University of Windsor, Ontario: Open Journal Systems
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Effectiveness of Using NAMEPRISM to Identify Ethnicities
No full textThe dependency on NamePrism as an algorithm to identify the ethnicity of individuals using their names has been increasing in research publications. Therefore, it is crucial to determine whether or not NamePrism is a reliable tool for determining ethnicities. Using a database of 335 Chief Executive Officers (CEOs), we used NamePrism to identify the ethnicity of each of those CEOs. The picture of each CEO was examined in addition to their biography to determine the ethnicity while relying on multiple entries given in the Execucomp database, such as the company name, start and end date of the CEO’s tenure, and the CEO’s full name. Lastly, statistical analysis of the collected results determined that NamePrism is not an accurate tool to determine the ethnic background of CEOs.  
Interactivity as a Retention Factor in Learning Biology Through the Protégé Effect
No full textThis study investigated the role of interactivity on the protégé effect, and explored how biology teachers can utilize it in their classrooms to reduce rote learning and facilitate long-term retention. This investigation utilized the generative learning theory, and adopted a non-equivalent quasi- experimental research design involving 60 students. The instruments used for this study include a stimulus instrument titled, Teachers’ Instructional Guide on Ecology of Population (TIGEP), which was used as guide for teaching ecology with the protégé effect, and three response instruments. The first, the Population Ecology Requirement Test (PERT), was used to show the required knowledge for the respondents on the protégé effect, while the second and third, the Population Ecology Achievement Tests (PEATs; version 1 and 2), helped to assess the learners’ performances. Results, obtained using analysis of covariance and Bonferroni post-hoc analysis, indicated that the protégé effect significantly influenced the performances of students on immediate tests (Fcal = F(3,55) = 24.47 > Ftab = 8.57, p < 0.001) and on the long-term retention of Biology concepts (Fcal = F(3,55) = 16.25 > Ftab = 8.57, p < 0.001). This study showed that interactivity, via the protégé effect, provides a strong indication for improving academic performance and retention of learned concepts in biology, as it assists in consolidating and integrating learned concepts
Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts
No full textOral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers’ and students\u27 attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which teachers\u27 attitudes toward the oral CF matched their practices. A mixed-methods design was used for the study, utilizing data from questionnaires, observations, semi-structured interviews, and focus-group discussions. A sample of 162 female Iranian EFL students studying English at a private school participated in the study. The results showed that explicit correction (26%) and metalinguistic feedback (32%) were rated much more positively by the majority of students. Furthermore, the results indicated that they were more accustomed to receiving oral-feedback from the teacher in face-to-face classes than text- or audio-based feedback in technology-enhanced lessons. In addition, teachers\u27 attitudes toward the CF were categorized into four themes: students\u27 affective responses to CF, reasons for providing CF, timing of CF, CF in face-to-face instruction, and technology-enhanced instruction. The findings also showed that teachers\u27 expressed beliefs about the frequency of CF provision predicted their practices, in many cases. This research has implications for EFL teachers and materials developers
Empowering Students through Elective Grading in a University Setting
No full textIn undergraduate university courses, the assessment methods often lack variety, which can lead to significant stress for both students and educators. It is becoming increasingly apparent that incorporating a range of assessment types could alleviate this stress and better accommodate diverse learning styles (Leite et al., 2010). Elective Grading (EG) is an approach to assessment that empowers students to determine their own grade weighting, based on their own learning goals and progress. EG can be implemented by using simple algebraic formulas to increase or decrease the original grade by the amount elected by the student. Using computer-based spreadsheet technology, EG can be included in a dynamic system that responds to the student\u27s work, rather than relying solely on the instructor\u27s evaluation. This article explains the rationale behind adopting an EG system, exploring a different option for students to re-weigh tests and assignments to reduce the perceived impact of each assessment, with no grade inflation. This flexible approach can mitigate student stress and anxiety, and practical strategies for its implementation across the curriculum. EG can enhance student learning and engagement from both the instructor\u27s and the students’ perspectives. Students can use EG to adapt their own assessment preferences that may reduce stress and improve learning outcomes
Perspectives of Socio-Scientific Issues in Educational Research: A Bibliometric Analysis
No full textThe intricate nature of socio-scientific issues has gained traction among researchers in recent decades. This study explores educational research focused on socio-scientific issues over the last 21 years (2002-2023) using the bibliometric method. The analysis of 350 Scopus-indexed articles was conducted, examining publication trends, influential contributors, and research trajectories through citation, co-occurrence, and co-citation analyses. Co-citation analysis reveals a complex intellectual structure within the field, with a dominant cluster of influential authors and several smaller, specialized research communities emerging. Analysis revealed that the major themes discussed by the examined articles include the nature of science, climate-change decision-making, and education for sustainability, which are crucial in addressing contemporary challenges in education and society. This study highlights the significance of fostering interdisciplinary cooperation and integration of technological aspects into future research. It also identifies the necessity of addressing gaps in research resources, improving knowledge accessibility, and strengthening international collaborations for the field\u27s advancement
