Where the Skin Meets

Over the last half century, the analysis of homoerotic themes present in the author’s novels has been a particularly generative subset of Melville studies. Among this body of research, the relationship between Ishmael and Queequeg in Moby-Dick has proven to be a compelling avenue of research regarding modes of queer representation in an historical period wherein the open discussion of homosexuality was viewed as anywhere from taboo to illegal. This paper builds on the work of other Melville scholars, such as Caleb Crain and Kellen Bolt, in examining the ways in which 19th century ideas of race intersect with the representation of an eroticized male relationship between Ishmael and Queequeg. I suggest that the particular lens of racialized eroticism through which 19th century white observers viewed Polynesian men inherently denies the potential for disavowal of same-gender attraction to the non-White subject. This denial necessarily reifies racial hierarchy by giving a White male participant in a homoerotic relationship the ability to dictate its boundaries. I argue that even if, as Bolt suggests, Ishmael’s relationship with Queequeg represents a rejection of 19th century American nativist sentiment, Ishmael retains the ability to distance himself from accusations of homoeroticism in a way that is not possible for Queequeg and his exoticized body. I conclude with an exploration of how the Victorian freak-show archetype of the tattooed man connects with Ishmael’s decision to tattoo himself and thus voluntary take on racializing signifiers within his contemporary context.

Dangers, Delights, Development: Female Travel in The Mysteries of Udolpho and The Turkish Embassy Letters

This paper examines the portrayal of travel for women in two eighteenth-century literary texts by women writers: The Mysteries of Udolpho by Ann Radcliffe and The Turkish Embassy Letters by Lady Mary Wortley Montagu. With a focus on the mental, emotional, and psychological effects of female travel that each author depicts, it analyzes both the dramatic dangers and pleasures faced by Radcliffe’s Gothic heroine and the more mild, cerebral ones experienced by the historical Montagu. Drawing on the work of Marianna D’Ezio, Adam Watkins, and Mary Jo Kietzman, it argues that both Radcliffe and Montagu ultimately endorsed the idea of travel for women through their work, portraying the pleasure, experience, and self-cultivation it afforded as outweighing its dangers. Finally, it posits that this position resisted both Enlightenment and Romantic ideas of appropriate female behaviours and desires by encouraging women readers to experience the world outside of the domestic sphere.

A Redacted America: Critiquing the Lack of Transparency at Guantanamo Bay

The willingness to undermine liberal standards of justice and imprisonment has been a major criticism of the detention camp at Guantánamo Bay. The camp’s propensity to evade judicial mechanisms offered on American soil is particularly due to its deliberate opacity. This paper begins with a brief overview of the major arguments in favour of the closure of the facility and the challenges that have prohibited the closure thus far, based on a review of debates and commentary found in investigative reports, legal documents, and scholarly analyses. A substantive portion of this piece will highlight three demonstrable areas where transparency is being detrimentally avoided in the conduct of the Guantánamo Bay detention camp: press access, health care, and the detainee defense counsel. A critique of increasing transparency as a possible impetus to keep the facility open will close the discussion. Ultimately, the transgressions of Guantánamo are so detrimental to American self-conception of liberal values that a correction of the facility’s opacity should be but an intermediary step to closing the facility entirely.

Peacemaking: Conflict resolution using Cool Clues for elementary students

It is recommended that violence prevention interventions start early for students and include conflict resolution education and social-emotional skills training components. Although school-based programs have shown some promise, community-based or out-of-school time programs require more study. A social-emotional learning-focused conflict resolution intervention using role-play and puppetry was implemented in a small afterschool program as an exploratory study. Student participants’ conflict resolution knowledge and after-school teacher observation of their pro-social skill behaviors were assessed pre- and post- program. Although many participants scored high in conflict resolution knowledge pre-program, they appeared to gain some additional knowledge, specifically on disagreements between friends and empathy for other’s feelings. After-school teachers, however, observed no significant overall differences in their pro-social behaviors pre- and post- program. All in all, as an exploratory study, the slight positive changes in knowledge provide data to suggest continuing the curriculum with more emphasis on the weakest topics as well as more role-play or puppet play about friendship and sharing behaviors.

Evaluating a Social Media Campaign for a Parent Educational Video on Bronchiolitis

Bronchiolitis, or lower airway swelling, is a common cause of pediatric hospital admissions. Parents have expressed wishes for more information regarding bronchiolitis but had difficulty finding reliable information, suggesting the need for more effective and easily accessible information resources. Knowledge translation (KT) tools like videos provide research-based information and may be conveniently disseminated to large audiences through social media. The purpose of this project was to evaluate the effectiveness of a social media campaign to promote a video on bronchiolitis. A social media campaign was conducted from 14 October to 30 November 2019. User interactions were recorded for the Facebook and Twitter accounts, website, and YouTube of Evidence in Child Health to Enhance Outcomes (ECHO), Alberta Research Centre for Health Evidence (ARCHE), and Translating Emergency Knowledge for Kids (TREKK). Baseline metrics were collected from 1 August to 30 September 2019 and post-campaign metrics were collected from 1 December 2019 to 31 March 2020. Mean monthly changes, standard deviations, and percent changes between periods were generated for the baseline, campaign, and post-campaign periods. Overall, there was a visible increase in user interactions throughout the campaign period. There was an overall downward trend in user interactions following the campaign. These findings suggest that social media may be a useful method of KT tool dissemination when consistently used. The downward trend post-campaign highlights the need for further research to investigate methods to maintain continuous interaction following a campaign.

