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Kelly Cousins

Did You Say "Intellectual Property"? It's a Seductive Mirage - GNU Project - Free Soft... - 43 views

  • The term carries a bias that is not hard to see: it suggests thinking about copyright, patents and trademarks by analogy with property rights for physical objects.
    • Kelly Cousins
       
      Michael Geyer- I think this is where the confusion of it all sets in like we discussed.
  • alternative names would be an improvement
  • The term “intellectual property” is at best a catch-all to lump together disparate laws.
    • Kelly Cousins
       
      This is why we have to be dileberate about our decisions while in education.
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  • Nonlawyers who hear one term applied to these various laws tend to assume they are based on a common principle and function similarly.
  • Since these laws developed independently, they are different in every detail, as well as in their basic purposes and methods.
  • If you want to think clearly about the issues raised by patents, or copyrights, or trademarks, the first step is to forget the idea of lumping them together, and treat them as separate topics.
    • Kelly Cousins
       
      This becomes our responsibility as information specialists in education. Be aware and prepared.
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    Just what is intellectual property?
Chris Betcher

Walking on Eggshells: Borrowing Culture in the Remix Age on Vimeo - 54 views

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    Walking on Eggshells" is a 24-minute documentary about appropriation, creative influence, re-use and intellectual property in the remix age. It is a conversation among various musicians, visual artists, writers and lawyers, all sharing their views on why and how we use and create culture, and how intellectual property law, originally designed to provide people with incentives to create, sometimes hinders creative production far more than it enhances it.
Martin Burrett

Intellectual curiosity and confidence help children take on maths and reading - 2 views

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    "Children's personalities may influence how they perform in maths and reading, according to a study by psychology researchers at The University of Texas at Austin. Proficiency in reading and maths is associated with a complex system of skills, some of which derive from personality traits. In a study published in the Journal of Personality and Social Psychology, researchers found that characteristics related to openness, such as intellectual curiosity and confidence, made children more adept to take on maths and reading than characteristics describing conscientiousness, such as diligence and perseverance."
Robert Appino

gladwell dot com - something borrowed - 86 views

  • 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.
    • Robert Appino
       
      This is the key to copyright according to Gladwell.
  • 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."
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  • In ordinary language, to call a copyright a "property" right is a bit misleading, for the property of copyright is an odd kind of property. . . . I understand what I am taking when I take the picnic table you put in your backyard. I am taking a thing, the picnic table, and after I take it, you don't have it. But what am I taking when I take the good idea you had to put a picnic table in the backyard—by, for example, going to Sears, buying a table, and putting it in my backyard? What is the thing that I am taking then? The point is not just about the thingness of picnic tables versus ideas, though that is an important difference. The point instead is that in the ordinary case—indeed, in practically every case except for a narrow range of exceptions—ideas released to the world are free. I don't take anything from you when I copy the way you dress—though I might seem weird if I do it every day. . . . Instead, as Thomas Jefferson said (and this is especially true when I copy the way someone dresses), "He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me."
  • arguments that Lessig has with the hard-core proponents of intellectual property are almost all arguments about where and when the line should be drawn between the right to copy and the right to protection from copying, not whether a line should be drawn.
  • when it comes to literature, we have somehow decided that copying is never acceptable.
  • A successful music executive has to understand the distinction between borrowing that is transformative and borrowing that is merely derivative, and that distinction, I realized, was what was missing from the discussion of Bryony Lavery's borrowings.
  • problem with plagiarism. It is not merely extremist. It has also become disconnected from the broader question of what does and does not inhibit creativity.
  • But the truth is that Lavery has every right to create an affair for Agnetha, because Agnetha is not Dorothy Lewis. She is a fictional character, drawn from Lewis's life but endowed with a completely imaginary set of circumstances and actions.
  • dred and seventy-five rather ordinary words could bring the walls tumbling down.
Steve Ransom

The Most Important Lesson Schools Can Teach Kids About Reading: It's Fun - Jeffrey Wilh... - 42 views

