaboration between students in any discipline and faculty/staff, typically in fine arts, music, drama, and the literature departments (English, French, Spanish and German).

Internships can be held only by students in good standing who are registered as full-time (i.e. in at least three courses in both fall and winter semesters). They are comprised of a stipend of $1,000 (paid in two installments) and generally demand three to four hours per week.

Interdisciplinary projects are especially encouraged, and internships may be awarded to support curricular or co-curricular projects. Students are required to complete their projects by April 15, 2019.

APPLICATIONS: These should provide (1) a concise (300 word) outline of the project that also explains its role in the applicant’s ongoing formation as an artist as well as the project’s relationship to the student’s activities at Mount Allison, and (2) a letter of support from the proposed faculty or staff mentor.

Applications are due by 4:00 p.m., Monday, Oct. 22, 2018, addressed to: The Crake Arts Internships Committee c/o Dr. Peter Brown, Department of English Literatures. Please submit your application electronically to pbrown@mta. ca and copy it to Elaine Simpson, the administrative assistant of the English department, at esimpson@mta.ca.

For more information, email pbrown@mta.ca or go to http://jeacrakefoundation.org/pdf/16_crake_arts_internships.pdf

inspirations projects can take from, and how these initiatives promote Canadian artistry,” said Steers.

“The ensemble worked well

together and complemented each other,” said Caitlin Strong, a firstyear pianist.

What does pride mean to you?

JULIANNA RUTLEDGE Arts and Culture Reporter The Sackville community was out in full force for the Pride Parade last Friday. Despite the rainy, gray conditions of the day, rainbow flags were waving all the way from the student centre to Town Hall.

Love. Celebration. Remembrance.

Solidarity. These were just some of the words repeated throughout the event from students, facility and community members alike.

The Sackville Pride Parade was preceded by speeches that were quickly relocated from the lawn outside the chapel to the student centre foyer, where Melody Petlock, SHARE advisor, was the first to speak. When talking about her position at Mount Allison, Petlock noted her work to uphold equality, celebrate diversity and defend the human rights of members of the community. “Here at Mount Allison, we welcome all members of the rainbow community and we strive to create positive spaces where we can learn, live and grow,” she explained. “We have always tried to move with the times. We have offered many campaigns to make our campus a positive space. We have made changes and we will continue to do so.”

Megan Mitton, the newly elected MLA for the MemramcookTantramar riding, said, “I’m really proud of our community, of Sackville and of Mount Allison for creating this type of space and

event. And of course there’s more to do but I think today’s a day to also look at how many people are filling this space, even on a rainy day, and the type of community that we’re creating for our young people growing up.” Her words were made even more poignant as she kept a careful eye on her young daughter, who had a rainbow flag in hand.

Seth Winward, co-president of Catalyst, recounted the early history of Pride, namely the Stonewall Riots of the late 1960s, reminding us all of the difficult beginnings of the movement and the strides that have been taken since then. “After Stonewall, it became clear that the time for discreet resistance was over,” Winward said. “The postStonewall gay rights movement, as we now know it, was marked by a radical pride in being queer, unabashed celebrations of what makes us different and refusal to be quiet or go away.” Although many things have changed, he noted that not everything is fixed, and urged people to remember the fight that came before us. “As we celebrate ourselves today, let’s take a moment to celebrate why we do it and spare a thought to the people who made it possible.”

Kiara Bubar, co-president of the Indigenous Student Support group, noted the unique challenges that two-spirit individuals face.

“Colonialism has had an impact on all aspects of Indigenous culture. For two-spirits specifically, it has brought homophobia and transphobia,” she

“Protest in the name of love.”

– Spencer Koy, second-year psych student.

Photos by Gill Hill Background by Ashli Green Comic by Madeleine Hansen

explained. “This has erased the two-spirit identity for a long time.

And like many other aspects of our culture, we’ve had to rediscover it.…

As a result, recent efforts have been made to help two-spirit be visible, be heard and have access to resources and support.”

Alumnus Scott Johns, who graduated from Mt. A with a bachelor of music and now uses music to promote the elimination of homophobia and transphobia, noted the safety of the “Mt. A bubble,” saying that “It isn’t until we leave that we realize there’s a crazy world out there.” Speaking of his experience as a gay man at university and then afterwards, he said, “I’m on the edge of tears thinking about this community and all that’s it’s done for me and all that it’s doing for you.”

Following the speeches, an excited, raincoat-clad crowd made their way across the street to watch the flag raising before beginning the parade towards town hall.

Community member Gayle KeithMitton said that, to her, pride means “freedom for all,” citing a lifetime of bearing witness to prejudice against the LGBTQ+ community. “I salute everyone that’s here because it’s really important that we see each other as equals, no matter what’s going on,” she said. “You were born to be who and what you are.”

Seeing the crowd of waving rainbow flags and smiling faces walking together makes it hard not to believe her.

“An environment without assumptions or judgement or prejudice.”

– Daisy Graham, first-year art history and fine arts student.

“Pride to me is expressing what many in the past may have kept hidden and being proud of who you are and who you want to be in the future.”

– Natalie Fillmore, first-year psych student.

“Pride is a time to commemorate the loss in the past of people who’ve been persecuted … but also to celebrate the future and the strides we’ve made as a community.”

– Evelyn MacKay-Barr, first-year student.

“Pride is being okay with who you are and what you identify as and being able to share that with other people.”

– Noah Onichino, high school student.

“Pride means community to me, because right now we’re walking in the Pride Parade and it’s a bunch of strangers who have come together just to support one another.”

– Julia Johnson, second-year psych student.

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ARTS & CULTURE

OCTOBER 4, 2018 | ARGOSY@MTA.CA

CAMPUS LIFE

Mt.A graduation pulse-check The end of the undergraduate is nigh DEREK SHARP Arts and Culture Reporter In 223 days, including weekends, holidays and breaks, the class of 2019 will walk across the stage and receive their diplomas. The students I talked to are feeling different shades of optimistic.

