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Commentary, Opinion

Beyond arts versus STEM: Why the interdisciplinary approach could revolutionize higher education

The idea that arts degrees are useless has become a cultural joke. Every holiday, my friends and I repeat the same conversation, poking fun at the fact that our relatives are definitely going to ask us about our studies, followed by the inevitable question: “What happens after graduation?” Yet, this conversation only scratches the surface of the problem that is the Bachelor of Arts. The division between arts and sciences in post-secondary education hinders student potential. The solution? A multidisciplinary approach to degree planning.

Public universities must preserve and promote their arts programs alongside their science, technology, engineering, and math (STEM) programs, because an arts degree teaches students to think creatively, challenge existing scholarship, and contribute to cultural discourses. Pushing students into a more traditionally profitable field guts their potential to learn these critical thinking skills. However, the classical liberal arts degree is itself problematic, because it still bears the shadow of its original design as an object of the leisure class. It is therefore difficult for money-minded students to pursue, for example, a classics or literature degree. If students, educators, and employers alike struggle with the divide between the disciplines, it may be time for higher education to overhaul its polar structure by emphasizing interdisciplinary learning and the idea that arts degrees can be profitable.

The divide between arts and STEM is a pastiche of historical holdovers and a short-sighted desire for capital gain. Liberal arts education has been reserved for the cultural elite since the classical period. The contemporary university grew out of this model. Knowledge not based in skill or craft (for example, knowledge of a dead language) was reserved for those who could afford to spend their time learning without working. At modern, public universities like McGill—which, in theory, are more accessible—an arts degree is still a precarious option for those without generational wealth, one seen as a detriment to financial security. In contrast, STEM degrees tend to top lists of most lucrative majors.

It is time to de-emphasize the arts versus STEM polarity in the public mind, so that STEM majors do not eclipse the arts entirely.

The air of financial insecurity associated with an arts degree can discourage students from choosing and parents from supporting such a path. The idea that there are “no jobs in the arts” is so pervasive that it has led some institutions to defund arts programs. Most notably, the University of Wisconsin at Stevens Point recently unveiled plans to cut some arts majors in favour of more employable programs in an attempt to attract more students and boost revenue. Governmental policies, such as the UK’s and China’s, are even more extreme, and provide more support for the study of STEM subjects than for the arts.

Messaging from families, institutions, and governments reinforces the idea that the arts are the provenance of the leisure class, and ignores a more complicated reality. Arts degrees tend to pay off long-term, especially when augmented by further education, because they teach students to communicate and problem-solve effectively. Yet, even in light of this information, institutions still feel pressure to fast track their students into STEM fields. It is time to de-emphasize the arts versus STEM polarity in the public mind, so that STEM majors do not eclipse the arts entirely.

An interdisciplinary approach to higher education has the power to create new ways of engaging with fields that some might see as useless or outdated. For example, the meeting of computer science and arts has created new ways to engage with texts that have been picked over by scholars for centuries. Tufts University’s Perseus Digital Library, for example, provides a literary database and analysis tools for ancient languages. JSTOR Labs marries technology with its extensive online database to create new ways to interact with primary and secondary sources. If universities like McGill encouraged students to take an interdisciplinary approach to their studies, they might find themselves breaking vital new ground in fields that many see as arcane. McGill, notably, already offers a joint arts and science degree, but due to the cultural divide between the two, high school applicants may not be equipped with the knowledge to choose such a path. Even such requirements as arts electives for science students do not help the situation, as they reinforce the idea that the arts are auxiliary.

The financial uncertainty facing those who choose an arts degree is a cultural myth that reinforces the false notion that the arts are dying. An interdisciplinary model for universities would encourage innovation and give students the opportunity to fuse marketable skills with the equally important, but devalued, critical thinking skills provided by the arts.  

Science & Technology

McGill develops new screening method for Canada’s deadliest women’s cancer

Just hearing the “C” word is enough to send chills down anyone’s spine—and with cancer warnings splashed across everything from cigarette packages to coffee cups, it’s difficult to avoid. In 2017, the Canadian Cancer Society amassed over $80 million in donations. According to their 2017 report, 206,200 Canadians are expected to develop cancer within their lifetime, and 80,800 will die of the disease.

Donations are often funnelled into research on high-profile cancers, like breast cancer, that boast highly successful charities. Meanwhile, ovarian cancer receives little funding despite its status as the most fatal gynecological cancer in Canada.

However, new hope for early detection springs from the Research Institute of McGill University Health Centre (RI-MUHC), which has overcome a critical obstacle in developing new methods of screening for ovarian and endometrial cancers in collaboration with Johns Hopkins University.

