“I No Longer Feel Safe Traveling Outside of the Community I Live In” : Exploring the Impacts of Vicarious Victimization on the Routines of Muslim Americans

Muslims are the second most targeted group of religious bias crimes in the United States. Bias crimes against Muslims are an international phenomenon. Yet, research on vicarious victimization among Muslim Americans is limited. In this exploratory study, we discuss how fear of victimization and perceptions of discrimination may impact the behaviors and routines of Muslims across the U.S. Data were collected in the Summer of 2019 and have been assessed using an OLS Regression model. Overall findings indicate that fear of victimization and/or discrimination can lead to changes in routine. We discuss these findings in the context of prior literature on the topic. Suggestions for future research are provided

Profiling the Dynamics of EMI Effectiveness Factor and Students’ EMI Course Satisfaction: The Case of Vietnam and Taiwan

This study explored the relationships between English as a medium of instruction (EMI) effectiveness factors and students’ EMI course satisfaction. In addition, responding to the call for adaptive EMI, it also examined how students and teachers’ background characteristics could shape such relationships. Using the convenience sampling method, 821 undergraduate students participated in the survey. The study affirms that three EMI effectiveness factors positively predict student EMI course satisfaction, while characteristics that are related to how students approach learning have the most effect on their satisfaction with EMI courses. These findings also affirm the complexity of student EMI course experiences, when considering both student and teacher demographic and background differences. The moderating effect of English proficiency and prior EMI experience differs significantly among such factors and student satisfaction. This research highlights that a cross-cultural outlook is more influential for Taiwanese students and courses with local teachers, while teaching characteristics are a stronger predictor for male students. The significance of each factor may fluctuate within diverse national contexts and is influenced by students and teacher backgrounds. Understanding and adapting to these contextual nuances will play a key role in elevating overall student satisfaction with EMI courses

The Relevance of Moral Emotional Appeals in Environmental Political Debates

Abstract: This paper examines the relevance of moral emotional appeals in the mixed dialogue type of public debates between politicians about environmentalism, relying on the concepts of goals and emotional appeals from the informal logical tradition. This paper argues that if argumentative moves are evaluated according to the action-producing dialogue type’s collective goal which could be pressing for action on environmentalism, and politicians take on the role of emotional entrepreneurs, then moral emotional appeals by politicians could evoke moral emotions in the audience, thus encouraging them to become more environmentally friendly. The influence of moral emotions on individual sustainable choices is based on empirical research from political and environmental sciences. Résumé: Cet article examine la pertinence des appels émotionnels moraux dans les débats publics de type dialogue mixte entre politiciens sur l\u27environnementalisme, en s\u27appuyant sur les concepts d\u27objectifs et d\u27appels émotionnels issus de la tradition de la logique non formelle. Cet article soutient que si les démarches argumentatives sont évaluées en fonction de l\u27objectif collectif du dialogue productif d\u27action, qui pourrait inciter à agir en faveur de l\u27environnementalisme, et si les politiciens assument le rôle d\u27entrepreneurs émotionnels, alors les appels émotionnels moraux des politiciens pourraient susciter des émotions morales chez le public, l\u27incitant ainsi à devenir plus respectueux de l\u27environnement. L\u27influence des émotions morales sur les choix individuels durables est fondée sur des recherches empiriques en sciences politiques et environnementales

Unveiling the Potential: A Systematic Review on Harnessing the Affordances of Differentiated Instruction

Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students\u27 diverse needs and learning preferences. This systematic review delves into the vast landscape of differentiated instruction, aiming to illuminate its affordances and effectiveness across various educational settings. By synthesizing empirical evidence from many studies, this review examines the impact of differentiated instruction on student engagement, academic achievement, and overall classroom dynamics. Furthermore, it explores the implementation strategies, challenges, and best practices associated with harnessing the full potential of differentiated instruction. Through rigorous analysis, this review seeks to provide valuable insights for educators, policymakers, and researchers, guiding the enhancement of instructional practices and fostering inclusive learning environments. This systematic review demonstrated that differentiated instruction leads to increased student engagement. By tailoring instruction to meet the diverse needs of students, educators can better capture their interest and motivation. Additionally, this review highlights that differentiated instruction positively impacts learning outcomes. In essence, it underscores the role of differentiated instruction in promoting equity and inclusion in education. By recognizing and valuing the unique strengths and challenges of each student, it helps to create a more inclusive learning environment. These findings contribute to a broader understanding of the benefits, challenges, and best practices that are associated with differentiated instruction in educational settings

The Future of Higher Education: A Call for Radical Pedagogical Innovation in Post-Pandemic Times

The COVID-19 pandemic disrupted higher education globally, revealing both traditional pedagogies\u27 strengths and weaknesses. As institutions turned to online learning, significant gaps in accessibility, digital literacy, and adaptability became apparent. This paper argues for a radical transformation of pedagogical innovation in post-pandemic higher education, advocating for a shift towards more flexible, inclusive, and student-centred learning models to bring the sustainable change we all want. It highlights key strategies, such as hybrid models, personalized learning, active and experiential learning, and rethinking assessment methods. These innovations, supported by digital tools, can better address diverse student needs and prepare learners for a rapidly evolving workforce. Nevertheless, institutional resistance to change, addressing the digital divide, and ensuring scalability remain potential barriers and challenges that must be overcome to achieve it. This paper, therefore, calls for collective and coordinated efforts by higher education institutions, stakeholders and policymakers to drive the required systemic change in higher education. By embracing these innovations, universities can build a more flexible, resilient, equitable, and future-ready education system that moves beyond the limitations of traditional pedagogies. The pandemic offers a unique opportunity to rethink the foundations of higher education and prioritize pedagogical practices that promote critical thinking, adaptability, and lifelong learning in an uncertain world