“It’s been a really long time coming,” said Rachael Hanakowski, a sixth-year sociology student. “I’m ready to go.”

Graduation is an intense time for students. For many, it’s the end of a long journey of growth and development. “I’m not the same person I was in first year, second year, third year, or even fourth year,” said Kaelan Ruddick, a fifth year psychology student. “Mount Allison really is a place for growth.”

When finishing a degree, one must necessarily make plans for life after Mt. A. “I’m considering short master’s programs in the UK in specialized areas in psychology and international politics,” said Ruddick.

“I’m also considering applying to CSIS … although I am fundamentally opposed to government institutions,

so I don’t know if I’ll actually do that.… I don’t want to be bored.”

Contrasting Ruddick’s plethora of potential directions is Hanakowski’s decided plan to pursue a bachelor of social work at the University of Victoria. “It’s only September and I’m already thinking about applying.

I just want to know now.”

Of course, as when anything starts to end, nostalgia for what still is takes hold. “I don’t think there’s anything quite like [Sackville] anywhere else,” said Hanakowski. Attending Mt. A really does place you in the town of Sackville; developing an affection for it and its traditions, such as the Fall Fair or Corn Boil, is unavoidable.

“The people here are so nice,” said Hanakowski.

In my conversation with Ruddick, she described how she feels that a place like Sackville isn’t defined by its geography or amenities, but by the people you know while there. Since she doesn’t intend to end her current relationships when she graduates, her life won’t drastically change; it will simply morph into a new form.

However, she did agree that a certain amount of nostalgia is unavoidable.

THOUGH IT MAY SEEM DISTANT, GRADUATION IS CREEPING EVER CLOSER FOR SOME STUDENTS AT MT.A. EMMA BIBERDORF/ARGOSY “I don’t think I’ll be nostalgic for the place, but for my life as it was lived there,” she said.

For Hanakowski, the most daunting thing wasn’t necessarily the idea of leaving Mt. A and Sackville, but figuring out who she is outside of this place. “You stop doing classes and putting all your mental energy in

that and then you’re just left like, ‘OK, I’m here now – who am I?’ ” The problem of constructing an identity outside Sackville is compounded by how easy it is for someone to find their place here.

It’s easy to put down roots in a small town. Hanakowski feels this makes Sackville unique: “I have a feeling that

nowhere else is going to feel quite as much like home as Sackville.”

When asked if there’s anything she’d not miss about Sackville, Hanakowski quickly responded: “the wind.” Same, Rachael. Same.

EVENTS

The Milky Way: It’s not rocket science

Starry Sackville takes us on a tour through our universe JANE REMPEL Arts and Culture Reporter The Milky Way wasn’t visible on my way to Dr. Catherine Lovekin’s first Starry Sackville presentation of the season. The rain had subsided though, as Gore-Tex-clad space enthusiasts filled an intimate classroom in the Dunn Building last Friday evening.

Lovekin, an astronomy professor at Mount Allison, presented on stars, galaxies and the universe, paying special attention to the Milky Way Galaxy. As an amateur when it comes to astronomy, attending a lecture on space can be intimidating. But during her talk, Lovekin challenged the notion that astronomy is a daunting field that only experts can understand.

Lovekin first put audience members who may not excel in chemistry at ease by stating that the only elements astronomists need indepth knowledge of are hydrogen and helium. She also explained that astronomists use a method called parallax, which involves holding their thumb up to their eye, to measure distances in space.

Siena Davis, a fourth-year biology student, found Lovekin’s talk particularly insightful. “I enjoyed the way she explained abstract concepts in concrete ways, as it was very useful in grasping the subject matter,” said

Davis, who attended the lecture for both course credit and an interest in the Milky Way. “I’m a bio student, and it’s nice to learn about things out of my comfort zone.”

Daniel Macgregor, a fourthyear history major, used Starry Sackville as a tool for improving his comprehension of the subject.

“I am in an astronomy course and I wanted to get to know the material better. Also, I wanted to get to know more about the galaxy we inhabit,” Macgregor said. “It was a great way to spend a Friday night.”

When asked what she hoped audience members gained from the presentation, Lovekin said, “I hope they gain an appreciation for how awesome space is.… It’s important to understand our place in the world and how insignificant we are.” She believes it’s beneficial for everyone to have at least a general understanding of astronomy, because “Space shows us how precious and fragile life and Earth are.”

Learning about space is not as intimidating and abstract as one may think, and Lovekin’s Starry Sackville series is a great place to start. Stay tuned for a new topic next time, and keep your fingers crossed that the stars will be visible at the second presentation in November.

THE FIRST STARRY SACKVILLE PRESENTATIONOF THE YEAR, LED BY DR. CATHERINE LOVEKIN,TAUGHT AUDIENCE MEMBERS ABOUT ASTRONOMY, OUR GALAXY, AND BEYOND. ASHLI GREEN/ARGOSY

EDITOR: ALYSSA DONSTON

NUTRITION

SPORTS & HEALTH 11 SHARE

Brain food

How to adjust your diet for optimal midterm results

STUDENTS OFTEN STRUGGLE TO FIND A BALANCE BETWEEN HEALTHY EATING AND LETTING LOOSE. LOUIS SOBOL/THE ARGOSY

JESSICA FIRMINGER Sports & Health Reporter Dieticians and nutritionists have linked specific foods to increased cognitive function, which may be able to give students an extra boost during the process of writing midterms and exams.

Darlene Teahen, a local registered holistic nutritionist, recommended the consumption of good fatty acids year round, but especially recommended that they be eaten around exam season. “Fatty acids like avocado, chia seeds and hemp seeds help your brain fire,” Teahen said.

According to HealthLine, fats are an essential part of an individual’s diet for optimal memory retention.

