The promise of the Common Core is dying and teaching and learning are being distorted. The well that should sustain the Core has been poisoned.
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PLUS - Picture Licensing Universal System - 37 views
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The PLUS Coalition is an international non-profit initiative on a mission to simplify and facilitate the communication and management of image rights. Organized by respected associations, leading companies, standards bodies, scholars and industry experts, the PLUS Coalition exists for the benefit of all communities involved in creating, distributing, using and preserving images. Spanning more than thirty countries, these diverse stakeholders have collaborated to develop PLUS, a system of standards that makes it easier to communicate, understand and manage image rights in all countries. The PLUS Coalition exists at the crossroads between technology, commerce, the arts, preservation and education.
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NCAT Homepage - 4 views
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NCAT is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education. NCAT provides expertise and support to institutions and organizations seeking proven methods for providing more students with the education they need to prosper in today's economy
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Will a teenager combust if you remove their iPhone? - Sustainability education - Blog -... - 43 views
community.tesaustralia.com/...f-you-remove-their-iphone.aspx
teenager sustainability education community blog
shared by Roland Gesthuizen on 13 Aug 13
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STEM101.org - 4 views
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The STEM Academy is a national non-profit status organization dedicated to improving STEM literacy for all students. We represent a recognized national next-generation high impact academic model. The practices, strategies, and programming are built upon a foundation of identified national best practices which are designed to improve under-represented minority and low-income student growth, close achievement gaps, decrease dropout rates, increase high school graduation rates and improve teacher and principal effectiveness.
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Principal: 'I was naïve about Common Core' - 4 views
www.washingtonpost.com/...-i-was-naive-about-common-core
commoncore testing standardizedtesting highstakestesting accountability critique
shared by Steve Ransom on 06 Mar 13
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Whether or not learning the word ‘commission’ is appropriate for second graders could be debated—I personally think it is a bit over the top. What is of deeper concern, however, is that during a time when 7 year olds should be listening to and making music, they are instead taking a vocabulary quiz.
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Real learning occurs in the mind of the learner when she makes connections with prior learning, makes meaning, and retains that knowledge in order to create additional meaning from new information. In short, with tests we see traces of learning, not learning itself.
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Teachers are engaged in practices like these because they are pressured and afraid, not because they think the assessments are educationally sound. Their principals are pressured and nervous about their own scores and the school’s scores. Guaranteed, every child in the class feels that pressure and trepidation as well.
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I am troubled that a company that has a multi-million dollar contract to create tests for the state should also be able to profit from producing test prep materials. I am even more deeply troubled that this wonderful little girl, whom I have known since she was born, is being subject to this distortion of what her primary education should be.
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Parents can expect that the other three will be neglected as teachers frantically try to prepare students for the difficult and high-stakes tests.
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Donald Clark Plan B - 39 views
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for 20% of the world to benefit from the internet, but 100% to benefit from the new technologies, including the Web, that are available.
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“I want all the technology companies, the Microsofts, the Apples, the Facebooks, the Googles to be involved in this project
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who can’t see past the ‘we need more teachers argument’. They’re right but teachers are not scalable.
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It took a politician to show the word’s educators how to communicate, teach, frame a problem, provide facts and detail, THEN a solution.
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All children in school by 2015, with massive injection of funds by the private sector, public sector, religious institutions and not-for-profits, all given wings by technology, mobiles and the web.
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'Let's march. Let's march for education and let's march for it together.”