Currently, screening is not recommended for ovarian cancer due to a lack of effective methods. The difficulty in screening lies in the fact that ovarian and endometrial cancers are heterogeneous diseases, comprising of multiple subtypes that vary in fatality rates.

“In ovarian [and endometrial] cancer, the subtype that causes most of the deaths is called type two variety, [or] high-grade serous cancer,” Dr. Lucy Gilbert, director of Gynecological Oncology at the McGill University Health Centre and corresponding author of the study, told The McGill Tribune.

Unfortunately, current technologies are limited, and the type two subtype is often only detected in its third or fourth stage, by which time it’s often too late for the patient. Testing for the disease is limited to the CA 125 blood test and ultrasound imaging, neither of which can detect high-grade serous cancer in its critical early stages.

“Before [type two ovarian and endometrial cancers] cause symptoms [like] bleeding or bloating [or can be detected by imaging] they have to reach a certain volume,” Gilbert said. “At the moment, we don’t have any test that can pick it up […] before it spreads from the organ of origin [or beyond Stage 1].”

The genius behind Gilbert’s approach is targeting the earliest step in carcinogenesis: Mutations within the cell. PapSEEK, the new test described in the team’s publication in Science Translational Medicine, looks for mutations associated with these cancers by analyzing pap tests from the uterus and cervix.

“We have been looking for a test that can pick these cancers up even earlier when it’s tiny and microscopic before it causes symptoms [and] can be seen on imaging,” Gilbert said. “And the principle behind these tests [is mutations].”

Upon mutating, these cancerous cells “exfoliate,” losing their ability to adhere to one another. Even if the cancer originates in the fallopian tubes or the ovaries, exfoliated cells find their way into the uterine cavity and cervix, where Gilbert has found these flakey, mutated cells.

“By collecting cells from the cervix, and looking for these mutations that are specific to ovarian and endometrial cancer, you can identify these cancers very, very early,” Gilbert said. “[By collecting from the uterus], we were able to increase the sensitivity of the test from 33 per cent for ovarian cancer to 45 per cent, and 78 per cent to 93 per cent for endometrial cancer.”

The team’s success has drawn attention to a larger issue: The absurd lack of funding for ovarian cancer research. Between 2010 and 2014, ovarian research received only $16.9 million in funding, $64.4 million less than the funds allotted to breast cancer research. Funding, Gilbert said, continues to be disappointing.

“Women […] end up costing health care services [huge amounts] simply because of the volume of deaths and suffering, and there’s not enough funding going into it,” Gilbert said. “[PapSEEK needs] large amounts of funds [to continue its research]. We have started on a small scale but we expect to have to [continue] for another three to four years before we can get sensitivity higher and [increase] specificity.”

McGill, News

McGill senate convenes to discuss Rossy Student Wellness Hub

On March 28, the McGill University Senate, the governing body tasked with general control and supervision over academic matters at McGill, convened to discuss McGill’s changing approach to issues of academic integrity. Martine Gauthier, executive director of Student Services, also  introduced the new Rossy Student Wellness Hub (RSWH). Additionally, Senate touched upon the newly released federal and provincial budgets, and heard a status report from the Principal’s Task Force on Respect and Inclusion in Campus Life.

 

The problem with plagiarism detection software

Arriving at the podium for his proposal to repeal the Policy on Text-Matching Software, Professor Chris Buddle, Dean of Students, was greeted with laughter from the senate’s generally stoic audience.  

“I want to thank all of the senators for coming today for this momentous occasion,” Buddle said. “Repealing a policy […is not done] very frequently at universities.”

Text-matching softwares, such as Turnitin, are programs that detect intellectual copyright violations in academic work. Buddle shared the Office of Teaching and Learning’s complaints about the policy, which was developed after McGill purchased a specific license for text-matching software, but has since become obsolete. Laura Winer, director of Teaching and Learning Services, elaborated on the Senate’s motivations for creating the policy in 2004.

“The origins of this policy were […] concerns about student data privacy,” Winer said. “[There was concern about] students who didn’t want their intellectual property […] becoming part of a third-party’s database that would be used for profit.”

The policy depended on McGill using a single plagiarism detection software for all academic work produced at the university. Currently, the university no longer has an institutional license for text-matching software, and the policy has not been revisited since the Board of Governors approved it in December 2004.

The need for such a solution is waning with the rising number of non-text-based assignments such as code for computer science courses, which require a different approach to combating plagiarism. Before putting the motion to a vote, Buddle emphasized McGill’s unwavering stance toward instances of intellectual copyright infringement.