Teahen explained that when students aren’t meeting their nutritional requirements, their body becomes overburdened, making it more difficult to cope with the stress of midterms and exams. “If your vitamins and minerals aren’t high enough, then [your] cells can’t

reproduce themselves properly, and different functions start breaking down in the body,” Teahen said.

Teahen expressed that the key to optimal cognitive functioning is more dependent on balancing nutritional deficiencies specific to individuals than eating certain foods.

“Cognitive ability can be taken down a few notches if [you’re] not getting the nutrients [you] need,” Teahen said.

Megumi Gates, a fourth-year biochemistry student, has been following a dietary routine during exam and midterm season to optimize her cognitive function. “During other times [of the year], I’ll eat whatever, but when it’s closer to midterm or exam [season] I’ll try to exercise more and eat healthier,” Gates said.

“It makes [me] feel more awake.”

Gates emphasized the importance of eating enough during the stressful seasons. “I’ll never skip a meal during exam time because I don’t function as well,” she said. “If I skip breakfast for example, and I write an exam after, I

feel really hazy.”

Before every exam, Gates drinks a smoothie containing a banana, mangos, blueberries, raspberries, spinach, almond milk, chia seeds and flax seeds to meet her dietary needs.

“I made it a routine in first year; I’ve never written an exam without drinking a smoothie before.”

Michelle Strain, the director of administrative services, commented on potential dietary options for students who eat at meal hall to optimize their cognitive abilities throughout the school year. “The salad bar and the choices of fresh and cooked vegetables, fresh cut and whole fruits, fish, whole grains and pulses and so on are available [at Jennings] every day,” she said.

Strain mentioned new additions that have been made to meal hall to help students make dietary choices while being conscious of the impact of nutrition on their brains. “We are adding new digital signage in Jennings and will promote brain healthy food on it,” Strain said. “[We will be] promoting these foods for consumption every day of the year, not just during exams.”

For off-campus students, visiting Teahen for an assessment of their vitamin and mineral deficiencies is an option for ensuring they are getting the appropriate nutrients. Teahen offers her services by appointment throughout the school year, and is based out of the Tantramar Health Centre.

According to Teahen, not getting the proper nutrients during midterm and exam season contributes to increased stress levels. “[It’s] putting extra stress on your body,” she said.

“If you’re getting [the nutrients] that you need, there aren’t going to be problems with performance and being able to keep up with your studies.”

Sexual violence & mental health

ISABELLE SPINNEY SHARE Intern Sexual assault can have a variety of short- and long-term effects on mental health. Many survivors report flashbacks of their assault and feelings of shame, isolation, shock, confusion and guilt. Longer term, some people experience depression, anxiety and other mental health issues. So, what are some resources that are available to survivors of sexual violence, when it comes to mental wellness?

If you would like to talk to someone about every possible option available, SHARE is a great place to start!

Melody, the SHARE advisor, can help present different counselling and resource options, and you can make an informed decision in terms of what you think would work for you.

Some of the resources that might be presented to you include both onand off-campus counselling, as well as different phone numbers to call. It can seem like a lot of information, but I will lay it all out for you here.

Survivor Support Group: SHARE and the Wellness Centre are offering a six-week-long support group session for survivors of sexual violence, on Wednesdays at 3:30 p.m. Contact share@mta.ca for more information!

On-campus counselling: The Wellness Centre has counselling walk-in sessions on Mondays and Tuesdays from 1:00 to 4:00 p.m.,

and Thursdays from 5:00 to 8:00 p.m.

You can also book an appointment for another time by emailing counsellor@mta.ca or visiting the Wellness Centre in the basement of the Wallace McCain Student Centre.

They can also make arrangements for you to see a clinical psychologist on campus.

IF YOU ARE UNSURE OF WHAT TO DO, SHARE IS A GREAT PLACE TO START! Some good phone numbers to know: The South East Sexual Assault Centre (Moncton) can offer 24hour advice, resources and access to counselling specifically for survivors of sexual violence. Give them a call at 1-844-853-0811.

CHIMO Helpline is a provincial crisis line, available 24 hours a day: 1-800-667-5005 We know that it can be overwhelming to be presented with all of these different resources, but it is so important to know that you are NOT alone, and that help is available from a variety of different places! If you are overwhelmed and are unsure of what to do, SHARE is the best place to start.

Contact SHARE: share@mta.ca, 506-540-7427

CROSS COUNTRY

Mounties dominate cross country meet

Even as the only club team in their division, Mt. A continues to be competitive.

EMMA MACMILLAN Sports & Health Reporter The Mounties cross-country team has established a strong presence so far this season as a club team competing against nearby schools.

They compete against Holland College, Dalhousie Agricultural College, MSVU and Crandall, whose cross-country teams hold varsity status.

At their latest meet in Beech Hill last Saturday, both Mt. A women’s and men’s cross-country teams placed first in their respective divisions.

The Mountie women held four of the five top finishing times.

Catherine Priemer finished second with Megumi Gates in third, Olivia Medsger in fourth, and Emma Cameron in fifth, all less than two minutes apart.

Isaac Doucette finished second in the men’s team category with fellow Mountie Logan Hunt a mere 8.4 seconds behind him. Mt. A had a total of 10 runners – five men and five women – competing in this meet.

Cross-country running is a short season, lasting only two months in the fall. The teams compete in three regular season meets every two weeks and one championship meet at the end of October.

Claire Pabody has been the head coach of the cross-country team for the past two years and works alongside assistant coach Matt Fyfe, who won gold last year in the ACAA championship.

Pabody ran cross-country and track in high school, continuing her career with varsity cross-country in college. “Ever since high school, I had a wonderful coach,” she said.

“I knew I wanted to coach. When I

moved up here some of the students that I worked with in the biology department indicated there was a need for a coach. I thought about it and offered to volunteer to do it.”

Unlike the others in their ACAA conference, Mt. A’s cross-country team is club rather than varsity.

