California State University (CSU): Open Journal Systems
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Modeling a Swinging Atwood Machine
Full text linkThe motion of a Swinging Atwood Machine is difficult to solve for using New-tonian Mechanics. Lagrangian Mechanics, on the other hand, is an extremely useful tool for solving this system. In this lab we find the Lagrangian for a Swinging Atwood system, solve for the equations of motion, and compare our model to that of the observed motion of the system. Our model provides a good approximation of the motion, with small discrepancies due to the unknown mass of our pulley and dissipative forces
Generative Artificial Intelligence as a Collaborative Thought Partner: Rethinking Cognitive Partnership, Creativity, and Knowledge Work in the Age of Intelligent Systems
Full text linkAs generative artificial intelligence (GenAI) systems become increasingly integrated into scholarly, creative, and professional workflows, there is an urgent need to reconceptualize their role, not simply as tools or assistants, but as collaborative thought partners. This scholarly essay proposes a conceptual framework for understanding GenAI as a partner in cognition and creativity. The conceptual framework is grounded in sociocultural and distributed cognition theories, and situated within the context of knowledge work. We review literature on human–AI collaboration, human–machine co-creation, and on the ethical and epistemic implications of GenAI. The discussion rests on three core arguments. First, GenAI can serve as a cognitive companion beyond mere automation; second, it has the potential to enhance ideation and research productivity when designed as a partner rather than a one-way assistant; and third, it presents significant limitations and risks—including epistemic dependence, bias, and ownership dilemmas—that must be addressed. We propose a framework for responsible human–GenAI thought partnership. The framework outlines the roles of humans and AI, design conditions, and principles of high-quality collaboration. Implications for higher education, professional knowledge work, research practice, and AI governance are also explored. We recommend future empirical lines of inquiry and call for a balanced, evidence-based approach to integrating GenAI into cognitive and creative workflows
Using AI Responsibly, Critically, Ethically, and Flexibly: A Situational and Andragogical Framework for Learning Autonomy
Full text linkThis article proposes a theory-driven framework for integrating generative artificial intelligence in education through four modes of engagement: responsibly, critically, ethically, and flexibly. Rather than framing AI as a tool to be either banned or adopted uncritively, the article argues that AI use should be guided by pedagogical intent, learner readiness, and institutional accountability. The framework is grounded in situational leadership, Knowles’ andragogy, and Grow’s stages of learning autonomy, linking AI use to developmental readiness and problem-centered learning. The discussion examines AI as a structural alignment mechanism that exposes weaknesses in curriculum, assessment, and governance while also creating risks related to superficial learning, academic integrity, and credential dilution. Practical implications are presented for faculty, students, and institutions, with attention to policy, assessment design, and accreditation. The article concludes that sustainable AI integration depends on intentional, theory-informed practices that balance innovation with academic rigor, ethical responsibility, and workforce relevance in contemporary education
Preventing Bullying of Students with Disabilities: Teachers’ Definitions of Bullying and use of Anti-bullying Strategies
Full text linkStudents with disabilities are more likely to be victimized compared to their peers without disabilities. However, not many studies have examined how general education teachers address bullying of students with disabilities in inclusive classrooms. This study used an explanatory sequential mixed methods design to examine teachers’ strategy use and disability category, view of social exclusion, the relationship between strategy type and bullying type, and completeness of bullying definition as a moderator. One hundred fourteen participants completed the survey and six participants from the sample completed interviews. Results found participants were less likely to use individual level strategies. Completeness of bullying definition moderated the relationship between years of experience and strategy use. Themes include varying reasons for bullying, lack of supports, and social exclusion is easily missed. Implications include providing training and support to address the bullying of students with disabilities
Building Solidarity through Collective Poetry: A Pedagogical Approach in Teacher Education
Full text linkIn response to the rising tide of xenophobic and anti-educator sentiments, fostering solidarity and resilience in educational spaces has become essential. This paper explores the use of collective poetry as a pedagogical tool to cultivate community and resistance within a teacher education classroom at California State University, Dominguez Hills (CSUDH). Grounded in the framework of comadrerismo—centered on care, community-building, and advocacy—teacher candidates use a "Social Justice Cypher" activity to share their beliefs, struggles, and aspirations for social justice in education. Through poetic expressions, participants engage in critical discussions on identity, belonging, and resistance, fostering agency and empowerment. This study demonstrates how collective poetry not only enhances social and emotional learning but also supports teacher candidates in navigating and challenging oppressive sociopolitical forces
Tejidos Fostering Endurance Amidst Sociopolitical Turmoil in School Communities: The complete issue of In Dialogue/En Dialogue Fall 2025
No full textWithout a community of care, we cannot care for our communities. Webs of care have long shepherded our building of solidarity with one another to foster endurance during our most difficult times. This solidarity building and flow of reciprocity in webs of care as defined by the concept of comadrismo is what strengthens us to endure and fight back. Barragan Santoyo & Perez (2023), explain that comadrismo describes the relationship between “...women who share common goals, values, and seek to utilize their bond to advance the betterment of their surrounding community.” (p. 44) and that women use their lived experiences to build community and trust while taking care of each other. We extend this spirit of comadrismo to describe the webs of care we develop to resist current attacks on our communities.
