University of Windsor, Ontario: Open Journal Systems
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L’évolution de la partie VII de la loi sur les langues officielles : un objectif ambitieux à la recherche de moyens efficaces
No full textSince its adoption in 1988, Part VII of the Official Languages Act has given rise to both hope and disappointment. Too broadly worded, the first version was declared non-justiciable by the courts. The second, though more precisely drafted, was also deprived of concrete effect, before the Federal Court of Appeal intervened in 2022 in the FFCB matter to set the record straight. This article takes stock of the progress made to date and seeks to identify in greater detail the questions still awaiting a clear answer in positive law. First, the author addresses the question of the justiciability of Part VII, which has been the subject of a lengthy debate and back-and-forth between the courts and the legislature, in order to summarize the current state of the law. Next, the author analyzes the duty to consult recognized in FFCB, as well as the precondition that triggers its application, namely the fact of contemplating a decision likely to have an effect on the “vitality” or “development” of a “French or English linguistic minority,” a criterion whose scope remains nebulous given that the terms in question have still not been clearly defined by case law. Drawing on cases dealing with related issues, on the parliamentary work preceding the amendments to Part VII, and on sociolinguistic research, the author makes assumptions about the nature and scope of the protected interests.Depuis son adoption en 1988, la Partie VII de la Loi sur les langues officielles suscite autant d’espoirs que de déceptions. Formulée de façon trop générale, la première version sera déclarée non justiciable par les tribunaux. La deuxième, pourtant formulée de façon plus précise, sera elle aussi privée d’effet concret, avant que la Cour d’appel fédérale n’intervienne en 2022 dans l’arrêt FFCB pour remettre les pendules à l’heure. Le présent article propose un bilan des progrès réalisés jusqu’à aujourd’hui et cherche à cerner plus en détail les questions qui attendent toujours une réponse claire en droit positif. Dans un premier temps, l’auteur aborde la question de la justiciabilité de la Partie VII, qui a fait l’objet d’un long débat et qui a donné lieu à un certain va-et-vient entre les tribunaux et le législateur, afin de résumer l’état du droit actuel. Ensuite, l’auteur analyse l’obligation de consulter reconnue par l’arrêt FFCB, ainsi que la condition préalable qui en déclenche l’application, soit le fait d’envisager la prise d’une décision susceptible d’avoir un effet sur l’« épanouissement » ou le « développement » d’une « minorité francophone ou anglophone », critère dont la portée demeure nébuleuse vu que les termes en question n’ont toujours pas été définis de façon claire par la jurisprudence. En s’appuyant sur des arrêts traitant de questions connexes, sur les travaux parlementaires précédant les modifications apportées à la Partie VII et sur les recherches en sociolinguistique, l’auteur esquisse une hypothèse quant à la nature et la portée des intérêts protégés.  
Oslers: The Dynasty Years
No full textOslers were undeniably the best non-professional baseball team in Toronto between 1924 and 1929. They won the Ontario provincial amateur championship in 1924 and 1926, and were the defeated finalists of that competition in 1925. In 1927, Oslers relinquished their amateur status and joined an American semi-pro league. They won the league title that year. As a semi-pro club, Oslers also played exhibition games against barnstorming African American teams, the legendary House of David, and the Toronto Maple Leafs of the International League. Oslers toured western Canada in 1925, 1926, and 1929, dominating their opponents in all three tours.Les Oslers sont indéniablement la meilleure équipe de baseball non professionnelle de Toronto entre1924 et 1929. Ils remportent le championnat amateur provincial de l’Ontario en 1924 et 1926, s’inclinant enfinale en 1925. En 1927, les Oslers renoncent à leur statut d’amateurs et rejoignent une ligue semi-professionnelleaméricaine. Cette année-là, ils remportent le titre de champions. En tant que club semi-professionnel, lesOslers disputent également des matchs d’exhibition contre des équipes afro-américaines, la légendaire House ofDavid, et les Toronto Maple Leafs de la ligue Internationale. Les Oslers effectuent des tournées dans l’ouest duCanada en 1925, 1926 et 1929, dominant leurs adversaires lors de ces trois tournées
Justifier la théorie épistémologique de l\u27argumentation: Sur l’approche d’Harvey Siegel
No full textThis article discusses Harvey Siegel’s general justification of the epistemological theory of argumentation in his seminal essay “Arguing with Arguments." On the one hand, the achievements of this essay are honoured—in particular, a thorough differentiation of the different meanings of ‘argument’ and ‘argumentation,’ the semantic justification of the fundamentality of arguments as sequences of propositions, and the detailed critiques of alternative theories of argumentation. On the other hand, suggestions for strengthening the theory are added to Siegel\u27s expositions, which make different perspectives within the epistemological theory of argumentation recognisable.On discute de la justification générale par Harvey Siegel de la théorie épistémologique de l\u27argumentation dans son essai fondateur « Arguing with Arguments ». D\u27une part, les réalisations de cet essai sont honorées, en particulier une différenciation approfondie des différentes significations de « argument » et « argumentation », la justification sémantique de la fondamentalité des arguments en tant que séquences de propositions, et les critiques détaillées des solutions alternatives. D\u27autre part, des suggestions visant à renforcer la théorie sont ajoutées aux exposés de Siegel, qui en même temps font reconnaître différentes perspectives au sein de la théorie épistémologique de l\u27argumentation
Can instructor feedback and failure dialogues reduce the stigma of failure and encourage help-seeking? An interdisciplinary undergraduate perspective
No full textFailure is an important part of the learning process as it provides opportunity to reflect upon and modify study habits, can increase understanding and retention of concepts, and supports the development of resilience, an important skill within and beyond the university context. Despite these benefits, undergraduate students may have a negative perception of failure that may contribute to fear of failure and risk avoidance. We investigated the influence of instructor feedback, discussions of failure in the classroom, and course-level and institutional structures on students’ view of failure across disciplines.