Megumi Gates, a fourth-year honours biochemistry student, is in her third year running with the club. “I think we get more people out as a club than as a varsity sport because we have people come at all different levels, and it’s their goal to improve themselves and not to match with the top couple runners,” she said. People are invited to run with the team without the commitment of competing in a meet.

“Since we have some returning runners that are familiar with my coaching style and the way that I’m running practices now, I see a lot of toughness in them,” Pabody said.

BOTH MT.A WOMEN’S AND MEN’S CROSS COUNTRY TEAMS PLACED FIRST IN THEIR RESPECTIVE DIVISIONS. SAVANNAH FORSEY/THE ARGOSY “They’re setting a really great example for the newer runners.”

Pabody is interested in pushing each runner to their own limit and believes each runner is faster than they think they are. Pabody is vocal

and “super enthusiastic,” according to Gates.

The team will compete in one last regular season meet in Halifax on Oct. 13 and in the ACAA championships in P.E.I. on Oct. 27.

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SPORTS & HEALTH

OCTOBER 4, 2018 | ARGOSY@MTA.CA

LEGISLATION

Get Up to Speed on Weed: a discussion on cannabis Mount Allison University preparing for the legalization of Cannabis

EMILIE COMFORT Health Intern In light of the legalization of cannabis on Oct. 17, the Wellness Centre held an informative session called Get Up to Speed on Weed. The session was held on Sept. 24, with the goal

of educating students, staff and members of the community.

The session discussed regulations that the New Brunswick government will implement, as well as the policies that Mount Allison University has put in place. The information session was held by Jessica Griffin, mental

health and harms reduction educator, in coordination with Adam Christie, director of student life, and Anne Comfort, director of accessibility and student wellness.

The Government of New Brunswick has implemented strict regulations around the consumption and cultivation of cannabis. To consume, possess or buy cannabis, or to enter a Cannabis NB store, individuals must be 19 years of age or older. An individual of age can carry up to 30 grams of dried cannabis (or its equivalent) on their person when outside of their home. It will be against the law to consume cannabis in public areas, in or on an immobile or moving vehicle, as well as to distribute it to a minor.

According to Christie, some universities across the country

spent the summer co-operating and sharing ideas on how the impending legalization would affect their policies on campus, as well as how they would implement the new changes.

Mt. A opted to revise their no smoking policy to accommodate the legalization. The school added that smoking cannabis will not be permitted on University property.

University property includes, but is not limited to, University-owned vehicles, any university buildings or residences and dons’ apartments.

There are only two exceptions to the no smoking policy: first, for religious and/or cultural reasons; and second, for medical use. Requests for an exception to the policy should be directed to the Student Life Office as well as the director of accessibility and student wellness.

Mt. A has also revised their Residence Life Code of Conduct to state that individuals 19 years and older are permitted to possess up to 30 grams of legally distributed, dried cannabis. The cannabis must be stored in an airtight container and appropriately labeled to note that the containers contain cannabis.

As well, neither baking or cooking with cannabis products nor personal cultivation of cannabis plants will be permitted in residences.

Jessica Griffin, mental health and harms reduction educator, is looking for students to help with cannabis education and awareness on campus.

Any students interested in helping can contact Jessica at jgriffin@mta.ca.

RUGBY

Rugby players denied concussion testing at Mt. A Athletic Centre Club sport athletes seek better resources for concussion diagnosis and treatment JESSICA FIRMINGER Sports & Health Reporter

sports like rugby to be offered as an option for students. The alternative would be that the sport wouldn’t exist During the women’s rugby game on our campus at all.” against University of King’s College Kiersten Mangold, a third-year (UKC) on Alumni Field, a player psychology honours student, has for the Mounties team was denied been studying concussion reporting concussion testing. behaviours in university-level Georgia Forsyth, a second-year student athletes and commented drama and English student, suffered on the dangers of not following a head injury while playing against proper concussion protocol. “The UKC as a lock and flank. “I got [concussion] symptoms last longer,” tackled and lost consciousness on Mangold said, “and the first the field,” she said, “and I had a huge concussion dramatically increases purple-blue bruise on my face.” the chances of sustaining another Once she regained consciousness, concussion.”

Forsyth went to the Athletic Centre Mangold has been doing her for medical assistance. research with Dr. Jennifer Despite Forsyth’s “CLUB SPORTS, BY Tomes, who studies the condition, her request long-term consequences for an assessment was THEIR VERY NATURE of concussions. “After denied. “I went to the sustaining the first [athletic therapist] and HAVE A DIFFERENT concussion, people are asked her to give me a susceptible to secondconcussion test,” Forsyth SET OF SERVICES impact syndrome,” said said, “and she said no, Tomes. because I was not varsity, AND DIFFERENT Second-impact and they didn’t have syndrome occurs when an enough resources to be INVESTMENT LEVEL individual has sustained able to support all the a second concussion club sport athletes.”

THAN VARSITY following their initial The athletic therapist head trauma. “Secondrecommended that SPORTS DO” impact syndrome has a Forsyth travel to a walk-in clinic ranging severity, from worsening the in Amherst, N.S., to have her symptoms from the first concussion concussion assessed. “I don’t have a to, in the worst case, death,” said car; I have no way to go to Amherst,” Tomes.

Forsyth said. She has not yet received Mangold mentioned the strict rules a diagnosis.

Ontario has put in place to prevent Pierre Arsenault, the director of the worsening of concussions in athletics in recreation, explained student athletes. Ontario has adopted why the Athletic Centre is unable Rowan’s Law to protect concussed to provide health resources for club athletes from further brain damage, sports in an email to the Argosy. following the death of a 17-year-old “Club sports, by their very nature, rugby player in 2013 from secondhave a different set of services and impact syndrome. Rowan’s Law different investment level than varsity dictates that individuals under the age sports do and the reason that teams of 18 have to learn about concussion exist at the club level is that we don’t resources before registering in sports have the resources to support these organizations, that coaches be teams at the varsity level where more educated in concussion awareness, services are provided,” Arsenault and that athletes and coaches follow wrote. “The club sport model allows each sport’s concussion code of

MT. A’S WOMEN’S RUGBY TEAM ARE FACED WITH THE DIFFICULT TASK OF FINDING A TEAM TRAINER. MARA IRETA GORDON/THE ARGOSY conduct. Rowan’s Law also states that every sport organization must establish and follow a removal-fromsport and return-to-sport protocol for athletes who have sustained a concussion.