  • pleasure is not incidental to reading—it’s essential
  • experience the pleasure of entering a story world
  • The pleasure of play is what readers experience when they become lost in a book
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  • not privilege intellectual pleasures, the characteristic province of school
  • You can sort of help yourself change in that way, and when you really admire a character in a book who’s really brave and stuff, you kind of can idolize them and become more like them. So it’s not really learning about yourself, it’s learning about what you could be.
  • teachers of reading and literature need to make pleasure more central to our practice. 
  • Our data also convinced us of the importance of choice
  • Students should have regular opportunities to behave the way adult readers do and choose their own reading.
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    Suggests that when we over-emphasize the intellectual pleasures of reading, we kill the needed joy of reading in many students.
Scott Garrigan

USA, Canada and the EU attempt to kill treaty to protect blind people's access to writt... - 0 views

  • Right now, in Geneva, at the UN's World Intellectual Property Organization, history is being made. For the first time in WIPO history, the body that creates the world's copyright treaties is attempting to write a copyright treaty dedicated to protecting the interests of copyright users, not just copyright owners. At issue is a treaty to protect the rights of blind people and people with other disabilities that affect reading (people with dyslexia, people who are paralyzed or lack arms or hands for turning pages), introduced by Brazil, Ecuador and Paraguay. This should be a slam dunk: who wouldn't want a harmonized system of copyright exceptions that ensure that it's possible for disabled people to get access to the written word? The USA, that's who. The Obama administration's negotiators have joined with a rogue's gallery of rich country trade representatives to oppose protection for blind people. Other nations and regions opposing the rights of blind people include Canada and the EU. Update: Also opposing rights for disabled people: Australia, New Zealand, the Vatican and Norway.
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    Copyright "rights for the user" champion and author, Cory Doctorow, reports on efforts to guarantee rights for the blind and others with reading disabilities to gain access to the printed word. It's happening at the UN's World Organization for Intellectual Property, and it's the first time they are working on rights for copyright USERS in addition to copyright HOLDERS. Read about how U.S. negotiators have opposed this protection for disabled. It's an important issue for educators worldwide, but especially for those in the U.S., whose copyright law has been written to strongly favor corporate interests.
Maureen Greenbaum

Hans Rosling and the magic washing machine | Video on TED.com - 77 views

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    What was the greatest invention of the industrial revolution? Hans Rosling makes the case for the washing machine. With newly designed graphics from Gapminder, Rosling shows us the magic that pops up when economic growth and electricity turn a boring wash day into an intellectual day of reading.
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    9 minutes - great to listen to and great to show students the value of good graphics and environmentalism What was the greatest invention of the industrial revolution? Hans Rosling makes the case for the washing machine. With newly designed graphics from Gapminder, Rosling shows us the magic that pops up when economic growth and electricity turn a boring wash day into an intellectual day of reading.
Maggie Tsai

美国大学升学作文命题趣谈 - 白露为霜的日志 - 贝壳村 - 7 views

  • You have just completed your 300-page autobiography. Please submit Page 217. (UPenn, 2009)
  • 这篇作文的目的是看学生对自己的人生有没有什么规划。任何大学都希望自己的学生和校友成功,而有雄心有计划的人成功的可能性会更高一些。这个题目并不难写,如果你想当导演,第217页可能是写你在奥斯卡奖颁奖仪式上焦急地等待结果;如果你想从政,第217页可能是写到你作为新科参议员视察飓风袭击后的灾区的情景。写什么都可以,你的想象力是唯一的障碍。如果你说我不知道我想做什么(这也常见),那就编一个,没人会找你算账的。最后别忘记提到你在宾大接受的教育在你成功中起到的作用,这样你就给大学一个录取你的好理由。
  • Using the quotation below as a jumping off point, tell us about an event or experience that helped you define one of your values or changed how you approach the world.     "Some questions cannot be answered./ They become familiar weights in the hand,/ Round stones pulled from the pocket, unyielding and cool."
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  • 如果你想知道普林斯顿到底喜欢什么样的人,从这个题目应该可以看出点端倪 – 有思想而且执著的人。这首诗到底在说啥,怎样才能起跳?有些人可能有这样的经历,他看到了一件事,读了一本书,有一个哲学问题等等,以后就一直放不下。因为挥之不去,就变成了他的一个负担,坚硬而冰凉。没有?那你太幸福了,也许你就不该写这个题目。如果有这种经历,你或许能写出一篇很出彩的文章,展示你的思想的深度和敏锐度。要注意的是重点不在这个事件的本身,更重要的是后来呢?它是怎样改变了你的,而你又做了些什么呢?
  • Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
  • In short, we are looking for the thinking student who has a passion for learning.
  • 斯坦福想看到的是不但有好奇心,能在饭桌上进行热烈的讨论,而且能进一步把它变成一个研究课题的学生。如果学生拥有对扩展自己智能空间的激情,能量,主动性和真正的兴趣,这个题目不难。这些特质一定会某方面展露出来的
GP withMdmLin

