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Study Protocol: Racial Discrimination, Cultural Processes and Wellbeing Among Asian University Students
No full textIntroduction: Since the outbreak of the COVID-19 pandemic, an increase in racial discrimination and xenophobia directed towards Asians has been documented in Western countries. The consequences of the COVID-19 pandemic have also led to increases in mental health problems among people worldwide. Individuals from Asian backgrounds are at high risk for experiencing a dual-threat, due to risk for racial discrimination, in addition to general life and COVID-19-specific stressors. In Canada, the largest population of foreign- and Canadian-born immigrants are from Asian origins, while 74.9% of Canada’s international students in Canadian universities come from Asian countries. Considering the increase in incidents of racism and violence against Asian communities in Canada and the potential impacts of discriminatory events, our goal is to investigate associations between in-person and online racial discrimination and mental health among university students from Asian backgrounds, and the extent to which general coping strategies (e.g., problem-focused, emotion-focused, physical activity) contribute to better mental health outcomes among students. Because individuals from immigrant backgrounds, including Asian, are highly heterogeneous in terms of their immigration characteristics (e.g., immigrant status, length of residence), we will also examine the extent to which cultural processes (i.e., acculturation, cultural identity) affect associations between racial discrimination and mental health.
Methods and analyses: University students from Asian backgrounds will be asked to complete an online survey examining mental health, in-person and online racial discrimination, physical activity, coping strategies, and cultural processes (i.e., acculturation, cultural identity). Hierarchical multiple regressions will be conducted to examine associations between racial discrimination and mental health, and the moderating role of coping strategies and cultural processes.
Ethics and Dissemination: This project has received ethics approval from the University of Ottawa Research Ethics Board. Results of the study will be published in UOJM and can later be submitted for internal or external conference presentations or other journals, recognizing UOJM as the primary publisher
English
No full textIn this short review, the mechanisms through which the probiotic administration of non-pathogenic bacterium Rhodobacter Sphaeroides could contribute to human health in general, and more specifically, the treatment of ulcerative colitis, are explored. This review is built around the concept that the mitochondrion is the key player in the pathogenesis of ulcerative colitis, and proposes ways that the probiotic could contribute to a more optimal environment for mitochondrial functioning, namely through reduction of inflammation and production of beneficial compounds like ubiquinone and bacteria-derived carotenoids. It concludes with the current state of the research involving Rhodobacter Sphaeroides as a probiotic and suggests possible future directions.
 
Centring multilingual learners and countering racism in Canadian teacher education
Get PDFThis article includes aspects of a larger study in which we critically examine how and what mainstream teacher candidates learn in preservice programs about supporting multilingual learners (MLs). Since 2015, the province of Ontario has required that all teacher candidates — not just future ESL specialists — be prepared to support MLs. Within this context, we provide a description and discussion of who multilingual learners are imagined to be in policy documents and by various actors in education, along with examples of teacher candidate learning from a mixed-methods case study of teacher-candidate learning in the Master of Teaching at the University of Toronto. Our article reveals the complexity of preparing teachers to support MLs and suggests possibilities for centring multilingual learners and countering racism in Canadian teacher education.Cet article comprend quelques aspects d’une étude plus vaste où nous examinons de manière critique comment les futurs enseignants apprennent à soutenir les apprenants multilingues. Depuis 2015, la province de l’Ontario exige que tous les futurs enseignants — et non seulement les futurs spécialistes de l’ALS — soient préparés à soutenir les apprenants multilingues. Dans ce contexte politique, nous décrivons et discutons comment on imagine les apprenants multilingues dans les politiques et comment divers acteurs dans le milieu de l’éducation et au sein du programme de Maîtrise en Enseignement à l’Université de Toronto imaginent ces apprenants. Finalement, nous suggérons des possibilités pour centrer les apprenants multilingues et contrer le racisme dans la formation des enseignants canadiens
Le bilinguisme et au-delà : Réflexions critiques et pratiques innovantes pour appréhender le plurilinguisme dans sa complexité: Introduction.
Get PDFBackmatter
No full textIn the bilingual Backmatter file, you will find the following information: list of reviewers, description of OLBI, description of Master of Arts in Bilingualism Studies program, list of OLBI Journal\u27s past issues, and description of CCERBAL. Dans le document bilingue Backmatter, vous trouverez les informations suivantes: la liste des évaluatrices et évaluateurs, la description de l\u27ILOB, la description du programme de Maitrise ès arts en Études du bilinguisme, la liste des numéros antérieurs des Cahiers de l\u27ILOB et la description du CCERBAL
