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Meet the Backbone Team
Meet the Collaborative
Logos & Guidelines
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COVID-19 Community Services
The Equity Lens
Learn, Reflect, Practice
Measurement & Data
Community Wellbeing Mini-Survey 2022
Waterloo Region Community Wellbeing Survey 2019
Profile of Wellbeing in Waterloo Region 2018
Data Spotlight
Indigenous Focus
Plans and Processes
Community Engagement Documents
Workshops & Capacity Building
WWR Update Reports
Share with the Network
Journey to Reconciliation
Wellbeing WR features a learning piece in each bi-weekly newsletter to assist readers in their personal journey to reconciliation. Each piece also includes a reflection and practice tip to add to the learning and enhance the experience. Access of all the past newsletter learning pieces below!
*Information is sourced through online resources and through the Wellbeing WR First Nations, Metis, and Inuit Advisory and Advocacy Circle
Learn: Located along the banks of the Grand River, the only place in North America where all six Haudenosaunee nations live together is the Six Nations of the Grand River territory. The six member nations include the Onondaga, Cayuga, Mohawk, Oneida, Seneca, and Tuscarora. The Six Nations of the Grand River council unifies all Haudenosaunee peoples under the great tree of peace. Their website provides resources for six nation community members looking to access various forms of support, and provides non six nation community members with educational resources on how to best support six nation community members and further enhance learning and understanding of Settler Canada. Learn more here.
Reflect: With Six Nations of the Grand River being the largest First Nation by population in Canada (approx. 28,000), how can you amplify these voices to ensure they are heard?
Practice: Follow the Six Nations of the Grand River on Twitter, go to their website to learn more, and access their resources for both Six Nation and non Six Nation community members.
Learn: Indigenous women, girls, transgender, gender-diverse, and Two-Spirit people continue to go missing and are murdered at an alarming and disproportionate rate. Safe Passage is a community-driven, trauma-informed, and survivor centered initiative created by the Native Women's Association of Canada (NWAC). Safe Passage tracks cases of missing and murdered Indigenous women, girls, transgender, gender-diverse, and Two-Spirit people (MMIWG2S+), monitors ongoing safety concerns, provides distinction-based safety resources, educates the public and media about the MMIWG2S+ genocide, and commemorates and honours our stolen loved ones. Learn more about Safe Passage here.
Reflect: What are some of the systemic causes of violence against Indigenous women, girls, transgender, gender-diverse, and Two-Spirit people? How can you be an ally in the MMIWG2S+ movement?
Practice: Commemorate and honour the victims of MMIWG2S+ by reading the stories of lost loved ones at Safe Passage Stories.
Learn: Watch these videos to hear Indigenous speakers share their knowledge about the importance of treaties, treaty relationship and rights in Ontario.
Reflect: Why is it important to learn about the history of treaties from the perspective of Indigenous Peoples and Knowledge Keepers?
Practice: Learn about the Haldimand Treaty (encompasses six miles on either side of the Grand River from the source near Dundalk to where it empties into Lake Erie at Port Maitland) that was promised to the Six Nations on October 25, 1784.
Learn: On July 22nd, 2022 the Ogwehohweh Skills and Trades Training Centre (OSTTC) Ganǫsa'ǫ:weh Longhouse was tragically engulfed in flames, and sustained serious damage. This building was used to provide education on the history and culture of the Haudenosaunee peoples in an accurate and appropriate representation. Visitors from all over the world have been able to participate in teachings and activities tied to the Haudenosaunee peoples, providing some insight into the Haudenosaunee way of life.
Reflect: How does the loss of this building impact the local Haudenosaunee community? Is there a building in your community that you use that would have an impact on you if it was seriously damaged, and could no longer be used?
Practice: OSTTC Ganǫsa'ǫ:weh Longhouse is currently collecting donations for their "We Will Build Again" Fund to rebuild the Longhouse to support their mission of cultural awareness. Donate and learn more here.
Learn: The month of October is Mi'kmaq History Month. Learning about different Nations and cultures is important while understanding Indigenous ways of knowing. When the Mi'kmaq people met the European colonists for the first time, "Mi'kmaq" is what they used to greet them, which is the word for "friends". The colonists took this word to be the name for the people, and the term stuck even into present day. Learn more here.
Reflect: Why is it important to take time to learn about the diverse history of First Nations, Metis, and Inuit Peoples?
Practice: Follow Anishnabeg Outreach (@anishnabeg) on social media for further information on Mi'kmaq and Indigenous history, as well as resources and access to supports, and share their content with your network to further spread education and awareness.
Learn: Today marks National Day of Action for Missing and Murdered Indigenous Women, Girls & Gender Diverse People (MMIWG2S). The National Inquiry into MMIWG2S outlines 7 Principles of Change to work towards a world where "First Nations, Inuit, and Métis families can raise their children with the same safety, security, and human rights that non-Indigenous families do."
A Focus on Substantive Equality and Human and Indigenous Rights
A Decolonizing Approach
Inclusion of Family and Survivors
Indigenous-led Solutions and Services
Recognizing Distinctions
Cultural Safety
Trauma-Informed Approach
Read about each principle and the calls for justice here.
Reflect: How can you be an ally in the movement to end violence against missing and murdered Indigenous Women, Girls and Gender Diverse People?
Practice: Amplify awareness and show support for the missing and murdered Indigenous Women, Girls and Gender Diverse People on social media and use the hashtag #MMIWG2S and #SistersinSpirit
Learn: Wawahte is a 45 minute documentary produced by John Sanfilippo based on the book written by Robert P. Wells that recounts the life experiences of three residential school survivors; Esther Faries, Bunny Galvin and Stanley Stephens. The documentary combines archival images with elements of the Wawahte audiobook. Watch the documentary here.
Reflect: Why is it important to learn about the history and legacy of residential schools?
Practice: Share this free documentary with someone you know and discuss how you will take action to address historical and present-day injustices of Indigenous peoples.
Learn: The On Canada Project intentionally disrupts social conversations by bridging information gaps and using a compassionate tone that calls people into conversations, rather than calling people out. Their content goal is to give Millennials and Gen Z the tools they need to stay informed, take up action and champion change in Canada.
Their Settlers Take Action Series provides information, reflections and perspectives on residential schools and the recovering of the remains of Indigenous children and how to take action towards reconciliation as a settler person.
Reflect: How have you personally benefited from colonialism in Canada? Why is it important for settler people to take action in reconciliation?
Practice: Follow On Canada Project on social media and share their content with your network and followers to spread awareness and education around Reconciliation.
Learn: Land and Territory Acknowledgements are a small but important piece to continuous reconciliation work. Included in this work is changing and shifting your acknowledgements based on your most recent learnings. Language is constantly evolving, and as settlers work to understand the vast cultures within First Nations, Métis, and Inuit communities, sometimes our understanding may be altered.
For example, the Territory Acknowledgement of Waterloo Region has traditionally included the Haudenosaunee, Anishnaabe and Neutral People. However, we now understand that the Neutral People referred to themselves as the Chonnonton — "the people of the deer," whereas Neutral was a name given to them by the French for their neutral alliance between the Hurons of the north and the Seneca of the south. Learn more about this here!
Reflect: Why is language important in understanding the history of First Nations, Métis, and Inuit communities in Canada? How has colonialism impacted our understanding of Indigenous Peoples?
Practice: Take some time to work on your territory acknowledgement to ensure you understand the significance and history of what you are stating, and try to work in a personal reflection to make a more meaningful acknowledgement.
Learn: Today is International Day of the World's Indigenous Peoples, declared by the United Nations to raise awareness and protect the rights of the world's Indigenous population. There are an estimated 476 million Indigenous Peoples in the world living across 90 countries, with 7,000 different languages and 5,000 different cultures.
The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is an international universal framework of minimum standards for the survival, dignity, and wellbeing of the Indigenous Peoples of the world, and it elaborates on existing human rights standards and fundamental freedoms as they apply to the specific situation of Indigenous Peoples. When this was first adopted by the General Assembly in 2007, Canada, Australia, New Zealand and the United States were the only 4 countries who voted against. It wasn't until June 2021 that the Parliament of Canada passed the UNDRIP Act, setting out Canada's obligation to uphold the human rights (including Treaty and inherent rights) of Indigenous Peoples. Learn more about UNDRIP here.
Reflect: Why do you think Canada voted against joining UPDRIP in 2007? How is Canada doing in upholding this legislation since joining in 2021?
Practice: Share about your learnings of this day on social media using the hashtag #IndigenousPeoplesDay and tag our account @wellbeingwr!
Learn: The Land Back movement advocates for the reclamation of not only land, but Indigenous knowledge and culture as well. It encompasses sovereignty, the ability to self govern, autonomy to create structures, and take care of the land as Indigenous communities once did before colonization. It is also about reawakening the understanding of ownership over land, and redefining what Indigenous sovereignty looks like. Read more about the Land Back Movement from local Indigenous leaders here.
"From the origins of settler colonialism to the era of reconciliation, land remains at the centre of conflict between Indigenous peoples and Canadians."
Reflect: What does land ownership mean to you, and how can you shift your understanding of it? How does it make you feel to know that Canada was formed by stealing land?
Practice: Read about these case studies of communities developing, practicing, and attempting to enforce jurisdiction regarding land and water in their territories.
Learn: Dreamcatchers have become widely recognized and a popular item to create and purchase. The item was originally created by the Ojibwa people though now many nations share it. Traditionally the hoop was made from willow branches bent into a circle to represent the circle of life and the world. The spider web like center was meant to capture the negative dreams and keep them away from the sleeping individual. While the feathers allowed the positive dreams to climb down to the sleeping form below. Small beads may decorate them and either represent the spider or items caught in the web depending on the teachings being followed. There are many different teachings of how the dreamcatcher came to be but they all share the commonality of spreading the good and ridding the negative. In the recent years it has become a symbol of healing for many and appropriated in multiple ways to be sold for profit by corporations with little to no knowledge of its significance and history. The dreamcatcher still holds a great significance for many Indigenous people as a symbol of hope and care.
Reflect: Why is it not appropriate for corporations to sell dreamcatchers or images of them? Are there things in your own culture that share a similar significance?
Practice: If you wish to purchase a dreamcatcher do so from an Indigenous artist. Learn about the many different teachings of dreamcatchers. Learn more here.
Learn: Headdresses or War Bonnets are items of significant spiritual and political importance, traditionally worn by only some Indigenous Nations. Many of the large feathered items most are familiar with are from the Plains Nations. These Headdresses were only to be worn by those that had earned the honour and right through formal recognition from the community. They were traditionally worn in times of war and in ceremony but the importance of them has not changed. The Indian Act placed restrictions on these spiritual items, and only allowed men to wear them for a long time, however it's important to remember that many Nations had their own rules. There are many different styles of Headdress and gifting of one comes with a responsibility to the people and community. They are not to be purchased or crafted for oneself.
Reflect: Why is wearing a Headdress (when it is not earned) disrespectful?
Practice: Do not purchase or craft (even children's paper craft) a headdress to wear. Do not support, like or share content of those that sell or wear headdresses for festival or just for the fun of it. Take time to patiently and kindly inform those that do not know of the importance.
Learn: Regalia is traditional clothing worn by many different people and Nations that is used in ceremony and dance. It is made up of finely decorated and often sacred pieces, which varies depending on its purpose. For example, Jingle dress dancers will decorate with small metal cones that make a beautiful sound as they move, this is a prayer or healing dance. Where as a fancy shawl dancer will have a colourful shawl with ribbons streaming from it as they twirl, the shawl represents butterfly wings. Every Regalia is different and represents not only the dancer, but family, history and culture as well. Many dancers will make their own Regalia or have someone close to them help, while other pieces are purchased and created by an artist. Regalia can take years to complete, hundreds of hours and be very costly. It's important to remember that Regalia is not a costume, nor should be referred to as such.
Reflect: Why do you think it's disrespectful to call Regalia a costume? Can you think of any other cultures that have a type of Regalia?
Practice: Do not refer to Regalia as a costume. Do not ask to touch or try on pieces of someone's Regalia. Kindly correct those that may not understand the importance of it.
Learn: With National Indigenous History Month and Pride starting, we are bringing awareness to the genders and sexualities that were recognized by nations on Northern Turtle Island before being colonized into Canada. The term Two-Spirit was created in 1990 at the Indigenous Lesbian and Gay International Gathering in Winnipeg, and is an umbrella term across many nations, specifically for First Nations individuals. There is not one overarching definition that fits every person that identifies as Two-Spirit. Indigiqueer/Indigequeer is a newer emerging term meant to intertwine Indigeneity and queerness. The word encompasses culture, gender, sexuality and other elements of identity into one, showing that one can not separate and leave pieces of themselves in nice neat boxes. Some will use one of the terms over the other but they can be used together depending on the individual's definition. Some still choose to use neither, as many nations have their own languages and many are choosing to reclaim that language that was nearly stripped away. Watch this video to learn more.
Reflect: Why might it be important or helpful to have words that encompass culture and identity? Do you know of other culturally significant identities? What are things you can do to respect and uplift those that are 2SLGBTQ+ in your day to day life?
Practice: Do not identify a person with a term they have not consented to. Always capitalize Two-Spirit and Indiqueer/Indigequeer, and always respect pronouns.
Learn: With Powwow season starting, it's important to understand what they are and their history. Powwows are a celebration of Indigenous cultures, and historically the Indian Act banned these gatherings in an attempt to assimilate Indigenous peoples. This ban lasted until 1951, though many nations would continue to gather in secret. Today many nations come together to celebrate and exchange knowledge and experiences in many forms. Some may be closed and others open to anyone wishing to learn share and show respect. Families will come together at these times and bonds are made across distances and generations fostering community. Some may be traditional while others competitive, meaning there will be prizes for dancers, singers and makers in all sorts of categories. Often there will be dancing, music, vendors, crafts and food to be bought, traded or shared. Whether a Powwow is intra-national (only for those of a certain nation), open, traditional or competitive, they hold a deep community, cultural and ceremonial significance in preserving and celebrating what was taken and nearly lost.
Reflect: Have you ever attended or considered attending a Powwow? If so, what did you learn? If not, what stopped you?
Practice: Refrain from using "having a Powwow" as a term for gathering with friends. Consider attending an open Powwow with a willingness to engage, listen and learn. When attending be mindful of the fact you are participating in the sharing of traditions and culture that may seem different then your own.
Learn – This week on May 5th marks the National Day of Awareness for Missing and Murdered Indigenous Women, Girls and Two-Spirit People (MMIWG2S), also known as Red Dress Day. MMIWG2S is not only a deeply important movement, but also a report that reveals the tragic violence that has occurred and continues to occur in Indigenous communities across Canada. The report looks at missing and confirmed murders, those that died under suspicious circumstances, sexual violence, child abuse, self harm, domestic violence and other violence that is experienced in these communities. Efforts are being made to bring awareness, support survivors and address the disproportionally high numbers of violence to Indigenous Women, Girls and Two-Spirit People. Between 1980 -2012, Indigenous women and girls represented 16% of all female homicides in Canada, while being only 4% of the female population. This is only one of the many statistic from this report. Take the time to learn; National Inquire into MMIWG2S.
If you are someone you know is affected by this violence please call this free 24 hour helpline: 1-844-413-6649.
Reflect – Why do you think Indigenous Women, Girls, and Two-Spirited People are subjected to more violence than non-Indigenous people? What are some systemic biases that you hold within yourself in regard to this topic?
Practice – Wear Red on May 5th. Take the time to read the National Inquire into MMIWG2S report and understand the number of people impacted by this everyday. Challenge the stereotypes that lead to violence against Indigenous people. Donate to organizations helping survivors and families of those taken such as the NWAC or local Indigenous organizations near you.
