“You’re Insecure, Don’t Know What For”?: Current Beauty Standards are Changing the Concept of Femininity

Throughout this post, you will notice I have sprinkled different music videos that speak about beauty and appreciating women behind the mask of beauty standards put forward by media, and the fashion and makeup industries.

To start you off, here is the video that inspired the title of this essay post. I chose to use the line “You’re insecure, don’t know what for?” because of its provoking question. I argue that our insecurities are caused by the ever-shifting “norms” produced by beauty and fashion industries.

Many women spend countless hours each week changing their physical appearance to meet the standards set forth in magazines and the fashion industry, sometimes to the extent of actually altering their body in a permanent or semi-permanent nature. Promoted by media and the fashion world, it is these standards and trends that essentially decide what beauty is and is not, and they eventually create what “normal” femininity should look like. While many of the trends in the fashion world are fleeting and atypical, such as what one sees in fashion magazines and runway shows, numerous other fads make their way into mainstream society and are diligently practiced by women who just want to look “normal.” One such infatuation that women are being coerced to believe will make them look well-groomed is called cosmetic tattooing, a current craze where a person has their eyebrows tattooed to mimic the act of applying makeup to fill in one’s lighter spots on the eyebrows. Older concepts that are already cemented into society’s definition of beauty include thick hair and tanned skin; women practice these customs by getting hair extensions and attaining a bronzed look with the help of sunless tanning sprays or a tanning bed. In short, beauty standards set by the media, social media and the fashion industry are causing women to alter the natural appearance of their bodies in to order gain the respect of other women as well as their male counterparts.

This video’s message sticks out to me simply because of the resistance to change. I translate the line, “Somebody better put you back into your place,” as the blind acceptance to beauty norms for the purpose of this post.

The beauty standards that the fashion industry hold themselves to create a ripple effect that normalizes what femininity is supposed to look like. Trends that stem from the fashion world are used to help women attain the unnatural physical appearance, such as those that are derived from a photo-shopped image. Not only can photo-shopped images create the illusion of a slim body, but they also have the ability to manipulate the object’s skin tone. Society helps women replicate the seductive bronzed look through facilities that offer indoor tanning by way of spray on tans or tanning beds. Essentially, the idea that in order to be an alluring female one must become tanned is nonsensical. Not only are these measures unnecessary, but also the use of tanning beds has been linked to skin cancer. Even when people are fortunate enough not to develop melanoma, the cost of the practice provides sufficient reasoning to avoid adhering to this trend. In a similar manner, acquiring tattoos to fill in eyebrows is another costly procedure that can actually deter from one’s natural beauty. At the very least, it is another example of how modern beauty standards are pushing women to change their body by introducing unnatural substances into their bodies. Furthermore, the idea that having thick hair is equated with beauty has caused many women to attain hair extensions that can add volume and length. In itself, the act of acquiring hairpieces is not troublesome, but the fact that the beauty industry makes a generous profit from preying on women’s insecurities is both a serious offense and unscrupulous. Moreover, the idea that having thicker hair is attractive has now created a new market, although quite expensive, for semi-permanent false eyelashes. Just like one may get a hair extension, eyelash extensions are readily available, although they need to be refilled as the lashes fall out. The continuous advertisement of these beauty standards creates a normalization of unnatural beauty practices in order to be seen as a feminine woman.

Here’s another beautiful video with a nice message (get it :P).

An overarching problem with these beauty trends is that it perpetuates a false illusion of what femininity and sexuality should look like, while at the same time, the price of these procedures eliminate a large percentage of women from being able to use these methods of enhancement. The result is the creation of an elite group of women that are able to meet the status quo and ultimately help shape what the media, social media and the beauty and fashion industries consider as beauty. Unfortunately, in our ever-increasing technological world, adolescents are being subjected to the advertisements of such standards more often. Ultimately women are sexualized at an increasingly younger age, and, at the same time it also perpetuates what “real” women and men should look and act like. Because adolescents are constantly exposed to these standards of femininity and sexuality, both physically and behaviourally, males begin to expect it while young women begin to think it is necessary to comply in order to be respected and desired. Therefore, current beauty standards, which are costly, unnecessary and deter from natural beauty, are changing the concept of what femininity is simply because a profit can be made by manipulating and playing on the insecurities of the masses.

