bluuebunny/crossref_metadata_2025 huggingface dataset:
Civil Law in Forced Unions. The Austrian Civil Code and its Significance for the Development of Civil Law in Central Europe
Authors: Staudigl-Ciechowicz Kamila
Published: December 2020

The current Austrian Civil Code goes back to 1811, after more than 200 years it still is in force in Austria –though with many amendments. Its origin and development is connected to the political history of the Austrian Empire, later the Dual Monarchy and its successor states in the 20th century. The paper analyses the significance of the Austrian Civil Code on the development of civil law in Central Europe on the verge of the collapse of the old empires and the emergence of the new political systems. Especially the question of the influence of the Austrian Civil Code on Polish law and inversely the influence of Polish lawyers on the development of the Austrian Civil Code is addressed. Due to the character of the inclusion of the Polish parts into the Austrian Empire in the 18th century the paper raises the question of the role of civil law in forced unions.
Wykorzystanie źródeł prawa w wykładni historycznej
Authors: Jastrzębski Robert
Published: December 2020

Using Sources of Law for the Purpose of Historical Interpretation

This article pertains to the use of relevant sources of law for the purpose of historical interpretation. The article is divided into three sections. The first section is dedicated to theoretical issues and presents the concept of sources of law and the types of legal interpretation, in particular historical interpretation. The next section describes examples of how sources of law may be applied in conjunction with historical interpretation. It discusses, inter alia, the application of historical interpretation in court rulings, the functioning of joint land property, agricultural reform in Poland after the Second World War, the consequences of the inflation policy and the associated occurrence of what is referred to as mortgage discharge, i.e. the repayment of the amounts due by the mortgagors. In the last section of the publication, the author summarises his reflections focusing primarily on the meaning of sources of law in the context of applying historical interpretation in contemporary court rulings. The author’s final conclusion is that using the sources of old law and the interpretation thereof are an important component of the legal system currently in effect.
Chronicle of Research in Legal and Constitutional History in France in 2019
Authors: Rigaudeau Pierre-Olivier
Published: December 2020

Over the course of 2019 there were a number of significant developments in the area of
legal and constitutional history in France and a large number of academic works were
produced. Only the most relevant developments have been considered below. Publication
dates have been omitted since this chronicle is, by definition, restricted to events which
took place in 2019.
Dwudzieste piąte Forum Młodych Historyków Prawa “Identity, Citizenship, and Legal History”
Authors: Pokoj Jakub
Published: December 2020

The XXVth Annual Forum of Young Legal Historians “Identity, Citizenship, and Legal History”

The XXV Annual Forum of Young Legal Historians was organized by three Belgian universities: Vrije Universiteit Brussel, Universitélibre de Bruxelles, and UniversitéSaint-Louis Bruxelles. It took place from 5th through 8th June, 2019. This years’forum concerned identity and citizenship, what was echoed in vast majority of the conference papers. The conference consisted of nearly 90 scholars representing more than 20 states, including non-European countries. As usual, the host country’s delegation presented the largest group of young legal historians. 6 speakers were representing the University of Warsaw, 3 Jagiellonian University, and 2 the University of Gdansk. The universities of Bialystok and Lodz, had one representative each during the Forum.
Profesor Stanisław Grodziski (1929–2020). Rys naukowego portretu
Authors: Małecki Marian
Published: December 2020

Professor Stanisław Grodziski (1929–2020). Polish Historian of State System and Law

The work presents the achievements of Professor Grodziski. Research directions, major publications, didactic and organizational activities at the Faculty of Law and Administration, and membership in scientific organizations and associations are presented. The professor reactivated Polish Academy of Arts and Sciences, and was an outstanding expert on the Old Polish Sejm and the history of Galicia and Austria. In short, he was an excellent teacher.
The Impact of COVID-19 on the Chinese Stock Market: An Event Study Based on the Consumer Industry
Authors: Yan Lei , Qian Yanhong
Published: December 2020

Using an event study approach, this paper investigates the impact of the coronavirus pandemic (COVID-19) on the consumer industry in the Chinese stock market. We find that stocks belonging to the consumer industry was adversely impacted by the pandemic in the first three trading days after the incident. However, this impact is transitory. With the implementation of government policies, stock returns of the industry maintain steady growth.
Did Enterprises’ Innovation Ability Increase During the COVID-19 Pandemic? Evidence From Chinese Listed Companies
Authors: Han Hongfang , Qian Yanhong
Published: December 2020