Learn – There are many tropes and stereotypes in media pertaining to Indigenous culture and people. "The Chief's Daughter" also know as "The Indian Princess," is a powerful trope that although recognized now, continues to have impacts today. The trope consists of a spunky young Indigenous woman or girl with no mother figure who fills the role of caregiver to her father and others. She is often the target of affection of the mainly white male protagonist and is often pretty by western standards but just different enough to be considered exotic. Often seen as morally superior to the rest of her community, who will be portrayed as less civilized people. This trope plays into the White savior complex as she is usually a prize to be saved or won. Two examples most are familiar with are Pocahontas and Tiger Lily from classic Disney movies. Even played for satire it can still cause harm to portray a young Indigenous women or girl in this light, as this trope has led to the sexualisation of Indigenous adults and children, which contributes to the Missing and Murdered Indigenous Women and girls, a number that continues to rise every day. Learn more here.
Reflect – What other examples of this trope have you come across in media? With this trope so ingrained in portrayals of Indigenous women, in what ways can this contribute to sexualisation? How can tropes and stereotypes like these lead to violence?
Practice – Practice having a critical lens of the media you absorb. Educate and/or disengage from those portraying this dangerous trope. Call people in when they engage in this kind of harm or thinking.
Learn – Smudging is a closed practice that has been done and passed down for generations amongst Indigenous communities and Nations across Turtle Island. Smudging is done before ceremony or events to cleanse and begin in a positive way, and the tools used to Smudge are also sacred items for many different reasons. It is important to note that due to colonialism, it was illegal for Indigenous Peoples to practice for many years. Smoke cleansing is slightly different from Smudging, as it often uses many different herbs, methods and tools depending on the originating culture. Smoke cleansing can be a form of open practice, and certain forms can be learned through others, books or other media. In recent years the use of smoke cleansing has become trendy in the wellness world, which is why it is important to learn about these differences and how to respectfully participate. Learn more here.
Reflect – How is smudging different from other smoke cleansing? Does your own background use smoke cleansing in some form? When is it appropriate to participate in smoke cleansing?
Practice – If choosing to smoke cleanse, make sure to research herbs and the methods. Do not buy mass produced "Smudge" sticks, and remember that being invited to participate in Smudging does no entitle you to then share the practice.
Learn – There is a common misunderstanding of when it is and isn't appropriate to partake in spiritual practices that aren't part of your culture, spirituality or religion. Open practices are religious, spiritual or cultural practices that have been opened up and gifted to the broader communities by those that traditionally practice them, meaning that the community has given explicit consent for others to partake in it. For example, smoke cleansing is an open practice done by many different peoples and groups around the world. The traditional act of Smudging on the other hand is a closed practice and holds a different sacredness to many Indigenous peoples and communities. Though these practices may look similar, they are not, and it is disrespectful to partake in closed practices that you are not culturally, spiritually or religiously part of, or given consent for. Find a list of closed cultures and religions here, and stay tuned to our next newsletter to learn more about smudging.
Reflect – Are there any open or closed practices in your culture? Why is it important to respect closed sacred practices? Why might a practice be closed?
Practice – Before participating in cultural activities you are unsure of, ask or research. Make sure that if offered to partake in closed practices, it is by the person or peoples of said culture. Remember that just because it was offered to you does not mean you get to share it unless explicate permission was given.
Learn – Cultural exchange is the sharing of different traditions, knowledge and ideas with someone that comes from a different background their your own. Most often cultural exchange occurs to build trust and understanding between Peoples or Nations. An example of this exchange can be seen in Kokum scarves, which means grandmother scarves in Cree. When Ukrainian settlers arrived they brought with them these beautiful flower fabrics that complemented the floral beadwork done by the Cree, Dene and Metis Peoples. These fabrics were shared as the communities worked together, and now today these scarves hold a deep meaning for many Indigenous Peoples. This may be why you might see some Indigenous People choosing to wear one in support of Ukrainians during this troubling time of conflict. Learn more about these scarves here.
Reflect – What are other examples of cultural exchange? What's the difference between cultural exchange and appropriation?
Practice – Know the difference between Cultural appropriation, appreciation and exchange.
Learn – What is the difference between Appropriation and Appreciation? Appreciation is when we learn or seek knowledge about something in order to better understand it, such as culture. It allows us to broaden our perspective or connect better with others as we have a better understanding. An example of appreciating Indigenous culture would be purchasing a dream catcher created by an Indigenous individual. Appropriation on the other hand is taking a single aspect of a culture and using it for your own personal interest or gain whether on purpose or by accident. An example of this is purchasing a mass produced dollar store kit to make your own dream catcher and still claiming it as Indigenous. Learn more here.
Reflect – When is a time you may have appropriated cultural items or elements in the past? Can you think of other ways to appreciate culture without appropriation? Is there a way you can recognize the difference in a moment of uncertainty?
Practice – Speak up and call in someone when they are appropriating. Make sure you know where culturally significant items are coming from or if they are open for use by those outside the culture.
Learn – Canada's 1982 Constitution recognizes three distinct Indigenous groups: First Nations, Inuit and Métis. There are many diverse communities and nations within these groups. The Métis are a distinct Indigenous People with a unique history, culture, language, and territory that includes the waterways of Ontario, surrounds the Great Lakes, and spans what was known as the historic Northwest.
The Métis Nation is comprised of descendants of people born of relations between Indigenous women and European men. The initial offspring of these unions were of mixed ancestry. The genesis of a new Indigenous People called the Métis resulted from the subsequent intermarriage of these mixed ancestry individuals.
Distinct Métis settlements emerged as an outgrowth by the highly mobile lifestyle of the Métis, the fur trade network, seasonal rounds, extensive kinship connections and a shared collective history and identity
Métis symbols and traditions include the Métis Flag, Métis Sash, Fiddle Music and Jigging and Michif Language.
This information is from the Métis Nation of Ontario. Visit the Grand River Métis Council for additional information.
Reflect – How have Metis experiences differed from other Indigenous groups in Canada?
Practice – Learn about the three distinct Indigenous groups: First Nations, Inuit and Métis and identify each groups histories, languages, cultural practices and spiritual beliefs.
Learn – Indigenous Peoples is a collective noun commonly used in Canada for First Nations, Inuit or Métis, but can sometimes create the false assumption that this is one homogenous group. In reality, there are hundreds of individual Indigenous communities that have their own unique history, culture, tradition, and language. For example, within the Haudenosaunee Confederacy there are six Nations with a distinct history and cultural identity; Seneca, Cayuga, Oneida, Onondaga, Mohawk, and Tuscarora. Learn more here.
Reflect – How can you be more specific in addressing the Indigenous communities you live or work with? Why is it important to recognize the uniqueness of individual Indigenous communities?
Practice – Learn about two Indigenous communities and identify the key differences (ex. language, traditions, or history). For information on Haudenosaunee culture, start here.
Learn: When recounting history, it is important to recall not only what we should be proud of, but also where harm was caused. Many of the schools in Canada are named after historical figures, but what if they weren't such heros afterall, and played a part in the oppression of Indigenous Peoples and the land. Sir John A. Macdonald is one of these figures whose name is now being removed from schools across the country as an act of Reconciliation and to atone for the harm caused in order to plan a path forward. Read more here.
Reflect: Why is it important to recognize wrongdoings in Canada's history and reframe current history teachings? How is renaming schools an important step towards Reconciliation? What biases do you carry when understanding Canada's history?
Practice: Help rename the Waterloo school located at 650 Laurelwood Drive (previously known as SJAM) by submitting a school name, why you have chosen that particular name, and how the name honours Reconciliation. Submissions are due on January 31, 2022. See more here.
Learn – When collecting data of First Nations communities, it is essential to do so in a way that incorporates traditional knowledge and gives data sovereignty to the communities that the research is observing. In the past, information collected about Indigenous communities has been used against them, and First Nations Information Governance Centre works to assert data sovereignty and information governance that is meaningful and relevant for Indigenous Peoples. Learn more here.
Reflect – How can data and research be decolonized? Could you incorporate traditional knowledge into your research and data, and how? How can we support data sovereignty for Indigenous communities?
Practice – Share this information about data sovereignty and knowledge translation with co-workers, management, professors, researchers, friends or family to help increase awareness.
Learn – The current and ongoing events between the Wet'suwet'en Nation, Coastal GasLink and the RCMP continues to cause trauma and unrest, 2 years into the dispute. Coastal GasLink is the company building a pipeline that would drill under the Wedzin Kwa river, a sacred headwaters on Wet'suwet'en Territory. The recent arrests of 15 people in British Columbia on Gidimt'en clan territory are having rippling effects in our community and on our neighbours, and having traumatic impacts. Read more about this recent news here.
Reflect – How does this impact Waterloo Region (ex. land, future generations, communities)? Why is this still unresolved 2 years later, and what could be a way to move forward? What role does media play in this and what news sources do you rely on? What are the different points of view in this narrative, and how can those be shifted? How can you best support local Indigenous Peoples in this traumatic time?
Practice – Join Kelly Fran Davis and Dr. Stephen Svenson for a virtual community discussion and reflection on the recent RCMP raid on the Wet'suwet'en camps on December 3rd from 4:00-6:00pm. Stay tuned for registration information.
Learn – The First nations, Inuit and Métis of Canada have a long tradition of military service to this country, despite the racism and inequities that occured. The earliest Indigenous people to serve in Canada's military were not recognized as citizens, and many were residential school survivors who returned after war to continued discrimination, including in some cases denial of benefits, loss of Indian Status, and expropriation of land. It took until 2003 for the Government of Canada to provide veterans' benefits to First Nations soldiers who had been denied them in the past, and some veterans have still never received them. Read about this in the Globe and Mail.
Reflect – Many Canadians today have relatives who served in the Canadian military, and while we take time this week to honour their sacrifices, it is important not to exclude the important contributions of Indigenous veterans of Canada.
Practice – Keep the stories from Indigenous veterans alive by reading about and sharing Indigenous War Heroes from World War 1 & 2.
Learn: First Nations diets in Canada traditionally consisted of animal and plant species that were harvested from the natural environment and acquired through traditional activities such as hunting, fishing, and gathering. Since the European colonization of North America, First Nations diets have been altered with commercial foods and environmental contamination in natural traditional foods. Learn more about this from the Assembly of First Nations Environmental Stewardship Unit report on the safety of traditional foods.
Reflect: What do traditional "Canadian" foods and recipes mean to you, and how are you connected to the food that grows locally to you? How can you support traditional and healthy eating for Indigenous communities in Canada?
Practice: Cook a recipe using Canadian grown ingredients inspired from Indigenous chefs using The Indigenous Nutrition Knowledge Information Network of DC's Collection of Indigenous Recipes.
Learn: Read Tamara Starblanket's essay that discusses Indigenous Peoples and Crown perspectives of treaties and what rights and conclusions were agreed upon, while also acknowledging the misunderstandings of "Treaty" in colonial mainstream education systems.
Reflect: What is your understanding of a Treaty, and how have treaties impacted your life today?
Practice: What treaties and agreements were made on the land you live, work, or study on? Find out through this interactive map.
Learn: Visit this link to view a short clip from TVO titled "Why do Indigenous topics cause such emotional discomfort?"
Reflect: What reactions does Pam Palmater see from students in her Indigenous studies classes? How does she use these reactions to further the students' learning.
Practice: Reflect on your own responses to learning about the histories of Indigenous peoples in Canada. If you have felt emotional discomfort, how can you use it to further your journey to reconciliation?
Learn: Visit this link for an episode of APTN News reporting on the five year anniversary of the publication of the final report of the Truth and Reconciliation Commission of Canada.
Reflect: Based on the comments of the commissioners, which calls to action in the report have been addressed, and which have not?
Practice: In the next five years, how can we- as individuals, within institutions, communities, and governments, move forward in implementing all 94 calls to action?
Learn: Visit this link for a resources that explains the history of the Haldimand Tract.
Reflect: Who was Thayendanegea or Joseph Brant, and what role did he play in the Haldimand proclamation?
Practice:How will you incorporate your learning about the Haldimand proclamation into your understanding of local history?
Learn: Visit this link for a talk hosted by University of Waterloo featuring Phil Monture during Treaties Recognition Week in 2020. Phil Monture is Mohawk from the Six Nations of the Grand River and has devoted his life's work to land rights, including accumulating a significant amount of research and knowledge on the Haldimand Tract.
Reflect: Has your understanding of the Haldimand Tract changed after learning about the records and details that Monture discusses?
Practice: How will you incorporate your learning about the Haldimand proclamation into your understanding of local history?
Learn: Visit this link for a short video which describes the Indigenous Worldview and how it differs from the Western ideas on philosophy and tradition.
Reflect: What are the core ideas that set the Indigenous worldview apart from that of the West?
Practice: How can you bring elements of the Indigenous worldview (ie. collaboration, shared interest, abundance) into your own spaces?
Learn: Visit this link for a short video in which Helen Knott, a Dane-Zaa/Nehiyaw social worker, poet, and activist, explores the connection between violence against Indigenous women and violence against the land.
Reflect: What parallels does Helen draw between economic and urban development and violence against Indigenous women in Peace Region?
Practice: How do you understand Helen's statement: "The peoples' voice is life"? How can you bring voice to the issue of violence against Indigenous women and girls in the spaces that you occupy?
Learn: Visit this link to watch an informational clip which explains the term "two-spirit", the history behind the term, and the realities of two-spirit people across Turtle Island today.
Reflect: Does the concept of "two-spirit" challenge your beliefs about gender and gender roles prior to colonization?
Practice: How might you or your organization ensure that conversations about gender equity include and value two-spirit people and their experiences?
can you bring elements of the Indigenous worldview (ie. collaboration, shared interest, abundance) into your own spaces?
Learn: Read the Waterloo Public Library blog about Indigenous History Month
Reflect: Based on the comments in the Waterloo Public Library blog, why is reading, watching, and engaging with characters or peoples real experiences that are different from our own essential?
Practice: Reflect on your own learning journey related to learning about Indigenous peoples in Canada. What have you learned? What do you want to learn more about? Choose a book or video to read or watch to learn more.
Learn: Watch the short five minute TVO video "What non-Indigenous Canadians need to know" What non-Indigenous Canadians need to know – YouTube
Reflect: Eddy Robinson says that one of the ways that non-Indigenous people can help is to listen and do their research. What are some of your key learnings and reflections from listening to Indigenous people?
Practice: Choose a book or watch a documentary by an Indigenous film maker to learn more about Indigenous narratives.
Learn: Read the following articles to learn more about the recently passed legislation to make September 30 a federal statutory holiday called the National Day for Truth and Reconciliation.
What you need to know about the new Sept. 30 holiday in Canada | TheRecord.com
Behind the National Day for Truth and Reconciliation | Canadian Geographic
Reflect: Stated in the Truth and Reconciliation Calls to Action Report (Call to Action #80) the statutory holiday is designed "to honour Survivors, their families, and communities, and ensure that public commemoration of the history and legacy of residential schools remains a vital component of the reconciliation process."
Practice: On September 30, how will you take time to learn and reflect on the legacy of residential schools (e.g. read, participate in a community event)?
Learn: Visit the Be a ConnectR | Reconciliation in Saskatoon website.
Reflect: How will you continue your journey and take action towards reconciliation?
Practice: Reflect on your own learning journey. What have you learned? What do you want to learn more about? Be a ConnectR | Reconciliation in Saskatoon helps you choose your next steps towards reconciliation. Choose a path (head, heart, body, spirit) and review the resources available on the website related to the path you choose.
We acknowledge that the land WellbeingWR is based on is the traditional territory of the Haudenosaunee, Anishnaabe and Chonnonton. Waterloo Region is part of the Haldimand Treaty, which encompasses six miles on either side of the Grand River from the source near Dundalk to where it empties into Lake Erie at Port Maitland.
519-575-4400 x 3609
hello@wellbeingwr.ca


