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A discussion of contemporary platforms for women in surgery
No full textWhile the number of females entering medical training has been increasing in recent years, only 30% of surgeons in Canada are women. This discrepancy can be attributed to many aspects, and the lack of representation is a notable barrier that aspiring female surgeons face early in their medical careers. With the growing popularity of virtual platforms, many thread-based discussion websites have placed connecting with like-minded individuals at our fingertips. An accessible platform for women interested in surgery is a natural progression to help bridge the gender gap within the field, and yet it has not been created. While there are many pre-existing women in surgery organizations that promote a mentorship ideology, accessibility is limited by membership fees. A completely free, thread-based platform that connects both prospective and current women in surgery may serve to advance the field through the lens of diversity and collaboration
Introducing Preservice Teachers to the History of Women Teachers in Nova Scotia
No full textThe history of public education in Nova Scotia cannot be divorced from the feminization of the teaching profession. During the rapid expansion of Nova Scotia’s public school system in the mid-nineteenth century, women were hired as the majority of teachers because they were considered inherently suited to the moral training of children. In turn, this “innate ability” justified paying women teachers low wages for labour that came "naturally" to them. Little to no teacher training requirements only exacerbated the idea that learned skills were not necessary in order to perform the feminine act of teaching, which hindered teaching\u27s professionalization for well over one hundred years. Today, popular discourse regarding "good teachers" is often reminiscent of the nineteenth-century notion that teaching comes naturally to a predominantly female workforce and that it is somehow bad taste when teachers demand fair working conditions and compensation. Thus, it is important for preservice teachers to challenge this contemporary embracing of the very beliefs and attitudes that sought to hinder the teaching profession throughout the nineteenth and twentieth centuries
SoundPainting: An interdisciplinary creative ensemble practice
No full textSoundPainting is a live-composing, multidisciplinary, sign language. It was invented almost 50 years ago by the composer and jazz musician Walter Thompson. There are approximately 1500 different gestures which the SoundPainter accesses in order to create a new composition based on the improvisations of the ensemble. The ensemble can be any size and can include musicians, painters, actors, dancers, comedians, puppeteers, lighting designers — it is open to any creative medium. In this workshop Dr, Hopkins will share the basic tenets of SoundPainting, and the members of the MUSI 3303 SoundPainting Course at Acadia University will provide a live demonstration
Out of the Classroom and into the “Artifactory”: Experiential Learning and Local Heritage Partnerships
No full textThis presentation offers a reflective study of experiential learning in an undergraduate History course in partnership with local heritage organizations. It is based on a new course I offered in the winter of 2024 at UPEI: The Hidden Histories of Objects. This course introduced students to the burgeoning field of material culture in historical research. Students worked directly with historical artifacts housed at the PEI Museum and Heritage Foundation’s collection facility (known as the “artifactory”) and were introduced to practices and skills in museum and heritage professions. This presentation seeks to encourage instructors to think creatively about how to collaborate with local organizations and identify linkages between academic disciplinary content and community resources
Experience Points-Based Grading as a Type of Alternative Grading: Pros, Cons, and How-To
No full textIt is becoming a focus to design learning experiences that promote student agency and choice. Flexible course design is a student-centred way to ensure students have a say in what and how they learn, and is in line with the principles of Universal Design for Learning (UDL). In addition, there is concern that student’s fear of failure, anxiety, and stress about grades impacts their ability to learn. Pressure to perform well on assessments can stifle the learning process and impede creative thinking. There are many types of alternative grading methods that provide flexibility and reduce pressure on students. Some popular examples are ungrading, specifications grading, and contract grading. Experience points (XP)-based grading is another highly flexible alternative grading method. When applied thoughtfully in a theory-driven way to a learning experience, this kind of gamification serves as a playful pedagogy that can enhance student engagement and motivation. It also provides an environment in which it is safe to fail. This presentation will introduce the concept of gamification, focusing on XP-based grading
Closing and Acknowledgements
No full textThank you to all the reviewers, authors, and readers of HPJ!
A special thank you to Dr. Sara Kirk and Dr. Cecilia Carrea at HPI for their continued support of HPJ.
Funding Support
Healthy Populations Institute
Dalhousie Research Centres and Institutes Next Wave Fund
Editorial Board
Co-Editors in Chief:
Christie Stilwell & ivan beck Zubriski
Managing Editor:
Julia Kontak
Guest Editorial Board:
Dr. Tari Ajadi, Korede Esan, Damilola Iduye, Dr. Keisha Jefferies, Chelsa States, Crystal Watson
Section Editors:
Brittany O’Shea & Megan White
Editorial Board:
Dr. Hilary Caldwell, Dr. Phillip Joy, Laura J Kennedy, Madeline Shivgulam, Crystal Watson, Helen Wong, Joshua Yusuf
HPI Intern:
Garchey Yu
Copy Editor:
Georgia Atkin
Communications:
Megan Fleming
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