Peer-reviewed Graduate Students Publications
Permanent URI for this collectionhttps://hdl.handle.net/1807/26537
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Item Book Review - Ask the Beasts: Darwin and the God of Love, by Elizabeth A. Johnson(Touchstone: Heritage and Theology in a New Age Inc., 2016-10) Watson, Simon R.A review of Elizabeth A. Johnson's Ask the Beasts: Darwin and the God of Love. The book is recommended as a thought-provoking resource and model for discussions around science and theology.Item The Role of Defenders’ Beliefs in Aggressors’ Forfeiture of Rights against Self-Defensive Force(John Wiley & Sons, Inc., 2016-05-23) Da Silva, MichaelItem On Barbara Baum Levenbook’s “Harming Someone after His Death”(Ethics, 2015-07) Silva, Michael DaItem Leonardo Aretino e Berto Senese: un'amicizia nel segno dell'Umanesimo(Leo S. Olschki, 2012-06) Bertolio, Johnny L.Item Coalition vs. racism(Centre for Women's Studies in Education, 1990-10-01) Taylor, Barbara ; Silversmith, DoreenItem Black women's oral history project(Centre for Women's Studies in Education, 1991-10-30) Hill, RuthItem "La Torta" ovvero il primo idillio: Leopardi traduttore del "Moretum"(Loescher Editore, 2011) Bertolio, Johnny L.Item Non solo stile. Il "De oratore" come modello dei "Dialogi" al Vergerio di Bruni(Leo S. Olschki Editore, 2009) Bertolio, Johnny L.Item Student Moderators in Asynchronous Online Discussion: a Question of Questions.(Merlot, 2012-09) Zingaro, DanielMuch current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed by instructors influence the cognitive levels of responses, but little is known about the extent to which student moderators use these various question forms. Question types and the cognitive levels of responses in an online graduate course were analyzed, and it was found that students relied on a small number of question forms. In particular, students rarely asked questions directly related to weekly course readings, and did not ask any questions that made connections to previously studied course material. Questions that constrained student choice led to lower levels of responses compared to other question types.Item Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors(Journal of Asynchronous Learning Networks, 2012) Zingaro, Daniel ; Oztok, MuratItem Exploring Asynchronous and Synchronous Tool Use in Online Courses(Elsevier, 2013-01) Oztok, Murat; Zingaro, Daniel; Brett, Clare; Hewitt, JimWhile the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.Item Primitive soft-bodied cephalopods from the Cambrian(Nature, 2010-05) Smith, Martin R. ; Caron, Jean-BernardThe exquisite preservation of soft-bodied animals in Burgess Shale-type deposits provides important clues into the early evolution of body plans that emerged during the Cambrian explosion. Until now, such deposits have remained silent regarding the early evolution of extant molluscan lineages—in particular the cephalopods. Nautiloids, traditionally considered basal within the cephalopods, are generally depicted as evolving from a creeping Cambrian ancestor whose dorsal shell afforded protection and buoyancy. Although nautiloid-like shells occur from the Late Cambrian onwards, the fossil record provides little constraint on this model, or indeed on the early evolution of cephalopods. Here, we reinterpret the problematic Middle Cambrian animal Nectocaris pteryx as a primitive (that is, stem-group), non-mineralized cephalopod, based on new material from the Burgess Shale. Together with Nectocaris, the problematic Lower Cambrian taxa Petalilium and (probably) Vetustovermis form a distinctive clade, Nectocarididae, characterized by an open axial cavity with paired gills, wide lateral fins, a single pair of long, prehensile tentacles, a pair of non-faceted eyes on short stalks, and a large, flexible anterior funnel. This clade extends the cephalopods’ fossil record by over 30 million years, and indicates that primitive cephalopods lacked a mineralized shell, were hyperbenthic, and were presumably carnivorous. The presence of a funnel suggests that jet propulsion evolved in cephalopods before the acquisition of a shell. The explosive diversification of mineralized cephalopods in the Ordovician may have an understated Cambrian ‘fuse’.Item Narratives of Violence: The Relationship of Masculinity and Ableism(2011-11-20) Saczkowski, ThomasAs powerful ideologies, masculinity and ableism inculcate a set of norms, values, and behaviours within particular social structures and social actors. To understand the social meanings and operations of ideologies, I will be using a form of dialectical analysis to understand masculinity as contingent on its social relations and conditions. The theoretical analysis will examine how these two social constructions are intertwined and rely on each other to maintain power and influence. I will use Gramsci’s theory of hegemony to argue that both ableism and masculinity are hegemonic ideologies that act both on personal and structural levels. In describing masculinity, I will argue that the common and popular socialization of the masculine gender is connected with patriarchy and that it operates to benefit and supplement patriarchal dominance. I will articulate how ableism plays out to define a certain kind of masculinity and also to uphold ableist social structures in Canadian society. The project will be organized into four different sections: (1) methodology; (2) systemic violence through class structures; (3) boys physical violence; and (4) the implications for community organizing. The section on class structures will examine the masculinity-ableism relationship through the mechanisms of capitalism and neoliberalism (Harvey, 2007). Using a historical materialist analysis, I will