Knitrageous: And How Can You Mend A Broken Heart?
Isn't it funny how you find out about things? She was thinking back as she folded the clean towels. A friend made a casual comment. She asked where she heard that. The friend said, well, someone said…and slowly the pieces began to fall into place.
Sometimes she still didn't believe it. She never thought it would happen to her. She doesn't even know the details. But it did. Trust has always been hard for her, in any situation. But for someone she actually trusted, to let her down, well, it was almost unbearable. She vowed, again, to never trust another human. Doesn't it say that in the bible somewhere anyway? She's sure one of her overzealous, pseudo religious, so-called 'friends' could quote it to her. They usually speak from both sides of their mouth, always spouting off about how she is supposed to be living her life when all along they should be practicing what they so self-righteously preach. Oh well, enough on that. Who is she to judge? It would make her the same as they are and that's the last thing she'd wish on anyone.
She sighs and keeps on, like always. She thinks of all that's happened and she really doesn't have it bad at all, considering. Actually nothing much changed. Unless, of course, you count her metamorphosis. She became a tin man. Not a strong, sleek robot that can do anything. She's a tin man like the one in the Wizard of Oz. She's looking, not for Oz, but for a pattern. She needs to knit herself a new heart. Surely there's instructions in a book or maybe on the Internet. If she knits it tight enough it won't ever break again.
My sister and I and maybe Callye decided to do a little project this year. Once a month we are going to send each other something. It can be, but doesn't have to be handmade. Since I was going to Lubbock on Saturday I planned and took my stuff for my sister, with me. I gave her the brown cowl, for January and a set of dishcloths and a potholder for February. That wasn't in the order I made them but I don't guess that matters! In return I got a beautiful pair of handbeaded earrings. That's my January. I don't know what February will bring yet. Now I've got to think of something for March!
Cowl with flower pin accent that I didn't give her! Not her style.
Two ballband dishrags and a magic potholder.
My beaded earrings. Green is my favorite color!
Knitayear is winding down. I can't believe it's been almost a year. Not many more days at all! Day 331, was February 25. I'm reluctant to go to Lubbock. It's like going swimming. I don't mind a bit after I get in but getting in is the problem. I know it will be a good visit and I do need to see my uncle in the hospital since he's not doing well at all. I chose beige worsted. Saturday, day 332, is Feb 26. I can't believe I almost forgot my haircut! Thankfully I texted last night and Carlos let me know we were on. I'm thankful he did that and thankful that Callye and the kids are going to Lubbock with me. It will be a long trip but we are all glad to see relatives and spend a little time together. All in all it's a good trip. It was just long, especially with me driving in at 2:00 am. I'm just too old to be doing that! I picked hot pink, purple and red yarn with little puffs on it. Day 333, February 27, turned out to be a really sucky day. But even though I feel let down, I'll live. And I'll remember the lesson learned. It won't happen again. Black yarn with primary colors sprinkled through is what I picked. Day 334 turns out to be a typical (bad) Monday. I do get to work at TTUHSC, so that's good. I debated all day whether to go to the shrimp fest and finally decided. It was fun, and I was stuffed! I used yarn that is turquoise blue and yellow. All was going well until I drove home. I'll have to write down February 28 as the day I tore up Bryce's car. I hit something. Or it hit me. I never even saw it but it did some damage. I didn't realize how much til I got home. I'm so disappointed in myself. I should have paid more attention and been more careful. I'll get it fixed for him as soon as I can. I'm hoping this isn't an indication of the week to come. I need something good to happen!
We could never see tomorrow, no one said a word about the sorrow.
I love, love, love that brown cowl. You need to start an Etsy store or something!
Thanks Miss Bee! I guess since it's getting warm I need to find something else to knit.
I could always felt a heart...but you're right. It would still find a way to break.
YOu cannot help is an animal hit you anymore than we could...It happens, thats why there's insurance...It could technically be my fault since we had your car!
I like the pics and that day in Lubbock was fun!
That's not her reason for the broken heart! And your brother was nice to me. He didn't dis-own me or anything. I finally saw the stupid dead animal today. That was a bit of a relief.
I love your beaded earrings, the colours are so vibrant! The cowl turned out really well too.
Thank you Sinéad. My sister does beautiful beadwork. I didn't even have a pattern for the cowl. Just started knitting. So good when you stop by!
Do you ever share your patterns? I would love to learn how to make the ball banded dish cloths.
I wandered over to your blog from your daughter's, found hers from a post on Ravelry, found Ravelry from a link in a news story about combat knitters... all this morning. I have enjoyed browsing your blog.
Do you knit just a row or two each day, and are you making an afghan with your knitted rows?
Hi Gayle! You've had a busy morning! Thank you for looking. I was excited to learn that my daughter's blog was mentioned on Ravelry. She'll be thrilled.
Here is a link for the ballband dishrags. I didn't make up the pattern. It was on the back of a band on cotton yarn, hence the name and got popular when mentioned in the Mason Dixon book. It's fun.