“Of course, to repeal a policy like this might suggest for some that we don’t take academic integrity seriously, which is not the case,” Buddle said. “I don’t think […] repealing this policy in any way will lessen our commitment nor the means that we have to ensure academic integrity is upheld at the university, whether formally through our code of conduct, or through the […] Academic Integrity Module.”

Senate voted to pass the motion to repeal the policy. Professors are still able to copy and paste suspicious paragraphs from students’ essays into search engines, but are required to notify students when using text-matching software.

 

Rossy Student Wellness Hub in planning stages

Gauthier spoke to Senate at length about the forthcoming creation of the RSWH. The initiative will be the largest change to McGill’s Student Services since the implementation of the collaborative care model in 2016. The program will integrate student health, psychiatry, and counselling under one umbrella service.

“Health promotion includes awareness, prevention, and early intervention,” Gauthier said. “At this point, Student Services, in terms of our approach to student mental health, has been largely reactive. So we’re moving to a more proactive model. We’re trying to get into where students are working, learning, and living, […] and providing support before students get to a crisis point where they need to be accessing a counsellor or psychiatrist.”

The three current part-time directors of student health, psychiatry, and counselling will continue to oversee quality of care within their separate disciplines. However, with the introduction of the Hub, the RSWH director and the associate director of Health and Wellness Promotion—two positions which have yet to be filled—will oversee quality of care in all three disciplines.

RSWH will be housed in the West Wing of the Brown Building, which the university plans to renovate in Summer 2018. Gauthier emphasized that construction will not interrupt the functioning of health services.

The Hub is projected to open its doors in January 2019.

Arts & Entertainment, Film and TV

Queer Eye is back to teach straight men about guacamole

Would you believe me if I told you that I recently discovered a reality show that made me want to move to America?

The show in question is the Netflix original, Queer Eye, a reboot of the popular 2003 Emmy-award winning show Queer Eye for the Straight Guy.

Queer Eye revolves around the “Fab Five;” five gay men who are experts in their given lifestyle field. At the beginning of each episode, the Fab Five drive to a new city where someone has nominated a straight man in their life who needs an intervention. The Five then spend the week making over a hapless man. In the original show, they would counsel him on his personal style, spruce up his living space, give him a great haircut, pat him on the head, and send him on his way.

In this newest instalment, Jonathan Van Ness covers grooming, Karamo Brown is all things culture, Antoni Porowski is an expert on cooking and wine, while Bobby Berk oversees interior decor, and Tan France is charged with building a new wardrobe.

In episode one, “You Can’t Fix Ugly,” we meet straight guy Tom, a self-proclaimed “dumb ol’ country boy from Kentucky,” drinking a Jumbo Texas Margarita at a local bar. Tom is bearded, overweight, and seems to be permanently wearing a baseball cap, T-shirt, and shorts. The Fab Five jump into action, Tan finds Tom age-appropriate clothes while Jonathan trims his beard and Bobby renovates his bachelor pad. Antoni teaches Tom how to make guacamole.

After the makeover, the six men sit down to debrief. Tom, freshly made over, starts to cry. He spoke about how much he appreciated the Fab Five’s help.

“I loved their personalities,” Tom said. “I’ve never hung with gay guys before and they were great. They were so open with me and I was open with them.”

This, coming from the butch guy who asked earlier in the episode if Bobby Berk was the “wife” in his relationship with his husband of five years. This moment moved me to tears, which doesn’t often happen watching reality television.

Though the reboot does maintain the same structural components as the original (introduction, intervention, makeover, reveal), it surprised me by going much deeper. The men wrestle with conflicts such as sexuality and religion, the acceptance of oneself and of others, racial tensions, and bigotry. Perhaps most surprising is the way that time and time again, the Fab Five manages to break down barriers with the “straight-guys” that go far beyond skin deep.

In episode 3, “Dega Don’t,” Karamo Brown, the first African-American member of the Fab Five, and redneck “straight-guy” Cory discuss the relationship between black communities and the police. Cory, a cop, enters the conversation noticeably defensive about the actions of his fellow officers. “All police officers don’t want to be lumped into being the bad guy, you know.” But as the conversation continues, you see a compassionate dialogue emerge between the two men.

Corey ends the conversation by stating, “Black lives matter, they weren’t able to be heard, and the police officers weren’t able to be heard. If we could sit down and have a conversation like me and you just did, things would be a lot better, you know, in society. Everybody wants to talk, but nobody wants to listen.”

