University of Windsor, Ontario: Open Journal Systems
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The Fracktivists of Seneca Lake
No full textWhen “fracking,” a new technology to extract natural gas, gained national prominence in the late 2000s, the Finger Lakes region of New York was engulfed in a decade of turmoil over its economic future. A national energy company planning to store fracked natural gas and other fossil fuels on the shore of Seneca Lake was met by fierce opposition from a range of parties. Their story is an example of a successful environmental movement in a neoliberal era. Advocates responded to the neoliberal zero-sum-game of economic health versus environmental health by advocating for “community character,” in which the economy of the region is tied to its ecological strength. The movement drew its strength from engaging everyday citizens via interpersonal public education campaigns that stressed a shared connection to the lake as a resource with inherent value. Additionally, the struggle’s success hinged on its variability with political campaigns, legal challenges, and an incredibly visible and effective civil disobedience campaign
Leveraging “Khanmigo” Generative AI-Powered Tool for Personalized Tutoring to Learn Scientific Concepts
No full textThis mixed-methods study investigated the effectiveness of Generative AI (GenAI) powered intelligent tutoring systems (ITS) in undergraduate physics education, specifically comparing learning outcomes between students using Khanmigo (Khan Academy\u27s AI tutor) and Google search engine. The study involved 69 undergraduate students divided into two groups (Khanmigo and Google search engine), with a third Paper-only group emerging during the experiment. Participants completed pre and posttests using the Lunar Phases Concept Inventory (LPCI) and participated in structured interviews about their learning experiences. Quantitative analysis revealed significant learning gains across all conditions but found no statistically significant differences between groups in terms of learning outcomes. Qualitative findings indicated that students perceived Khanmigo positively, appreciated its step-by-step guidance, practice problems, and personalized interactions. However, students viewed it as a supplementary tool rather than a replacement for traditional instruction. The study\u27s findings suggest that while GenAI-powered tutoring systems can effectively support learning, their immediate impact on learning outcomes may be comparable to traditional methods. However, the short duration of exposure to the AI tutor and the quality of the printed materials may have affected these results
J.J. McCaffery and the Toronto Maple Leafs: Canada’s First Baseball Entrepreneur
No full textThis is the story of how J.J. McCaffery, a Toronto hotelier, and a group of local businessmen that heassembled transformed the Toronto Maple Leafs from a transitory curiosity to a fixture in the Eastern/Interna-tional League and a part of the fabric of Toronto society. It is also the story of how McCaffery became one ofthe first baseball entrepreneurs in Canad
Factors Impacting the Design of Innovative WIL Education
No full textThe issues and experiences of work-integrated learning (WIL) accounting and financial planning academics across higher education (HE) institutions in developing innovative WIL programs are discussed by the authors. The authors reflect on their responsibilities and goals and how these aligned with student and institutional expectations for both work-based situations as well as classroom-based simulations. Cross-institutional collaboration on WIL approaches in undergraduate and postgraduate accounting courses reveal contrasting priorities and tensions when addressing the needs of stakeholders. Particularly noticeable are the institutional requirements for a technology-driven WIL curriculum, that meet with student, industry and institutional expectations. We contribute with insights on educator preparedness for delivering technology enhanced WIL programs and provide an in-depth analysis of academic engagement with WIL designs. Drawing on Activity Theory to analyse the constraints and confluences perceived in the design and teaching of WIL programs, this research contributes to our understanding of effective ways to manage this activity
Attention à l\u27écart: Attributions d\u27engagement dans les échanges argumentatifs
No full textArgumentation, as a specific type of speech act, involves an exchange of meaning among its participants, yielding illocutionary effects consisting in the production of changes in participants’ dialectical entitlements and obligations. The production of these illocutionary effects hinges on the joint construction by the speaker and the interlocutor of the meaning of the speaker’s utterance. However, the speaker’s meaning does not always coincide with the interlocutor’s interpretation. This paper argues that this gap has crucial implications for the evaluation of argumentation. Specifically, it explores the consequences of this gap in cases involving commitment attributions, taking the straw man fallacy as a case of study.L\u27argumentation, en tant qu\u27acte de langage spécifique, implique un échange de sens entre ses participants, produisant des effets illocutoires qui se traduisent par des modifications de leurs droits et obligations dialectiques. La production de ces effets repose sur la construction conjointe, par le locuteur et l\u27interlocuteur, du sens de l\u27énoncé du locuteur. Or, le sens voulu par le locuteur ne coïncide pas toujours avec l\u27interprétation de l\u27interlocuteur. Cet article soutient que cet écart a des implications cruciales pour l\u27évaluation de l\u27argumentation. Plus précisément, il explore les conséquences de cet écart dans les cas d\u27attribution d\u27engagement, en prenant pour exemple le sophisme de l\u27homme de paille