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The city of Utrecht is a vibrant university city, located in the heart of the Netherlands. Utrecht has around 350.000 inhabitants, making it the fourth largest city in the Netherlands.
The city of Utrecht has a large student population of around 70.000 Dutch and international students. It boasts a large University Medical Centre, Utrecht University (which officially opened in March 1636!), as well as many schools of higher education. Around 50.000 students are being taught at the Utrecht Science Park, a green area east of the city centre, where large parts of the Utrecht University and Hogeschool Utrecht can be found.
The Gothic-style Dom Tower (Domtoren) is a landmark in Utrecht. With its height of 112.5 metres it towers above Utrecht city centre. Another important feature are the wharf cellars (werfkelders), built in the 13th Century. The wharf cellars were used for storing goods that were transported by boat. The wharfs connect together to form another street, this time almost at water level. Nowadays many of the old cellars have been converted into café's and restaurants, and the quays provide a lovely place to sit on sunny days.
Utrecht is divided into ten different neighbourhoods, each with its own character and varied type of accommodation, ranging from apartments in the historic city centre, to newly built family homes in Leidsche Rijn. It boasts both semi-detached and terraced houses in residential areas with heavy traffic restrictions (woonerven) in Lunetten and beautiful early 20th century town houses situated around the Wilhelmina park.
The villages surrounding Utrecht, like De Bilt, Bilthoven, Bunnik, Zeist, Maarssen, Nieuwegein and IJsselstein also provide a good base for families, wanting to escape the hustle and bustle of Utrecht.