This conversation pretty much sums up what is so impressive about this new season of Queer Eye. The show has covered meaningful topics including sexuality, religion, coming out, race, and ethnicity with each member of the Fab Five bringing a unique perspective to the conversation.

Student Life

How to Sublet your Apartment: From posting your online advertisement to handing over the keys

As the school year comes to a close, many McGill students’ focus gradually shifts to exams, OAP, and summer vacation. While some choose to spend their summers in Montreal, the majority decide to go away to work or travel, leaving their bedrooms empty with summer rent to pay. The solution to this is to find a subletter—or a person who pays rent to stay in an apartment for a short-term period. Though competition for summer subletters may be steep, following the right steps can make it much easier for students to find a tenant and save about four months’ rent. To help students in the process, The McGill Tribune has put together a list of tried-and-true tricks to help you set up a stress-free sublet for the summer.

Make sure you have your landlord’s permission
Before starting your search for the perfect subletter, look at your lease and make sure it doesn’t forbid subletting. Chances are you’ll be fine, but it’s worth a look to avoid trouble with your landlord. If you’ve got roommates, make sure you also make sure they’re okay with you subletting your room. Whether or not they’ll be there over the summer, open communication is key to avoiding uncomfortable apartment drama.

Set a reasonable price
Recuperating 100 per cent of your costs would be fantastic, but it’s a lot more realistic to advertise your subletting price at about 75 per cent of what your rent is. Sublets around McGill are often listed at a pretty substantial discount, so doing the same will help your ad stay competitive and increase your chances of finding a subletter. As for hydro and Wi-Fi costs, take a look at other ads to see whether charging extra for utilities will take you out of the competition. Remember that getting some of your costs back is better than getting none at all.

Post your advertisement in the right places
While Craigslist and Kijiji can be good options when selling something in Montreal, advertising your apartment in places where it will only be visible to McGill students is arguably a preferable option. Not only is it simpler to communicate with a fellow student, but narrowing your audience to the campus community can also lower your risk of being scammed by a stranger. Start by posting your apartment on McGill’s listings website and the various Facebook groups dedicated to housing ads posted by and for McGill students, such as “McGill Housing-Rental-Rooms-Apartments-Sublet” and “Housing.” If you’ve tried these groups and have no luck finding a subletter, then consider casting your net outside the McGill community in groups like “International Roommates in Montreal” and “Chez Queer Montréal.”

Make your advertisement attractive and informative
When creating your ad, make sure to include plenty of clear photos, the location of your apartment, correct pricing information, the number of roommates who would be living in the apartment at the same time, and the start and end dates of your sublet period. By answering as many potential questions as possible right off the bat, it will be easier for prospective subletters to make a quick decision about your place. In terms of pictures, make sure to highlight the coolest features and amenities of your apartment—like balconies, a dishwasher, or a washing machine, and its location—including the stores, cafés, and transit options nearby. The goal is to make your apartment stand out from the rest, so make sure to clean up your space and take your photos while the sun is out to produce the most eye-catching results. When writing the ad, use language that will help people picture themselves having an awesome summer in your apartment. This may sound cheesy, but phrases that spark the imagination, like “With a beautiful view of the mountain, the balcony is the best place to study, to pre, or to get that perfect sunset Insta pic,” will leave you with an inbox full of offers.

Don’t forget to check your message requests on Facebook
Even if you provide another way for people to contact you in your ad, some will still message you on Facebook. It’s very easy to miss message requests in your inbox but doing so may lead to a missed opportunity. Once you do receive a message, make sure to be friendly and quick to respond.

Be welcoming during visits
If you find someone interested in visiting your apartment, make sure to clean up your space before they come over for a viewing. Once they’re there, be hospitable and friendly. Make sure to offer them water or snacks and engage in conversation. You want to make them feel comfortable and welcome in your space. By doing so, you can ensure that they leave your apartment with a good feeling about you and the place in general, and are more likely to sublet it from you.

Get your subletting agreement in writing
Once you’ve found a subletter, draw up an agreement with key points. This agreement should outline who will be living there and on what specific dates, the exact amount they will be paying, and other rules the subletter should abide by. An inventory of furniture and other items is a good idea to include in the agreement, so you can rest easy knowing your things will be just as you left them when you return. You still hold the lease, which makes you responsible for paying the rent whether or not your subletter follows through—so this step is perhaps the most important.

Ask Ainsley, Student Life

Ask Ainsley: I’m worried I might fail a class, what should I do?