Paley’s Principle: Argumentation, Alternative Explanations, and What Sceptics of Testimony Owe
No full textWilliam Paley objects to David Hume’s sceptical arguments against miracle testimony by asserting what looks like a methodological principle of argumentation: only reject shared testimony from multiple credible sources if a reasonable alternative explanation for the testimony is available. Call this Paley’s Principle. Other writers, from Plutarch to Richard Dawkins, have either supported Paley directly in this claim or offered similar thoughts about the importance of alternative explanations. I explore the kind of norm or obligation that Paley’s Principle could express, and discuss some empirical evidence regarding the efficacy of alternative explanations in changing people’s minds. A defensible element of Paley’s claim is more a matter of how we treat interlocutors than of how we treat evidence; but the two overlap when the evidence cited in an argument is testimonial.William Paley s\u27oppose aux arguments sceptiques de David Hume contre le témoignage de miracle en affirmant ce qui ressemble à un principe méthodologique d\u27argumentation: ne rejeter un témoignage partagé provenant de multiples sources crédibles que si une explication alternative raisonnable du témoignage est disponible. Appelons ça le Principe de Paley. D’autres auteurs, de Plutarque à Richard Dawkins, ont soit directement soutenu Paley dans cette affirmation, soit proposé des réflexions similaires sur l’importance des explications alternatives. J\u27explore le type de norme ou d\u27obligation que le principe de Paley pourrait exprimer et je discute de certaines preuves empiriques concernant l\u27efficacité des explications alternatives pour changer l\u27opinion des gens. Un élément défendable de l’affirmation de Paley est davantage une question de la manière dont nous traitons nos interlocuteurs que de la manière dont nous traitons les preuves. Mais les deux se chevauchent lorsque les preuves citées dans un argument sont testimoniales
Pre-Service Teachers’ Views of the Value of Cooperative Learning: How Can it Shape 21st-Century Skills?
No full textTeacher education should provide pre-service teachers with the opportunity to use pedagogical approaches aligning with 21st-century skills, such as cooperative learning. This present, mixed-methods study aims to examine how cooperative learning may promote (or not) the development of the abilities that are needed for this era (i.e., collaboration, creativity, interest, engagement, and self-regulation), according to the participant pre-service teachers who attended a general-didactics course, completed a survey, and carried out a SWOT analysis. The quantitative results show that each of the 21st-century skills was developed, but to a different extent. The qualitative data, along with its integration with the quantitative data, provided a more comprehensive understanding of how and why each of the aforementioned proficiencies was developed, either confirming, or further explaining, the quantitative results. In conclusion, cooperative learning may foster the development of 21st-century skills, which are essential in the pursuit of quality education. Although no claims are made regarding the generalization of the findings, this study supports the idea that integrating cooperative learning in teacher education may promote relevant abilities and competencies among pre-service teachers, while providing them with experiences that may shape their future teaching practices
Reflecting on the Place of Stories in Global Citizenship Education
No full textThis paper proceeds from the presupposition that stories could play a significant role in making children global citizens. I draw on Nussbaum’s (2008) theorization of narrative imagination to argue that telling children stories is one of the most appropriate ways to develop the values that would help them become global citizens. I argue that stories equip children with the appropriate dispositions to make meaningful contributions to the societies in which they find themselves. I also argue that stories offer teachers a viable method for making their classrooms culturally responsive. I conclude by suggesting that the ambiguity regarding which values to emphasize can be clarified by incorporating more stories into the classroom
Quantitative Action Research on Enhancing French Vocabulary Acquisition: The Efficacy of Flashcard-Based Learning Among Undergraduates
No full textThis quantitative action research investigates the effectiveness of a flashcard-based intervention in enhancing French vocabulary acquisition among Sri Lankan undergraduate learners. A sample of 60 beginner and intermediate French students was selected through convenience sampling. The study employed pre-test and post-test design, including a control group, with data analyzed using paired-samples t-tests and ANOVA. Over four weeks, participants engaged in a structured flashcard program incorporating French words, English translations, and visual aids. The results demonstrated a statistically significant improvement in vocabulary knowledge, affirming the efficacy of flashcards as a language-learning tool. The action research approach allowed for iterative refinement of the intervention, ensuring its relevance and applicability in real-world educational settings. Additionally, a positive correlation was identified between students\u27 attitudes towards flashcard use and vocabulary gains. These findings contribute to the ongoing development of practical strategies for vocabulary instruction, with implications for language educators seeking to enhance student outcomes through evidence-based practices