This paper uses a fixed effect model to empirically study the impact of COVID-19 on the innovative ability of listed companies in China. We find that the innovative abilities of Chinese listed companies, both large-scale and small-scale, increase during the pandemic. Moreover, the impact of COVID-19 varies by industry. These results may enhance market confidence and have implications for policy formulation and economic recovery.
Does COVID-19 Affect Domestic Credit? Aggregate and Bank Level Evidence From China
Authors: Appiah-Otoo Isaac
Published: December 2020

We estimate the impact of COVID-19 on domestic credit in China over the period January 01, 2020 to June 30, 2020. Our findings show that an increase in COVID-19 confirmed cases/deaths significantly increases domestic credit in China, however; the magnitude of the impact is very small. The results from the impulse response analysis show that the response of domestic credit to COVID-19 shocks was positive in both the short- and long-run.
Concurrent Dual and Triple Band Square Ring Resonator Base-Band Filter using Metal-Insulator-Metal for Plasmonic Applications
Authors: Bitra Surendra , Miriyala Sridhar
Published: December 2020

Ring resonators are capable of providing high-quality factors with low insertion loss, which are the factors for considering it as a potential technique of guiding signal in the nanometer wavelengths. In this paper, a Nanoplasmonic configuration of a resonator
comprising of the square ring known as Square Ring Resonator (SRR) is designed and analyzed for multiple band characteristics. The performance analysis of two different structures of the square ring resonators are presented in terms of the simulation reports like reflection and transmission coefficients, and field distribution plots. The designed Band Pass Filter (BPF) expressed excellent performance in the optical bands and hence
are best suitable for Photonic Integrated Circuit (PIC) applications.
Covid-19 Bağlamında Kötülük Probleminin Çeşitleri
Authors: SULHAN Mehmet
Published: December 2020

Covid-19 salgını, din felsefesinin önemli problemlerinden birisi olan kö-tülük problemini ve çeşitlerini tekrar gündeme getirmiştir. Kötülük problemi, tarihi kökeni çok eskilere dayanmakla birlikte, tartışma platformlarında gün-celliğini korumaya devam eden bir sorun olarak varlığını sürdürmektedir. Ateistlerin, Teistleri en çok eleştirdiği konuların başında kötülük problemi gelmekle birlikte, onların da bu konuda tatmin edici bir cevapları bulunma-maktadır. Filozofların farklı olmakla birlikte bu probleme dair mutlaka bir görüşü vardır. Kimine göre iyiliğin bilinmesi için gerekli, kimine göre de belli oranda var olması bu alemin estetiği için zorunludur. Kimine göre de cevabı bulunması gereken temel bir problemdir. İşte bu sorular bağlamında Covid-19 ve kötülük probleminin çeşitlerini tekrar irdeliyeceğiz. Cevaplar ne olursa olsun, bir kitle tarafından bunun cevabı aranmaya devam edilecektir. Kötülük problemini canlı tutan bir diğer temel argüman ‘Tanrı sorunu’ dur. Bu argüman bağlamında Tanrı’nın olmadığını veya Tanrı’nın anlamsızlığını ifade eden eleştirilerin bulunduğunu ifade edebiliriz. Bu açıdan dinleri eleştirenler olduğu gibi dinin anlamlı olduğunu da savunanlar az değildir. Covid-19 tartışmaları ekseninde Tanrı ve Dinler tekrar eleştiri konusu yapılmaktadır. Kötülük problemi felsefeciler tarafından üç çeşit olarak sınıflandırılmakla birlikte, başka tasnifler de vardır. Bunlar: Doğal, Ahlaki ve Metafizik kötülüklerdir. Başka bir sınıflandırmaya göre ise Varoluşsal, Mantıksal ve Delilci kötülük şeklinde adlandırılmıştır.
La documentación pedagógica como posibilidad de re-encuentro con las infancias en la formación inicial: Polifonía de miradas a tres voces
Authors: Maldonado-Ruiz Gonzalo , Fernández García Isabel María , Soto Gómez Encarnación
Published: December 2020