Dear Ainsley,

I have not been doing well in one of my classes and now that finals are approaching, I am extremely worried about failing this class. Is there anything I can do between now and the final to avoid failing, or should I just withdraw now?

Sincerely,
Freaking About Failing (FAF)


Dear FAF,

Try not to be too hard on yourself; I can assure you that most students have been in your position before. Most of us have dealt with at least one class with material that we cannot seem to grasp. Worry not, there are definitely ways to bypass failing, even this late in the semester.

If the grade you need to pass the class is impossible to obtain, like a 105 per cent on the final, consider withdrawing from the class. Withdrawing will give you a “W” on your transcript in lieu of a final mark, so the class does not get removed from your record and you still pay tuition costs for it. But withdrawing is nothing to be ashamed of. If employers or graduate school admission workers ask, you can always explain your reasons for dropping the class. Most likely, these people have been there once or twice in their lives, so they will understand and perhaps applaud you for taking the “W” instead of the fail.

However, if you don’t need such an unrealistic grade on the final to pass the class, start reviewing now—the sooner the better! Studies have shown that we feel a greater urge to procrastinate on tasks that make us feel anxious, like preparing for a difficult exam. Start by making a to-do list of tasks and breaking them down into small digestible, actionable items. Put them into a study schedule—alongside time for relaxation, exercise, and meals—and give yourself rewards for accomplishing each scheduled item. Work in environments that feel comfortable to you, like a library or café you enjoy, and get to making study guides that synthesize all the material into themes. Before you know it, you will be more equipped for this exam than you ever thought possible.

Reviewing for your exams earlier will leave you in a position to gather questions on the material. Make a list of those questions and head over to your professor’s or TA’s office hours. Although this amenity is extremely helpful, it is notoriously underutilized. Your profs and TAs are there to help you learn and they want you to excel with this material—especially if it interests you. While you’re there, it doesn’t hurt to try to explain to your professor that you are worried about failing the class, and explain the circumstances causing it. I’m not saying this tactic always works, but there’s a chance that they will be slightly more lenient when grading you (unfortunately, this will probably not work for multiple choice exams).

Group study sessions are another great learning tactic. If you can’t think of any reliable friends in the class to review with, post in the class Facebook group and see if anyone wants to form a study group. Working with other students who can explain material you’re struggling with in a digestible manner can help you learn, and you’ll likely feel more comfortable asking questions to a peer than your prof. Plus, if you end up teaching information to another student and explaining out the concepts, equations, or definitions so that they understand it, that’s a sign that you have mastered them and are ready for your exam! Be conscious of who you ask to join your group, however, as studying with other students who have mastered the course may give you more anxiety and self-doubt prior to the test.

Finally, if you have used all of the study tools that you can think of to make it through this class, but you are still not feeling prepared, just do your best. If you end up failing, know that many students fail classes and it is not the end of the world by any means. It may be a sign that your program or major isn’t quite right for you, and you may consider switching tracks in the future–which is only ever a good, progressive step! If you have studied your hardest, take pride in that, and whatever happens will happen.

Good luck, you can do this!
Ainsley

McGill, News

Emails reveal details of how McGill handled dentistry sexual assault case

Email threads shared with The McGill Tribune via the Access to Information (ATI) Act have revealed new details on how the McGill administration handled a recent case of sexual assault within the Faculty of Dentistry. As uncovered by the CBC in December 2017, a former student alleged that a dentist at the university sexually assaulted her during a mouthguard adjustment appointment in November 2016, and that McGill administrators discredited and excused her disclosure. In interviews with the Tribune, the survivor expanded on her complaints, explaining how administrators rehearsed with one another before meeting her and took action without her consent.

 

“Going into the meeting they had a very strict agenda”

As the CBC explained, the survivor and her former boyfriend met with Dean of the Faculty of Dentistry Paul Allison and Associate Provost (Equity and Academic Policies) Angela Campbell in January 2017 to discuss her case. The survivor deemed the meeting to be unsupportive and far from “survivor-focused.”

Emails the survivor obtained under ATI laws and shared with the Tribune proved that Campbell and Allison made a point of meeting with each other prior to their conversation with the survivor and her then-boyfriend.

 

 

While the topic of Allison and Campbell’s conversation is unknown, the survivor and her former boyfriend believe that they had practiced for the meeting.

“It seemed that going into the meeting [Campbell and Allison] had a very strict agenda that they were going to follow and that they knew what was going to happen from the beginning,” the survivor’s ex-boyfriend, who accompanied her to the meeting for emotional support, said. “[It was as though they said] ‘We’re going to hear the story and basically say we’ll look into it and do our best but we can’t let you know what’s going to happen at the end.’”  

