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Welcome
Full text linkWelcome from the Co-Editors-in-Chief
We are so pleased to welcome readers to volume 4, issue 3 of the Healthy Populations Journal (HPJ). HPJ is a student-run, open-access, peer-reviewed journal nestled within the Healthy Populations Institute at Dalhousie University. Our focus is to highlight student-led population health research and support new authors in the academic publishing process. Since our inaugural issue in the spring of 2021, we have published 13 issues and continue to grow. Submissions from students locally, nationally, and internationally continue to demonstrate the need for student-led and student-focused peer-reviewed journals that disseminate diverse, creative, and interdisciplinary knowledge.
The cover of this issue features photography by one of HPJ’s founders and outgoing Co-Editor in Chief, Christie Stilwell. As Christie formally steps down from her role, the HPJ would like to acknowledge her leadership and support as an invaluable asset in ensuring the growth of HPJ. On her departure, Christie offers us a juxtaposition of the new and old as inspiration for repurposing what we outgrow and challenging the status-quo in an effort to live more sustainably.
Articles in this issue cover timely, interesting, and important topics such as the value of community-based doula training to support Black maternal health (Ottley), how play-based programs for autistic children and youth are perceived by their caregivers (So), and the factors that influence mental health literacy in Canada (Hill). Student perspectives are highlighted in a study that explores the relationship between student employment status and capacity to meet 24-hour movement guidelines for health and well-being (Shivgulam) and student perceptions and awareness of social prescribing in post-secondary settings (Smoke). The issue wraps up with a review protocol that aims to summarize literature on the feasibility and benefits of exercise programs in individuals living with a brain cancer diagnosis (Langley). We extend our appreciation to these authors and the reviewers who supported this work, bringing it forward to another exciting issue.
HPJ would not be possible without support from the Healthy Populations Institute and the guidance from the HPJ Editorial Board Members. We look forward to this period of transition into longer-term planning and restructuring. Stay tuned for more and, on behalf of the board, I extend a most heartfelt thank you to Christie for all her work, support, and leadership on HPJ.
We truly hope you enjoy reading volume 4, issue 3.
ivan beck
Christie Stilwell
PhD in Health Candidate,
Dalhousie University
PhD in Health Candidate,
Dalhousie University
Co-Editor-in-Chief, HPJ
Co-Editor-in-Chief, HPJ
Fighting Environmental Disasters with Anti-Colonial Science
No full textThis paper\u27s goal is to highlight the crucial role anti-colonial science plays in tackling environmental disasters. Drawing from the works of Steven J. Harris, Amilcar L. Cabral, and Sandra Harding Fighting Environmental Disasters with Anti-Colonial Science emphasizes the importance of recognizing historical biases in scientific knowledge production and advocating for the inclusion of diverse, often marginalized, perspectives. It is argued that understanding the past\u27s exclusionary scientific practices can inform more equitable environmental strategies today
Braiding Pedagogies: Using Etuaptmumk (Two-Eyed Seeing) as a Foundational Ethic
No full textThe discourse on teaching and learning includes work on anti-racist education, decolonization, trauma informed pedagogy, universal design for teaching and learning, feminist, and queer pedagogies, etc. While each of these frameworks represents a different set of interests, they vibrate in harmony around critical reflections on the production of knowledge and the practices and processes of teaching and learning. Elder Murdena Marshall and Elder Albert Marshall characterize Etuaptmumk (Two-Eyed Seeing) as the gift of multiple perspectives; the ability to perceive the world through two lenses, one framed by Western Science, the other by Indigenous ways of knowing. This gift of multiple perspectives provides a means to find the common threads in the calls to engage in transformative teaching and learning practices and processes outlined above. Etuaptmumk, as an ethic, calls us to imagine ways to harvest the practices of various pedagogies as if they were blades of sweetgrass and weave them together to create transformative and sustainable classroom spaces
Managing Your Classroom with the F-R Framework: Friendliness, Firmness, and Fairness
No full textHave you ever had Argumentative Alex, Chatty Charlie, or Disruptive Drew throw a wrench in your carefully prepared lesson plan? With the average Generation Z student having an attention span of only 8 seconds (Williams, 2019), it becomes even more imperative for today’s educators to curtail disruptive or challenging student behaviour. Students who regularly display disruptive behaviour are at the highest risk of poor academic achievement (Alperin et al., 2023), while instructors report that the inability to effectively manage disruptive classroom behaviour is associated with increased feelings of inadequacy, depersonalization, and job stress (Aloe et al., 2014). In this presentation, attendees will learn the goals and impacts of classroom management, as well as identify different classroom management styles and how it influences personal teaching approaches. The F-R Framework – Friendliness, Firmness, and Fairness – and supporting “R” strategies will be introduced to help proactively and effectively manage challenging student behaviour and other unplanned factors in the classroom, which in turn nurtures an environment conducive to student learning
It Takes a Village: Student Partnership in Archaeological Course Design
No full textReady to get your hands dirty? No archaeological experience necessary! In this workshop, participants will discuss the challenges of interdisciplinary course design through a case study that aims to move away from traditional top-down learning. Specifically, the authors (a faculty member and undergraduate student team) discuss the ongoing development of experiential, interactive “lab”-style activities for the Acadia undergraduate course Introduction to Archaeology (CLAS 1803). This presentation will be of interest across all disciplines, since the activities themselves were designed to challenge traditional methods of teaching and learning (passive, lecture-style), in order to create a more fulsome, bi-directional classroom environment with engaged learners (communities of practice). Attention will be paid to the issue of student labour, the models of traditional laboratory sessions (typically in the pure and applied sciences), and challenges faced when teaching interdisciplinary topics. And, of course, participants will take part in one of the lab activities - led by the undergraduate RA for this course - on the topic of osteoarchaeology
Experiential Learning Research as Student led Publishing
No full textExplore student led publishing project that incorporates experiential, collaborative learning, research and documentation of the work of Canadian artists and Art History. The publication project places students into a creative and research based relationship with living art history, established visual artist and other professionals, designers, arts writers, and editors in the creation of a publication on the artists work. The project has seen over 20 books documenting the work of Canadian artists in published books that range from 80 to 200 pages