University of Windsor, Ontario: Open Journal Systems
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Risks and Opportunities of the UN Cybercrime Convention for the UNDOC & the Fight Against Transnational Organised Crime: A First Assessment
No full textOn 24 December 2024, UN Member States adopted the UN Cybercrime Convention (United Nations Convention against cybercrime. Strengthening International Cooperation for Combating Certain Crimes Committed by Means of Information and Communications Technology Systems and for the Sharing of Evidence in Electronic form of Serious Crimes) by consensus in the General Assembly. The adoption of this Convention (hereafter ‘UNCC’), hailed as ‘a major victory for multilateralism, marking the first international anti-crime treaty in 20 years’, should have a significant impact on the fight against transnational organised crime and on the United Nations Convention against Transnational Organised Crime (‘UNTOC’).
The question of how to bridge the gap between the UNCC and other pre-existing instruments, especially the UNTOC and the Council of Europe Convention on Cybercrime (hereafter Budapest Convention), was a pressing issue from the outset of the UNCC negotiations. The General Assembly resolution that launched the UNCC negotiations highlighted the need to take ‘into full consideration existing international instruments’. However, many questions remain concerning the relationship between the UNTOC and the UNCC, in particular: To what extent do these two conventions complement each other? Is there a risk of overlap or competition? The aim of this article is to highlight the main links between the UNTOC and the UNCC, and the potential impact of the latter on the former, in light of the many controversies and challenges raised by this new instrument.
 
MacIntyre, Moore and the Fact-Value Distinction
No full textI outline Moore’s view of the good, including his self-evident Intuitions and how they link to action. I then show that MacIntyre’s critique of Moore has several weaknesses. By examining MacIntyre’s arguments in Ethics in the Conflicts of Modernity, we see that, in fact, both MacIntyre and Moore rely on unproven evaluative propositions to make their arguments. However, Moore’s view has the advantage of being very explicit about which propositions are self-evident and how to justify them, whereas MacIntyre’s argument obfuscates the need for self-evident evaluative propositions
Exploring the Prospective Biology Teachers’ Field-Trip Experiences as an Outdoor Learning Activity
No full textThe study aimed to identify the views of prospective biology students on the field-trip experience as an outdoor learning activity in both educational and social contexts. It employed a qualitative phenomenological analysis method. Participants included 38 prospective biology teachers in an education faculty in the Marmara region in Türkiye. The field trip was held at İzmir Bird Paradise, Natural History Museum and Botanical Garden in İzmir, Türkiye. Data was collected by an open-ended question form before and after the field trip. Content analysis techniques were used to analyze the data. The results of this examination showed that the students were mainly content with the social activities, courses, İzmir Bird Paradise, the Natural History Museum, and the Botanical Garden, respectively, after the field trip
Technological Ignatian Pedagogical Content Knowledge of Language Teachers: An Enhanced Framework for Ignatian Schools
No full textThis study explores how the Technological Content Knowledge (TCK) framework can align with the Ignatian Pedagogical Paradigm (IPP) in Jesuit schools by employing a mixed-methods research design that combines quantitative and qualitative approaches. Data were collected through a researcher-made interview guide and the TIPACK (Technological, Ignatian Pedagogical, and Content Knowledge) survey instrument, administered to 15 Senior High School (SHS) language teachers, with additional insights gathered from six focus group participants. Findings revealed that teachers demonstrate strong 21st-century higher-order thinking skills and TIPACK competencies but face challenges in fully integrating IPP, highlighting the need for mentorship and targeted training in technology use. The study’s unique contribution is the enhancement of the TPACK framework through the proposed TIPACK model, which contextualizes technology integration within Jesuit education by explicitly aligning it with the Ignatian Pedagogical Paradigm. This contribution is both theoretical and practical, offering a framework that connects faith-based educational values with 21st-century teaching competencies while informing teacher training, curriculum development, and online education standards in Ignatian schools
Prompt Literacy as an Enhancer of Students\u27 Academic Writing in Higher Education Institutions: A Systematic Literature Review