Este es el relato de una experiencia de formación donde comparten espacio las voces de dos estudiantes del Grado en Educación Infantil de la Universidad de Autor/a y la de su tutora de prácticas. Desde este lugar, se conjugan para narrar en primera persona, la experiencia vivida a raíz y en relación, con la documentación pedagógica. Una estrategia didáctica que no pretende “atrapar” la infancia, sino que estimula y sitúa al docente, en este caso al docente en formación, frente a la singularidad de los niños y niñas como sujetos de experiencia, y que al mismo tiempo, nos ayuda a pensar en las posibilidades que puede tener no solo como espacio de interpretación, significación y encuentro, sino como estrategia transformadora del conocimiento práctico, singular y biográfico, del docente en la formación inicial. Así, además de entender epistemológicamente el sentido que la documentación pedagógica puede tener para la reconstrucción de la identidad profesional, en este viaje formativo nos hemos encontrado cómo fragmentos de diarios de aprendizaje, historias de niñas y niños documentadas y revisitadas por nuestra experiencia alumbran un nuevo escenario educativo que requiere nuevos modos de habitarlo como docente. Un habitar incierto y no predictivo que impacta de forma sensible, por el desconcierto al que invita “dejarse decir” por las infancias.
La comunicación no verbal en la formación del profesorado de educación física: dificultades y limitaciones experimentadas
Authors: Aparicio Herguedas José Luis , Fraile Aranda Antonio , Romero Martín María Rosario , Asún Dieste Sonia
Published: December 2020

Se presenta un estudio sobre la formación para la comunicación no verbal realizado con estudiantes universitarios de Educación Física. Se pretende conocer cómo se desenvuelven desde la comunicación no verbal cuando intervienen impartiendo clases de expresión corporal, así como definir cuáles son las principales dificultades que experimentan en la práctica. Se busca que los estudiantes tomen conciencia sobre su comportamiento no verbal docente para desde ahí poder mejorar la manera de enseñar, procurando que intervengan de forma activa en su propio proceso de aprendizaje. Se realizó un análisis documental y un proceso de codificación de la información para descubrir las limitaciones comunicativas experimentadas, haciendo uso del software ATLAS.ti. Las principales dificultades observadas se relacionan con varios componentes del comportamiento kinésico, paralingüístico y proxémico, sin perder de vista la influencia emocional que les ocasionaba enfrentarse al grupo clase desde la gestión de la disciplina. Es necesario que los estudiantes sean conscientes y reconozcan el valor pedagógico de la capacidad comunicadora que posee todo su cuerpo en la acción docente, como la expresividad gestual, la mirada y la sonrisa, la actitud corporal en el propio espacio, a fin de afrontar las situaciones de aprendizaje y generar mejores escenarios de interacción y participación con su alumnado.
FACTORES DESENCADENANTES DE LA DEPRESIÓN POST PARTO EN LAS ADOLESCENTES: ESTUDIO PILOTO
Authors: García Cevallos Germania
Published: December 2020

Introducción: El embarazo en la ado-lescencia es un gran problema de Salud Pública que se asocia a consecuencias biológicas, psicológicas y sociales para el binomio madre-hijo. Objetivos: Deter-minar los factores desencadenantes de la depresión post parto en las adolescen-tes. Relacionar la depresión postparto con el tipo de terminación de parto: va-ginal o cesárea. Analizar estado emocio-nal de una adolescente con depresión postparto. Metodología: De campo, no experimental, descriptiva y trasversal. Población y muestra: conformada por 121 madres adolescentes. Instrumentos: Escala de Depresión Postnatal de Edim-burgo (EPDS) para la identificación de la depresión postparto y para recolectar información sobre los factores de riesgo, se utilizó un instrumento creado por la au-tora, a partir de instrumentos ya valida-dos. Resultados: El plan piloto se realizó con 10 puérperas adolescentes. Edad de su primer embarazo 10 – 14 años: (n=1; 10%) de 15 – 19 años (n=9, 90%) Nivel socio económico: Bajo (n=2, 20%) y Me-dio (n=8; 80%). Abandono escolar (n=4, 40%). Relación de pareja: Buena (n=3; 30%), regular (n=5; 50%) y mala (n=2; 20%). Estado civil: Unión libre (n=3, 30%) y soltera (n=7; 70%). Test de Edimbur-go: Depresión leve (n=3, 30%), modera-da (n=7, 70%). Terminación del parto: Vía vaginal (n=8, 80%), Cesárea (n=2, 20%).Conclusión: La depresión post parto no tiene una etiología específica. El riesgo de depresión posparto se relaciona prin-cipalmente con problemas socioeconómi-cas y familiares. La detección de preva-lencia y factores de depresión postparto, permite iniciar su estudio y seguimiento en beneficio de la madre y de la posterior crianza del recién nacido.
Bezostaja buğdayının fiyatına etki eden bazı donelerin alternatif regresyon yöntemleriyle karşılaştırılması
Authors: ÇİFTCİ Fatma , GENÇ Aşır
Published: December 2020