text:
Dr Steven Most
B.A., 1994, Brandeis University
Ph.D., 2002, Harvard University
Postdoctoral Fellow, 2002-2003, Vanderbilt University
NIH/NRSA Postdoctoral Fellow, 2003-2006, Yale University
Email: Dr Steven Most
Office: Mathews, Room 705
Affiliations & Memberships
Research Areas: My research is grounded in cognitive psychology, with strong links to social psychology, clinical psychology, and neuroscience. My lab specialises in relationships between motivation, emotion, and attentional control. Topics include mechanisms of emotion-driven attentional bias, how attention and emotion shape our awareness of the world, impacts of physical and emotional stress on cognition, and emotion regulation. We also specialise in understanding the implications of these processes for real-world safety, including on the roadways.
I am also passionate about fostering understanding of psychology outside the university. Please feel free to contact me if you would like to arrange an educational workshop or presentation to your school or organisation.
Research Lab: Motivated Attention and Perception lab (MAPlab)
Twitter: @SBMost
PSYC1011 (Introductory Psychology) & PSYC4093 (Cognition, Emotion, & Individual Differences)
∗ = student or staff under my supervision
*Jin, M., *Onie, S., Curby, K.M., & Most, S.B. (in press). Aversive images cause less perceptual interference among violent video game players: Evidence from emotion-induced blindness. Visual Cognition.
Gutiérrez-Cobo, M.J., Luque, D., Most, S.B., Fernández-Berrocal, P., & Le Pelley, M.E. (accepted). Reward and emotion influence attentional bias in rapid serial visual presentation. Quarterly Journal of Experimental Psychology.
*Zhao, J.L. & Most, S.B. (2018). Manipulations of distractor frequency do not mitigate emotion-induced blindness. Cognition & Emotion. epub ahead of print. doi: 10.1080/02699931.2018.1459490
Le Pelley, M.E., *Watson, P., Pearson, D., *Aberwickrama, R., & Most, S.B. (2018). Winners and losers: Reward and punishment produce biases in temporal selection. Journal of Experimental Psychology: Learning, Memory, and Cognition. epub ahead of print. doi: 10.1037/xlm0000612
Berenbaum, H., Chow, P., Flores, L., Schoenleber, M., Thompson, R., & Most, S.B. (2018). A test of the initiation-termination model of worry. Journal of Experimental Psychopathology. epub: http://journals.sagepub.com/doi/full/10.1177/2043808718778965
*Kennedy, B.L., Pearson, D., *Sutton, D., Beesley, T., & Most, S.B. (2018). Spatiotemporal competition and task-relevance shape the spatial distribution of emotional interference during rapid visual processing: Evidence from gaze-contingent eye-tracking. Attention, Perception, & Psychophysics, 80, 426-438.
Grootswagers, T., *Kennedy, B.L., Most, S.B., & Carlson, T.A. (2017). Neural signatures of dynamic emotion constructs in the human brain. Neuropsychologia. epub ahead of print. doi: 10.1016/j.neuropsychologia.2017.10.016
*Kennedy, B.L., *Newman, V.E., & Most, S.B. (2017). Proactive deprioritization of emotional distractors enhances target perception. Emotion. Advance online publication. http://dx.doi.org/10.1037/emo0000362
Most, S.B., *Kennedy, B.L., & *Petras, E.A. (2017). Evidence for improved memory from five minutes of immediate, post-encoding exercise in women. Cognitive Research: Principles and Implications, 2(33). doi.org/10.1186/s41235-017-0068-1
Le Pelley, M.E., Seabrooke, T., *Kennedy, B.L., Pearson, D., & Most, S.B. (2017). Miss it and miss out: Counterproductive nonspatial attentional capture by task-irrelevant, value-related stimuli. Attention, Perception, & Psychophysics, 79, 1628-1642.
*Onie, S. & Most, S.B. (2017). Two roads diverged: Distinct mechanisms of attentional bias differentially predict negative affect and persistent negative thought. Emotion, 17, 884-894.
*Wang, L. & Most, S.B. (2016). The cost of seeing the meaning: Conceptual processing of distractors triggers localized target suppression. Visual Cognition, 24, 473-486.
Most, S.B. (2016). Beyond perceptual judgment: Categorization and emotion shape what we see. [Commentary] Behavioral and Brain Sciences, 39: e253. doi: 10.1017/S0140525X15002514.
*Kennedy, B.L. & Most, S.B. (2015). The rapid perceptual impact of emotional distractors. PLoS ONE, 10(6): e0129320. doi: 10.1371/journal.pone.0129320
*Kennedy, B.L. & Most, S.B. (2015). Affective stimuli capture attention regardless of categorical distinctiveness: An emotion-induced blindness study. Visual Cognition, 23, 105-117.
Pearson, D., Donkin, C., Tran, S.C., Most, S.B., & Le Pelley, M.E. (2015). Cognitive control and counterproductive oculomotor capture by reward-related stimuli. Visual Cognition, 23, 41-66.
Most, S.B. (2014). The regulation of vision: How motivation and emotion shape what we see. In J.P. Forgas & E. Harmon-Jones (Eds.), Motivation and its regulation: The control within (pp. 153-168). New York: Taylor & Francis.
*Kennedy, B.L., Rawding, J., Most, S.B., & Hoffman, J.E. (2014). Emotion-induced blindness reflects competition at early and late processing stages: An ERP study. Cognitive, Affective, and Behavioral Neuroscience, 14, 1485-1498.
Most, S.B. (2013). Setting sights higher: Category-level attentional set modulates sustained inattentional blindness. Psychological Research, 77, 139-146.
Kristjánsson, Á., Óladóttir, B., & Most, S.B. (2013). "Hot" facilitation of "Cool" processing: Emotional distraction can enhance priming of visual search. Journal of Experimental Psychology: Human Perception and Performance, 39, 298-306.
*Skoranski, A., Most, S.B., Simons, R.F., Hoffman, J.E., & Hassink, S. (2013). Response monitoring and cognitive control in childhood obesity. Biological Psychology, 92, 199-204.
Most, S.B. (2013). Inattentional blindness. In H. Pashler (Ed.), Encyclopedia of the Mind (pp. 403-406). Thousand Oaks, CA: Sage Publications, Inc.
*Wang, L., *Kennedy, B.L., & Most, S.B. (2012). When emotion blinds: A spatiotemporal competition account of emotion-induced blindness. Frontiers in Psychology: Special Topic on Emotion and Cognition. doi: 10.3389/fpsyg.2012.00438
*Kennedy, B.L., & Most, S.B. (2012). Perceptual, not memorial, disruption underlies emotion-induced blindness. Emotion, 12, 199-202.
Bredemeier, K., Berenbaum, H., Brockmole, J.R., Boot, W.R., Simons, D.J., & Most, S.B. (2012). A load on my mind: Evidence that depression is like multi-tasking. Acta Psychologica, 139, 137-145.
Piech, R.M., McHugo, M., Smith, S.D., Dukic, M.S., Meer, J.V.D., Abou-Khalil, B., Most, S.B., & Zald, D.H. (2011). Attentional capture by emotional stimuli is preserved in patients with amygdala lesions. Neuropsychologia, 49, 3314-3319.
Bredemeier, K., Berenbaum, H., Most, S.B., & Simons, D.J. (2011). Links between neuroticism, emotional distress, and disengaging attention: Evidence from a single target RSVP task. Cognition & Emotion, 25, 1510-1519.
Most, S.B., & *Wang, L. (2011). Dissociating spatial attention and awareness in emotion-induced blindness. Psychological Science, 22, 300-305.
Most, S.B. (2010). What's "inattentional" about inattentional blindness? Consciousness and Cognition, 19, 1102-1104.
Most, S.B., Laurenceau, J.P., Graber, E., Belcher, A., & Smith, C.V. (2010). Blind jealousy? Romantic insecurity increases emotion-induced failures of visual perception. Emotion, 10, 250-256.
Moser, J.S., Most, S.B., & Simons, R.F. (2010). Increasing negative emotions by reappraisal enhances subsequent attentional control: A combined behavioral and electrophysiology study. Cognitive, Affective, and Behavioral Neuroscience, 10, 195-207.
Most, S.B. (2009). Emotional influences on perception. In E.B. Goldstein (Ed.), The Sage Encyclopedia of Perception. Thousand Oaks, CA: Sage Publications, Inc.
Most, S.B. (2009). Attention and emotion. In E.B. Goldstein (Ed.), The Sage Encyclopedia of Perception. Thousand Oaks, CA: Sage Publications, Inc.
Most, S.B. & Jungé, J.A. (2008). Don't look back: Retroactive, dynamic costs and benefits of emotional capture. Visual Cognition, 16, 262-278.
Most, S.B., Smith, S.D., Cooter, A.B., Levy, B.N., & Zald, D.H. (2007). The naked truth: Positive, arousing distractors impair rapid target detection. Cognition & Emotion, 21, 964-981.
Izard, C.E., Quinn, P.C., & Most, S.B. (2007). Many ways to awareness: A developmental perspective on cognitive access. [Commentary] Behavioral and Brain Sciences, 30, 506-507.
Most, S.B., Sorber, A.V., & Cunningham, J.G. (2007). Auditory Stroop reveals automatic gender associations in adults and children. Journal of Experimental Social Psychology, 43, 287-294.
Most, S.B., & Astur, R.S. (2007). Feature-based attentional set as a cause of traffic accidents. Visual Cognition, 15, 125-132.
Most, S.B., Chun, M.M., Johnson, M.R., & Kiehl, K.A. (2006). Attentional modulation of the amygdala varies with personality. NeuroImage, 31, 934-944.
Smith, S.D., Most, S.B., Newsome, L.A., & Zald, D.H. (2006). An "emotional blink" of attention elicited by aversively conditioned stimuli. Emotion, 6, 523-527.
Most, S.B., Chun, M.M., Widders, D.M., & Zald, D.H. (2005). Attentional rubbernecking: Cognitive control and personality in emotion-induced blindness. Psychonomic Bulletin & Review, 12, 654-661.
Most, S.B., Scholl, B.J., Clifford, E., & Simons, D.J. (2005). What you see is what you set: Sustained inattentional blindness and the capture of awareness. Psychological Review, 112, 217-242.
Gray, J.R., Schaefer, A., Braver, T.S., & Most, S.B. (2005). Affect and the resolution of cognitive control dilemmas. In L. Feldman Barret, P. Niedenthal, & P. Winkielman (Eds.), Emotion and Consciousness (pp. 67-94). New York: Guilford Press.
Most, S.B., Simons, D.J., Scholl, B.J., Jimenez, R., Clifford, E., & Chabris, C.F. (2001). How not to be seen: The contribution of similarity and selective ignoring to sustained inattentional blindness. Psychological Science, 12, 9-17.
Most, S.B. & Simons, D.J. (2001). Attention capture, orienting, and awareness. In C. Folk & B. Gibson (Eds), Attraction, distraction and action: Multiple perspectives on attentional capture (pp. 151-173). Amsterdam: Elsevier.
Most, S.B., Simons, D.J., Scholl, B.J., & Chabris, C.F. (2000). Sustained inattentional blindness: The role of location in the detection of unexpected dynamic events. Psyche, 6(14).
Australian Research Council Future Fellow (2012-2016)
NIH postdoctoral National Research Service Award (NRSA), 2003-2006
Teaching and Mentoring Awards
Outstanding Postgraduate Supervisor Award, Arc @ UNSW Student Life, 2016
Postgraduate Supervisor Award, Arc @ UNSW Student Life, 2016
Alpha Lambda Delta Excellence in Teaching Award, University of Delaware, 2010
Selected Recent Research Grants
Australian Research Council Discovery Project. "Capture and control: Overcoming distraction by reward-related stimuli". 2017-2019. Chief Investigators: Le Pelley & Most.
Australian Research Council Linkage Project. "Understanding impact of autonomous vehicles on behavior and interactions". 2016- 2018. Chief Investigators: Dixit, Waller, Bliemer, Most, Rakotonirainy.
UNSW Major Research Equipment & Infrastructure Scheme: "Appareo Vision 1000 flight data acquisition system and the Mobile Eye gaze tracking system" (with Michael Regan and Carlo Caponecchia): 2014.
Australian Research Council Future Fellowship: "How emotion shapes perception: Delineating structural, temporal, and representational properties of emotion-induced blindness": 2012- 2016. Chief Investigator: Most.
National Institute of Mental Health (R03): "Emotion's impact on mechanisms of conscious perception": 2010-2012. Chief Investigator: Most.
National Institutes of Health (Delaware INBRE): "Neuro-cognitive self-regulation mechanisms and their relation to childhood and adolescent obesity": 2009-2012. Chief Investigator: Most (with Robert Simons, James Hoffman, and Sandra Hassink)
Vision Sciences Society
Association for Psychological Science
Australasian Cognitive Neuroscience Society
Australasian Society for Experimental Psychology
Recent Editorial Positions
Associate Editor – Emotion (2013-2017)
Advisory Editor – Psychological Research (2009-2014)
Review Editor – Frontiers in Perception Science (2009-present)
Action Editor – Journal of Experimental Psychology: HPP (2010)
Current PhD student: Sandersan Onie, Vera Newman
Completed PhD students: Lingling Wang, Briana Kennedy, Jenna Zhao