No full textPrompt literacy has emerged as a pivotal concept in academic writing, particularly within higher education. This systematic literature review (SLR) critically examines and synthesizes research conducted between 2020 and 2025 on using prompting strategies to enhance academic writing among university students. The review aims to identify the types of prompts employed, evaluate their pedagogical effectiveness, explore the contexts of their implementation, and assess the outcomes associated with their use. The SLR followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, encompassing four key stages: data search and collection, selection criteria, data extraction, and data analysis. A two-stage screening process—pre-screening and final eligibility selection—was applied to ensure the inclusion of relevant studies. Findings reveal that 40.5% of the reviewed studies (n=17) adopted a mixed methods research design, reflecting a growing trend toward integrating qualitative and quantitative insights. A central theme across the literature is the critical role of prompt formulation in maximizing the benefits of AI technologies for academic writing. Effective prompts significantly enhanced students\u27 engagement, critical thinking, and writing proficiency. The review also highlights the CLEAR framework as a guiding model for implementing prompting strategies, with implications spanning pedagogical practices, technological integration, and institutional policy development. This review underscores the transformative potential of well-designed prompting strategies in higher education. It calls for a more nuanced understanding of prompt literacy as a foundational skill in the digital age, advocating for targeted interventions and policy support to foster its development. The findings contribute to the growing knowledge of academic writing enhancement and provide actionable insights for educators, instructional designers, and policymakers
An Educator’s Guide to Project-Based Learning: Turning Theory into Practice
No full textThis review examines An Educator’s Guide to Project-Based Learning: Turning Theory into Practice by Fey Cole (Routledge, 2024), a timely contribution to the literature on student-centered pedagogy. The book introduces Project-Based Learning (PBL) as a transformative approach that integrates theoretical insights with practical strategies across diverse educational contexts, from early childhood to higher education. Organized into thirteen chapters, the text explores themes such as cultivating PBL culture, teacher professional growth, learning environments, scaffolding, and sustainable frameworks for practice. Case studies and illustrative examples make the book accessible and inspiring, particularly for educators seeking to foster creativity, collaboration, and authentic learning experiences. At the same time, the review highlights several underexplored areas. Structural constraints, including rigid curricula and limited resources, receive relatively brief attention, and the discussion could be enriched by more cross-cultural perspectives and non-Western examples. Despite these limitations, Cole convincingly positions PBL as a viable and transformative pedagogy capable of equipping learners with the skills, confidence, and agency required to thrive in the twenty-first century. This book will therefore be of value not only to teachers and practitioners but also to policymakers and educational leaders committed to advancing meaningful and sustainable learning
Canadians in the Major Leagues: Postseason Trends and Hitting Achievements
No full textGame Three of the 2024 American League Division Series between the Cleveland Guardians and Detroit Tigers was a landmark event for Canadian baseball. For the first time, four Canadians − first baseman Josh Naylor, catcher Bo Naylor, and rookie relievers Cade Smith and Erik Sabrowski − appeared in a postseason game for the same major-league team. This milestone prompted the author to broadly consider the participation and accomplishments of Canadians in the major-league playoffs. Several questions came to mind. For instance, how many Canadians have appeared in a major-league postseason game? When exactly did it become common for Canucks to take part in the playoffs? Which Canadian has the most home runs in the postseason? Who had the most significant hit in the playoffs? This paper will provide answers to those questions and more
‘This is All Our Land’: Language Revitalization as Decolonization and Assertion of Indigenous Territory in Urban Spaces
No full textUrban Indigenous communities face unique challenges in terms of recognition and connection to language and culture. Through colonization, urban Indigenous communities are seen as less valid and have fewer opportunities to assert sovereignty and self-determination. This places urban Indigenous people at serious risk for language and culture loss and assimilation. Urban Indigenous language revitalization not only facilitates access to language and culture but also contributes significantly to urban Indigenous community-building that honours diversity and connects members to the land. It also questions the colonial narrative that urban spaces belong to the settler colonial state by visibly and audibly asserting Indigenous presence and reminding both Indigenous and non-Indigenous people that Indigenous territories are expansive homelands that encompass urban spaces. This article describes the sentiments of participants in the Kingston Indigenous Languages Nest (KILN) as they share their vision for language revitalization in their community. They describe the importance of conscious community-building, the value of diversity, the contribution language makes to personal and community decolonization and empowerment, and how language deepens relationship to land. This relationship centres their responsibility to live in reciprocity and learn from land, and to assert that all of Turtle Island, including urban spaces, is Indigenous land
PREFACE TO VOL. 13, NO. 1 (2025) CANADIAN JOURNAL OF PRACTICAL PHILOSOPHY: CIVILITY IN POLITICAL DISCOURSE: ISSUES AND PERSPECTIVES
No full textIn this Volume, we are pleased to present three papers on the issue of civility in political discourse. These papers emerged from a panel entitled, “Is it OK to Be Rude and Insulting in Politics? Or Does Anybody Care?”, organized by the York Collegium for Public Ethics and held on Thursday, February 6, 2025, https://www.youtube.com/watch?v=GfJ39OoU6gw
The speakers on the panel were asked to turn their presentations into papers and three of these papers are published here