Regresyon analizi iki ya da daha fazla değişken arasındaki sebep sonuç ilişkisini inceleyen, bu konu ile ilgili tahminler yapabilmek için matematiksel model kuran tekniktir. Bu çalışmada, fiyata etki eden değişkenler ile fiyat arasındaki doğrusal bağıntı incelenmiştir. 12 aylık Bezostaja buğday çeşidi verisini modelleyen çoklu regresyon analizi ile parametre tahmin yöntemleri karşılaştırılmaya çalışılmıştır. Model parametrelerinin tahmin edicilerinden; En küçük kareler yöntemi (EKK), En küçük mutlak sapma regresyon (LAD) yöntemi, M-Regresyon yöntemi, Parametrik olmayan regresyon yöntemi, Bayes regresyon yöntemi ele alınmıştır. Çoklu lineer regresyon modeline mevcud verilere söz konusu yöntemler uygulanarak tahminler yapılmış ve sonuçlar karşılaştırılarak uygun tahmin yöntemi önerilmiştir. Bu çalışmada kullanılan veri seti için Parametrik Olmayan Regresyon tahmin yöntemi uygun bir tahmin edici olarak görülse de HKO ve AIC kriterine göre EKK tahmin yöntemi bu veri seti için en uygun yöntemi olarak öne çıkmaktadır.
Good Teaching and Satisfied University Graduates
Authors: Krahn Harvey , Bowlby Jeffrey W.
Published: December 2020

This paper examines the extent to which students' evaluations of university teaching and classroom dynamics contribute to overall satisfaction with their university experience. Data were collected from 1453 graduates of the University of Alberta who completed questionnaires follow- ing the 1993 spring Convocation. A multi-item index measuring students' evaluations of university teaching and classroom experiences was employed as the central predictor in a multiple regression analysis of overall satisfaction with the university experience. Positive perceptions of teaching had a strong impact on satisfaction, controlling on gender, age, faculty of enrollment, GPA, prior postsecondary experience, assessments of skill development, satisfaction with university learning-related resources, and several other control variables. The findings highlight the continued importance of efforts to encourage good teaching in universities.
Intermediate Skill Development in British Columbia: Policy Options for a Post-Industrial Era
Authors: Gallagher Paul
Published: December 2020

As British Columbia's economy is increasingly shaped by post-industrial circumstances, it becomes necessary for that province, like others in Canada, to ensure that it has an adequate supply of workers with "new economy" knowledge and skills. How best to prepare people for "inter- mediate" skill work, requiring less than a university degree but more than secondary schooling, is the focus of this paper. An explanation of the need for different skills is followed by an analysis of recent interme- diate skill development policy and practice in B.C. That analysis draws particular attention to the roles of public and private training providers and concludes that these roles have been more overlapping than comple- mentary. The paper concludes with the presentation of five policy choices for government and the higher education community to consider as they address new labour force needs in a context of funding con- straints and changing social policy priorities. The need to design and develop a much more sophisticated, policy-oriented information base on intermediate skill development is presented as a major recommendation for follow up action.
Stanley Fish's Case for Speech Regulation: A Critique
Authors: Ryan Phil
Published: December 2020

This article critiques Stanley Fish's argument for speech regulation. Fish errs in reducing free speech to a mere means, viewing free speech as a "conceptual impossibility," and making the limited speech rights of the modern workplace a standard for assessing speech rights in general.
Etude de l'apprentissage par la lecture d'étudiants en contexte d'apprentissage par problèmes (APP)
Authors: Cartier Sylvie
Published: December 2020

Cet article présente les résultats d'une recherche descriptive menée auprès d'étudiants en situation d'apprentissage par la lecture. Il décrit les stratégies rapportées par ceux-ci lorsqu'ils lisent pour acquérir des connaissances reliées à leur domaine de formation. Les résultats indiquent que les stratégies utilisées de façon fréquente par la plupart des sujets sont: (1) les stratégies de lecture telles que la modalité de lire partiellement le texte; (2) les stratégies d'encodage et de rappel telles que la prise de notes et la répétition des informations par la relecture; (3) les stratégies d'autorégulation telles que la planification du travail, l'évaluation de la lecture et du texte ainsi que la contrôle des choix de textes; et (4) les stratégies de gestion des ressources telles que la lecture du livre de référence principal dans le domaine et le choix de la matinée comme moment privilégié d'étude. Or, ces stratégies ne sont pas suffisantes pour supposer un apprentissage significatif tel que le définit le cadre de référence de l'apprentissage par la lecture. Cependant, une analyse des stratégies utilisées à une plus faible fréquence pendant la semaine permet de nuancer ces résultats. La conclusion met l'accent sur l'importance de proposer aux étudiants des activités qui leur demandent d'utiliser fréquemment des stratégies efficaces, d'enseigner aux étudiants ces stratégies et de développer le domaine d'étude de l'apprentissage par la lecture.
Standards of Practice in Postsecondary Special Needs Programming: Student and Administrator Opinion
Authors: Reed M. J. , Lund-Lucas E. , O’Rourke K.
Published: December 2020