Self-regulation as a Mediator of Mindfulness and Physical Activity: A Narrative Review

Mindfulness is gaining increased attention as a means of increasing physical activity (PA) participation. Given that only 15.4% of adult Canadians currently meet the Canadian Physical Activity Guidelines (Colley et al., 2011), it is imperative to find ways to increase PA among adults. One way to do this is to promote self-regulation skills as self-regulation is among the top predictors of PA participation (Teixeira et al., 2015). The purpose of this narrative review was to further understand the role of self-regulation as a potential mechanism by which mindfulness may be related to PA participation. Initially, 160 papers were identified by title for this review. After reading abstracts, 37 papers were identified as possibly relating to the topic of interest. Following full readings, 26 papers were included in the final review. Likely due to the novelty of this topic, there is limited research on the mechanisms by which mindfulness may be related to physical activity. Review of the literature suggests that self-regulation appears to be a promising mechanism by which mindfulness could improve physical activity participation (Shapiro et al., 2006; Samdal et al., 2017), as self-regulation has been shown to play an important role in behaviour change, however, other alternative mechanisms include improved self-efficacy, as well as improved satisfaction (Neace et al., 2020; Tsafou et al., 2016). The authors conclude that more research on the mechanisms of mindfulness on PA, specifically self-regulation as a mechanism, could foster more knowledgeable intervention practices, and consequently improve mindfulness-based interventions efficacy.

Critical Self-Reflexivity:

The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.

Implementing Community-Engaged Participatory Research Methods in a Study of Cree Women’s Wellness: Describing Recruitment Processes and Outcomes

Background: In 2017, the Sohkitehew Group was funded to undertake research to identify wellness strategies adopted by mature women as they age in the rural Cree community of Maskwacis, Alberta. We describe our recruitment processes and outcomes for events from July 2017 to June 2018, the first phase of this research. Methodology: Data gathered from minutes of 36 Sohkitehew Working Group and two Elders Advisory Committee meetings were used to identify recruitment strategies, event characteristics and recruitment outcomes for two large community events and three Sharing Circles. Results:1. Recruitment strategies: Strategies were similar for community events and Sharing Circles: event posters were displayed throughout Maskwacis, and advertisements were broadcast by Hawk Radio and appeared in Band newsletters.2. Event Characteristics: Settings included a large community gymnasium for large events, and smaller community venues in different Bands for Sharing Circles. Traditional/cultural protocols were addressed by smudging meeting spaces, inviting community Elders to attend all events, and saying prayers. Healthy lunches were provided.3. Event attendance: The two larger community events attracted 96, and 37 participants, respectively. Sharing Circle attendance ranged from 8 to 23 participants. Conclusion: Recruitment strategies succeeded for the Sohkitehew events in Maskwacis. Prior trusting and respectful relationships with the community established over several years provided a firm basis for this research. Successful recruitment efforts required time, planning, flexibility, and careful attention to culture and tradition to meet objectives to attract participants. Similar strategies may be successful in other rural Indigenous communities if tailored for the specific needs and expectations of individual communities.

The Trade

This poem explores Canadian history, specifically Indigenous relations with North American colonizers. Originally a Native Studies 201 Winter 2020 creative assignment, this poem describes the advent and settling of European colonizers. The Trade discusses these events from a uniquely personal immigrant perspective and attempts to detail them. Finally, the poem explores the relevance of this history to the author’s own personal history and future experiences by looking back at history for an important quest: looking forward. Hopefully, this poem will inspire readers to reflect on their own identities in relationship to the past as well.

Make-Believe Spelunking

To what extent, and in what ways, is it possible for works of fiction to influence their readers’ ethical development? In this essay, I explore different answers to this descriptive question in philosophy and literary studies. I dub a view shared by Iris Murdoch and Martha Nussbaum as the attention account: that great works of fiction can influence their reader’s ethical development by compelling them to cultivate ethically charged attention. I then evaluate Joshua Landy’s criticism of this account and his alternative, which I dub the clarification account: that works of fiction can influence their reader’s ethical development by helping them clarify their core ethical commitments. I argue that neither the attention account nor the invitation account describes the one and only way in which works of fiction can influence their readers’ ethical development. I then ask a normative question: what ways in which works of fiction can influence our ethical development should we embrace? Drawing on Kendall Walton’s make-believe model of fictional experience, I develop an account of a third way in which works of fiction can influence their readers’ ethical development, which I call the invitation account: works of fiction can influence their readers’ ethical development by inviting them to unseat and positively revise their ethical commitments. I make the case for the invitation account by using it to analyze two contemporary novels, Rachel Cusk’s Outline and Marilynne Robinson’s Gilead. I argue that the process described by the invitation account—that is, the way of invitation—is one we should embrace.