École de santé publique – Travaux et publications
URI permanent de cette collectionhttps://hdl.handle.net/1866/10321
Cette collection accueille les publications savantes et d’autres types de travaux d’auteur.e.s associé.e.s à cette unité. Voir aussi les collections Thèses et mémoires et Production étudiante de l'unité.
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Item Accès libre The limits of responsibility : own your own shit and let others deal with theirsWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-06-03)Being responsible for our own actions and emotions, and not those of other people, is not always easy. The phrase “own your own shit” is a humorous reminder to not take on another person’s personal or emotional issues. This allows us to identify that for which we’re responsible, and to let others assume their own responsibilities.Item Accès libre The betrayal : dealing with a broken trust is hardWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-05-27)Betrayal can be painful, long-lasting, and affect relationships. It’s not just about the betrayer; it’s about the betrayed person’s experience and self-perception. While some argue for second chances, especially when the betrayer is remorseful and makes amends, repeat offenders may remain untrustworthy in both their personal and professional lives.Item Accès libre Ultra-processed food consumption : an exploration of social determinants among Black children of African and Caribbean descent in OttawaLevacher, Valérie; Batala, Malek; Giroux, Isabelle; Sanoue, Dia; Blanchet, Rosanne; Université de Montréal. École de santé publique (Canadian Science Publishing, 2025)Consumption of ultra-processed foods (UPF) is a growing concern due to its negative impact on diet quality and health outcomes. To our knowledge, no data on UPF consumption are available for specific racial/ethnic children, including Black children, in Canada. This cross-sectional study aimed to explore the social determinants of UPF consumption among Black children of African and Caribbean descent in Ottawa. It included 174 mothers born in the Caribbean or Sub-Saharan Africa and their children aged 6 to 12. A survey was administered to assess demographic and socio-economic characteristics of mothers, children, and households. Children's dietary intakes were evaluated with a 24 h dietary recall to calculate the proportion of energy from UPF according to the NOVA food classification system. ANOVA and two-step cluster analysis were performed. Identified clusters were compared using chi-square and Student's t tests. Findings indicate that children whose mothers had been living in Canada longer (p < 0.001), whose mothers were family-class immigrants (p = 0.005), and whose households were food secure (p = 0.049), consumed more UPF than their respective counterparts. Cluster analysis revealed two profiles, named settling and established, reinforcing previous associations. Children in the established profile had a mean energy intake from UPF 9% higher than those in the settling profile (p = 0.006). This study provided initial findings on the social determinants of UPF consumption among Black children of African and Caribbean descent. It suggests that immigration-related factors and household food security status shaped UPF consumption of these children.Item Accès libre Embedded bioethics : doing ethics from the inside, with or within teamsWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-05-20)Bioethics, which is at heart an applied domain, needs interesting problems so that it can help find meaningful solutions. Working with colleagues in other domains and doing collaborative or “embedded” research is an effective way to identify problems, build rewarding relationships and contribute to making a difference in how science is conducted.Item Accès libre Knowing when to give up : cutting your losses is not a failure, it can be the rational thing to doWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-05-13)Investing time and energy to learn a skill or develop a projet is important, but despite our best efforts, not all projects will come to fruition. Sometimes giving up is the rational thing to do — this is not a failure but the step toward future success.Item Accès libre Academic or Activist? Separating the personal from the professional is not always easyWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-05-06)Like so many things in life, the line between the personal and the professional, between the academic and the activist, may not always be clear. Sometimes this blurring is healthy and a driver of excellence, but at other times it can lead to bias and unprofessional behaviour. Managing these tensions requires perpetual reflexivity, humility, and a willingness to redraw the line on a case-by-case basis.Item Accès libre Assistant Professor 101: Career progression is done one step at a timeWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-04-29)The first few years as an assistant professor can be daunting due to the challenges of a new institutional culture and a myriad uncertainties about what to prioritize and in what order. A good way to proceed is to break-up this first stage of the career into smaller chunks, dealing with issues as they come while planning next steps.Item Accès libre United in adversity : building a resilient Canada through civil engagementWilliams-Jones, Bryn; Verreault, Gabrielle; Université de Montréal. École de santé publique (2025-04-22)Civil engagement in a crisis starts with individual acts of resistance that seek to help others and the community, and these will make a difference. But to scale up and have a broader impact requires coordination and structures to leverage collective action into effective and longterm change. This should be done by organizations that are independent from but work with governments, so that collectively we build resilient communities.Item Accès libre Negative peer-review : critique may hurt, but we can almost always learn from itWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-04-15)Peer-review is a mechanism through which members of the research community evaluate the rigour and pertinence of a publication or grant, contributing thus to knowledge production. But not all reviews are helpful or constructive, and some are unfairly negative. So it’s important not to take these critiques personally, and instead see them as information and an opportunity to improve the work on the journey to publication.Item Accès libre For a Canadian Civil Defence : a new structure for Canadians to defend their countryWilliams-Jones, Bryn; V-Verreault, Gabrielle; Université de Montréal. École de santé publique (2025-04-08)The US threats to Canada’s economy and sovereignty have led to an unprecedented groundswell of nationalist sentiment. A popular and community-driven boycott has proven effective, but more is needed to protect our country. It’s time for a broad civil defence force that can mobilize the skills and energy of all Canadians to work alongside the Canadian Armed Forces to defend our country from all threats — including those from a once close friend.Item Accès libre The job talk : your chance to shine, to convince people to offer you a positionWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-04-01)A good “job talk” presentation is a key part of the hiring process, and often a make or break moment. It's the place to win-over the