Undergraduate students at the [redacted for blind review] participated in an online survey (n = 304) consisting of Likert-scaled and open-ended questions on perceptions of failure, experience with instructor feedback, likelihood to engage in help-seeking, and course- and institutional-level suggestions to support learning from failure. When instructors discussed with their students how to best respond to feedback, students were more likely to view small failures as a helpful part of the learning process. Further, when instructors discussed strategies to best respond to failure, students were more likely to view failure as helpful for learning and less likely to view weak performance early in a course as an indication of future weak performance. Student-identified strategies to better support resilience included improved communication between students and instructors, in peer-to-peer conversations, and by the institution more broadly. Across all three areas, students expressed a desire for systems of higher education to destigmatize failure through changes in both rhetoric and policy. This suggests the incorporation of meaningful conversations and failure narratives in the classroom and beyond are effective strategies to encourage the development of resilience-based skills. Such discussions may help students engage positively with failure and maintain willingness to engage in future challenges.
Keywords: learning from failure, higher education, resilience, help-seeking, feedback
Beyond Disposable Social Work and Towards Ecosocial Work: An Ethnographic Case Study of Jjokbang-chon in Seoul, S. Korea
No full textThis study is an inquiry into the role of social work in responding to the vulnerability of poor older adults living in jjokbang-chon, a neighborhood with a high concentration of informal housing in Seoul, South Korea, to extreme weather disasters. The findings presented in this research are derived from a year-long ethnographic study. The fieldwork consisted of living in the community, carrying out participant observations through working with social work-related agencies, and conducting interviews with community members. The findings showed that the government-funded social work agency is mainly rooted in charitable material aid, or what we call disposable social work, and is not only wasteful in terms of the environment but also disposable in the sense that rather than addressing the fundamental problems, it is a short-term reactionary response whose effects quickly fade away. We highlight the work by the local grassroots group as an example of ecosocial work practice, which is more inclusive of the community members by providing opportunities for political participation and decision-making, The findings illuminate the role of ecosocial work in addressing climate change-related disasters in marginalized communities that empower marginalized individuals and communities
The Legacy of Amy Rossiter: A Life Worth Living
No full textIt was back in 2004, when Amy Rossiter and I first started communicating. We had just published a chapter called ‘Post-Critical Social Work Analytics’ (2004) in which we raised three doubts about the validity of critical social work, with a focus on the analysis of relations of power. I argued that the mixing of Marxism and Critical Theory with Foucault and postmodernism produced a confused state of affairs. Amy was the first to respond to this and urged that critical social work must undertake the important task of analysing actual relations of power. As Amy described it “I am interested in the small, everyday moments of social work practice and education that carry a history marked by conflict between social justice and social control”
Review: Asif Efrat, Intolerant Justice: Conflict and Cooperation on Transnational Litigation (New York: Oxford University Press, 2023), 317 pages.
No full textLiving with Anxiety: A Podcast Book Review of Dr. Catherine M. Pittman’s Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry
No full textThis podcast reviews the book Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry co-authored by psychologist Dr. Catherine M. Pittman.
Abstract: This book review will outline and analyze the core topics Dr. Pittman discusses, including the neuroscience behind anxiety production and where anxiety originates, to ultimately answer how rewiring the brain can help to prevent anxiety and its distressing effects. Discussing anxiety in the student experience, this analysis is situated locally and examines how resources at the University of Windsor implement anxiety prevention and rewiring techniques into services offered for students living with anxiety. Areas for improving the resources and support available for students living with the effects of an anxious brain will also be discussed. This book review will integrate into its analysis the United Nation\u27s SDG 3, Good Health and Wellbeing, which aims to "ensure healthy lives and promote wellbeing for all at all ages" (United Nations). Anxiety is a fear response that can have debilitating, long-term effects on individuals; thus, to promote good health and wellbeing in one\u27s life, rewiring the parts of the brain that overproduce anxiety is essential
Heroes and Identity: Two-Hundred Years in the Making
No full textHeather MacDonald is a fourth year history major at the University of Waterloo, specializing in Canadian Social History. Heather plans on continuing in History at the graduate level in the Waterloo area at either Laurier University or the University of Waterloo