reveal how the capitalist neoliberal state of Canada influences the formation of oppressive gender identities (Bannerji, 2000; Gorman, 2005; Razack, 2002). I will argue that capitalism operates as systemic violence that influences societal relations (Crow, 1996). This section is essential for a comprehensive analysis of the complexities of the formation of gender-identity oppression. An investigation of the social structures of capitalism will provide an analysis of masculinity-ableism that shows the materialist functions of oppressive ideologies (Gleeson, 1997; Mills, 2000). This analysis of capitalism will be used to understand the class relations that are imbedded in the masculinity-ableism relationship. Additionally, in analyzing my standpoint and lived experiences I will investigate how masculinity-abliesm is articulated by people of different classes in interpersonal relationships (Barker, 2010; Peterson, 2005). Though masculinity and ableism operate through social structures that produce various forms of violence, I will specifically analyze physical violence to explore the connection between masculinity and ableism. The section on boys physical violence will provide a theoretical framework of early identity constructions and how physical violence manifests for boys (Connell, 1994; hooks, 2004; Kaufman, 2007). The boys physical violence section I will utilize popular media examples of children’s literature and film, which will identify how such identities are constructed discursively from a young age (Ostrander, 2008; Nodelman, 2001). The literature and film that I will be examining will be ones that are related to my own history of socialization, such as, The Beauty and The Beast, Superman, and Peter Rabbit (Nodelman, 2001; hooks, 2004). Lastly, my final section will examine how masculinity-ableism is addressed within community organizing and activist culture. As the goal and intention of this paper is to provide a theoretical analysis that advances our understanding of oppressive societal relations, an examination of the implications of the work for concrete social justice activism is essentialItem Narratives of Violence: The Relationship of Masculinity and Ableism(2011-11-20) Saczkowski, ThomasAs powerful ideologies, masculinity and ableism inculcate a set of norms, values, and behaviours within particular social structures and social actors. To understand the social meanings and operations of ideologies, I will be using a form of dialectical analysis to understand masculinity as contingent on its social relations and conditions. The theoretical analysis will examine how these two social constructions are intertwined and rely on each other to maintain power and influence. I will use Gramsci’s theory of hegemony to argue that both ableism and masculinity are hegemonic ideologies that act both on personal and structural levels. In describing masculinity, I will argue that the common and popular socialization of the masculine gender is connected with patriarchy and that it operates to benefit and supplement patriarchal dominance. I will articulate how ableism plays out to define a certain kind of masculinity and also to uphold ableist social structures in Canadian society. The project will be organized into four different sections: (1) methodology; (2) systemic violence through class structures; (3) boys physical violence; and (4) the implications for community organizing. The section on class structures will examine the masculinity-ableism relationship through the mechanisms of capitalism and neoliberalism (Harvey, 2007). Using a historical materialist analysis, I will reveal how the capitalist neoliberal state of Canada influences the formation of oppressive gender identities (Bannerji, 2000; Gorman, 2005; Razack, 2002). I will argue that capitalism operates as systemic violence that influences societal relations (Crow, 1996). This section is essential for a comprehensive analysis of the complexities of the formation of gender-identity oppression. An investigation of the social structures of capitalism will provide an analysis of masculinity-ableism that shows the materialist functions of oppressive ideologies (Gleeson, 1997; Mills, 2000). This analysis of capitalism will be used to understand the class relations that are imbedded in the masculinity-ableism relationship. Additionally, in analyzing my standpoint and lived experiences I will investigate how masculinity-abliesm is articulated by people of different classes in interpersonal relationships (Barker, 2010; Peterson, 2005). Though masculinity and ableism operate through social structures that produce various forms of violence, I will specifically analyze physical violence to explore the connection between masculinity and ableism. The section on boys physical violence will provide a theoretical framework of early identity constructions and how physical violence manifests for boys (Connell, 1994; hooks, 2004; Kaufman, 2007). The boys physical violence section I will utilize popular media examples of children’s literature and film, which will identify how such identities are constructed discursively from a young age (Ostrander, 2008; Nodelman, 2001). The literature and film that I will be examining will be ones that are related to my own history of socialization, such as, The Beauty and The Beast, Superman, and Peter Rabbit (Nodelman, 2001; hooks, 2004). Lastly, my final section will examine how masculinity-ableism is addressed within community organizing and activist culture. As the goal and intention of this paper is to provide a theoretical analysis that advances our understanding of oppressive societal relations, an examination of the implications of the work for concrete social justice activism is essential.