Standards of practice for postsecondary special needs programmes are an important element to determining programme effectiveness and programme successes. A number of groups have now suggested practice standards for postsecondary special needs programmes. We amalgamated these suggested practices and queried Ontario students and administrators regarding their opinion of these practice standards. Overall, strong support for most suggested practices was found among students and administrators. However, administrators less strongly supported practices that required enhanced funding, staffing and resources. In addition, students less strongly supported practices that could reduce individualized programming and increase time commitments. Administrators pointed out barriers to achieving practice standards. Time commitments, workload, funding, unclear working definitions (i.e., standards for transition, disabilities) and institutional policy constraints were barriers to achieving suggested practice standards.
The Effects of a Peer Mentoring Program on Academic Success Among First Year University Students
Authors: Rodger Susan , Tremblay Paul F.
Published: December 2020

The present study examines the effect of participation of first-year university students in a full-year peer mentoring program as well as individual differences in motivation in relation to outcome measures of retention and achievement. A sample of 983 first year students completed the Academic Motivation Inventory (Tremblay, 1998) and agreed to provide final grades; 537 students were randomly assigned to participate in the program, while the remainder served as a control group. Mentored students who continued to participate mid-way through the second semester had significantly higher final grades than did students in the control group. There was no effect on retention from year one to year two, however data are being collected on retention and grades for all groups for the length of their undergraduate careers. Students high in anxiety in the mentored group showed achievement comparable to that of low anxiety program participants, whereas students in the control group with high anxiety scored significantly worse on achievement than did their low anxiety counterparts.
A Journey Toward Learner-Centered Curriculum
Authors: Emes Claudia , Cleveland-Innes Martha
Published: December 2020

In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators.
Globalization, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology
Authors: Cudmore Geoffrey
Published: December 2020

This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.
Correlates and Consequences of Degree Purchasing among Canadian University Students
Authors: Brotheridge Celeste M. , Lee Raymond T.
Published: December 2020

This article develops the construct of degree purchasing as an instrumental orientation towards education in which students value education primarily as a vehicle for labour market participation rather than as an avenue for learning. This study of 188 Canadian university students found that a substantial proportion of students tended to be more interested in acquiring a diploma than the learning that it represents. Female students were more instrumentally oriented than male students, and younger students devalued learning to a greater extent than older students. Finally, a degree purchasing orientation was associated with poor study habits, the use of resistance strategies in the classroom, low positive affect, and poor course performance. Implications for higher education and suggestions for future research are discussed.
“World Class” or The Curse of Comparison?
Authors: Lang Daniel W.
Published: December 2020

Can all the universities that claim to be “world-class” actually live up to the claim? If they could be, would that be desirable public policy? It could be that there are so many different meanings of “world-class” that the term in practical effect is an oxymoron: the definition of “world” is determined locally when conceptually it should be defined internationally. This paper discusses different kinds of institutional quality, how quality is formed and how it can be measured, particularly by comparison. It also discusses the subtle but fundamental differences between quality and reputation. The paper concludes with the suggestion that world-class comparisons of research quality and productivity are possible, but that any broader application to the “world-class” quality of universities will be at best futile and at worst misleading.
Analysing Arguments in Networked Conversations: The Context of Student Teachers
Authors: Campos Milton N. , LaFerriere Therese , LaPointe Judith M.
Published: December 2020

The purpose of this article is to demonstrate how the method of meaning implication discourse analysis can be applied in the context of online collaborative reflective practice of student teachers. The method was developed to identify knowledge building in networked contexts. It derives from the model of meaning implication developed by Piaget, and the model of “schematization” proposed by Grize. It also borrows from the knowledge building theory developed by Scardamalia and Bereiter. The method allows understanding knowledge construction as an evolving process of conceptual change and learning through argumentation. We present two studies in which online “conversations” of pre-service teachers are analyzed. Contributions for higher education are discussed.
The Immediate Feedback Assessment Technique: A Learner-centered Multiple-choice Response Form
Authors: DiBattista David
Published: December 2020