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How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 18 views
chronicle.com/...138729
education technology Teaching innovative higher education computers public online online education report government
shared by Jim Aird on 23 Apr 13
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var createCookie = function (name,value,days) { if (days) { var date = new Date(); date.setTime(date.getTime()+(days*24*60*60*1000)); var expires = "; expires="+date.toGMTString(); } else var expires = ""; document.cookie = name+"="+value+expires+"; path=/"; } var readCookie = function (name) { var nameEQ = name + "="; var ca = document.cookie.split(';'); for(var i=0;i < ca.length;i++) { var c = ca[i]; while (c.charAt(0)==' ') c = c.substring(1,c.length); if (c.indexOf(nameEQ) == 0) return c.substring(nameEQ.length,c.length); } return null; } var eraseCookie = function (name) { createCookie(name,"",-1); } = Premium Content Welcome, James | Log Out | My Account | Subscribe Now Tuesday, April 23, 2013Subscribe Today Home News Opinion & Ideas Facts & Figures Blogs Jobs Advice Forums Events Store Faculty Administration Technology Community Colleges Global Special Reports People Current Issue Archives Government HomeNewsAdministrationGovernment function check() { if (document.getElementById("searchInput").value == '' ) { alert('Please enter search terms'); return false; } else return true; } $().ready(function() { if($('.comment_count') && $('div.comment').size() > 0) { $('.comment_count').html('(' + $('div.comment').size() +')') } $('#email-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-email', modal: 'true'}); $('#share-popup').jqm({onShow:chronShow, onHide:chronHide, trigger: 'a.show-share', modal: 'true'}); }); E-mail function openAccordion() { $('#dropSection > h3').addClass("open"); $(".dropB").css('display', 'block'); } function printPage() { window.print(); } $(document).ready(function() { $('.print-btn').click(function(){ printPage(); }); }); Print Comments (3) Share April 22, 2013 How to Improve Public Online Education: Report Offers a Model By Charles Huckabee Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up. The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state. Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
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they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
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"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
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I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
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The Elusive Big Idea - NYTimes.com - 51 views
www.nytimes.com/...the-elusive-big-idea.html
GablerNeal education ed_methods technology media corporate philosophy
shared by Maughn Gregory on 22 Aug 11
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If our ideas seem smaller nowadays, it’s not because we are dumber than our forebears but because we just don’t care as much about ideas as they did. In effect, we are living in an increasingly post-idea world — a world in which big, thought-provoking ideas that can’t instantly be monetized are of so little intrinsic value that fewer people are generating them and fewer outlets are disseminating them, the Internet notwithstanding. Bold ideas are almost passé.
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we live in a post-Enlightenment age in which rationality, science, evidence, logical argument and debate have lost the battle in many sectors, and perhaps even in society generally, to superstition, faith, opinion and orthodoxy. While we continue to make giant technological advances, we may be the first generation to have turned back the epochal clock — to have gone backward intellectually from advanced modes of thinking into old modes of belief.
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Post-Enlightenment refers to a style of thinking that no longer deploys the techniques of rational thought. Post-idea refers to thinking that is no longer done, regardless of the style.
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In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us.
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These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.
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But if information was once grist for ideas, over the last decade it has become competition for them.
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In effect, we are living within the nimbus of an informational Gresham’s law in which trivial information pushes out significant information, but it is also an ideational Gresham’s law in which information, trivial or not, pushes out ideas.
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For one thing, social networking sites are the primary form of communication among young people, and they are supplanting print, which is where ideas have typically gestated. For another, social networking sites engender habits of mind that are inimical to the kind of deliberate discourse that gives rise to ideas.
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Indeed, the gab of social networking tends to shrink one’s universe to oneself and one’s friends, while thoughts organized in words, whether online or on the page, enlarge one’s focus.
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But because they are scientists and empiricists rather than generalists in the humanities, the place from which ideas were customarily popularized, they suffer a double whammy: not only the whammy against ideas generally but the whammy against science, which is typically regarded in the media as mystifying at best, incomprehensible at worst. A generation ago, these men would have made their way into popular magazines and onto television screens.
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there is a vast difference between profit-making inventions and intellectually challenging thoughts.
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What is fair use? | Legal > Intellectual Property Law from AllBusiness.com - 16 views
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fair use can include using copyrighted material for criticism, comment, news reporting, teaching, scholarship or research.
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purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright
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Dan Pink's Drive: A Scholarly Book Review - 20 views
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we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.
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According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior
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Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).