redpajama_set_name: RedPajamaCommonCrawl


text:
Home Sports Wild ride: Not even a flooded gym can slow down Beecher's Adyn McGinley. 'We're back and have come full circle.'
Wild ride: Not even a flooded gym can slow down Beecher's Adyn McGinley. 'We're back and have come full circle.'
Sitting in his car in the high school parking lot, Beecher's Adyn McGinley was bummed out Thursday while listening to "Wild Horses" by the Rolling Stones.
Earlier that night, the Bobcats had a 17-game winning streak snapped by Milford in a 72-64 nonconference loss. McGinley scored 27 points but missed the final three minutes.
For three straight years, injuries have been a problem for McGinley, who sat out at the end Thursday with a left ankle injury. It's why, right away, McGinley had feared the worst.
He needed some alone time.
"I just looked off into the distance," he said. "It wasn't that long — a few Rolling Stones songs. I then called all my teammates and made sure they made it home safely.
"We talked about how the game went and what we could do to improve and get better."
After a trip Friday afternoon to his doctor in Frankfort, McGinley found out the injury came to a muscle above the ankle. He would be able to play that night.
The 6-foot junior guard and his teammates could have used "Start Me Up" as the theme song in a 70-31 River Valley Conference win over Grace Christian in Kankakee.
The Bobcats (20-2, 9-0) have now won 20 games or more for just the seventh time in a boys basketball program history that dates back to 1949.
Beecher's Aydin McGinley, shown before a Thursday, Jan. 19, 2023 game against Milford, thought he was going to be out for awhile with an injury but was back in the lineup Friday night. ( Jeff Vorva / Daily Southtown)
It has been a good season for Beecher, but a strange one as well.
On Christmas Day, there was a flood at the high school, turning things upside down for the Bobcats' winter sports teams.
"They told me it was like half a million gallons spilled in about 20 minutes," McGinley said. "It completely damaged our main floor in the gym."
Practices and home games have been moved to the nearby junior high, giving the players a chance to go down memory lane.
McGinley had a 43-point game in that gym when he was in eighth grade shortly before suffering a season-ending ankle injury.
"It's crazy because we had our last eighth grade game at the high school," McGinley said. "Now we're back and have come full circle."
McGinley hasn't matched that single-game performance this season, but he is averaging 21.6 points, 5.7 rebounds, 4.8 assists and 3.2 steals.
Senior center Rio Llamas confirmed McGinley brings more than just scoring ability.
"He does score a bunch of points but that's not all he does," Llamas said. "His best ability might be passing. He sets up his teammates. On the floor, he knows where everyone is and where they should be."
Beecher coach Tyler Shireman breathed a sigh of relief that Thursday's injury was not as serious as originally feared.
Aside from missing a chunk of time in eighth grade, McGinley missed a part of his freshman year with an ankle injury and eight weeks of his sophomore year with a wrist injury.
"He's a tough kid," Shireman said of McGinley. "When you play so hard and so fast and so physical, injuries are naturally going to happen.
"He is leading us in scoring by a lot, but if there is a night we need him to score eight, nine or 10 points and play good defense and get a bunch of assists, he'll do it. He just wants to win."
Before losing to Milford, the Bobcats were ranked No. 7 in Class 2A by The Associated Press. It was the first time in program history the team has cracked the top 10.
"It was an eye-opener," McGinley said. "We were all down after that game because we are a competitive group. But we stayed positive and won the next night.
"That's what you have to do — stay positive."
Jeff Vorva is a freelance reporter for the Daily Southtown.
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The dance company at the theater in Pforzheim, Germany, under the direction of Guido Markowitz is looking for professional male and female dancers for the season 2018/2019.
Applying dancers are required to have good knowledge of classical technique, very good knowledge of contemporary technique, strong inclination to work with improvisation and will to experiment with theatrical tasks.
The audition will be hold on the 04th of February 2018 from 10:00 to 20:00 at the Stadttheater in Pforzheim.
-one or max 2 video links to studio or stage work .