This video shares my views with the line “There’s not a thing that I would change” (Bruno Mars – “Just the Way You Are”).

In order to change the trends set by beauty and fashion industries and other entities such as the media and social media, several steps need to be taken. First, women will need to refrain from actively participating in procedures that are promoted to enhance beauty, thereby boycotting the notion that a select group has the ability to normalize beauty standards. In addition, we will need to change the mindset of what beauty is in order to ensure that natural beauty is praised. Nothing is more important than encouraging our young people to look beyond magazine ads and appreciate beauty within themselves. However, that is not to say that women who choose to continue using these enhancement procedures should be persecuted. Rather, it is important that society allow women the freedom to choose how they want to look, instead of having society tell them how they should look. The difference is the freedom to choose for oneself, which should not be used as a reason to degrade a woman that adheres to beauty trends. “Slut-shaming” is a term that is used to describe the act of judging and oppressing women based on their appearance. In order to truly avoid select groups of people from declaring what beauty is and setting standards, we have to accept that each woman has the right to choose how to express her femininity. Moreover, we need to be able to teach our teenagers about the ways that media uses sexuality to promote their products in order to counteract the prescription of certain behaviours that are appropriate to each gender. In this way, adolescents will learn to view advertisements critically and reduce emotional manipulation linked with purchasing certain products to improve their self-image. Providing the freedom of choice, acceptance, and teaching critical viewing strategies are several ways that we can combat the influence of current beauty standards.

The most important message: “She had some troubles with herself” (“She Will Be Loved”). These standards that are forced onto women through a society that allows media coverage to shove thousands of beauty ads per year into an audience can be damaging to one’s self-confidence and perception of beauty.

Women have been emotionally manipulated into changing their bodies in an effort to meet the beauty standards created by the media, social media, and the beauty and fashion industries, which in turn, benefit financially. Because this is profit gained from preying on the insecurities of millions of women, it is our duty to refute these standards and allow women to create their own idea of beauty. As aforementioned, the reason for abstaining from beauty standards must be in order to change the mindset of what beauty is. Women need to resist following these trends because of how others will perceive them, and instead choose to follow them because it is something they are interested in or because it would make individuals feel happier or more attractive by their own standards. Women need to feel appreciated for who we are as individuals and not for how we appear to a third party entity, like the media and fashion industry. We should accept our flaws without being afraid of outside perceptions. Additionally, adults of both sexes should actively resist accepting these beauty standards so that young girls and boys are not sexualized and intimidated by social media’s beauty standards. Ultimately, if women want to change their body in a permanent and semi-permanent nature, it should be because of intrinsic motivations, not pressures from current beauty standards.

A final thought! What about the effects that these standards cause on relationships? This song has been a favourite of mine since its release because of the meaning. This video uses the idea of an abusive relationship, but what if the harm was actually caused by industries that destroy one’s self-esteem by insisting that natural beauty is not good enough?

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The following post is from starsregina.ca, a group of which I am part of. We are aiming to spread awareness about the RIIS and have the cemetery commemorated. Please share this post by re-blogging or adding a link (you can also link to the website above!)


Photo from RIIS Media Project

The Regina Indian Industrial School (RIIS) operated from 1891­-1911. It was demolished by fire in 1948, but after the building was gone, the remains of over 30 students were left behind in a small, mostly unmarked cemetery. The site is located at 701 Pinkie Road, just west of Regina. It has changed hands many times, but is currently in the possession of a private owner who is unable to maintain the cemetery or give it the attention it deserves.

The TRC includes three Calls to Action related to the commemoration and memorialization of schools and cemeteries where victims of the Indian Industrial Schools are buried. We are most concerned with #75:

We call upon the federal government to work with provincial, territorial, and municipal governments, churches, Aboriginal communities, former residential school students, and current landowners to develop and implement strategies and procedures for the ongoing identification, documentation, maintenance, commemoration, and protection of residential school cemeteries or other sites at which residential school children were buried. This is to include the provision of appropriate memorial ceremonies and commemorative markers to honour the deceased children.

