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Silvio Gesell hypothesized that money depreciation is economically and socially beneficial, ideas that have often been contended. Here I analyze the spirit of his claims in a Sidrauski model in which households additionally have a ‘love of wealth’-motive. The analysis is presented in two parts, one focusing on the short and the other one on the long run. In the first part of this work these features provide the microfoundations for analyzing Gesell’s claim for the short run. Contrary to some claims it is shown Gesell’s conjectures may indeed be valid in a demand-determined, short-run equilibrium and why money depreciation overcomes the zero lower bound on nominal interest rates. These results are checked against the recent demonetization episode in India and essentially found to be true. Hence, Gesell’s hypotheses can be verified for a plausible, short-run environment and may be relevant for current economic, especially, monetary policies.

Keywords: Economic Performance, Depreciating Money, Zero Lower Bound, Demonetization, Love of Wealth

In 2022, researchers at Dalhousie University were surveyed to assess their understanding and practice of open scholarship. The survey was designed to answer these primary questions: what are Dalhousie University researchers' existing practices and levels of knowledge regarding open scholarship, and what is their awareness and perception of institutional support for open practices? Participants were recruited through direct email, blog posts, and newsletters from the Dalhousie Libraries, Faculty of Graduate Studies, Office of Research Services, and offices of the Associate Deans of Research.During the three-week period the survey was active,131 surveys were begun. As incomplete surveys were excluded from data analysis, the total analyzed sample size was 98. Descriptive analysis was conducted, as the number of responses was not representative of the Dalhousie University population.Most responses were from faculty, specifically in the Faculty of Medicine, followed by the Faculties of Science and Health. The majority of respondents reported sharing some type of scholarly output, though this varied by discipline and by material type. Informal sharing mechanisms were reported more frequently than formal repositories or publisher sites. Obstacles to open scholarship practices that were identified included concerns about investments of time, money, and education as well as concerns about institutional support and recognition. While many supports for open scholarship are available, there is a need to increase awareness.

Keywords: érudition ouverte, Open scholarship, libre accès, open access, open research, recherche ouverte, données ouvertes, open data, journal publishing, publication savante, researcher attitudes, attitudes des chercheurs

This article presents the development of an ethical framework designed to guide the use of artificial intelligence (AI) in education, with a particular emphasis on the Moroccan context. The adopted methodology includes a comprehensive review of the literature on ethics in the fields of AI, education, and specifically within the Moroccan context. This literature was processed and analyzed using Nvivo and Tropes software. Afterwards, a survey was carried out with key stakeholders such as teacher-researchers, AI engineers, and higher education officials, with the aim to validate the developed ethical framework. Survey results were analyzed using the SPSS statistical tool to define priority ethical indicators. The resulting ethical framework aims to guide practitioners and decision-makers toward ethical educational practices, taking into account the cultural and social specificities of Morocco.

Keywords: inteligência artificial, inteligencia artificial, artificial intelligence, intelligence artificielle, educação, educación, education, éducation, ética, ética, ethics, éthique, référentiel éthique, ethical framework, marco ético, estrutura étic

Professional development (PD) for teachers is one of the most effective ways of improving the quality of education and preparing them for new realities (Mukamurera, 2014). Faced with the arrival of generative artificial intelligence (AI), many anticipate the need to train teachers to ensure responsible use of this emerging technology while also providing a solution for improving teachers' PD pathways. This literature review therefore seeks to understand the extent to which AI can enhance teachers' PD. To this end, 24 articles were analyzed based on the 7 teacher PD characteristics of Darling-Hammond et al. (2017). AI can value teachers' PD characteristics to some extent, but its effects on teachers' practice require further investigation. For future studies, it is recommended that Darling-Hammon et al.’s (2017) characteristics be analyzed for their value through AI trained with the SAMR model in view of uncovering the extent to which such characteristics could be (S) substituted, (A) enhanced, (M) modified or (R) redefined by AI use as well as the effects such changes could have on teacher’s agency.