The Immediate Feedback Assessment Technique (IFAT) is a new multiple-choice response form that has advantages over more commonly used response techniques. The IFAT, which is commercially available at reasonable cost and can be used conveniently with large classes, has an answer-until-correct format that provides students with immediate, corrective, item-by-item feedback. Advantages of this learner-centered response form are that it: (a) actively promotes learning; (b) allows students’ partial knowledge to be rewarded with partial credit; (c) is strongly preferred by students over other response techniques; and (d) lets instructors more easily maintain the security of multiple choice (MC) items so that they can be reused from one semester to the next. The IFAT’s major shortcoming is that grading must be done manually because it does not yet have a compatible optical scanning device. Helpful suggestions are presented for instructors who may be considering using the IFAT for the first time.

RÉSUMÉ

La Technique D’Évaluation Immédiat (Immediate Feedback Assessment Technique ou IFAT) est un nouveau formulaire pour examens à choix multiple qui a plusieurs avantages. Le IFAT, disponible à un prix raisonable et convenable pour les cours suivis par de nombreux étudiants, est constitué d’un format dans lequel les édudiants selectionnent alternative-par- alternative parmi les choix disponibles jusqu’à ce que la réponse correcte soit indiquée. En suite, la correction est automatique et informe la réponse correcte immédiatement. Le IFAT a plusieurs avantages: (a) il favorise l’apprentissage; (b) les étudiants peuvent obtenir des points partiels avec connaissances partiels; (c) les étudiants préferent ce formulaire à comparer à autres formats à choix multiple; et (d) les instructeurs peuvent maintenir plus facilement leurs questions et alternatives en sécurité et les réutiliser au cours des prochaines sessions. Le défaut principal du IFAT est que la notation est manuele car il n’y a pas encore de lecteur optique compatible avec ce formulaire. Des suggestions utiles sont ici données pour les instructeurs qui envisagent d’utiliser cette technique pour la première fois.
Les étudiants en formation à l’enseignement professionnel au Québec : portrait d’un groupe particulier d’étudiants universitaires
Authors: Balleux André
Published: December 2020

Registration in a university training program for teachers of vocational training represents a major transition characterized by a progressive rupture between practice of a trade and practice as a teacher. This situation particular to Quebec teachers of vocational training makes them unique students, with characteristics and profiles different from their colleagues of the general sector. This article presents the results of a study conducted with students enrolled in training programs for teaching vocational training at Sherbrooke University aimed at building a first portrait of this characteristic group. This research constitutes the first step in a process which will contribute to a better understanding of the identity, the problems and the peculiar situation of teachers of vocational training at their moment of transition between practice of a trade and teaching their trade.
The Charge of Thought-Policing in Universities
Authors: Poyraz Suzan
Published: December 2020

A phrase used for internal criticism within leftist movements in the 70s and 80s, “politically correct,” has now become equivalent to thought policing in the minds of many professional academicians. Taking University of Toronto as an example, this essay questions whether the thought policing (as enforcement of political correctness) accusation is justified, and if so, in what forms such enforcement could take place, and whether any of those are defensible. Three possible forms of enforcement are identified as curricular occupation, language control, and conflict of rights; among these, the last is the most severe. In terms of rights, the issue of political correctness is usually framed as a conflict between expression rights and equality rights. In a university, restriction of expression rights is not justified. However, expression rights need not be characterized as conflicting with equality rights if both those charged with policing and those who charge them genuinely respect each others’ expression rights.
What’s the “Use” of Student Ratings of Instruction for Administrators? One University’s Experience
Authors: Beran Tanya , Violato Claudio , Kline Don
Published: December 2020

At most Canadian and American community colleges and universities, student ratings have been implemented as a means of evaluating course instruction. Although concerns regarding the validity of student ratings from instructors’ perspectives have been studied quite extensively, issues associated with the use of student ratings information by administrators have been largely ignored. In this study, we surveyed 52 administrators at a major Canadian university about the types of ratings they use, how useful they are, and their purpose. Our findings indicate that administrators are interested in knowing about instructor characteristics and teaching procedures. In addition, ratings are being used for instructor and department evaluation as well as scheduling courses. In general, administrators regard student ratings positively and think that they are useful. However, they have some reservations.