Forsyth’s concussion was not the first suffered during the 2018 rugby season. Shae Scully, Kelsey MacKinnon, Lauren Boyce, and Sonia Siddiqui have all sustained concussions during the current season.

“Multiple girls have gone to the hospital or a physiotherapist on their own because that’s what they figured they should be doing,” said Forsyth.

During the 2017 season, the rugby team sought medical aid through a

student trainer they paid to outsource during their games. This year, the fee to outsource a trainer has been raised, making it difficult for the team to fund a trainer to accompany them at games. “We can’t afford to outsource anymore,” Forsyth said, “so we just hope that the other team [we’re playing] has a trainer.”

In order to address the need for concussion assessment services that club sports can access, the athletics department has been seeking to expand their resources.

“We have been working with the women’s rugby team to identify students who will be willing to serve as trainers for the team and who will receive training from our therapy

clinic for how to best handle different situations,” Arsenault wrote. “Also, as a longer term solution, we have been looking into different funding models in an attempt to expand our services through the therapy clinic so that we can start servicing more students.”

“Too often people dismiss concussions because there’s nothing visible like with a broken bone, but it should be taken very seriously,” Tomes said. “[A concussion] is a true injury.”

Disclaimer: Jessica Firminger currently works as a trainer for the varsity soccer team at Mount Allison.

THE ARGOSY IS LOOKING FOR CONTRIBUTORS EMAIL ARGOSY@MTA.CA OR COME TO CONTRIBUTORS MEETINGS, TUESDAYS AT 6PM IN THE ARGOSY OFFICE, 3RD FLOOR OF THE STUDENT CENTRE

OPINIONS 13

EDITOR: OLIVIA WIGMORE | OCTOBER 4, 2018 | ARGOSY@MTA.CA

THE ARGOSY

RESPONSE

Mount Allison’s invisible classes

The real repercussions of correspondence course cuts

w w w. s i n c e 1 8 7 2 . c a

Independent Student Newspaper of Mount Allison University Thursday, September 20, 2018 volume 148 issue 2 Circulation 1,500 Since 1872

on Unceded Mi’kmaq Land 62 York Street W. McCain Student Centre Mount Allison University Sackville, New Brunswick

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THE ARGOSY is published by Argosy Publications, Inc., a student run, autonomous, apolitical not-for-profit organization operated in accordance with the province of New Brunswick.

THE ARGOSY is a member of the Canadian University Press, a national co-operative of student newspapers.

ISSN 0837-1024

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EDITORIAL staff EDITOR IN CHIEF | Catherine Turnbull MANAGING EDITOR | Alix Main NEWS EDITORS | Maia Herriot, Minnow Holtz-Carriere ARTS & CULTURE EDITOR | Ben Maksym SPORTS & HEALTH EDITOR | Alyssa Donston OPINIONS EDITOR | Olivia Wigmore HUMOUR EDITOR | Will Traves COPY EDITOR | Charlotte Savage

PRODUCTION staff

PRODUCTION MANAGER | Morgan Bender

STUDENTS GATHERED IN PROTEST OVER THE FAR-REACHING CONSEQUENCES OF CUTTING CORRESPONDENCE COURSES. EMMA BIBERDORF/THE ARGOSY understanding of how the loss of correspondence courses are affecting not just a “loud minority” of students, but many.

Mt. A’s decision to cut correspondence courses comes at an unfortunate time – mostly because there would never be a fortunate time to cut correspondence courses.

The students that rely on them are varied and plentiful.

There’s Victoria, a biochem major and rugby player, who last semester took a correspondence course in stats because it was the singular class that fit into her schedule of classes and labs, and she needed a full course load. Mark, an English student from Ontario, took a correspondence

course while he was home over the summer because he was short credits for graduation this academic year but needed to work back home. There are fine arts students, like Emily, who would need correspondence courses if she wanted to take certain electives in concurrence with her multiple threehour studio sessions during the week.

Students at Mt. A have chosen this university for a reason, whatever that reason may be. We are, as a school, proud of our education and our institution. The solution to correspondence course cuts is not to “take free online courses offered by institutions such as Harvard, MIT and UC Berkeley,” or programs on “pasta making” from “Craftsy.” That

WE HAVE THE RIGHT TO RECEIVE THAT

LOU VAN AARDT Contributor I read, with building disappointment, the opinion piece on correspondence courses at Mount Allison in the last print edition of the Argosy. While the writer was correct in stating that the decision to slash correspondence courses “royally screws over” students, they were wrong in not making that the subject of the article.

They did not give readers a proper

EDUCATION FROM THE INSTITUTION OF OUR CHOOSING

is an offensive salve to a legitimate issue that affects many – if not all – students. We are getting a formal education, and we have the right to receive that education from the institution of our choosing.

Correspondence courses are a staple in universities, and Mt. A cutting them is harmful to its students and its reputation.

There is another pressing aspect of correspondence course cuts that is obvious and profoundly influenced by this decision, and I am not informed enough on the subject to comment. So, to finish, I’d like to quote a statement by Meg Sanderson, the president of the Association for the Chronically Ill and Disabled (ACID) at Mt. A: “Too often, university administrators make decisions under the assumption that there is only one way to earn a university degree. On a campus as physically inaccessible as ours, we should have more correspondence courses, not less of them. With a renowned centre like the Meighen Centre, where students are earning their degree in very accessible, state-of-the-art manners, why are Mt. A administrators contradicting themselves by promoting the Meighen Centre all the while cutting forms of accessible education when we could be promoting these alternative manners to the ‘university degree.’ These cuts are just one more way of telling physically disabled students they are unwelcome here.”