Keywords: intelligence artificielle, artificial intelligence, inteligencia artificial, inteligência artificial, teachers, docentes, professores, enseignants, desenvolvimento profissional, desarrollo profesional, professional development, développement professionnel, formación, formação, training, formation, technologies éducatives, tecnologias educativas, tecnologías educativas, educational technologies

This paper examines depictions of wildlife in accounts of Italian polar exploration—both factual and fictive—at the turn of the 20th century, applying a posthumanist ecocritical perspective to a cultural imaginary encompassing Emilio Salgari’s adventure writings as well as colonial exploration’s science and practice. It begins with two sources revealing an era of exploration marked by implicit animal violence: avant-garde filmmakers Yervant Gianikian and Angela Ricci Lucchi’s Dal polo all’equatore (1986), a reframed version of colonial footage by Luca Comerio, and the chronicle of the Italian North Pole expedition led by the Duke of Abruzzi (1899–1901). Comparative analysis then turns to Salgari’s polar fiction, re-evaluated here as an aspirational vision privileging wildlife observation. I argue for a recalibration of human-animal interactions, highlighting how figurations of accounts of human animal cruelty and animal awareness interweave with the actions of explorers who alternately harmed or protected wildlife.

Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.

This article analyzes interview data from nine Black criminalized individuals and nine defence lawyers (five white, three Black, and one Arab) about the utility of heightened race visibility in sentencing proceedings. The data reveals a schism between these groups, reflecting different responses to what I refer to as “the paradox of visibility.” For Black people, this paradox occurs when an emphasis on race may simultaneously have a deleterious and ameliorating impact on sentencing. Defence lawyers and judges laud the ameliorative potential of race visibility, which obscures the genuine concern shared by criminalized Black individuals about how they believe their Blackness betrays them in the criminal sentencing context. In this regard, the article explores ethical concerns arising from this paradox. It also argues that race-based strategies at sentencing are not a no-cost or low-cost proposition. Indeed, from the criminalized research participants’ point of view, the cost is not only the risk that an emphasis on race may result in a higher sentence, including longer and harsher custodial sentences, but also an affront to their dignity. In contrast, the defence lawyers strongly supported increased racial visibility to combat what they saw as judicial and prosecutorial intransigence to grapple with race in sentencing proceedings. These perspectives are critical for sentencing judges tasked with sentencing Black individuals and for lawyers who are developing and deploying legal strategies to assist their Black clients.

The Truth and Reconciliation Commission’s [TRC] mandate to law schools is multi-faceted in its pedagogical substance and process. The mandate entails rejecting terra nullius and its associated colonial assumptions within Canadian law as taught and a new valorization of Indigenous legal orders. This change is challenging because it can implicate law school community members’ sense of individual personal and professional identities. Understanding the depth of these potential implications can help to explain TRC implementation as a long-term project, involving growth at both individual and institutional levels. To fulfill the TRC mandate, one law school changed the requirements for a law degree, including adding a class into the first year program. This addition was reviewed internally in 2023. The internal review identified several challenges; in particular, the course attempted to cover too many diverse topics and objectives within a single class. The course was also placing significant demands on instructors (and students) due to occurrences of interpersonal conflict and racism, as well as students’ disparate levels of background knowledge. Curriculum proposals were made that aimed to manage learner defensiveness, reduce instances of racism in communications, and decouple distinct topics and learner objectives from one another, allowing for more effective instruction, scheduling, and learning. By using a settler harm reduction approach to legal education, as well as the goals of decolonization and Indigenization, we explain the challenges identified in the internal review and responses proposed. We discuss change as a multilevel process and consider how individuals’ experiences can inform broader curriculum and institutional choices.

Italy has been one of the European countries most severely affected by the Covid-19 pandemic, with dramatic economic impacts on the service sector. On the basis of a quantitative and qualitative analysis, this article analyses the impact of the pandemic on the Italian restaurant industry by taking into consideration the perspective of both employers and employees. Specifically, the article focuses, on the one hand, on the working conditions and job quality in the sector; on the other hand, on the changes occurred in the restaurant industry, the impact of policies implemented during the health emergency and the problem of labour shortages.

Keywords: Restaurant sector, secteur de la restauration, pandémie Covid-19, Covid-19 pandemic, Italy, Italie, conditions de travail, Working conditions, pénurie de main-d'oeuvre, Labour shortages