It is through the webs of solidarity which we form with colleagues, families, and community members, that we can find the strength to resist, fight back, and ultimately change the trajectory of our generation. This journal has created its own web of care as it brings intodialogue/diálogo the perspectives and leaders who shape our educational settings: students, teachers, counselors, researchers, practitioners, and community members. In this issue, juntos, we want to extend the ideology of comadrerismo, to harness its spirit and attempt to describe our newly created realities by webs of care, endurance, and solidarity which folks are creating to resist the ongoing assaults on our communities. In the following pages, we highlight experiences, contributions, and tejidos across K-16 that serve as testament to the endurance of our collective communities.
Empowered Authenticity; Promoting Collective Consciousness Raising in Educational Settings
Full text linkAmid the ongoing turmoil of the current political climate, creating community within our classrooms is of vital importance. Creating safe spaces for students to show up authentically and have opportunities to discuss collective consciousness raising is an important step that faculty within the counseling profession can take. This allows our students to show up authentically and feel empowered within the classroom. In this article, I propose two ways that faculty can create safe environments for students to show authentic expressions of creativity and emotion, with the end goal of creating community and collective action within these educational settings
Notes and Computations on Forbidden Differences
Full text linkWe explore from several perspectives the following question: given a set of integers, X, and a positive integer, N, what is the maximum size, D(X,N), of a subset, A, contained in {1,2,...,N}, before A is forced to contain two distinct elements that differ by an element of X? The set of forbidden differences, X, is called intersective if D(X,N)=o(N), with the most well-studied examples being the set of perfect squares, S, and the set numbers one less than a prime, P-1. In addition to some new results, including exact formulas and estimates for D(X,N) in some non-intersective cases like X=P and X=S+k for some small positive integers, k, we also provide a comprehensive survey of known bounds and extensive computational data. In particular, we utilize an existing algorithm for finding maximum cliques in graphs to determine D(S,N) for all N up to 300, and D(P-1,N) for all N up to 500. None of these exact values appear previously in the literature
On a Theorem of Jiang and Rallis
Full text linkJiang and Rallis (1997) defined a family of local integrals attached to a cubic polynomial and proved explicit evaluations of them over a non-archimedean local field F, when either F contains three third roots of unity, or the defining polynomial is reducible. The restriction on F allowed them, among other things, to reduce the case of irreducible polynomials of the form x3 - a. Pleso (2009) began the work of removing the restriction on F by expressing the integral as a sum of 16 integrals for the cubic polynomial x3 -bx -c, with b,c in F, and computing nine of them. In this work, we compute 15 of Pleso\u27s integrals explicitly, and reduce the last to a conjecture about the number of points on a surface over a finite field, in the special case when F is the p-adic numbers (F = Qp) and p is equivalent to 5 mod 6. The proof of this conjecture is provided in the appendix section. Our computations essentially complete Pleso\u27s work in that special case. In the interim, Xiong (2020) has computed the integrals for an arbitrary non-archimedean local field by a totally different approach. Our direct approach might be more extendable to analogous integrals defined using quintic polynomials in a higher-rank setting
Relationship between Students’ Attitudes towards Artificial Intelligence (AI) and their usage of AI Chatbots
Full text linkIntegration of AI in the classroom has raised questions about academic integrity, ethics, and the educational value of chatbots. This quantitative study examined graduate students’ attitudes toward AI chatbots and their self-reported usage, with particular attention to perceptions of academic integrity, ethics, and educational value. Data were collected from 54 doctoral students enrolled at a private, online university in the United States using a structured survey instrument. Statistical analyses indicated no significant gender differences in attitudes toward AI chatbots, but significant differences across fields of study. Favorable attitudes toward chatbot use, perceptions that chatbot-generated results were superior, and disagreement with prohibiting chatbot use were positively correlated with reported ChatGPT usage. Findings highlight the need for discipline-sensitive guidance and clear institutional policies addressing ethical AI use in higher education