Dans la majorité des collèges et des universités, les étudiants évaluent leurs professeurs. Les inquiétudes de la validité de ces évaluations selon les professeurs, ont été bien etudiées, mais l’utilization et les perspectives des administrateurs n’ont pas été etudiées. Dans cet étude 52 adminstrateurs dans une grande université Canadienne ont répondu aux questions selon les evaluations. Les résultats indiquent que les administrateurs s'intéressent aux caractéristiques des professeurs et de leurs apprentissages. De plus, les administrateurs utilisent les évaluations pour organiser les cours. En general, les administrateurs ont donné des réponses très positives avec peu de réservations.
Prior Learning Assessment & Recog- nition in Canadian Universities: View from the Web
Authors: Wihak Christine
Published: December 2020

Prior Learning Assessment & Recognition (PLAR), the practice of formally assigning credit for learning gained outside the formal education system (Thomas, 2000), offers significant benefits to adult students. Previous research had demonstrated that adult students may not, however, be aware of the availability of PLAR. This study investigated the availability of PLAR information on the websites of 60 Canadian universities. The research found that 24 Canadian universities offered PLAR for advanced standing. Considerable variation existed in the ease with which PLAR information could be located and in the quality of information provided. Universities were also found to vary widely in the supports offered to learners seeking PLAR, in the formality of their institutional PLAR policies, and in the extent to which the practice is institution-wide or restricted to specific faculties or departments. Findings are discussed in terms of implications for adult learners and their advocates and for future research.

RDA (Reconnaissance d’acquis), la pratique d’accorder officiellement du crédit pour un apprentissage acquis en dehors du système formel d’éducation (Thomas 2000), offre des bénéfices importants à des étudiants adultes. Des recherches faites auparavant avaient démontré que les étudiants adultes ne seraient peut-être pas au courant du RDA (Schmyr, 2003). Cette étude sur la disponibilité des informations sur RDA dans les sites web de 60 universités canadiennes a eu pour résultat de trouver que 24 universités canadiennes offraient RDA comme designation de classification scolaire avancée. La facilité avec laquelle des renseignements sur RDA pouvaient être localisés, de même que la qualité des renseignements, variaient beaucoup. L’appui offert par des universités à des étudiants recherchant RDA variait énormément, et aussi la formalité des politiques de RDA. Il s’agissait de savoir à quel point la pratique s’étendait à tous les départements d’un institut éducatif ou si elle n’était restreinte qu’à des facultés ou des départements bien spécifiques. On étudie les résultats quant aux implications pour des étudiants adultes et pour les recherches futures.
Development of Disruptive Open Access Journals
Authors: Anderson Terry , McConkey Brigette
Published: December 2020

Open access (OA) publication has emerged, with disruptive effects, as a major outlet for scholarly publication. OA publication is usually associated with on-line distribution and provides access to scholarly publications to anyone, anywhere–regardless of their ability to pay subscription fees or their association with an educational institution. The article overviews the growth and impact of OA publication in Canada and elsewhere. The article also presents a case study of the evolution over its first nine years of the International Review of Research in Open and Distance Education (IRRODL). IRRODL has become the most widely read and widely cited journal in the distance education and open learning community, yet it continues to struggle for recognition by some academics, funding, and rating organizations.

In this article IRRODL’s editors document the challenges involved in leading the charge for equal support for open access journals from Canada’s research funding organizations and for review and accreditation from commercial and non-commercial review services. In its literature review section the article looks at scholarly works documenting and comparing on-line journals to ones that publish in paper only, or in which access is restricted behind the walls of licensed use.

 

The article also documents issues related to various innovations, including production of articles in both text and audio formats, and the challenges of incorporating more interactive media into a scholarly, peer- reviewed journal. Data is produced demonstrating the ways in which 72 CJHE / RCES Volume 39, No. 3, 2009 influence and impact for open access journals can be measured, including hit rates and citations reference data from Google Scholar. The article concludes with a description and discussion of the advantages and challenges of using review and publication management tools such as Open Journal System in the production of open access journals.
The SciELO Open Access: A Gold Way from the South
Authors: Packer Abel L.
Published: December 2020

Open access has long emphasized access to scholarly materials. However, open access can also mean access to the means of producing visible and recognized journals. This issue is particularly important in developing and emergent countries. The SciELO (Scientific Electronic Library On-line) project, first started in Brazil and, shortly afterward, in Chile, offers a prime example of how this form of access to publishing was achieved and how open access in the traditional sense was incorporated within it. Open access has allowed more visibility, transparency, and credibility for the SciELO journals that now span over a dozen countries, three continents, and more than 600 titles. Conversely, SciELO incarnates the most successful and impressive example of “gold OA,” that is, open access based on publishing rather than self-archiving; at the same time, its database acts like an open-access depository.
Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit
Authors: Anuik Jonathan David , Gillies Carmen
Published: December 2020