A group of students from the University of Regina are starting an ongoing social media campaign to honour the RIIS site. The focus of the campaign is to raise awareness and political will, while also putting pressure on the municipal, provincial, and federal governments to commemorate the site in alignment with Call to Action #75.


SHARE! Using different social media platforms, share news articles and historical facts, as well as your personal thoughts/reactions. Make sure to use the hashtag #RIISup.

Sign the petition for the commemoration of the RIIS school site.

Start Project of Heart in your own classrooms/schools.

Fill out and mail a postcard ­- this is something you can do on your own or with your students/school.

Hold Mayor Fougere accountable to his commitment to implement the Truth and Reconciliation Commission recommendations.

Visit the site.

○ We will be visiting the cemetery to discuss the history of RIIS and to honour the

children who are buried there on Thursday, March 31st at 12:15 PM. Join us ­ all

are welcome!

For more information on the RIIS:

RIIS Media Project

RIIS From Amnesia Documentary

RIIS Commemorative Association Inc.

Project of Heart

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I Don’t Need Social Justice

I don’t need social justice in my life to survive. I am a young, middle-class white woman who serves to benefit from society for no other reason than white privilege. I do not need to feel guilty about being white or having white privilege without asking for it. It’s not my fault I was born white and middle-class. I don’t need social justice in my life.

Let that sink in for a moment. I do not need social justice in my life to survive.



I count on my fingers what I need to survive: air, water, food, and shelter and clothing to regulate my body temperature. I didn’t say social justice. I didn’t say equity, accountability, troubling moments, or critical thinking. I don’t need those things in my life. I can survive perfectly fine without ever interacting with social justice.

I do not need social justice in my life, but I want it in my life. That goes on a whole other list – the list of wants. I want social justice in my life because I am a young, middle-class white woman who serves to benefit from society for no other reason than white privilege. I want to feel guilty from benefiting from white privilege because there is nothing I did or did not do to gain it. I’m a member of the majority by being white, and because I am recognized as having a voice I need to speak out for others.

As I mentioned in the previous post, today I became a STARSRegina member. I thought that I would commence this journey by writing a post about the fact that I don’t need social justice is the very reason that I should be fighting for social justice. I was speaking with someone yesterday after the STARSRegina’s Professional Development (PD) event, which was hosting a panelist conversation about social justice (check out #STARSRegina and #SJpanel on Twitter). I told this person that I was going to the recruitment meeting the next day (today) and planning to join this group. Their response? Let me replicate our conversation.

Anonymous: Don’t do that. Stay away from that.
Me: Why?
A: Isn’t that kind of radical?
Me: Yes, I guess so. Social Justice work is radical in the sense that it goes agains the majority.
A: Yeah, I don’t know what that means.
Me: It’s what we’ve been talking about in all of our classes, like racism. This is saying that everyone should have equality.
A: You’ll never be able to leave the country if you are so political. The radical ones are the ones who go missing in other countries.
Me: But I’m not even talking about other countries. I’m talking about my own – this is Canada. We need help here in my own country with this.
A: Well I don’t know if it’s a good idea.
Me: You’re a nurse. Telling me to stay away from a social justice group because it could be harmful is like telling you to stay away from learning First Aid. These are my building blocks for my career. In fact, you need them too. Everyone does because social justice is really about everyone.
A: [Long pause.]

I kid you not, this was nearly the exact wording of our conversation. I mentioned this at the meeting today and was commended on my metaphor of Social Justice being like First Aid. Well, it’s as true to me now as it was in that moment of fierce passion when I was defending my choice. Plus, it doesn’t hurt that I’m training to be an English teacher and literary devices are kinda my thing.

This is just the beginning of my online ponderings. Social Justice issues have become a passion of mine. I’m not the best teacher or all-knowing about this topic, but I have to start somewhere. As I learn and grow, I hope I never cease to challenge my beliefs, my actions and my behaviours.

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What is this category page?

This category serves to function as a space to collect all of my ideas about Social Justice. I will look at the “isms,” such as race, gender/sexual orientation, class, religion, exceptionalities, and so much more. I will strive to look critically within myself and society. I will challenge and call out my own beliefs, and then ask others to do the same.