text:
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Too afraid to go for it, even if it might be good for you?
That seems like a no-brainer. Why not go after what's good for you? Hmm…is it because…wait for it….it's different or...
Swimming in the deep end of the pool
Remember when we were young and didn't know how to swim yet? We walked around the concrete perimeter of the...
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Mark Of The Faerie
An incredible story told in five books weaving the mystery of the Fey into the lives of unsuspecting mortals. Book 1 & 2 are out now, stay tuned for Book 3 to be released in October 2021!
About Patricia Rae
But What If I Can Fly?
No New Year's Resolutions, Just Gratitude
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A Life long-lived makes us Wise Old Owls
E-mail:info@markofthefaerie.com
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text:
Assoc Prof Cheong Siew Ann
Associate Professor, School of Physical & Mathematical Sciences
Deputy Director, Complexity Institute
Assistant Chair (Academic)
Email: cheongsa@ntu.edu.sg
Office: SPMS-PAP 04 03
Asst Prof CHEONG Siew Ann joined the Division of Physics and Applied Physics, School of Physical and Mathematical Sciences in August 2007. He received his B.Sc.(Hons) in physics from the National University of Singapore, M.Sc.'s from the National University of Singapore and Cornell University, and his Ph.D. from Cornell University. Prior to joining Nanyang Technological University, he was a postdoctoral associate at the Cornell Theory Center. He is a member of the American Physical Society and the Society for Industrial and Applied Mathematics.
Asst Prof CHEONG Siew Ann's areas of expertise are in computational physics, complex system dynamics, and bioinformatics. He is currently working on the development of self-consistent stochastic boundary conditions for ab initio and molecular dynamics simulations, methods to accelerate Monte Carlo simulations and high-dimensional optimization. He is also interested in developing automatic coarse-graining algorithms to perform data-driven identification of effective degrees of freedom in financial markets, very-large-scale computer simulations. He is also working on applying ideas from the Renormalization Group in statistical physics to the mining of very-large-scale databases.
Accelerating the Knowledge Turn from Graphene Research to Innovative Technology
Agent-Based Housing Market Models to Inform Singapore Housing Policies
Augmenting Bing Search through Automatic Narratives in the Interactive Global Histories
Data Consolidation for Interactive Global Histories (1205-1533) within the NTU National and International Research Network: Towards an NTU Interdisciplinary Laboratory for Data-Driven Agent-Based Modelling and Simulations for Historical Sciences.
Developing and Applying Stochastic Boundary Conditions to Molecular Dynamics Simulations
Diffusion and Activation of Dopants and Impurities in InGaAs
Maritime Silk Road. Past, Present and Future. A projection mapping concept design project
Modelling Levels of Consciousness for Language Development in Infants
Pricing Financial Instruments by Combining Time Series Segmentation with Sentiment Analysis of Market News
Renormalization-Group Computer Integration of Large Multiscale Dynamical Systems
Self-Consistent Stochastic Boundary Conditions in the Computer Simulation of Infinitely Large Systems
Youth Delinquency and Violence in Singapore: A Data-Driven Simulation Study
Woon Peng Goh; Kang Kwong Luke; Siew Ann Cheong. (2018). Functional shortcuts in language co-occurrence networks. PLoS ONE, 13(9), 1-18.
Liu W.Y, A. Nanetti, S.A. Cheong. (2017). Knowledge Evolution in Physics Research: An Analysis of Bibliographic Coupling Networks. PLoS ONE, 12(9), e0184821.
Andrea Nanetti and Siew Ann Cheong.(2017). Towards a complexity framework for heritage futures: Famagusta, its Armenian church and SHIFT [Sustainable Heritage Impact Factor Theory]. The Armenian Church of Famagusta and the Complexity of Cypriot Heritage. Prayers Long Silent(327-355). Palgrave Macmillan.
Sugiarto HS, Lansing JS, Chung NN, Lai CH, Cheong SA and Chew LY. (2017). Social cooperation and disharmony in communities mediated through common pool resource exploitation. Physical Review Letters, 118, 208301.
Andrea Nanetti, Siew Ann Cheong, and Mei Qing. (2016). 可持續遺產影響因素理論:遺產評估和規劃的複雜性框架研究 [Sustainable Heritage Impact Factor Theory (SHIFT). A complexity framework for heritage assessment and planning]. Heritage Architecture 建筑遗产, 4(December), 21-37.


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text:
require "rails_helper"

RSpec.describe WhitespaceNormalizer do

  it "changes spaces and tabs" do
    input = "a test\tof tabs"
    expect(described_class.normalize(input)).to eq("a test of tabs")
  end

  it "changes em and en unicode spaces" do
    input = "enspace\u2002followed by\u2003emspace"
    expect(described_class.normalize(input)).to eq("enspace followed by emspace")
  end

  it "changes a bunch of other characters" do
    characters = [
      "\u2007", # figure space
      "\u2008", # punctuatin space
      "\u2009", # thin space
      "\u200A", # hair space
      "\u2000", # zero-width space
      "\u00A0", # non-breaking space
    ]
    input = characters.join

    expect(described_class.normalize(input)).to eq(" " * characters.length)
  end

  it "leaves new lines alone" do
    input = "with\nsome\nnew\nlines"
    expect(described_class.normalize(input)).to eq(input)
  end

  it "converts carriage returns to newlines" do
    input = "with\rsome\rcarriage\rreturns"
    expect(described_class.normalize(input)).to eq("with\nsome\ncarriage\nreturns")
  end

  it "converts NL+CR to a single newline" do
    input = "with\n\rsome\r\nbreaks"
    expect(described_class.normalize(input)).to eq("with\nsome\nbreaks")
  end

  it "cleans up unicode line separator" do
    input = "with\u2028a line separator"
    expect(described_class.normalize(input)).to eq("with\na line separator")
  end

  it "doesn't choke on nil" do
    input = nil
    expect(described_class.normalize(input)).to eq(nil)
  end
end