According to the survivor, Campbell and Allison’s questioning during the meeting felt as though they were attempting to undermine her claims. Her former boyfriend reiterated this sentiment to the Tribune.

“The whole tone of the meeting kind of seemed more like [Allison and Campbell] were trying to see if they really should be worried,” the former boyfriend said. “They were trying to [present] it as ‘we’re trying to help [the survivor],’ but it almost seemed as if they were more worried about ‘does she actually have a case against us?’”

To Ashraf Azar, who worked with the survivor on her case in collaboration with several lawyers, Campbell and Allison’s conversation with the survivor is part of a disconcerting trend of McGill prioritizing the quiet resolution of sexual assault cases over supporting survivors.

“With issues like these […] there has to be either some sensitivity to actually find a solution, and not to try and discredit the claim,” Azar said. “Because with the seriousness of what’s being claimed [you also want to avoid having] this same perpetrator possibly get away with it and do it to somebody else. So [Campbell and Allison] discussing, rehearsing, going on to basically collect information to some extent it seems, trying to find any holes or discredit [the survivor] at any point is troublesome.”

Allison and Campbell refused to comment on the case publicly due to the nature of the ongoing criminal investigation.

 

Administration contacting the survivor’s professors without her permission

Other email conversations showed that Dean of Students Christopher Buddle misinformed the survivor about the extent of his involvement in her case, in what she felt was a violation of her privacy. Buddle emailed the survivor on Feb. 6, 2017 to bring to her attention campus resources for sexual assault survivors, telling her that he knew little to nothing about the case.

“As the Dean of Students, I am typically notified when there are incidents involving students, and I did learn of the situation with you, although I do not know any details,” Buddle wrote in the email. “My utmost concern is your well-being.”

 

 

While the survivor acknowledged that Buddle’s initial email had a kind and supportive tone, she expressed concern over other emails she later received through the ATI request, showing that he took prior action without her knowledge or consent. On Nov. 30, 2016, and Dec. 1, 2016, two months before his introductory email to the survivor, Buddle requested at least two of the students’ professors to track her attendance, warning that she “might be sick.” He did not disclose any other information about the case and warned that it is a confidential matter.

 

 

 

“Buddle had not been directly in touch with me at all and to my knowledge, was not involved in the investigation,” the survivor said. “He did introduce himself to me a month later by email, stating that he was informed of my situation, however insisted that he did not know any details. In truth, he was not only involved in internal proceedings, but had actively engaged in the investigation as evidenced by the emails.”

Nonetheless, Buddle remains confident that contacting the students’ professors was necessary to monitoring her well-being following the assault.

“When the Office of the Dean of Students [ODOS] is concerned about a student or when concern has been raised about a student (e.g., health, wellness, or because someone reports them as missing), we will sometimes check in with instructors to see if they have had recent communications with students, or to ask if they can confirm that a student was attending class,” Buddle wrote in an email to the Tribune. “This is a part of our Office’s mandate around helping students in difficulty.”

Yet there is no line in the ODOS’ mandate explicitly verifying this directive. While the “Helping Students in Difficulty” subsection of the office’s mandate specifies that it will observe “academic indicators” that a student is in distress when necessary, it does not expressly require that the office alert students’ professors when they are unwell.

“Not everything is written down and we use a variety of tools to try to ensure our students feel supported and are well,” Buddle wrote.

The survivor saw this step to be a violation of her privacy and a mishandling of priorities.  

“If [Buddle] was indeed concerned about my well-being, and not just my academic standing, he could have contacted me directly instead of checking my class attendance,” the survivor said. “I feel as though my privacy was clearly violated and still feel uncomfortable knowing that my professors were contacted without my permission.”

Some names and email addresses from these email threads have been redacted to protect the identities of those involved.

Science & Technology

The universe at odds: Quantum mechanics versus general relativity

For over a century, the field of theoretical physics has been in a perpetual state of quandary. In recent weeks, following noted physicist Stephen Hawking’s death, popular media has turned the spotlight onto the unsolved mysteries of physics. With physicists searching for the next steps to advance the field, the question of “Where do we go from here?”persists.

Until the revolutionary discoveries of quantum mechanics and relativity that occurred at the turn of the 20th century—primarily through the work of physicists like Max Planck and Albert Einstein—human understanding of the guiding forces of the universe were limited to classical, or pre-1900, models. Classical mechanics deals with the forces that influence motion, and is based largely on Newtonian principles.  Einstein’s Nobel Prize-winning paper, written in 1905 and awarded in 1921, discussed how light is emitted and transformed. His discoveries marked a major paradigm shift that advanced knowledge beyond the scope of classical physics. From there, the field of quantum mechanics, the branch of physics that deals with the behaviour of atomic particles, was born.