Today I became a member of a wonderful group called STARSRegina (follow us on Twitter #STARSRegina or go to starsregina.ca for more information). This acronym stands for Student Teachers Anti-Racist/Anti-Oppressive Society. We are a group of students, mainly education students, at the U of R who are trying to make the world a more understanding and equitable place, one view at a time. Our website contains a collection of our thoughts and ideas, as well as some resources for teaching anti-oppressive education. We want to provide our future students with a fair and equitable education, and believe that everyone should find success as a learner.

Please support us by being allies in our work and join our network to further increase our knowledge and give us multiple perspectives. Also, if you have resources for any of these “isms” or other perspectives, such as Indigenous Ways of Knowing or Treaty Education, please go to our site and add them!


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Summary of Personal Learning: #ecmp355

Well it is hard to believe that it is the end of another semester. This one flew right by. So I guess all that’s left is to show you what I’ve learned! The following is a very basic transcript of my video, but I have included some links and pictures on this version.

Checkout my brilliant word cloud from WordItOut. This wordle is a brainstorm of the concepts that I learned, reviewed or thought about during the course.

There are so many things that I learned in this class. I have to be honest about where my technical abilities were at the start of this course. I was such a tech newbie or tech illiterate that there was a very fine line between hilariously funny that I didn’t know what such and such was, and the point of frustration and irritability that I couldn’t do anything online without asking for help. So here are some things I knew about prior to this class:

  • Soundcloud – I have used this before for a summary of learning in ECS 210. I think it worked pretty well, and I would definitely like to incorporate this into my classroom. I think it would be really cool in a creative writing class so that students could read their work and then explain it’s meaning.
  • Survey Monkey – this is a popular idea to have students use their phones to submit the correct answer in a multiple choice format. I have liked using it, but it really depends. To use it for twenty questions would lose student engagement. To use it for one or two questions seems like a hassle to get out the phones and go through the process. It’s really a balancing act. I suppose if it were regularly implemented in the classroom like bell work then it would be good as a pre-assessment or reviewing tool.
  • Google Docs – I have used this in University for collaborating within group projects. This will definitely be something I bring into my classroom because it’s so simple that even I can use it.
  • Wordle – wait… is that considered to be part of technology? I don’t know about that…
  • MS Word, PPT and Excel…. So I’m beginning to stretch it here haha. I mean to some extent you do have to use the basics in the classroom and before expanding into new things.

So from this short and sweet list, you can see that I do not consider myself a tech-y person in the least. I generally beg a friend to help me out when I have a question about technology, or spend some time doing a Google search. When this class started and I learned about the expectations I honestly sat down and had to think about whether or not I would be able to measure up. I don’t like to do anything half-way, and certainly not when it comes to my education. I decided to stick it out because I knew that the only way to get better was to learn, and the only way to learn was to try it out in a class where I had the guidance of professors and peers. Now after my learning transition, let me go through what I have actually learned this semester (*spoiler alert: this note is not so short, but it is pretty sweet that I learned a lot about actually useful stuff.)

This blogging site was created a year ago for my ECS 210 class. I honestly started it because we were forced to, and I was not thrilled about it. I had unsuccessfully tried using a blog in high school for a computer class and didn’t enjoy it then. I’m the kind of person that when I don’t see the point to something I immediately resent doing it and do not put my full effort into it. I guess that’s a kind of useful trait because I will relate to my students and be able to help them make useful connections inside and outside of the course, but it’s otherwise kind of bothersome as a student myself. So anyways back to this blog. I made a half-interested attempt to work this blog, and then set it on the shelf. Then next semester my ECS 410 used a blog, and it was essentially worth 60% of our grade so I knew I had to step up my game. I learned how to create pages and organize my work like that through the menu. Each section had a sub-page from the course to the assignment. Sometimes my sub-pages had sub-pages, and those sub-pages had sub-pages. And what, you may ask, was written on the page that led from one page to the next? Nothing. If you want to see what I mean, click on the menu tab “University Courses.” It was more like a staircase on the menu so that my prof could easily see how well I had organized my work. Looking back, I have to laugh at that logic.