To students, to faculty, to administration, and to the author of the previous article: rethink the economics that may accompany cutting correspondence courses, rethink the demographic you think it influences, and rethink what Mt. A represents.

And don’t forget: we noticed.

PHOTO EDITOR | Gillian Hill PHOTOGRAPHERS | Savannah Forsey, Emma Biberdorf ILLUSTRATIONS EDITOR | Ashli Green ILLUSTRATORS | Louis Sobol, Madeleine Hansen VIDEOGRAPHER | Louis Sobol

REPORTING staff

NEWS REPORTERS | Amelia MacDougall Fleming, Maisaa Al Tamaki, Laura Skinner ARTS & CULTURE REPORTERS | Derek Sharp, Julianna Rutledge, Maggie Pitman, Jane Rempel SPORTS & HEALTH REPORTERS | Emma MacMillan, Jessica Firminger

OPERATIONS staff

BUSINESS MANAGER | Mirelle Naud DISTRIBUTIONS MANAGER | Cara MacKenzie HR REP | Allison MacNeill

ONLINE staff

ONLINE EDITORS | Morgan Bender, Mac Clevinger SOCIAL MEDIA MANAGER | Tori MacBeath

CONTRIBUTORS

Rev. John C. Perkin, Shekhar Dewan, Lou Van Aardt, Isaiah Yankech, Mara Ireta Gordon, Olivia Corrigan Alex Fancy, Emilie Comfort, Isabelle Spinney COVER | Mara Ireta Gordon

PUBLICATION board

Leslie Kern, Dave Thomas, Mark Nicol

DISCLAIMERS & COPYRIGHT The Argosy is the official independent student journal of news, opinion and the arts, written, edited and funded by the students of Mount Allison University in Sackville, New Brunswick. The opinions expressed herein do not necessarily represent those of the Argosy’s staff or its Board of Directors. The Argosy is published weekly throughout the academic year by Argosy Publications Inc. Student contributions in the form of letters, articles, photography, graphic designs and comics are welcome. The Argosy reserves the right to edit or refuse all materials deemed sexist, racist, homophobic, transphobic or otherwise unfit for print, as determined by the Editors in Chief. Articles or other contributions can be sent to argosy@mta.ca or directly to a section editor. The Argosy will print unsolicited materials at its own discretion. Letters to the editor must be signed, though names may be withheld at the sender’s request and at the Argosy’s discretion. Anonymous letters will not be printed.

Comments , concerns or complaints about the Argosy’s content or operations should be first sent to the Editors in Chief at the address above. If the Editors in Chief are unable to resolve a complaint, it may be taken to the Argosy Publications, Inc. Board of Directors. The chairs of the Board of Directors can be reached at the address above.

All materials appearing in the Argosy bear the copyright of Argosy Publications, Inc. Material cannot be reprinted without the consent of the Editors in Chief.

14

OPINIONS

OCTOBER 4, 2017 | ARGOSY@MTA.CA

COLUMN

The life cycles of our technologies Maturation and innovation of technology

SHEKHAR DEWAN Columnist Watches were invented around the 16th century. Initially, the concept underwent lots of experimentation with design, mechanics and aesthetic.

Over time, after sufficient iteration and variation, certain designs were converged upon and became the mainstream notion of the watch. After all, a watch that runs out of battery quickly is not very convenient, nor a sundial watch useful on cloudy days or at nighttime, nor still is a pocket

watch as convenient as one worn on the wrist.

Despite the design becoming roughly standard, we still see variation among watches – there are different strap styles, colours, metals, degrees of smartness and feature complexity and so on. Of course, major shifts in technology, such as the advent of silicon chips and wireless internet, allow for major changes to watches. But the real variations in design are relegated to niche markets, where hobbyists collect and design extravagant and unique watches.

This experimentation is important, because we may find a major improvement that we hadn’t yet considered. It seems more and more likely that this revolutionary change will come from an industry that’s different than the watch industry – perhaps in the form of better smartwatches, or augmented glasses that also display time, or perhaps even technological implants in our bodies. The probability of finding a radical improvement in the physical, mechanical, analogue watch, however, seems to be decreasing over

time because, despite continuous attempts, no one has done it so far.

Consider another “technology” – ice cream. We still have the traditional kind which, although it has evolved in how it’s manufactured, the types of flavours, and fat content available, is essentially still ice cream. Then there are other forms of frozen dessert that have come from innovation in slightly different areas – sorbet, gelato, frozen yogurt. Still, it seems unlikely that someone will radically improve the traditional ice cream.

I suggest that innovation in many technologies works like this. Let’s look at personal computers. They were derived from massive punch card-processing computers, and first came to us in recognizable form as the IBM PC in 1981, and the Macintosh in 1984. Then these desktop PCs got sleeker and faster, the components were modularized to monitors, peripherals, and cases which contained CPUs and so on.

Then the laptop was introduced and, while initially they were more like suitcases than notebooks, today they are extremely thin, light and fast. At the same time, software improvements were also happening – people introduced graphical user interfaces and improved them

radically. Then video games were introduced and continually improved to the point of being fairly realistic.

Over time, the core needs people used a computer for – email, office work, music and news, could easily be accomplished by most computers.

While improvements for gamers and techies continued to be made, people began keeping their computers longer and longer before upgrading. Sure, we had touchscreens, and ever thinner, more efficient, faster computers, but the computer seems to have reached a mature point in its design.

There will surely be some radical alterations and improvements, with 3D, haptic feedback and so on, but the innovations will have to come from the development of these other technologies, not iterations of the computer itself.