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.
Post Neo-Liberalism and the Humanities: What the Repressive State Apparatus Means for Universities
Authors: Hyslop-Margison Emery J. , Leonard Hugh A.
Published: December 2020

In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter’s increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies.
Service learning as an alternative practicum experience in a pre-service education program
Authors: Maynes Nancy , Hatt Blaine E. , Wideman Ron
Published: December 2020

This paper presents research on the benefits of service learning for pre-service teachers in the final year of their concurrent education program. The purpose of the research was to determine whether liberatory learning (Chambers, 2009) occurred for those students during a four-week service learning placement in organizations other than schools. Liberatory learning involves transformational shifts in social consciousness and provides service of benefit to both the participant and the host organization. Seventeen pre-service teachers and service learning supervisors completed questionnaires. Results suggest that service learning has the potential to be liberatory for pre-service teachers, but learning may remain tacit rather than explicit unless substantial opportunities for reflection are included in the service learning experience. Debriefing activities following the experience may be a critical contributor to helping participants realize the nature and extent of their learning.
Perceptions of student affairs and services practitioners in Ontario’s post-secondary institutions: An examination of colleges and universities
Authors: Seifert Tricia A. , Burrow Jeff
Published: December 2020

Student affairs and services divisions and the partnerships and collaborations in which they engage with faculty, students, and the community form the structural centre of institutions’ approaches to student support. Although past research has identified areas typically associated with the student affairs and services portfolio and factors that influence the organizational structure, little is known about how staff perceive their institutions’ organizational structures relative to supporting student success. The purpose of this study was to understand student affairs and services staff members’ perceptions of the role organizational structure plays in their day-to-day work supporting student success in colleges and universities in Ontario. Although staff commented on their institutions’ formal organizational structures (referring to titles, reporting lines, and breadth of portfolio), their comments focused more specifically on how they saw the nature of their work and changes they have experienced in supporting student success as student bodies become more diverse.
Community service-learning and cultural-historical activity theory
Authors: Taylor Alison
Published: December 2020

This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist Lev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions associated with activity theory: the rejection of a theory/practice divide, the development of knowledge as a social collaborative activity, the focus on contradictions in and across activity systems, and the interventionist approach aimed at transformation.
Liberal arts catch-up revisited
Authors: Goyder John
Published: December 2020

This paper replicates the work of Giles and Drewes from the 1990s. They showed a catch-up effect whereby graduates of liberal arts undergraduate programs, although at an early-career disadvantage compared with graduates of applied programs, had higher incomes by mid-career. Working with the Panel 5 Survey of Labour and Income Dynamics (2005–2010), the catch-up no longer exists.
Generals, colonels, and captains: Discourses of militarism, education, and learning in the Canadian university context
Authors: Taber Nancy
Published: December 2020

This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that Canada is exchanging an identity of a peace-making country for one of war-making. I examine literature that connects education with militarism, taking a feminist anti-militarist approach, and discuss issues relating to academic freedom in critiquing one’s own institution. I explain my methodology and detail my findings, concluding that educators should continue to contest gendered militarism in higher education and society.
Exploring levels of student-athlete burnout at two Canadian universities
Authors: Dubuc-Charbonneau Nicole M , Durand-Bush Natalie
Published: December 2020

The purpose of the current study was to examine the levels of burnout among student-athletes at two Canadian universities and to investigate whether there were significant differences related to gender, sport, year of university sport participation, academic year, and academic program. Burnout was measured by administering Raedeke and Smith’s (2001) Athlete Burnout Questionnaire to 145 student-athletes from various sports. Overall, 1.4% of the student-athletes had elevated burnout scores on all three subscales, and 17% scored high on two of the three subscales. No significant differences emerged with regards to year of varsity sport participation, academic year, or program. However, women had significantly higher levels of emotional and physical exhaustion than men. Significant differences also emerged in relation to levels of emotional and physical exhaustion, and of sport devaluation, when comparing various sports.
Engaged Pedagogy and Transformative Learning in Graduate Education: A Service Learning Case Study
Authors: Levkoe Charles , Brail Shauna , Daniere Amrita
Published: December 2020

Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and highlight opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.