Now my blog is a whole lot different. First of all and most importantly, I finally see why I am using a blog in the first place. That in itself made a world of difference to my blog. Before my blog was written in a professional manner as if every page was a mini-essay. Now my personality comes through my writing. I’m pretty sure you have a sense of who I am because my writing is no longer stiff and guarded. What I’m writing is actually interesting because of that, but also because my posts aren’t made up of pure text. I learned how to incorporate links, videos and images to make it interesting, but also to make my point a whole lot quicker. Besides that, I learned about categories. Dear Self-from-a-year-ago, you really should have looked into this category thing. It makes life so much easier. When I write my posts I have the option to place it in a category where everything within that group is collected. I added these categories within my menu arrangement for easier access. So much better than the drop-down staircase menu! I also have made widgets. I have quite a few now! If you look to the right and scroll, you will see what I mean. I have an about.me page where I am beginning to add a résumé and have a professional online space. My Twitter feed is included, and options to follow me via Twitter or this blog, so follow away! I also have a tags section, and have been using tags religiously this semester. It is so handy that you can click on a tag and all of my posts with those tags will just pop right up. Like I said, I had an extreme beginner user level.

Speaking of Twitter, I learned a bunch of stuff about this social media site/tool, although I still have more to learn. First of all, I actually made an account! I’m proud to say that I’m nearing the 80 tweets mark, with almost 70 followers and following 330 accounts. I’ve found a lot of great educational resources, both people and programs, to follow and keep in touch with others in your network. Oh, and hashtags. # is not recognized as the symbol for pound anymore. From my understanding, hashtags are like a category or tag in itself. You type something into the search bar, and it will bring up all of the latest uses of that hashtag. In addition, I learned that there isn’t just one way to tweet. You can tweet, re-tweet, classic re-tweet (your comment with the re-tweet) and modify the tweet. I also participated a couple of times in group chats. I would definitely invite my class to use this with a Q1, A1 format, like what we learned in class. It would be a simple way to see what my students think as well as get some outside opinions and multiple perspectives.

Google has surprised me with all of its applications and uses. Our class began the year with creating and using a Google+ community. I think this is a neat idea. I am torn between using this and Google Classroom within my own classroom for an environmentally friendly atmosphere. I love that anything can be shared to the community so that everyone within it receives it on their newsfeed, like how Facebook operates. Seeing my classmates’ online presence showed me how important it is to have an online network and to get involved in programs that support new teachers.

Some other products that I learned about and used this semester are: Aurasma, iMovie, Youtube, Scratch, Fivecard Flicker, S’more, bloghubs, Feedly, bitly, RRS, Kahoot, Remind, Pinterest, Screencastify, Pearltrees, Compfight and Screenr. Some of these I have a better understanding of, while others I still have a way to go before I am at that mastery level. I am most familiar with WordPress, iMovie and Youtube as these were applications that I used weekly for my major project. I decided to video my cooking experiences to document my learning, and as such have been using iMovie to edit my films into shorter video clips with cool themes and transitions. Since I can’t post them directly to this blog without getting the purchased version, I needed to get a Youtube account and then link my videos within each post. I learned how to do links easy enough, but learning to use iMovie and then creating a Youtube account for my major project was a major learning curve (yes, pun intended). I learned tips and tricks slowly over time. Eventually I gained enough skills to work quicker, but in the beginning editing about 30 minutes of film could take well over an hour for me!



This is what it looks like for me to use iMovie and edit the sound to create my “Kid Snippet.”



This video below is my screencastify video of how I used iMovie and YouTube for my major project.

And here is the “Kid Snippet” on Technology that I made to showcase my skills with iMovie. The voices are two of my 6 year-old cousins and my roommate, Melanie, and I act out the skit. I deleted the video from the recording of the kids, and taped it to my video after deleting our audio. These are really questions that I asked my cousins and what they came up with on their own. You have to watch this because it is so cute, and I promised them that they would get to be in my movie!

