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Gates sees this problem largely as a matter of incentives. Publications such as U.S. News and World Report reward colleges for the resources they spend on students and their exclusivity, but not necessarily for their results. High SAT scores will move a colleges up in the rankings (and so, it should be noted, will having a high graduation rate). Making sure your alums have a well-paid job, or a job at all, will not. To begin fixing this problem, we need need flip U.S. News' logic, Gates said, and reward schools that "take people with the low SAT and actually educate them well."  

lacks

guardrails

Iran had "failed to restore international confidence in the exclusively peaceful nature of its nuclear programme", British Prime Minister David Cameron, French President Nicolas Sarkozy and German Chancellor Angela Merkel said in a joint statement.

Under copyright law, what matters is not that you copied someone else's work. What matters is what you copied, and how much you copied. Intellectual-property doctrine isn't a straightforward application of the ethical principle "Thou shalt not steal." At its core is the notion that there are certain situations where you can steal. The protections of copyright, for instance, are time-limited; once something passes into the public domain, anyone can copy it without restriction.

initial monopoly on your creation because we want to provide economic incentives for people to invent things like cancer drugs. But everyone gets to steal your breast-cancer cure—after a decent interval—because it is also in society's interest to let as many people as possible copy your invention; only then can others learn from it, and build on it, and come up with better and cheaper alternatives. This balance between the protecting and the limiting of intellectual property

Constitution: "Congress shall have the power to promote the Progress of Science and useful Arts, by securing for limited"—note that specification, limited—"Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries."

U.S. Code › Title 17 U.S. Code: Title 17 - COPYRIGHTS

CHAPTER 1—SUBJECT MATTER AND SCOPE OF COPYRIGHT (§§ 101–122) CHAPTER 2—COPYRIGHT OWNERSHIP AND TRANSFER (§§ 201–205) CHAPTER 3—DURATION OF COPYRIGHT (§§ 301–305) CHAPTER 4—COPYRIGHT NOTICE, DEPOSIT, AND REGISTRATION (§§ 401–412) CHAPTER 5—COPYRIGHT INFRINGEMENT AND REMEDIES (§§ 501–513) CHAPTER 6—IMPORTATION AND EXPORTATION (§§ 601–603) CHAPTER 7—COPYRIGHT OFFICE (§§ 701–710) CHAPTER 8—PROCEEDINGS BY COPYRIGHT ROYALTY JUDGES (§§ 801–805) CHAPTER 9—PROTECTION OF SEMICONDUCTOR CHIP PRODUCTS (§§ 901–914) CHAPTER 10—DIGITAL AUDIO RECORDING DEVICES AND MEDIA (§§ 1001–1010) CHAPTER 11—SOUND RECORDINGS AND MUSIC VIDEOS (§ 1101) CHAPTER 12—COPYRIGHT PROTECTION AND MANAGEMENT SYSTEMS (§§ 1201–1205) CHAPTER 13—PROTECTION OF ORIGINAL DESIGNS (§§ 1301–1332)

the burning questions focus squarely and exclusively on what will make money for particular companies

use their powerful brand reputations to get ahead of rapid technological changes that could destabilize their residential business models over the long-run

good credit news for elite institutions

Most faculty know that active learning is important even though many still lecture pretty much exclusively.

I grew up in a Muslim and Christian home, and because of my Iranian passport, I am legally and exclusively Muslim (in that nation’s eyes at least). I don’t ever identify with a religion, but if I do, I say I’m both. Most people are confused by this response, and so at best it leads to a converse. At worst, it easily fends off people who want to put me neatly and nicely into a box of their own choosing

My personal ethnic ambiguity invites questions as much as it doesn’t. The ability to “pass” as a member of a community, albeit religious, ethnic, or otherwise made me realise I might need to hash out some of the answers to the uncomfortable questions I avoid asking myself, at least before Beirut.

Atlantic Avenue: Adventures in Consumption Landscapes [IFP Beirut]

First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.

Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)

Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.

Colleges should not implement technology for the sake of technology; When technology is deployed, make sure that it works; and Faculty members need to know how to use the technology and they should actually use it.

Focused exclusively on two-year colleges,

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