Abortion laws cannot hinge on when life 'begins' - 15 views

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    In his letter, "Arguments that should be aborted" (April 3), Mr Devathas Satianathan states that it is unclear how Associate Professor Tan Seow Hon's religious view is relevant. From Edwin Dai Weiyun - 03 April In his letter, "Arguments that should be aborted" (April 3), Mr Devathas Satianathan states that it is unclear how Associate Professor Tan Seow Hon's religious view is relevant. However, I would ask if her premise is that life begins at six weeks from conception, or possibly earlier, an interpretation that would be informed by her religious views. To say that her view on this has no bearing on her commentary is intellectual dishonesty. She also cited recent legislative developments in North Dakota, a Bible Belt state. Mr Jason Cheng responded, in "Let pregnant women make their own moral choices" (April 2), that six weeks is insufficient time for women to detect their pregnancy, which basically results in a de facto ban on abortion. Mr Devathas argues that, in the balance between preserving a baby's life and a mother's choice, Mr Cheng fails to acknowledge the former. Ironically, Mr Devathas fails to acknowledge the latter. Where he discusses a valid point is in the question: When does life begin? Answers to such a question, though, are varied across society and influenced by the religious views, or a lack thereof, of the individual. It is unwise and unconstitutional for the State to legislate or endorse the moral views of any religious group over other members of society. People who hold strong pro-life views are free to bring their babies to full term. The same liberty should be accorded to people who hold pro-choice views."
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    This does not seems to be educational but maybe I misunderstood what would be fed to me through diigo. In any event since it come through, I pose this philosophical non-religious question: If you were 2 weeks pregnant and I punched you in the stomach which in turn killed the fetus, it would definitely be assault on you, but should I be criminally responsible for the fetus? If so, why?
Elizabeth Resnick

Get Over It! | Langwitches Blog - 38 views

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    Great article on how pedagogy has shifted and the emergence of modern skills and literacies.   Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
Siri Anderson

National Catholic Sisters Week | SisterStory Listening Party - 8 views

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    Years ago the Hilton Foundation gave St. Catherine University money to support outreach around the Sisters, broadly construed. Why? Because in their research on ROI, they found that money given to Sisters to do good in the world yielded the largest returns. Sisters have a history of maximizing benefits. In our practice at St. Kate's we, with a faculty of varying faiths and identities, channel the Sisters' practices of hospitality, generosity, the Catholic Intellectual Tradition and treating our dear neighbors as ourselves to serve the greater good in our work with students and the community. Unity around this shared purpose is what makes working and learning here uniquely wonderful. Anyway, if you are a lover of podcasts, good stories, history, or community you might consider the series shared here. A suitable addition to National Women's History Month as well as National Catholic Sisters Week in March.
Tracy Tuten

The Irascible Professor on "The SAT that isn't (the death of aptitude.)" - 2 views