Compensating the Victims of Foreign Bribery
No full textThe United Kingdom has committed to using the proceeds of deferred prosecution agreements (DPAs) in foreign bribery cases to compensate the victims of corruption in low-income countries. It has executed this policy by making direct payments to foreign governments and injecting capital into infrastructure projects that support vulnerable populations. However, this policy has come under intense scrutiny because the capital put towards compensation is statistically insignificant compared to what the government retains for itself. Seizing on the immediacy of these criticisms, this Article explores why the United Kingdom’s policy of compensating the victims of foreign bribery has faltered and proposes realistic suggestions for improvement to the extant DPA regime. Its aims are threefold. First, to study how victim compensation operates in practice. This involves an interpretation of understudied regulatory guidance documents, an analysis of international best practices with a particular focus on the United States and Canada, as well a description of the normative dimensions of the applicable international law framework. Regarding this last point, the Article argues the United Nations Convention Against Corruption does not require states to share the proceeds of corporate settlement agreements. Second, this Article analyses recent judicial decisions and develops the argument that, in approaching the task of approving corporate settlement agreements, courts and regulators have attempted to transplant principles from adjacent fields of law which have proven wholly inapposite. Decisionmakers have borrowed too heavily from the law regarding compensation orders. These orders, designed to assist individual victims following the conviction of a natural person, have proven unsuitable for corporate corruption cases resolved prior to trial. Relatedly, courts have adopted a narrow understanding of compensation that is fundamentally at odds with the explicit terms of applicable government policy. Finally, this Article advances five proposals for reform which would collectively ensure that compensation is delivered in a greater number of cases
Frustrated and Aware: Knowing When Disagreement Is Deep
No full textAbstract: How do we know that we are in a deep disagreement – i.e. disagreement irresolvable by rational means? Some suggest, we know that only after trying out all our rational arguments. However, such strategy risks backfiring by polarizing the parties. This paper proposes an alternative way of recognizing depth. Drawing on epistemic capacity of emotions, I argue that debater’s emotional experience during deep disagreement, namely frustration, functions as an indicator of the disagreement’s depth.
Résumé: Comment savons-nous que nous sommes en profond désaccord, c\u27est-à-dire insoluble par des moyens rationnels ? Certains suggèrent que nous ne le savons qu\u27après avoir présenté tous nos arguments rationnels. Cependant, une telle stratégie risque de se retourner contre nous en polarisant les parties. Cet article propose une autre façon de reconnaître la profondeur du désaccord. En m\u27appuyant sur la capacité épistémique des émotions, je soutiens que l\u27expérience émotionnelle du débatteur lors d\u27un profond désaccord, à savoir la frustration, fonctionne comme un indicateur de la profondeur du désaccord
C\u27est une rue à double sens: La signification conjointe des actes illocutoires de l\u27argumentation
No full textAs a communicative activity, argumentation has been characterized as a specific type of speech act. In the analysis of the speech act of arguing, I have distinguished two illocutionary levels: one related to the speaker’s utterance and the other related to the communicative exchange involving the speaker and the interlocutor. In this article, I argue that these two levels are associated with the speaker’s meaning and the joint meaning, respectively. The two-level analysis of meaning makes it possible to account for cases in which commitment attributions are at stake and that may, as a result, give rise to a special form of discursive injustice.Parfois, nous discutons à propos de chats ou de l\u27existence d\u27un plus grand nombre premier. D\u27autres fois, nous discutons d\u27arguments. Dans ce cas, nous nous engageons dans une méta-argumentation. La plupart des descriptions de méta-argumentation dans la littérature l\u27abordent rétrospectivement : nous méta-argumentons sur des arguments déjà avancés. Ce faisant, nous pouvons trouver des méta-raisons de rejeter un argument par ailleurs valable, entre autres. Cet article aborde la méta-argumentation dans l\u27autre sens, c\u27est-à-dire de manière prospective. Pour illustrer ce concept, nous explorons des cas où l\u27on a des méta-raisons de formuler intentionnellement de mauvais arguments, ou, dans d\u27autres cas, où l\u27on argumente sans argumenter du tout, mais en communiquant de manière non argumentative pour étayer d\u27autres arguments. Nous appelons ces derniers cas des para-arguments
Introduction to the special issue on selected papers from the 2nd International Conference on Debate & Dialogue (ICDD2) 2025
No full textThe UN Protocol Against the Smuggling of Migrants – Some Reflections on the Occasion of the UNTOC’s 25th Anniversary
No full textThe article analyses the UN Protocol against the Smuggling of Migrants, which was adopted a quarter of a century ago together with the United Nations Convention Against Transnational Organized Crime. The focus of the text is on the obligation of states parties to criminalize certain types of conduct. In particular, the offences of procuring illegal entry and enabling illegal stay raise questions of interpretation. The article examines where the limits of the obligation to criminalize lie in this respect, for example with regard to minor forms of assistance to migrants, the criminal liability of migrants themselves and humanitarian aid operations