University of Windsor, Ontario: Open Journal Systems
Not a member yet
3084 research outputs found
Sort by
The Saskatoon Quakers: Opening Day, May 15, 1914 and Champions of the Class D Western Canada Baseball League
No full textFrom 1907 to 1914, the professional Western Canada Baseball League operated on the Canadian prairies.The Saskatoon Berrypickers joined in 1911 for one season before the Saskatoon Quakers joined in 1913and 1914. Any photos from this league are very rare, action photos even more so; we are thus fortunate that thereal photo postcards exist of Saskatoon’s opening day in 1914.De 1907 à 1914, la Western Canadian Baseball League, une ligue professionnelle, a opéré dans lesPrairies canadiennes. Les Berrypickers de Saskatoon y prirent part en 1911, suivis par les Quakers de Saskatoonen 1913 et 1914. Les photos de cette ligue, surtout celles d’action, sont très rares, et nous sommes privilégiés del’existence de cartes postales immortalisant le match d’ouverture à Saskatoon en 1914
Identification des structures d\u27arguments liées et convergentes: Un problème non résolu
No full textTo analyze the argument structure, the linked vs convergent distinction is crucial. In applying this distinction, argumentation scholars test for variations of argument strength under premise revision. A relevance-based test assesses whether an argument’s premises are individually relevant to its conclusion, while a support-based test assesses whether premises support the conclusion independently. Both criteria presuppose that evaluating an argument’s strength is methodologically prior to identifying its structure. Yet, if ‘argument structure’ is a concept of analysis, then a structural analysis would precede evaluating an argument’s strength. We problematize that state-of-the-art methods to identify structures fail, because they rely on evaluative judgments, and so “put the cart before the horse.”Dans cet article, j\u27adopte un cadre pluraliste sur l\u27argumentation, où les normes qui dirigent la construction et l’évaluation de l’argumentation dépendent du but de notre engagement dans cette pratique. Un domaine d\u27argumentation spécifiquement épistémique est distingué, et je soutiens, sur la base de découvertes récentes en épistémologie modale, que ce domaine est dirigé par la norme modale de sécurité, selon laquelle une croyance est sûre juste au cas où elle serait produite par une méthode qui ne produirait pas facilement une fausse croyance. Bien que ce critère soit bien connu et non controversé en épistémologie, il n\u27a jusqu\u27à présent pas été appliqué aux théories épistémiques de l\u27argumentation. Je montre la fécondité d\u27introduire cette norme modale dans notre théorie de l\u27argumentation en soutenant que cela permet une perspective nouvelle et supérieure sur la pertinence de l\u27interlocuteur persistant dans la théorie de l\u27argumentation, et plus généralement sur la relation entre les normes dialectiques et épistémiques
Contributions de Douglas Walton à l\u27éducation: Une synthèse de recherches théoriques et empiriques
No full textDouglas Walton, perhaps the most prolific author in Argumentation theory, has been of a great influence in the fields of Informal logic, Artificial intelligence, and Law. His contributions in the field of educational research, in particular in the field of argumentation and education, are less known. This review paper aims at shedding light on those aspects of Walton’s theory that have received educational researchers’ attention thus far, as well identifying existing lacks of consideration and open paths for future research.Douglas Walton, peut-être l\u27auteur le plus prolifique de la théorie de l\u27argumentation, a eu une grande influence dans les domaines de la logique non-formelle, de l\u27intelligence artificielle et du droit. Ses contributions dans le domaine de la recherche en éducation, en particulier dans le domaine de l\u27argumentation et de l\u27éducation, sont moins connues. Cet article de synthèse vise à faire la lumière sur les aspects de la théorie de Walton qui ont retenu l\u27attention des chercheurs en éducation jusqu\u27à présent, ainsi qu\u27à identifier les manques de considération existants et les voies ouvertes pour de futures recherches
The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools
No full textOver the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.
