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Law enforcement and public health: Vancouver Police and drug use in the Downtown Eastside
No full textDespite international recognition, the intersectional field of “law enforcement and public health” (LEPH) is not referenced by the Vancouver Police Department (VPD) or generally across Canadian policing. This study examines how the Vancouver Police Department (VPD) demonstrates LEPH in the context of drug use in the Downtown Eastside (DTES) through evaluation of strategy, operational actions, residents’ experiences of VPD practices, and police officers’ perspectives. The study uses secondary data analysis, particularly thematic coding and reflexive analysis from a diverse selection of community-based research and police-based sources. Findings indicate that the VPD predominantly demonstrates LEPH through collaborative initiatives and strategic statements, which are generally aligned with LEPH principles identified through an international literature review. However, there is a gap between strategic intentions and the operational realities experienced by people who use drugs in the DTES. Exacerbated by power imbalances and other systemic factors, this endangers lives in the community. This study is significant in improving understanding of LEPH in the DTES, and puts forward recommendations to the VPD and future research.law enforcement and public health; harm reduction policing; Downtown Eastside; Vancouver Police Department; drug policin
Episode 34: Leadership and Inclusion as the DNA For Success
No full textIn this episode of Innovation Fuel, Kerry Brock, President of GuardRFID Solutions Inc., joins host Dave Keighron for a discussion about the ups and downs of changing the business to a work-at-home model at the start of the pandemic and how working from home has evolved in the company three years later
Using chemistry to explain climate change and inspire students
No full textPresented at the Research Café on March 3, 2023
Consultation and engagement of Sahtú Dene and Métis people in the closure and reclamation of the Norman Wells Oilfield
No full textAfter over 100 years of operation, the Norman Wells Oilfield located in the Northwest Territories is beginning the process of closure and reclamation. In negotiating the Sahtú Dene and Métis Comprehensive Land Claim Agreement (1994), Sahtú people have gained more power over environmental decision-making, including directing the goals and outcomes of reclamation projects. A case study approach was used to collect qualitative data over 8 weeks in Fort Good Hope, Northwest Territories and 3 days in Norman Wells, Northwest Territories. Data were collected through 41 semi-structured interviews using open-ended questions with Sahtú people and key informants and an analysis of past engagement records to examine the structures and processes for how Sahtú Dene and Métis have been engaged in the Norman Wells Oilfield project throughout history, and identify opportunities for their meaningful involvement in remediation, reclamation, and monitoring in the future. Findings reveal that past engagement and consultation from Imperial Oil with the Sahtú people has been culturally inappropriate. This has resulted in a loss of trust, violation of Dene principles of reciprocity, and overall ineffective communication. These research findings are intended to contribute to the conversation about the Norman Wells Oilfield closure and reclamation, as well as broader discussions on Indigenous peoples' involvement in environmental reclamation after resource extraction
The Boundary Region: Final Report & Recommendations: Smart Specialization in Non-Metro Canadian Regions
No full textRural ResilienceSmart Specialization in Non-Metro Canadian Region
Middle school teachers’ perception of collaboration
No full textThis research seeks to understand middle school teachers’ perceptions of a prescribed collaboration implemented by a school district. Teacher Team Time (TTT) was five years into implementation, providing middle school teachers with mandated collaboration time twice a week, using teams of teachers to support diverse learners’ needs. This study uses phenomenology to interview four participants at the same school about their experiences with TTT. Transcripts from interviews were analyzed using a descriptive coding process and these conversations revealed that there were limited collaborative opportunities prior to TTT, with many teachers collaborating on their own time. This research suggests that teachers view prescribed collaboration in a positive light with an understanding of what makes collaborative conversations successful. Four key considerations to guide prescribed collaboration are discussed: time, compatibility, trust, and autonomy. Recommendations include making sure: (a) school leaders ensure time is carved out for teachers to collaborate, (b) there is a balance of direction from administration and teacher autonomy, (c) connection-building time is recognized as vital to building trust within a group, and (d) administrators and lead teachers have the potential to make connections between collaborative groups at various school sites.teacher collaborationteacher team timeprescribed collaborationphenomenolog
Teacher experiences with play-based learning: A phenomenological study in suburban British Columbia
No full textIn Surrey, British Columbia teachers use play-based learning to support young students under the guidance of the provincial curriculum including language diverse settings. This qualitative phenomenological research study investigated teacher experiences with implementing play-based learning for English language learner support in kindergarten and Grade 1 classrooms. All participants were employed by the Surrey school district during the research study. Six participants completed interviews and another six completed digital surveys that were used for complementarity. Interview and survey transcripts were coded with a Vygotskian theoretical lens and five themes were developed: teaching philosophies and practices, school experiences, literacy, play, and English Language Learning. Conclusions included teachers defined play-based learning in different ways; teachers noticed positive impacts of play on ELL students; teachers used two distinct play-based strategies for supporting ELL students; and the pandemic had negative impacts on teachers, their students, and student caregivers. Recommendations for teachers of ELL students included getting directly involved in play, teaching play strategies explicitly, and employing teaching strategies that incorporated language usage and play including the story workshop method and free play
Bicycling of Canada
No full textThis zine emerged from an assignment in an English Language Learning and Acquisition class (ELLA 0120-001) with Douglas College instructor Tina Fusco. Students were prompted to create zines inspired by their experiences of coming to Canada and their perceptions of Canadian culture.Not peer reviewedbicyclingzine
Reduce, reuse, recycle
No full textThis zine emerged from an assignment in an English Language Learning and Acquisition class (ELLA 0120-001) with Douglas College instructor Tina Fusco. Students were prompted to create zines inspired by their experiences of coming to Canada and their perceptions of Canadian culture.Not peer reviewedrecyclinggarbagezine