Alongside quantum mechanics, a second modern, or post-1900, physical principle that Einstein called “general relativity” emerged. This theory provided a unified description of gravity, describing natural phenomena on a much larger scale than quantum mechanics at the level of orbiting planets and galaxies. General relativity gives an accurate description to space-time, postulating that large objects distort both space and time, creating the effect that we feel as gravity.

As one of the large objects that distort space-time, the sun, as theorized by Einstein, creates a ‘dip’ in the universal membrane of space, pulling Earth, along with the rest of the solar system, into the void it creates.

“[Einstein] reinterpreted the theory of gravity in a very radical way,” McGill Professor of Physics Alexander Maloney said in an interview with The McGill Tribune. “He proposed that rather than thinking of gravity as originating from a gravitational field, one should attribute the existence of gravity to the curvature of space-time itself.”

Einstein took a fundamental principle, challenged it, and provided a theory that was radically divergent from Newtonian mechanics, yet remains the most accurate model considered by physicists.

His second theory of quantum mechanics describes the behaviour of light as both particles and as waves, applying physics at the smallest of scales, which in today’s world has broad applications, such as in quantum computing and modern electronics.

Einstein’s legacy left two completely justified and scientifically provable theories. However, when viewed together, the quantum mechanical model does not completely align with general relativity. This is where the fundamental dilemma arises: A major disagreement exists between physics’ two most important frameworks.

Relativity treats objects as point particles that exist as independent masses in time and space. Quantum mechanics, however, treats matter as wave functions that do not possess positions as point particles do, but are probability distributions. Relativity’s predictions produce definite outcomes, whereas quantum mechanics’ predictions produce probabilistic ones. As a result, applying relativity to objects of the scale at which quantum mechanics operates fails to produce sensible answers.

Robert Brandenberger, a professor in the department of Physics at McGill, completed his post-doctoral research under Hawking. Brandenberger now works on the cosmological aspects of string theory, a postmodern theory that thinks of particles not as definite points, but as one-dimensional ‘strings’ which propagate through space-time in constant interaction with one another.

“For matter to be described quantum mechanically, then gravity must be described quantum mechanically as well.” Brandenberger said.

If both quantum mechanics and relativity work independently, then they also have to work in unison. Here lies the scientific grey area physicists face when trying to integrate quantum mechanics with relativity: They simply do not function properly.

“It is not that they oppose one another, but general relativity has a limited range of applicability,” Brandenberger said. “Newtonian [classical] mechanics describes point particles very well except if you go down to very small scales.”

The same drawback applies to quantum mechanics on a larger scale: It describes, with great accuracy, the inner workings of subatomic particles, but fails to precisely address particle properties in the grand scheme.

“When you include quantum mechanics, you get corrections to Einstein’s original equation,” Professor of Theoretical Cosmology Jim Cline told the Tribune. “These corrections are very small when talking about the everyday applications of gravity, but at short distances and high energies the corrections that come from quantum mechanics become very big and are infinitely many.”

He explained that the data required to discern a unified theory are incredibly, and maybe impossibly, hard to collect using current research methods.

“The theory itself becomes un-predictive,” Cline said. “Scientists do not like that.”

However, black holes in the outer-reaches of the universe may provide the answer to unifying these two theories, an argument Hawking himself supported in his hypothetical ‘theory of everything.’

“If you want to consider the physics of something very massive, that is also very small, you would need to understand both general relativity and quantum mechanics simultaneously,” Maloney said.

The density of black holes is so great that nothing, not even light, can escape their immense pull. If a black hole can exert gravitational effects on large masses like planets in the same way that it can pull in light—which has a mass of almost zero—then an explanation of the phenomena of black holes would, in theory, reveal how large, macroscopic particles can interact with tiny, nanoscopic ones.

Hawking came extremely close to breaking through the quantum mechanic-relativity barrier with his work on string theory and Hawking radiation, a type of radiation that is emitted from black holes, proving that if a black hole doesn’t gain mass over time, it will shrink and disappear. Although Hawking radiation is too small to be observed, it remains an important discovery that allows physicists to peer into what unification may look like.

“The unification of general relativity with quantum mechanics would allow us to make [great] progress in our understanding [of the early universe],” Brandenberger said.  

Since the universe is constantly expanding, physicists believe that in the distant past it was extremely small in size.