redpajama_set_name: RedPajamaGithub


Tea making is expression of bitter note. Bitterness is only relative to other flavors. Sweet taste in green tea is balanced by mild bitterness to give complete flavor profile while oxidation of bitter leaf adds floral and fruity notes.
Many people think green tea is bitter. It's true, green tea can be bitter. However, there are ways to reduce bitterness in green tea both tea making as well as preparation.
We'll explore tea makers effort to reduce bitterness. Also check out another post on how to prepare green tea to minimize bitterness and increase enjoyment of green tea.
Green tea makers often use bitterness as an indication of skill level as well as understanding of tea making. Tea makers try to minimize bitterness while maintaining fresh aroma and flavor balanced. Some experienced tea makers not only minimize bitterness, but also bring out sweetness in green tea. This requires tea makers to understand nature of green tea in cultivation and in processing to best extract the optimal quality.
Sometimes we come across bitter green tea and makes you wonder why some green teas are bitter. This is common mistake made by lack of understanding the leaf materials. Some cultivars and regions tend to produce more bitter leaf in raw material stage and tea makers need to understand how they should best processed to minimize bitterness.
Common source of bitterness in green tea often comes from tannin and caffeine. In black tea or oolong tea, tannin is partially or fully oxidized, the bitterness turns into fruity or floral flavor. In green tea, tannin is not oxidized so it stays as bitterness. Typically, green tea varieties are mildly astringent. This comes from EGCg, or also known as green tea antioxidants.
If you don't know what tannin tastes like, try and find acorn and chew it until you can't stand it. It is extremely bitter and it comes out quickly and the worst part is that it stays in your mouth for a long time. More civilized way of tasting tannin is trying red wine. It is mildly tannic.
The key difference in caffeine and EGCg bitterness is that caffeine bitterness is typically short lived while EGCg bitterness leaves residual mouth feel that stays for a while. These are both water soluble and they can be extracted quickly.
There are many green tea varieties. Most commonly known green tea varieties are found in Japan and Northern China. These regions are typically in temperate regions with frost and snow seen in winter. This winter condition forced them to develop cold hardy varieties whose leaves are generally small and low in tannin compared to tropical black tea varieties.
Low level of tannin typically makes these varieties more suitable for green tea making. Tannin gives sharp bitterness while catechins, typically known as green tea antioxidants, milder bitterness or astringency.
Green tea is closest to raw leaf condition of all teas. Therefore, most fresh qualities are preserved. This also include bitterness found in tannin and catechins. The best intention of green tea makers is to replicate the reverse processing of tea making in a tea pot.
Recently, some tropical regions that have always made black tea attempting to make green tea due to higher commercial opportunities. Yet, they do not understand that their assam or large leaf is not suitable for delicate green tea quality. I'm sure there are some ways to reduce bitterness in this type of green tea, but it limits the leaf's inherent quality to be expressed.
And there are hybrid green tea varieties. I've worked with many green tea makers in Japan trying to find new dimension in green tea. These hybrid varieties are often cross between traditional green varieties and tropical varieties. They add benefit of disease resistance in some delicate green tea leaves and new dimension in flavor while it makes more difficult to shape the leaf and extract the flavor in traditional way.
Tea makers have spent a long time to find inherent quality in tea leaves and how best to extract the quality. Many regions adapted various types of processing from what leaves they have available. Some regions leaves are processed heavily to extract deep flavor while others lightly rolled and dried to bring out mild characteristics. Each tea maker have learned from mistakes of their own and previous generations.
I have made green tea with many different varieties in different regions, Japan and China, and noticed the leaves do not respond in the same way. Most notably degree of bitterness change completely from one region to another. Other qualities such as mild floral note and sweetness, also change. It may seem common knowledge in tea making, but processing needs to be slightly or greatly altered depending on tea varieties and regions.
There is no surprise why there are so many ways teas from different regions are prepared once you know the differences in tea making, cultivars and growing regions.
Many cultures also adapted and developed their unique tea making to become a part of their food culture. Many oriental cultures enjoy green tea with red bean snacks and dried fruits. Certain degree of bitterness also enhances enjoyment of their food.


text:
Unicorns and Mermaids? This Real-Life Wizard Will Make You a Believer
Meet Oberon Zell-Ravenheart—mermaid hunter, unicorn breeder, and real-life wizard. In this fascinating short film directed by Danny Yourd, the… more
Meet Oberon Zell-Ravenheart—mermaid hunter, unicorn breeder, and real-life wizard. In this fascinating short film directed by Danny Yourd, the legendary Wizard Oz shares his extraordinary life story and reflects on the magic of storytelling.
Follow Animal Studio on Facebook, Twitter, and Instagram.
The Short Film Showcase spotlights exceptional short videos created by filmmakers from around the world and selected by National Geographic editors. We look for work that affirms National Geographic's belief in the power of science, exploration, and storytelling to change the world. The filmmakers created the content presented, and the opinions expressed are their own, not those of National Geographic Partners.
She Summited Everest. Now, She's Inspiring Others to Explore.
See How Paper Is Still Being Made by Hand Today
His House Survived a Devastating Wildfire. Now, It's an Island in the Ashes.
Inside a Lost African Tribe Still Living in India Today
People on the Street React to the Moon in the Most Awe-inspiring Way
Black Market Demand for 'Red Ivory' Is Dooming This Rare Bird
Hula Is More Than a Dance—It's the 'Heartbeat' of the Hawaiian People
How to Make a Traditional Woven Basket from a Tree


Cabernet Sauvignon and lamb are a pairing par excellence, as if they had been born for each other. The intensely flavored lamb ribs join the aromas of the wine, where the black fruit and the spices stand out. The structure and volume of the wine can sweep the fat content of the dish, whereas the tannins and the alcohol play a fundamental role with the sweetness of the onion, the earthiness of the mushrooms and the slight bitterness of the eggplant. The final fresh touch of the wine invites you to keep eating.
Lamb ribs (French rack) – 1 kg.
Paris mushrooms – 200 g.
Portobello mushrooms – 200 g.
Wash the onions and cook them with their skin in the oven at medium heat for 20 minutes. Remove from the oven and let cool. With the help of a small knife, cut a 'lid' on top of the onions and hollow them out. Season the inside with salt, pepper and a dash of olive oil.
Chop the heart of the onions and cook them in a frying pan along with sliced mushrooms and a dash of olive oil. Add the thyme, salt and pepper. Cook at low heat for 15 minutes, and finish with a few tablespoons of cream, cooking for 5 more minutes to allow the cream to reduce. Adjust the salt and pepper seasoning. Stuff the hollowed-out onions and sprinkle them with bread crumbs. Gratinate in the oven.
Cut the eggplants in half lengthwise and score the flesh in a crisscross pattern. Sprinkle them with coarse salt and, after 1 hour, rinse them removing the excess of salt and juice. Cook them with a dash of oil and covered with aluminum foil in the oven at medium heat, until the flesh pulls away easily from the skin. Mash in the food processor and season with salt and pepper.
Cut the rack of ribs into pairs and, with the help of a small knife, remove the excess fat from the bones. Add salt and pepper, and cook on the grill for 4-5 minutes on each side. The ribs should be juicy inside.
Serve the lamb ribs with the hot gratinated onions and a tablespoon of the baked eggplant purée.


text:
Timeglass App Review (iOS): Do More, Faster
By Chris Carter | September 22, 2016 | 3:30pm
Tech Reviews Apps
When I was a kid, I couldn't think of many occasions where I needed to set a timer. Sure I cooked at young age, but it was mostly simplistic recipes with help from my parents. But as time passed, those recipes got more complicated, as did my responsibilities and my life in general. So while Timeglass might not be for everyone, it mostly does what it sets out to do.
The gist? Timeglass is a way to set multiple timers, customize them with a lot of fluff, and let them loose at the same time. A perfect example is a multi-tiered cook-session, where some elements need to bake, some need to boil, and others need to fry.
I was able to set up a timer for each, with its own icon, and save the same UI for future use for commonplace activities. I like how deep Timeglass goes, as you can granulate your tasks further with multiple steps, and have the app talk to you to keep you on your toes if you can't stare at it constantly. It even has a timestop function if you're getting overwhelmed.
The sleek user interface is easy to read and aesthetically pleasing, as there aren't too many options to sift through (less clicks if you will, is a good thing), nor are there annoying proprietary services or logins you have to sign up for.
The only catch is that you can upgrade for $2.99 to the premium edition, which unlocks the limit of three timers and the maximum ceiling of seven steps per timer. Since most of you probably don't need anything past that, it's more like a "tip" to the developers than anything else.
If you're so inclined, you can use Timeglass for anything you want, including exercising and menial tasks like brushing your teeth, but I mostly stick to cooking. It tries to sell itself a little too hard with its icons (do you really need to time your showers?), but again, it gets the job done and anytime I need a timer I bust this one out.
Timeglass is an iOS app that can be downloaded for free in the iTunes App Store.
timeglass
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Hello everyone, Christine here today and sharing with you a decorated gift box. This is such a useful size box die, the finished box measures 3 inches square so it is ideal for lots of gifts and I'm thinking you could probably pop a tasty cupcake in there too!
1. Using SR-016 Giving Makes You Happy steel rule die, cut the box shape and tags twice with the Platinum Machine. Remember you can cut multiples in one go by layering your materials so it makes it very speedy.
2. The following images show you how to fold the box pieces and assemble, use a bone folder to create a nice crisp fold.
3. Using the Splendid Em-bossing Folder, emboss one of the tags for a dimensional background. As you can see sandwiched here in the Platinum Machine: Folder with cardstock inside and one of the cutting plate.
4.On the plain tag I stamped a sentiment. Using Create A Sunflower set, I made a sunflower. I'll share a video tutorial on how to make and assemble this lovely flower.
As promised, please see below video on how to create the sunflower.


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Part of the Festival of Imagineers, BLOCK takes place on Wednesday 19th September at the Cathedral Ruins at 8pm, some tickets are still available.
BLOCK, is a powerful fusion of dance and circus that pushes the limits of both art forms. With its daring physicality, split-second timing and thrilling feats, BLOCK leaves audiences gasping.