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Overall, promoting mastery through flow-friendly classrooms is certainly a reality and adds weight to the Motivation 3.0 model
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So as Lent (2010) suggests, providing opportunities for students to be part of something larger than themselves is clearly a viable proposition where students pursue “purpose” goals that serve others as opposed to “profit” goals, such as good grades, that only serve themselves (Pink, 2011, p. 142).
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Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views
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children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
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there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
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studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
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I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
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here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
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the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
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Serving Soldiers? - Inside Higher Ed - 12 views
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WASHINGTON -- Democrats in the U.S. Senate are turning up the heat on for-profit colleges for their heavy recruiting of veterans and active-duty service members. But it remains unclear if the strong words on Capitol Hill will translate into policy changes that could slow the flow of military financial assistance to the colleges.
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How To Use TechSoup - 85 views
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nonprofits and libraries can request and receive technology products donated by TechSoup partners, and they can find tech-focused content and community tuned to their needs.
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WatchKnow - Videos for kids to learn from. Organized. - 90 views
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What is WatchKnow? Imagine hundreds of thousands of great short videos, and other media, explaining every topic taught to school kids. Imagine them rated and sorted into a giant Directory, making them simple to find. WatchKnow--as in, "You watch, you know"--is a non-profit online community devoted to this goal
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Infographics & Data Visualization | Visual.ly - 121 views
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A good site for exploring, sharing and creating stylish infographics. Get your class you make visually stunning displays and posters to explain their ideas. [Be aware - Site was in Beta last time I checked]
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Visually is the largest data visualization showcase in the world. Create and share infographics. Site has own search engine for web based infographics, holds data from govt agencies, non-profits and other research and data-focused entities
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These 10 trends are shaping the future of education | Education Dive - 74 views
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e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
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America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students.
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Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
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15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
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Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views
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Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
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Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
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The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
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Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
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On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
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Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
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How Google Interferes With Its Search Algorithms and Changes Your Results - WSJ - 17 views
www.wsj.com/...anges-your-results-11573823753
google internet algorithms searching digital life online
shared by Martin Leicht on 15 Nov 19
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a shift from its founding philosophy of “organizing the world’s information,” to one that is far more active in deciding how that information should appear.
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Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law,
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Far from being autonomous computer programs oblivious to outside pressure, Google’s algorithms are subject to regular tinkering from executives and engineers who are trying to deliver relevant search results, while also pleasing a wide variety of powerful interests and driving its parent company’s more than $30 billion in annual profit.
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Google made more than 3,200 changes to its algorithms in 2018, up from more than 2,400 in 2017 and from about 500 in 2010
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testing showed wide discrepancies in how Google handled auto-complete queries and some of what Google calls organic search results
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Google said 15% of queries today are for words, or combinations of words, that the company has never seen before, putting more demands on engineers to make sure the algorithms deliver useful results.
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ALGORITHMS ARE effectively recipes in code form, providing step-by-step instructions for how computers should solve certain problems. They drive not just the internet, but the apps that populate phones and tablets.
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Was Dickens's Christmas Carol borrowed from Lowell's mill girls? - Ideas - The Boston G... - 15 views
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Dickens had encountered that narrative trope in the stories written by the Lowell mill girls, who typically published either anonymously or under pseudonyms like “Dorothea” or “M.” In one anonymous story called “A Visit from Hope,” the narrator is “seated by the expiring embers of a wood fire” at midnight, when a ghost, an old man with “thin white locks,” appears before him. The ghost takes the narrator back to scenes from his youth, and afterward the narrator promises to “endeavor to profit by the advice he gave me.” Similarly, in “A Christmas Carol,” Scrooge is sitting beside “a very low fire indeed” when Marley’s ghost appears before him. And, later, after Scrooge has been visited by the ghosts of Christmases Past, Present, and Future, he promises, “The spirits of all Three shall strive within me. I will not shut out the lessons that they teach.”
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That’s not how the scholars see it. Literary borrowing, even quite detailed borrowing, was accepted practice at the time—“It was just a different way of looking at things back then,” says Archibald. (“American Notes,” for instance, includes many pages of writing by the famed 19th-century physician Samuel Gridley Howe, all without attribution, and apparently without any thought by Dickens that he was doing something improper.)