selection committee and an audience for whom this may be their only personal interaction with the candidate. But often candidates go into too much detail or provide only a superficial overview. Finding the right balance is key to showing the audience who you are, what you do, and why you should be hired.Item Accès libre Bias, positionality, and reflexivity : recognize and be transparent about one’s interestsWilliams-Jones, Bryn; Veilleux-Verreault , Gabrielle; Université de Montréal. École de santé publique (2025-03-25)Where we stand in the world, our personal histories and our political beliefs all frame how we understand things — what’s a problem, what’s important, what’s convincing or unconvincing. While this is obvious to social scientists, many researchers still cling to the myth of academic objectivity. While intellectual rigour and neutrality should be the norm, these will never be perfectly attained, thus the importance of humility and explicitly acknowledging one’s positionality.Item Accès libre Is applying a waste of time? Be judicious in choosing to which jobs you applyWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-03-18)Job applications take a lot of time and energy, so it’s important to be realistic about your chances. When you don’t meet all the requested competencies or experience, trying for a short-term contract may be still be worth it. But this will rarely be the case for permanent or long-term contracts, which will be seeking an excellent fit. So reach out to colleagues and mentors for honest advice, and invest your energies where you have the best chance of success.Item Accès libre Health and/or Wellbeing? Shifting focus from “having” health to “being” wellJen, Yun; Williams-Jones, Bryn; Université de Montréal. École de santé publique (2025-03-11)Health and wellbeing are often treated as synonymous. While they’re closely connected, they are nonetheless distinct, referring to different aspects of our lives. And these differences translate into how and whether we promote health or wellbeing. Maybe we should focus more on “being” well instead of perpetually chasing after “health”?Item Accès libre The Boys Club is still active : gender bias and discrimination are often implicit and not evidentWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-03-04)Sexism experienced by women in academia (and the workplace more generally) is much less overt than it was even a few decades ago, but it’s still present. Instead of being outright discrimination, it takes the form of implicit or subtle biases and judgments that lead to women having less opportunities. Both men and women must continue to speak out, and they must change how and with whom they work, to show through their actions that sexism, in whatever form, is never acceptable.Item Accès libre Social and political solidarity : standing together to fight injusticeWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-02-25)In a crisis, we may have a strong need to do something to support our communities, but not know how. The existential threat posed by the US government is forcing Canadians to seek out ways to make a difference. With our fellow citizens we can mobilize politically, and through social engagement we can together build robust communities that care for and support all their members. In solidarity, we have the power to resist and even to win.Item Accès libre Imposter syndrome : the problem and solutions are not individual but collectiveWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-02-18)That sense of never being good enough is common in many workplaces, including the university. In a hypercompetitive environment that increasingly measures quantity over quality, both students and professors feel that they’re not keeping up, that they have to work harder but that the goal posts keep receding. The solutions to this pernicious problem cannot be individual. A collective culture change is needed to reset the rules of the game and this takes leadership from those with little to lose, i.e., senior professors and managers.Item Accès libre Playing the academic game : explicit rules to level the playing fieldWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025)“Playing the Academic Game” is the culmination of two years of weekly posts on the BrynStorming blog by Bryn Williams-Jones, professor of bioethics in the School of Public Health at the Université de Montréal. As an ethicist long interested by questions of justice, an important motivator for this project has been Williams-Jones’ need to respond to the injustices encountered in academia. Many students and researchers fail in their studies or career progression not because they don’t have the intellectual abilities or drive, but simply because they don’t know what’s expected of them or how to best present themselves in a competitive environment. That is, they don’t know “the rules of the game,” and this isn’t fair, because the rules are rarely made explicit. In this book, which is organized into 5 major sections – The Academic Career Path, Professional Identity, University Life, Productivity and Creativity, and Multiple Responsibilities and Mental Health – Williams-Jones shares 30 years of experience in academia to make explicit the often-implicit norms and rules of academic life, so that all who wish to can fairly play the academic game.Item Accès libre Jouer le jeu académique : des règles explicites pour uniformiser les règles du jeuWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025)« Jouer le jeu académique » est l’aboutissement de deux années de billets hebdomadaires sur le blogue BrynStorming de Bryn Williams-Jones, professeur de bioéthique à l’École de santé publique de l’Université de Montréal. En tant qu’éthicien intéressé depuis longtemps par les questions de justice, Williams-Jones a été motivé par le besoin de répondre aux injustices rencontrées dans le monde universitaire. De nombreux étudiants ou chercheurs échouent dans leurs études ou dans leur progression de carrière non pas parce qu’ils n’ont pas les capacités intellectuelles ou le dynamisme nécessaires, mais simplement parce qu’ils ne savent pas ce que l’on attend d’eux ou comment se présenter au mieux dans un environnement compétitif. En d’autres termes, ils ne connaissent pas “les règles du jeu,” et ce n’est pas juste, car les règles sont rarement explicites. Dans ce livre, qui s’articule autour de cinq grands sections – le parcours académique; l’identité professionnelle; la vie universitaire; la productivité et la créativité; les responsabilités multiples et la santé mentale – Williams-Jones fait part de ses 30 années d’expérience dans le monde universitaire pour rendre explicites les normes et les règles souvent implicites de la vie universitaire, afin que tous ceux qui le souhaitent puissent jouer le jeu de manière équitable.Item Accès libre Positive Critique : the how and the why matter as much as the whatWilliams-Jones, Bryn; Université de Montréal. École de santé publique (2025-02-04)Good critique should be a form of feedback that explicitly guides improvement. Overly nice comments that gloss over weaknesses can be just as damaging as overly severe critique – there is no learning. When given honestly and with positive intent, and focused on the object but not the person, even severe critique can be accepted (even if not nice to receive) because the goal is learning. Positive critique is objective and never personal.