I have to say that the Scratch was a complete bust for me because I had no idea how to operate it and struggled a lot. I saw a few of my classmates projects and based on what they did I think using Scratch would be cool and fun for students, so long as I didn’t need to instruct them on how to use it! I also like Feedly because it is a great source for articles and posts about any topic. Another great tool from this list is Compfight. I used this several times to cite photos from online. I had no idea how to do this before, and didn’t even know that using a photo from Google would be a problem because I reasoned that it was public. That shows how little I knew about the laws and copyrights of online images. The most shocking thing about all of these tools is that someone could conceivably find actual uses for this stuff in schools…. no offence. I just didn’t know what was possible and what wasn’t (again, extreme beginner user level). I’ve even used Screencastify to make this learning summary project and demonstrate my skills. On a fun and practical note, I decided to make a Kahoot as a study tool for myself and some friends for our French final. I would use this tool in the same manner with my students, or, as with Survey Monkey, I would use it as a pre-assessment tool.

My Digital Citizenship has completely changed since the start of this class. Aside from Facebook, I was practically non-existent on the Internet. Like I mentioned previously, I used this blog a little bit, but it was next to private, as are my Facebook settings. At present, I have been using this blog, Twitter, our class Google+ community, Youtube and Pinterest to connect online. These all feature the educational and professional identity that I embody, but they also allow for my personal interests and humour to enter, which gives a more complete sense of who I am. I feel like I am really creating a solid professional online identity now. Even if some of my resources or educational articles come from Facebook, I immediately think about sharing them, and not just to Facebook but to Twitter, my blog, or our Google+ community.

I’m looking forward to extending my online network and continuing to learn about educational technology during the course of my career. Step aside Tech-Newbie-Nicki, it’s time to master some of these tools to use in my classroom to meet those outcomes that include the use of multimedia!

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Time for a Dinner Party! And That’s a Wrap!

It is now the end of the semester, and I’ve reached my learning goals! The words in bold indicate specific parts of my outcomes that I met.

  • Try  cooking different types of food within these countries’ cuisines (China, Japan, North and South Korea and Mongolia).
  • Attempt from each of the following courses: appetizers, sides, soups and saladsentrées and dessert.
  • Dishes: stir-frys, chow mein, chicken balls, ginger beef, egg rolls, spring rolls, and sushi.
  • I intend to make a variety of dishes, both traditional to these East Asian countries, and also as they are served here in North America.
  • End goal: to feel confident enough in cooking a variety of East Asian items that I can prepare a meal for dinner guests.

As you can see, I hit the main idea of my outcomes. However, the direction I took with this project was different than what I had intended, and as such, you will notice a discrepancy where I did not meet every outcome wholly. New dishes caught my eye from online research, such as skimming through Google images or Pinterest, suggestions from friends and my own personal favourites from restaurants.

So after ~85 hours, ~$350, 14 dishes, 18 posts, 12,187 words, 122 pictures, 13 videos, and far too many of these to be counted: websites browsed, resources saved, minutes of filming, hours of editing films, dishes to be washed, last minute mad-dashes to the store, bags of groceries, mouths to be fed and containers of food given away, THIS PROJECT IS FINALLY OVER AND I AM ECSTATIC!!!

But I’m also kind of sad. You see, it really was a journey full of laughs and memories. Between my roommate, friend Carol, and siblings back home, I had so many people begging me to make this or that, or saying “just feed me already!” I love to cook, and it was such a nice change of pace to say that you had to make dinner as part of your homework! I put a TON of effort into this project, and I would say that I got out exactly what I put into it.

But enough reminiscing, you clicked on this post to see how my Dinner Party went! It was a blast. There were seven others in total who were able to join me and see what I had been up to over the last couple of months. I started off by serving Wonton Soup, Japanese Noodle Salad (also called Ramen Salad) and an Egg Roll to each of my guests. I got a lot of compliments from these tough critics! I had frozen the Egg Rolls after making them, and then simply heated them in the oven to serve. The soup was made the day previous, so that prep was done too. My guests were invited to make their own Sushi while I coached them through it. So what did I actually do to make supper? I started by prepping for the sushi. I made the rice and let it cool (just like in my Sushi post), and then chopped up all of the veggies and meat. Then I fixed the Ramen Salad, and ta-da! Supper was ready. I don’t feel like it was cheating, since I still made all of those items. It was just ahead of time….so it was like I had been prepping for this meal for three days! 😉

I think my supper went over well with my guests. They left full and happy. I was actually quite surprised with some of them because they did such a good job with making their own sushi!


