University of New Brunswick: Centre for Digital Scholarship Journals
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Crowdsourced bathymetry and its use to support resurvey activity in the North Sea region
Full text linkCrowdsourced bathymetry (CSB) has received much attention, with the IHO CSB Guidance Document being the culmination of numerous lines of development. While CSB has a part to play in global charting, its widescale use is not without issue and should not be seen as panacea for all areas and usages. The North Sea is a heavily used area with mobile seabed and depths critical to shipping. This paper explores the potential of CSB to support resurvey activity in these critical areas and recommends HOs should remain selective in their use of CSB as a data source for charting and focus on using it as an aid to monitoring
Science Monitoring And Reliable Technology (SMART) to monitor the ocean using submarine cables
Full text linkThe Ocean is a fundamental part of life on Earth and therefore its observation is essential; however, there are currently no seabed monitoring networks that cover large areas. The Science Monitoring and Reliable Telecommunications (SMART) Cables initiative aims to combine the growing telecommunications industry with ocean sciences, leveraging the infrastructure of the former to deploy sensors to obtain essential ocean data on the seafloor in real time
Adapting to Canada's Need for Human Trafficking Preventative Education
Full text linkAs undeniably beautiful as Canada is, it also has been identified as a country rampant with human trafficking and this horror, hidden in plain sight, can no longer be ignored (Public Safety Canada, 2024). Fortunately, educational landscapes are beginning to adapt in response. In 2021, the Ontario Ministry of Education mandated all publicly funded schools to receive training on human trafficking, with a focus on recognizing signs of sexual exploitation in their students, and to deliver curriculum on this ever-growing problem (Ministry of Education, 2023). As a teacher educator and doctoral student in education specializing in curriculum, I will describe my doctoral work with in-service teachers and discuss other areas to raise awareness, including faculties of education that must prepare pre-service teacher candidates for the responsibility that awaits them, and more institutions who serve vulnerable groups
Automated Writing Evaluation Feedback in English Learning and Teaching
Full text linkWriting is a fundamental skill in an individual’s life, serving as a medium to express opinions, record important information, and create imaginative worlds. For students, writing is more significant because it is a necessity to achieve academic success no matter what subjects they are studying (Graham, 2018). However, writing is a complex task because it requires students to master both basic cognitive processes such as handwriting or spelling, and complex cognitive processes such as idea generation, transformation of ideas, and writing modification (Graham & Perin, 2007). Moreover, they also need sufficient practice to gain proficiency (Burstein et al., 2020). These abilities do not develop naturally; thus, schools play a vital role in nurturing students with these abilities by offering adequate practice and instruction in writing (Graham, 2018, 2019). An important instructional practice in the classroom is providing writing feedback. By showing the gap between students’ current capabilities and expected outcomes, feedback can help students improve their writing quality (Biber et al., 2011; Graham et al., 2015).
However, providing real-time, detailed, and cross-subject feedback at scale poses a challenging task for educators (Burstein et al., 2020). In this case, Automated Writing Evaluation (AWE), defined as the capability of a computer technology that employs artificial intelligence, to evaluate and score written text (Shermis & Hammer, 2013), can serve as a viable choice, given its ability to offer immediate feedback to students (Lee, 2020).
This paper illustrates the affordances and constraints of AWE by reviewing findings from research studies, and discusses its application in instructional settings. Furthermore, it presents a comparison between instructors’ feedback and AWE feedback, before providing practical implications for teaching English for Academic Purposes (EAP)
Climate Change Education and the Manitoba K-12 Curriculum: A Content-Analysis
Full text linkThis study offers a deep dive into the specific learning outcomes (SLOs) for the K-12 Manitoba curriculum detailing the frequency and depth of links to the goals of climate change education (CCE). This project explicitly builds on the work of Bieler et al. (2017) and Field et al. (2023) who undertook pan-Canadian studies on curriculum documents to identify the presence of curriculum outcomes and policies from provincial governments that aligned with CCE in K-12 schools. The aim of this study is twofold: firstly, highlighting pathways for climate conscious educators to link classroom teaching to climate change; secondly, directing areas that the province of Manitoba needs to address through curriculum reform.
This paper will begin with a brief introduction to Education for Sustainable Development (ESD) which currently operates as the guiding framework for including teaching and learning on the intersection of the economy, environment, and human health and well-being in Manitoba curriculum documents. ESD will then be compared and contrasted with CCE, which is advocated as a preferred framework as it is one more commensurate with the climate emergency. Results of a content analysis of specific learning outcomes in the Manitoba K-12 curriculum documents for science, social studies and physical/health education will be detailed. The discussion section outlines changes to Manitoba curriculum in order to provide support for K-12 educators to develop learning experiences for youth that are commensurate with the current and future realities of climate change
Family Matters: The Policies and Practices of Mothers’ Allowances in New Brunswick, 1944-1966
No full textThis article analyzes the creation and implementation of mothers’ allowances in New Brunswick from 1944-1966. After exploring the ideological framework and national context of this social welfare legislation, Mothers’ Allowance Board case files are examined to highlight the agency and advocacy of women recipients as they navigated gendered and class-based challenges to claiming their rights