“It would allow us to understand the beginning of the universe and would also allow us to probe black holes, to see what they look like on the inside,” Brandenberger said.  

Currently, Canadian research on string theory and quantum-gravity is centred around McGill, the University of British Columbia (UBC), and the Perimeter Institute in Waterloo, Ontario, where Hawking was a Visiting Research Chair. Other initiatives like the Large Hadron Collider (LHC) near Geneva, Switzerland, which can strike particles together at immense speeds, is managed by the European Organization for Nuclear Research (CERN). Institutes such as these are beacons of the hope that, one day, even the most baffling of physical principles may be uncovered.

It was not until 2016 that a group of scientists at the California Institute of Technology (Caltech) were able to record two black holes colliding, which affirmed Einstein’s supposedly ‘unprovable’ theory 100 years after its original proposal.

The scientific community may still be decades away from unearthing the secrets of the distant universe. As of today, there remains no conclusive answer to whether or not relativity and quantum mechanics can be unified, but there exists a firm beginning to finding what that solution may be.

While a unified theory is the end goal, the best scientific theories are the ones that don’t just explain phenomena, but provoke further questions: Questions that can continue scientific discovery on a path that may be as infinite as space-time itself.

Commentary, Opinion

McGill’s grades-only admissions process needs a holistic revamp

Applying to most undergraduate faculties at McGill is a fairly easy process: Fill out some logistical information, submit a high school transcript, and plug in your grades. It’s as impersonal as an application can get. Students are immediately seen as a letter grade or number, stripped of the personalities and experiences that shape them and their academic outcomes.

McGill should adopt a holistic application process that is more inclusive, by allowing all applicants the chance to explain how their experiences—good and bad—have shaped their worldview. An impressive high school grade point average does not necessarily mean the student will make great contributions to McGill’s community. Past personal experiences are a better indicator of whether or not an applicant will be a successful student and community member at McGill.

Institutions like Queen’s University have a more thoughtful admissions policy, which gives applicants the choice to submit personal statements and supplementary essays. Such admissions policies give applicants greater choice in how they choose to represent themselves and respect that they have more to offer than just their grades. Personal statements allow students to show their character through writing, giving the university insight into the experiences that have shaped their personal and academic development.

For McGill’s approach to be truly holistic, the applicant’s circumstances are a crucial factor to take into consideration. Extracurricular activities can be very exclusionary, since not all students have the free time or money to participate in them. McGill should look into an applicant’s social, economic, and personal contexts to truly understand why they might not have had the opportunity to participate in conventional activities. Instead of offering to accept a resume or list of activities, McGill can ask students to write a written supplement to showcase their strengths beyond any extra-curricular activity. This ensures a more inclusive application process so McGill is able to host students of a wide range of backgrounds and experiences to enhance its community.

McGill should adopt a holistic application process that is more inclusive, by allowing all applicants the chance to explain how their experiences—good and bad—have shaped their worldview.

McGill admissions does offer the chance for applicants to send in a letter of extenuating circumstances explaining any medical or personal difficulties that impacted the applicant’s academic performance. Although this seems as though McGill admissions is giving applicants an opportunity to explain extenuating circumstances, it also asks, if applicable, to provide the “precautions or measures the applicant has taken or will take to ensure that the issue will have no further impact on the applicant’s academic performance,” and for the applicant to include medical notes or accident reports as support for their case. These instructions betray the admission process’ thoughtlessness, as though McGill does not care for the applicant’s experiences or how they overcame them, but rather, needs proof that these problems actually happened, and that they will no longer be a problem for the student once they enroll at McGill. The way McGill presents its optional writing supplement to applicants suggests that it views past adversity as a risk in taking on a student. In reality, overcoming hardships can make a student stronger and able to tackle the new challenges of university life. The ability to surmount obstacles is a greater indicator of a student’s potential than a faceless letter grade.  

Written supplements are better projections of how the applicant will contribute to McGill’s student community. University is more than just going to class and getting good grades—university is where one builds a foundation for real life and interacts with people of different backgrounds. McGill’s community, which is very student-built and student-led, needs interested individuals who are motivated to build connections with their peers. An application that considers an potential student’s personality, skills, and how they overcome challenges presented to them ensures its community is filled with students who are motivated and can handle the stress that comes with university life.

McGill should end its impersonal grades-only application system in order to convey that applicants are human beings rather than numbers. A holistic admissions process that takes into consideration an applicant’s creativity, experiences, and how they tackle adversity, ensuring the best fit for McGill’s community.

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