IMG_3392Minus my roommate who was currently pouring water for our guests, this is a group shot of the “critics”!


IMG_3355So this is  the recipe that I used for my Ramen Noodle Salad. It was super good! I don’t even like raw cabbage most of the time and I thought it was good. The only thing I changed when I made it again later (because who could resist?! Plus, it’s salad so that’s okay haha), was that I added less oil than what it called for. It says to use 3/4 cup of oil, but I found this to be way too much, as it was sitting in the bottom by the end of the bowl. So the second time I made it I used only about 1/2 cup of oil. I also used a second bag of broccoli slaw and an extra package of instant noodles. This caused me to wonder if the package of broccoli slaw I bought was quite a bit smaller than the one Pinterest used.IMG_3387



These are my Egg Rolls! I was worried they might have gotten a little too soft in the oven, but I turned it high enough that they stayed crispy.




My Wonton Soup didn’t hold up as good as I had hoped. A lot of the wontons popped open from stirring it while it reheated. It sure wasn’t as good as it was the day before fresh!

IMG_3390 This is what the “first course” looked like. I served it all at one for the sake of connivence. Plus let’s be real here, I didn’t want to do any more dishes than necessary! (Although these two gentlemen and my roommate kindly took charge of the dishes! I was really grateful since I had already done a sink-full from prepping!

The following are snapshots of sushi made by my “students.” Just don’t ask me who made which ones, because there’s no way I can be certain now!

IMG_3393 IMG_3395 IMG_3396 IMG_3397 IMG_3405 IMG_3398   IMG_3402 IMG_3403 IMG_3407


That’s right, I got Fortune Cookies for dessert! I know it’s not as big in Asia, but since they are always served with “American Chinese” I had to get some.



Well that’s it folks. So for the last time, please check out my video below!


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My Trip to the Asian Food Store

So for the most part I have been able to get everything I need to complete this project at “regular” grocery stores like Walmart, Extra Foods, Safeway or Co-op. Before this project I had never been in an Asian food store. When I was in Lloydminster with my cousin Tanya making Spring Rolls she took me to a Filipino store. It was a cute little store. I wasn’t allowed to take pictures, but it was still quite an experience. The shelves were lined with every packaged Asian food I could think of, and then some. Most of them came from the Philippines and didn’t have a lick of English on the packaging. They had a couple of coolers with Asian refrigerator items, and then about 4 deep freezes. One had a stockpile of the spring roll pastry wrappers. The others had different kinds of frozen meat, including seafood and a variety of sausages. There were a huge assortment of vermicelli noodles. We bought a clear variety for our spring rolls. What I mean is that they look clear before and after they have been cooked. Some vermicelli noodles may look clear or off-white before they are cooked, but then become pure white after they are cooked. Tanya said she prefers the clear variety in spring rolls so that it blends in with the rest of the filling and doesn’t stand out as a “filler.” The brand we chose was called Manila’s Best and it is a bean thread noodles.


It was really interesting to see all of the snacks. All of them were in bright packaging, and the ones that didn’t have any English on them also looked really animated in their appearance. It was pretty cool. I bought a few things from the store in addition to the spring roll pastry wraps. Below are some of the udon noodles that I really liked, a couple of sauce packets – sweet and sour (this will be my secret weapon if I decide to try the sweet and sour chicken again!) and chop suey, Pocky (looks like a chocolate covered cooking in a stick format) and a box of Stik-O Crunchee. My little cousin Lincoln sure liked this one! It is basically a rice crispy bar dipped in chocolate, but it has a hollow centre all the way through the bar.


It was really neat to get to experience shopping at an Asian food market. I think the store owner was quite shocked when she saw us buy an armful of spring roll wrappers!

Posted in ECMP 355: Computers in Education, Online Learning, Uncategorized | Tagged , , , , , , | 2 Comments