Other technologies, such as tablets and smartphones, seem to be approaching this maturity. They might get a bit faster, with better screens, longer batteries or better cameras. But major innovations will come from other technologies, such as the aforementioned 3D. In the coming weeks, I will look at some of these budding areas and see where they might be headed.

COLUMN

Give thanks for the beauty of life this Thanksgiving

The true roots of Canadian Thanksgiving REV. JOHN C. PERKIN Columnist As I write this, the Jewish festival of Sukkot is coming to its end, and Canadian Thanksgiving is coming.

Prior to 1957, the Canadian Thanksgiving tradition was to observe a time of thankfulness for the harvest in church on what was informally known as Harvest Sunday.

In its traditional form, this was a church festival in which God was thanked for the provision of human needs through the harvest and ongoing cycles of the seasons.

Thanksgiving became a public holiday by government proclamation in 1957, echoing the religious tradition: “A Day of General Thanksgiving to Almighty God for the bountiful harvest with which Canada has been blessed – to be observed on the second Monday in October.”

Thanksgiving observance in Canada owes its origins to the English church custom of offering thanks for the harvest, mixed in with ideas of American Thanksgiving, but its real roots lie much deeper. Theologically, Thanksgiving is drawn from the story of the ancient Hebrew people who observed a festival of thanks in the feast of booths, also known as Sukkot.

Part of the tradition in the modern Jewish household is to build a booth, a lean-to, in the days prior to Sukkot.

This is a temporary structure in which a celebration of the harvest is held; meals are eaten and hospitality is offered. It is a reminder of the time that many Israelites farmed the land and gave thanks for the gathering in of the harvest, and a commemoration of the time that the Israelites lived in tents as they travelled across the wilderness from Egypt.

Legend has it that Abraham sat in his tent, with the flaps of the tent folded up on all four sides, so he could welcome weary travellers from every direction.

This wonderful image of generosity is evoked by the holiday of Sukkot. In the Bible, God instructs the ancient Israelites to dwell in booths or tents for the seven days of the holiday of Sukkot, “because your ancestors dwelt in them during their sojourn in the desert when they departed from Egypt.”

What a wonderful image, to sit in a tent with all four sides folded up to be open to receive guests, wherever they come from. In our own Thanksgiving celebrations we may invite others in, but of course the walls and doors of Canadian homes may provide more than security and warmth; they may

THOUGH LIFE IS

PASSING...THERE ARE IMPORTANT THINGS

WHICH LAST FOREVER

isolate us from neighbours. In a tent, around an open fire, with just the sky above and the earth below, one realizes that the great things in life, including security and warmth, come also from the bonds of friendship and fellowship that connect us together in shared experiences and shared dreams.

I think it is important to observe a time of Thanksgiving. In this, we are reminded we are not omnipotent,

we offer our thanks for the harvest, and we affirm the beautiful and important things of life – good food, good friends, hospitality, and our hopes and dreams. In doing this, whatever our beliefs, we can affirm that life has a meaning and a beauty which sometimes escapes us. We can affirm that though life is passing and sometimes all too short, that although there are things which do not last, there are important things which last

forever. These things we celebrate.

I probably won’t set up a tent this weekend, but I may light a fire outdoors when it gets dark, and look up at the stars and realize again how small I am in the universe around me, and give thanks for the harvest, for family, for the beauty of the changing seasons and for the things that are significant and eternal, as the stars shine even more beautifully than light through stained glass.

EDITOR: WILL TRAVES | OCTOBER 4, 2018 | ARGOSY@MTA.CA

CROSSWORD

ACROSS 1. Meeting for pitching ideas 9. Type of Catholic church 15. Write these if you can’t pay right now 16. Slang term for a significant other 17. A type of YouTube video that involves unboxing 18. Candy that comes from a dispenser 20. Islander Anne’s creator 23. Gathered together 25. The home of Hollywood 26. Flowers that are the result of seasonal “showers” 27. Worn away 29. “it’s only __ from here” 31. To make someone like you 33. Hate group lead by David Duke 34. Emotionally expressive art (often dance)

37. Slight hue 38. What the CIS (Canadian Interuniversity Sport) union is now called 39. Soccer team from Liverpool, by initials 40. A pungent, awful scent 43. Picnic pilferer 44. Floating vessel propelled by the person in it 49. “Come on ____” 52. Loud 53. Measure that is calculated using account weight and height 55. Monument to honour someone who has passed 59. To soak in water 60. People born in late July or early August 61. Prefix more than bi or di 64. The final round to decide who

wins a close game 66. _____ - frutti 67. What a literate person can do 69. Something that is dangerous if consumed, or cannot be digested 70. Famous romantic figure 71. Irritates 72. El Niño’s feminine counterpart (with la) 73. “She’s come ____” 75. Noble gas plentiful in Las Vegas 76. A diagnostic procedure that allows pictures of the brain to be taken 79. Holiday beverage 81. Notation that replaced AD when referencing historic dates 82. Monty Pythons knights say this 84. Singer Carly’s middle name 85. Oakland Community College, on a scoreboard 86. Most important Roman God

to follow. So now I’m gonna hit you with the tips on what to do!

Tip 1: Remember it’s all about you! When you have the aux, no one else matters. Take no requests.

When they asked you to use the aux they essentially gave you free reign to play YOUR favourite music. I mean, they should’ve known your favourite genre is Finnish folk-metal.

My man Herman from Steve ‘n’ Seagulls fucking SHREDS banjo and you all need to learn to respect that and respect my love for it. Oh what?

You didn’t know my second favourite genre is ska? Well too bad, because Superman by Goldfinger is up next.

Ska’s coming back, baby – don’t be on the wrong side of history on this one. Third band on the roster? Insane Clown Posse. Juggalo army represent, WHOOP WHOOP. Then we got some tracks off Kid Rock’s first album followed by some fuckin’ Limp Bizkit.