Mapping Racial Geographies of Violence on the Colonial Landscape
No full textThis paper unpacks the concept of “spatial violence” to examine the social justice dimensions of race, place, space, and the Indigenous and Black communities in Canada. The paper highlights the larger socio-spatial processes that create disproportionate exposure and vulnerability to the harmful social, economic, and health impacts of inequality in Indigenous and Black communities. It also argues that the lived experience of spatial violence and toxic exposure live together and that it is not possible to understand their impacts in Indigenous and Black communities in isolation. The paper also disrupts traditional notions of “the environment” that are centered on harmonizing cities and nature by highlighting the symbolic and materiality of space, especially with respect to how it harms Indigenous, Black and other racialized communities.Le présent document décortique le concept de la « violence spatiale » pour examiner les dimensions de la justice sociale que sont la race, le lieu et l’espace, ainsi que les collectivités autochtones et noires au Canada. Le document met en lumière les plus larges processus socio-spatiaux qui créent une exposition et une vulnérabilité disproportionnées aux impacts sociaux, économiques et sanitaires préjudiciables de l’inégalité dans les collectivités autochtones et noires. Il fait également valoir que l’expérience vécue de la violence spatiale et l’exposition toxique vont de pair et qu’il n’est pas possible d’en comprendre isolément les impacts dans les collectivités autochtones et noires. Le document vient aussi brouiller les notions traditionnelles de « l’environnement » qui sont axées sur l’harmonisation des villes et de la nature en faisant ressortir l’aspect symbolique et la matérialité de l’espace, notamment en ce qui concerne la façon dont il nuit aux collectivités autochtones et noires et aux autres collectivités racialisées
Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada
No full textThe purpose of this study is to explore a practical nursing bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018–2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question “Could you please list any problems/issues you have encountered in the bridging program?” were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” There is a significant relationship between the respondents’ perception of learning within their bridging program’s education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants’ responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues
Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach
No full textThis paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of “orientation.” We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way “integration” into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement
Biography of a Neighbourhood Ball Park: Development and Decline of Stodgell Park since 1926
No full textThe local ballpark was an important community gathering place during the first half of the twentiethcentury. Textual sources evidence that Stodgell Park in Windsor, Ontario was one of many parks inauguratedduring that era of strong interest and investment in community athletic fields, serving a dual purpose as gatheringplaces for community events. Postwar changes in community and cultural dynamics brought a declinein park use for community events, which was followed by a decline in their use for baseball. Recently, the parkhas been reduced to grass and a small playground, a symptom of diminished importance of public spaces andorganizations in city culture.Le terrain de baseball local était un lieu de rassemblement communautaire important dans la premièremoitié du vingtième siècle. Les sources textuelles montrent que le parc Stodgell, à Windsor, en Ontario, étaitun de ces nombreux parcs inaugurés durant cette période caractérisée par un intérêt marqué et des investissementssoutenus dans des terrains athlétiques, qui servaient aussi à l’organisation d’evénements communautaires.L’après-guerre a amené des changements dans les dynamiques communautaires et culturels. Il en résulta undéclin dans l’utilisation de ces parcs pour des événements communautaires, puis par un déclin dans l’utilisationpour le baseball lui-même. De nos jours, ce parc n’est plus qu’un espace gazonné dôté d’une petite aire de jeu,un symptôme de l’importance réduite des endroits publics dans la culture urbaine
Sur les Arguments Numériques dans l\u27élaboration des Politiques
No full textThe use of numerical arguments has become part and parcel of evidence-based policymaking, serving increasingly as scientific evidence which is used to back up policy decisions and to convince citizens of the acceptability of those decisions. But numerical arguments and their quality and potential persuasive role in the specific institutional context of policymaking have received little treatment within argumentation theory. This paper endeavours to explain the forms, functions, and quality of numerical arguments in policymaking.L\u27utilisation d\u27arguments numériques est devenue une partie intégrante de l\u27élaboration de politiques fondées sur des preuves, servant de plus en plus comme preuves scientifiques sur la base desquelles sont prises des décisions politiques, tout en tentant également de convaincre les citoyens de l\u27acceptabilité de ces décisions. Mais les arguments numériques sont considérablement sous-étudiés dans la théorie de l\u27argumentation, et encore moins examinés pour leur rôle persuasif potentiel et leur qualité dans le contexte institutionnel spécifique de l\u27élaboration des politiques. L\u27objectif de cette étude est d\u27expliquer les formes, les fonctions et la qualité des arguments numériques dans l\u27élaboration des politiques.