Vaccine Nation: COVID-19 and the Legacy of the Atlantic Bubble

In a previously published paper, “A Little Shelter from the Storm; COVID-19 and the ‘Atlantic Bubble’” (Canadian Journal of Practical Philosophy, Vol. 6, No. 1, Fall, 2021), I argued that ‘the Atlantic Bubble’ (hereafter AB) was a political plan which demonstrated how community strength, and the underlying positive liberty of communal action, mitigate risk. Returning to this, I consider recent developments, exploring COVID-19’s transition to a perennial issue, along with how features of AB might be emulated more broadly. Here, we confront long-standing philosophical issues which are of particular concern for initial considerations of how a theoretical shift, applying traditional virtue ethics to our contemporary context, might accompany the practical one of developing a robust sense of community

Considering the Nature of Science Content Knowledge and Pedagogical Content Knowledge in Canadian Science Education Programs: An Environmental Scan

Ellen Watson holds a PhD in Secondary Education from the University of Alberta. She is an assistant professor in the Department of Curriculum of Pedagogy at the Brandon University Faculty of Education where she teaches science teacher education courses, general education courses, and graduate courses in curriculum. Her research interests include science teacher education, science teacher epistemic beliefs, development of epistemic beliefs, and physics education. Ellen is currently serving as the past president of the Science Education Research Group, a special interest group of the Canadian Society for the Study of Education.  Website: https://people.brandonu.ca/watsone/&nbsp

Challenges and Strategies for Online Learning and Teaching during COVID-19 in Indonesia and Afghanistan

The significant impact of the pandemic has altered many sectors of life, including higher education. The COVID-19 outbreak has created outnumbering challenges for students and lecturers, forcing them to adjust to online learning and teaching. They develop specific strategies to tackle the challenges and study as normally as possible. In this regard, the study investigates the challenges students and lecturers face during COVID-19 online learning and teaching at a private university in Afghanistan and a public university in Indonesia. Furthermore, it explores the strategies they applied during COVID-19 online learning and teaching to deal with these challenges. In addition, it is intended to compare the students\u27 and lecturers\u27 experiences with online learning and teaching in both countries. In order to obtain the data, the study employs open-ended questionnaires using Google Forms. The Google Form is distributed through WhatsApp and emails to students and lecturers at a public university in Indonesia and a private university in Afghanistan. Data analysis uses the online engagement framework for higher education to filter and generate themes into concepts. The study found that during COVID-19, both Indonesian and Afghan students and lecturers faced several challenges, yet the strategies they applied differed according to each country\u27s social and development context. Identifying the challenges and the strategy of online teaching and learning provides practical understanding for students, lecturers, and universities

Argumentation Arabe: La dynamique d\u27un changement rhétorique

Arabic argumentation is often described as relying on repetition and coordination in contrast to Western argumentation, which emphasizes syllogism, proof, and dialectic. However, previous studies on this topic were based on a limited and unrepresentative corpus. This study seeks to verify these claims using a contemporary corpus of 110 Arabic competitive debates, comprising approximately 515,793 words. A hybrid argumentation annotation model, combining Aristotle’s rhetorical appeals (logos, ethos, pathos) and Toulmin’s model of argument structure, was developed for analysis. The findings reveal a high prevalence of logos compared to ethos and pathos, with relatively minimal reliance on repetition. Arabic argumentation emerges as diverse rather than monolithic, incorporating both inferential reasoning and rhetorical repetition. This study also highlights the influence of genre on rhetorical strategy use, calling for further research on genre-specific Arabic argumentation.L\u27argumentation arabe est souvent décrite comme reposant sur la répétition et la coordination, contrairement à l\u27argumentation occidentale, qui privilégie le syllogisme, la preuve et la dialectique. Cependant, les études antérieures sur ce sujet reposaient sur un corpus limité et non représentatif. Cette étude vise à vérifier ces affirmations à l\u27aide d\u27un corpus contemporain de 110 débats compétitifs arabes, comprenant environ 515 793 mots. Un modèle hybride d\u27annotation argumentative, combinant les arguments rhétoriques d\u27Aristote (logos, ethos, pathos) et le modèle de structure argumentative de Toulmin, a été développé pour analyse. Les résultats révèlent une forte prévalence du logos par rapport à l\u27ethos et au pathos, avec un recours relativement faible à la répétition. L\u27argumentation arabe apparaît diversifiée plutôt que monolithique, intégrant à la fois le raisonnement inférentiel et la répétition rhétorique. Cette étude souligne également l\u27influence du genre sur l\u27utilisation des stratégies rhétoriques, ce qui appelle à des recherches plus approfondies sur l\u27argumentation arabe spécifique à chaque genre