- ItemEmbargoHealth, Medicine, and Philosophy in the School of Justin Martyr(Cambridge University Press, 2023) Secord, JaredIn this paper, I contextualize the engagement of Christian intellectuals with the Roman Empire’s medical marketplace in the second century, focusing on Justin Martyr, Tatian, and pseudo-Justin’s On the Resurrection. I show that Justin, Tatian, and pseudo-Justin attempted to derive authority from displays of medical and philosophical expertise regarding bodily and mental health. Justin’s limited interests in bodily health and medicine were driven by his interest in presenting Christians as philosophers who faced death without fear, a goal that aligned him more closely with his philosophical contemporaries. Tatian and pseudo-Justin, in contrast, launched challenges against the authority of physicians, presenting an ascetic form of regimen as a superior Christian method of achieving excellent bodily and mental health.
- ItemOpen AccessRomantic Relationship Quality and Mental Health in Pregnancy During the COVID-19 Pandemic(Guilford Press, 2022) Xie, Elisabeth Bailin; Rioux, Charlie; Madsen, Joshua; Lebel, Catherine; Giebrecht, Gerald; Tomfohr-Madsen, LianneIntroduction: Social capital is important for good mental health and the quality of close relationships is one key indicator of social capital. Examining the association between relationship quality and mental health may be particularly important during pregnancy as mental health concerns during this period pose significant risk to families. The COVID-19 pandemic has contributed to increased mental health problems among pregnant individuals. The resulting lockdown protocols of the pandemic has also disrupted larger social networks and couples spent more time together in the context of ongoing chronic stress, highlighting the particular importance of romantic relationship quality. This study explored longitudinal associations between relationship satisfaction, depression, and anxiety among pregnant individuals during the first wave of the COVID-19 pandemic. Methods: Pregnant individuals (n = 1842) from the Pregnancy During the Pandemic Study were surveyed monthly (April-July 2020). Depression and anxiety symptoms, and relationship satisfaction were self-reported. Cross-lagged panel models were conducted to examine bidirectional associations between relationship satisfaction and mental health symptoms over time. Results: Relationship satisfaction was significantly correlated with depression and anxiety at all time points. Longitudinally, relationship satisfaction predicted later depression and anxiety symptoms, but depressive and anxiety symptoms did not predict later relationship satisfaction. Discussion: This study suggests that poor relationship satisfaction was linked to subsequent elevations in prenatal depressive and anxiety symptoms during the COVID-19 pandemic. Relationship enhancement interventions during pregnancy may be a means of improving the mental health of pregnant individuals, and interrupting transgenerational transmission, during times of prolonged psychological distress.
- ItemOpen AccessReflections on Teaching & Learning with a Guiding Mapuche Elder(2023-03-01) Rozanski, Chelsea; Huenchullan, Sara RodriguezPartnerships between academics and community collaborators are often framed within the spatial confines of research itself; not extending into post-secondary classrooms and curricula. When Doctoral Candidate Chelsea Rozanski received her first UCalgary Sessional Instructor position for Ethnographic Overview of Latin America (ANTH321) in Fall 2022, she instantly called her key research counterpart, Mapuche Elder Sara Rodriguez Huenchullan, to share the news. As a female academic of European descent, it was essential that Rozanski’s voice would not be the only one in the room. In addition to facilitating a guest speaker series and day panel of UCalgary graduate students from Latin America, Rozanski invited Huenchullan to co-facilitate 5 compensated Knowledge-Sharing Sessions. In this Department of Anthropology and Archaeology AnArky Talk, Chelsea and Sara discuss their process of co-designing a curriculum and working alongside one another in an undergraduate classroom. While shedding light on their pedagogical framework, challenges, and outcomes, they demonstrate how collaborative research partnerships can continue into learning spaces. Former students also share their reflections participating in an Anthropology course guided by an Elder from the region of focus.
- ItemOpen AccessA Feminist-Driven Computational Urban Design Framework for Mapping Gender-Inclusive Urban Places(Proceedings of the 18th International Conference on Computational Urban Planning and Urban Management (CUPUM 2023), 2023-07-14) Falahatkar, Hawjin. Fast, Victoria.A significant hurdle to employing data-driven and computational methods in urban design for people-place relation analysis is when the research is driven not by in-depth knowledge and theory of the field, but by data, which could lead to data autocracy. This paper aims to develop a feminist-driven framework for computational urban design to map, measure, and analyze gender-inclusive features of urban places. The framework suggests that data requirements for a computational urban design assessment need to be initially determined from domain theory patterns. The results demonstrate that the integration of multi-type, multi-scale, and multi-source datasets is needed to address all gender-inclusive features of urban places. Finally, we conclude that by adopting a theory-driven approach, it is possible to define a research system through which the re-searcher can control the data flow, guide the research path, and benefit from opportunities of geospatial big data and data-driven methods for conducting computational urban design.
- ItemOpen AccessFoundational Literacies & Academic Integrity Skills: Ideas for Supporting Students in an Artificial Intelligence Era(2023-04-04) Morrow, Leeanne; Moya, BeatrizThe emergence of algorithmic writing technologies capable of producing text from scratch or with little input has disrupted the post-secondary education context and become an invitation for educators to rethink their teaching, learning, and assessment practices. In this webinar, we will invite participants to discuss some limitations and capabilities of these new tools, their potential implications for academic integrity, and explore some recommendations to develop students’ foundational literacies and academic integrity skills in ways that could prevent potential threats to academic integrity. Participants will also have opportunities to share their questions, insights, and recommendations.