Tip 2: CRANK THAT SHIT. Turn the volume on your phone up all the way (obviously) and then turn the speaker up all the way to create a deafening wall of high-speed banjo shredding and Iron Maiden lyrics shouted by a Finnish farmer with a thick Scandinavian accent. Your music is objectively the best music because you have the best taste out of everyone here and therefore it should be played as loud as possible.

Oh what’s that? You want me to turn it down? That’s not very cash money of you, bro. Who do you think you are? The Man??? Yeah, that’s what I thought.

Tip 3: Fuck ’em. This is the attitude you need to have when you’re on the aux. They just don’t get it. You’ve seized control of the aux. You have the power. You are the ultimate incarnation of musical taste. Nobody knows tunes better than you and you need to introduce the world to bangers like they’ve never heard before. So fuck ’em. If they can’t appreciate some of the best music the world’s ever seen then they don’t deserve to hear it.

Aight, so I hope you guys genuinely follow these tips because they are, in my expert opinion, very useful. Don’t forget to like, comment and subscribe for more of my great content.

ADVICE

TRILL WAVES Humour Editor What’s up, nerds. It’s ya boy Trill comin’ back with another batch of hot tips. Aight, so I’m seriously starting to run out of good ideas for tips so if you guys have anything you want/need tips on let me know.

Also this whole finding contributors thing is becoming more difficult than anticipated so if you think you made a good meme or some shit just send it to argosy@mta.ca. Thankfully, I did manage to come up with a good concept this week because I am a really smart and essentially perfect person. This week’s tips are going to tell you what to do when you get handed the aux. No matter what the situation – roadtrip, houseparty, stealing it from DJ Ian at Ducky’s, et cetera – there are some standards

HUMOUR 15 89. Type of disease that may be spread by some ticks 90. Something said in an interview that may be used by the journalist (acronym) 91. Nickname for basketball player Anthony of the Houston Rockets 92. The man who floated like a butterfly and stung like a bee 93. Not micro or macro 94. 4G ___ (speedy network) 95. Decorative flower holder 96. Gardener’s tool DOWN 1. A person’s house that hosts travelers 2. European country bordering on Bulgaria and Moldova, among others 3. Sanskrit spelling of a sound sometimes recited during meditation 4. Type of strength training that involves holding specific positions for extended periods 5. In Greek mythology, they were part horse part man 6. Follows a price in a Buy-and-Sell group, if one is flexible 7. A dish in which one might cook a soufflé 8. Species of Pumbaa’s buddy 9. Surname of tragic young hockey player Jordan whose family established a foundation in his name 10. Someone who cannot be trusted may act this way 11. Sam who aggressively urged his companion to try green eggs and ham 12. A programming language often used for gaming 13. A group of boys, in French 14. The types include gibbons, siamangs, gorillas, orangutans, bonobos and chimpanzees 19. Domain that is used by institutions of higher education 21. The National Aeronautic Association, for short 22. External device that turns a TV into a smart TV 24. The long handle of a golf club 28. “Crocodile Rock” singer’s first name

INVESTIGATIVE

YOP

A Conspiracy...

OLIVIA CORRIGAN Contributor/Super Sleuth The year is 2007. You’re watching Total Drama Island in the comfort of your parents’ living room. The episode comes to an end, and just as you start reaching for the remote, a familiar song echoes through the screen. They have your attention. You want only one thing. Yop de mama.

Now is when we get to the real issue. In having a casual discussion on the topic of this yogurt beverage, I discovered something. All my life I have pronounced this product to rhyme with “hope,” but I was suddenly met with an angry chorus of people arguing it rhymed with “hop.”

Disgusted by what I heard, I did what any reasonable person would

30. Extreme accuracy 32. “Cake by the Ocean” group 35. Pottery material 36. Document that represents an official financial promise 38. Sells food at a hockey rink 41. The type of land mass Hawaii is, in French 42. Doctor who checks on your chompers 45. What you had on yesterday 46. Stand for a coffin to be carried to a grave 47. The music for a movie released as an album (Acronym) 48. The way in 50. Irish name pronounced like Owen 51. People of the past civilization in what is now Yemen 53. A challenge from a gambler 54. A single speck of dust, for example 56. To give up power or responsibility 57. Device that allows you to make digital files into hard copies 58. Name of the robotic system that controlled the school in an episode of “Recess” 60 NHL Canuck goalie that now plays for the Florida Panthers 62. Female name of Bella Swan’s mom from “Twilight” 63. Othello’s betrayer 65. Hindi for “the” 66. Follows Super in this ABBA song 68. Breakfast restaurant in the US 73 To give up, say this 74. Blueprint for who you are 77. Condition of someone who is unconscious for extended periods of time 78. Cards that trump kings in many games 80. To go, in France 83. If you ask me, on the internet 84. When living tissues start breaking down 87. Codified and widely followed social rules 88. Greasy substance necessary for frying 89. “___ Freak, c’est chic”

do. I reached out to social media and emailed the Yoplait company.

Here is where the conspiracy begins.

On April 16, 2014, Yoplait’s verified Twitter account tweeted “You’d be surprised how many times we get this [question]! It’s ‘Yope’ :) Hope you win the bet!”

Seeing this, I was no longer reliant on a response from the company, since I had seemingly found the answer I was looking for. No. On Sept. 18, 2018, I received an email from Tina-Louise, the Yoplait consumer relations representative.

She said, “The correct way that it is pronounced is like ‘hop.’ I hope this helped clear up any confusion.”

Clearly Tina-Louise thinks this is some kind of fucking joke. This kind of capitalist hypocrisy is the reason our country is falling apart.

If companies can rip our language out from beneath our feet, what’s stopping them from stealing our jobs and our children?So now I call on you, fellow students of Mount Allison University, to destroy the Yoplait company. If we act in unison, capitalist pigs like Tina-Louise will rue the day they chose to jeopardize our freedom. So what will it be?

Yoplait or democracy?