Over the past three weeks, I’ve been assessing various aspects of the Canadian Urban Transit Research and Innovation Consortium’s (CUTRIC) positions, research, and publications on transit bus decarbonization. I’ve published ten articles directly about CUTRIC’s material and reports, or closely related and with serious implications for their claims that both ... [continued]

The post Canadian Transit Think Tank CUTRIC Chooses Inaccuracy, Irrelevancy, & Attack appeared first on CleanTechnica.

The Honda Motocompacto has to be one of the weirdest e-bikes we’ve ever seen. It’s not just the strange skinny shape, it’s also the fact that it doesn’t appear to offer any real advantage over an electric scooter except a rudimentary seat. Just 3.7 inches wide, it’s made out of aluminum and plastic, and boasts a max speed of 12 mph and a range of 15 miles per 3 hour charge. While we may scoff at the quirky design, there’s...

The post Honda Motocompacto – The e-Bike That Thinks It’s A Suitcase appeared first on The Red Ferret Journal.

Fr. Stephen Freeman looks at the end of time and how it is thought about in Orthodox theology. It is profoundly important in our every day life.

Frederica reminds us that a passion begins to die when you don't think about it.

Are we living in the Last Days? Sure! What are we to do about it? Fr Joseph preaches at St Joseph/Houston.

We are at the start of a new year. We celebrate the circumcision of the Lord and the life of St. Basil. By doing this, the Church offers us a challenge to change the way we think about time!

With the coincidence of the commemorations of the Seventh Ecumenical Council and Symeon the New Theologian, Fr. Andrew reflects on how these two feasts together reveal a crucial component of spiritual life.

How do our thoughts influence our lives? The Louhs answer this question and more on a new Healthy Minds, Healthy Souls.

Dr. Jeannie Constantinou enjoys a conversation with Fr. Nick and Dr. Roxanne about on her new book Thinking Orthodox: Understanding and Acquiring the Orthodox Christian Mind.

Fr. John Oliver deepens our understanding of what is meant by "freedom."

Fr. Michael shares his concerns with the familiar "Poop in the Brownies" story and offers some positive alternatives to talking about purity with children.

This morning my wife and I took one of our occasional half-day vacations. It’s a warmish 19 degree day (68 Fahrenheit) with the sun poking through the clouds. We walked a mile or so up a trail in the hills and then afterward stopped by a country tea and scone place for a bite and a chat and just some quite time together, Bonnie working on her knitting project and I reading a book (what else would I be doing?). Bonnie asked me what I was reading, so I read her a little quote from from Archimandrite Aimilianos. What does it mean to be dispassionate? It means turning exclusively to God, with all your strength, energy, power, and love. There is no turning aside to anything else whatsoever….

A new church school class has started at St. Ignatius Orthodox Church in Franklin, TN taught by Dn. Michael Hyatt. Dn. Michael is teaching through the popular book by Dr. Jeannie Constantnou - Thinking Orthodox. This is the introductory lesson. If you don't have a copy, order one today. Available in print, eBook, and Audiobook formats.

Dn. Michael Hyatt begins looking at chapter 2 of Thinking Orthodox by Dr. Jeannie Constantinou. It's called The Distinctiveness of Orthodox Christianity.

In this week’s class, Dn. Michael considers Orthodox Thinking from four different perspectives: Ancient Greek literature, the Biblical text, the writings of the fathers, and the practice of ordinary Orthodox Christians.

Now that we’ve discussed the two major expressions of the Western phronema (episode 122), Dn. Michael returns to the Orthodox phronema to compare and contrast it. If we are going to acquire it, we need to know what we’re looking for. In this episode he discusses the five main attributes of an Orthodox phronema.

The concept of “phronema” (a mindset, approach, stance, or way of thinking) is inescapable. Everyone has one. However, the phronema of the West is very different from that of the East. In this episode, Dn. Michael unpacks the two major expressions of the Western phronema: Protestantism and Roman Catholicism. While they seem very different, they are more similar than you might think.

Up until this point, we have focused on understanding the concept of an Orthodox phronema—what it is and how it is different from the Western phronema. In this episode, we explore five actions you need to take in order to acquire an Orthodox phronema. Thinking Orthodox by Dr. Jeannie Constantinou

Many people view theology as a dry, academic pursuit. In the Orthodox tradition, however, we understand theology as talking to God, not merely talking about Him. In this episode, we look at the three saints in the church’s history who bear the title “Theologian.” Their examples show us what true theology is and how to make it part of our Christian experience.

Tradition is the foundation of Orthodox Christianity. It permeates everything we believe and do. But when Orthodox Christians talk about Tradition, they mean something different that Protestants or Roman Catholics. In this episode, we consider five questions about Tradition, including what it is and what it’s not

We’ve seen the important role Tradition plays in the shaping of our phronema. But what role does the Bible play in its development? To answer that question, we consider Holy Scriptures from three perspectives: Inspiration, Interpretation, and Instruction. We also look at how Tradition and Scripture relate to each other.

An Orthodox Phronema sits on a three-legged stool: Tradition, Scripture, and the Fathers. In this episode, we consider the role of the Fathers. Specifically, we answer several questions about them: Who are they, why are they important, and how do they relate to Scripture and Tradition.

As we have learned, “the theologian is one who prays.” While that is certainly important, it’s not the only characteristic of true theologians. There’s more to it than that—much more. In this episode, Dn. Michael considers ten characteristics of true theologians. Surprisingly, they’re relevant to all Orthodox Christians not just theologians.

In this study, Dn. Michael wrap up his series on Thinking Orthodox. He summarizes the book, by looking at How Jesus Christ is the epitome of an Orthodox phronema. He considers seven truths about developing an Orthodox mindset.

Readers Sarah Werner and Catherine Kostyn review Thinking Orthodox: Understanding and Acquiring the Orthodox Mind by Dr. Jeannie Constantinou.

Dr. Albert Rossi encourages us to be aware of the ways in which our thoughts are directing the course of our lives, both towards evil and good, and calls us to embrace those thoughts which align our lives with the thoughts of Christ.

Is Orthodoxy really somehow immune to the liberalism and worldiness that afflicts everyone else in North America? Fr. Lawrence Farley argues, "No!"

Fr. Pat preaches on the Parable of the Rich Fool found in Luke 12:16-21.

"Thoughts" are the imaginings and fantasies that can distract us from God. And they can turn into action after they enter our hearts. So how do we deal with the thoughts that bother us? Instead of fighting them, we can turn away from them.

How can we receive the peace of Christ during Great Lent and throughout our lives?

BBC Sport Scotland speaks to some of the nation's top athletes to get their views on Glasgow hosting the 2026 Commonwealth Games.

A Nottingham theologian says the resignation of Justin Welby is "unprecedented".

Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children’s mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology : This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children’s learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.