  • It used to be that the SAT was distinguished from its competitor the ACT by the fact that the former was seen as measuring aptitude and being effectively un-coachable, while the latter was a gauge of achievement in learning.
  • At the risk of sounding pejorative, I'd say that I was expecting the test to be a measure of who I was, while some of my fellow students and their parents treated it more as a test of how they could present themselves to admissions officers.  And while I wouldn't suggest that people tend to think of it in these terms, I believe that the latter perception relies on the academically damaging belief that an individual student's capabilities need not matter to what goals he sets for himself.  That perception leads people to believe that there is something inherently unfair about a test that you can't study for.
  • And if after four years of high school they haven't developed much skill for reasoning, that's okay – they can take preparatory courses to learn how to fake it for an exam, and let that be their stepping stone toward academic accomplishment.  As a society that values the promise of formal education more than the satisfaction of actual learning, we have precipitated the death of aptitude.  We are afraid to acknowledge that it exists, because aptitude, whether the product of inborn talent or effective rearing, makes some people better suited than others for certain goals.
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  • Lori Gottlieb, writing in The Atlantic last year, claimed that child-rearing in the current generation has been excessively focused on preserving self-esteem.  As an illustration of one symptom of this, Gottlieb quoted clinical psychologist Wendy Mogel as saying that parents are actually relieved to be told that their struggling children are learning disabled, so that today "every child is either learning disabled, gifted, or both – there's no curve left, no average."  To claim a learning disability is the only way to set legitimate lower benchmarks for performance.  Kids are never just bad at anything anymore, because that's seen as being more harmful to self-esteem.
  • But my worries about the individual effects of the death of aptitude are dwarfed by my concern for its effect on the institutions of higher learning that those individuals are entering.  College is not a one-directional relationship of dispensing knowledge to young people.  The entire institution gains or loses value on the basis of what its students put into it.  By telling students with low aptitude and low interest that they can, should, and must strive to accomplish the same things as their higher-achieving peers, I fear that we're saturating higher education with people who subtract value from their institutions by committing minimum effort and lowering whatever curve still exists for the measurement of performance.
  • We all seem to agree that standards for college readiness need to improve, but you'll hear virtually no one asserting that when those standards are not met, the student ought to leave off college altogether, or to defer it until they have acquired, by sheer will or by natural intellectual growth, the aptitude to be successful at the proper level.  Indeed, just as common in criticism of education is the sentiment that we must see to it that more children enter and complete college.  But if those children don't have the aptitude to do so, the goal of improving college curriculum contradicts the goal of college-for-all.
  • We can't keep pretending that there is no such thing as aptitude and that every child has equal cause to vie for the topmost positions of intellectual esteem.  It does a disservice to the student and the school in kind.
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    An essay on what the SAT says about society's view of education, accomplishments, aptitude, and self-esteem. 
donald smith

What is fair use? | Legal > Intellectual Property Law from AllBusiness.com - 16 views

  • fair use can include using copyrighted material for criticism, comment, news reporting, teaching, scholarship or research.
  • purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright
  • Non-profit educational users will find judicial preference for their usage
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  • in literature, the courts will look at substantiality of the excerpt rather than mere volume
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    This article listed on the All Business web site, gives the definition of the term fair use as well as the things to consider when determining fair use.
Steve Ransom

Attention versus distraction? What that big NY Times story leaves out » Niema... - 51 views

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    The web is a space whose very abundance of information - and whose very informational infrastructure - trains our attention to follow our interests. And vice versa. In that, it's empowering information as a function of interest. It's telling Vishal that it's better to spend time with video than with Vonnegut - simply because he's more interested in editing than in reading. Vishal needs needs no other justification for his choice; interest itself is its own acquittal. And we're seeing the same thing in news. While formal learning has been, in the pre-digital world, a matter of rote obligation in the service of intellectual catholicism - and news consumption has been a matter of the bundle rather than the atom - the web-powered world is creating a knowledge economy that spins on the axis of interest. Individual interest. The web inculcates a follow your bliss approach to learning that seeps, slowly, into the broader realm of information; under its influence, our notion of knowledge is slowly shedding its normative layers.
Beth Panitz

Think College - 26 views

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    Resources for making college accessible for people with intellectual disabilities
Ruth Howard

About | Edge - 0 views

  • Edge is different from the Algonquin Roundtable or Bloomsbury Group, but it offers the same quality of intellectual adventure. Closer resemblances are the early seventeenth-century Invisible College, a precursor to the Royal Society. Its members consisted of scientists such as Robert Boyle, John Wallis, and Robert Hooke. The Society's common theme was to acquire knowledge through experimental investigation. Another inspiration is The Lunar Society of Birmingham, an informal club of the leading cultural figures of the new industrial age — James Watt, Erasmus Darwin, Josiah Wedgewood, Joseph Priestly, and Benjamin Franklin. The online salon at Edge.org is a living document of millions of words charting the Edge conversation over the past fifteen years wherever it has gone. It is available, gratis, to the general public.
  • Edge.org offers "open-minded, free ranging, intellectually playful ... an unadorned pleasure in curiosity, a collective expression of wonder at the living and inanimate world ... an ongoing and thrilling colloquium." 
  • encourages people who can take the materials of the culture in the arts, literature, and science and put them together in their own way. We live in a mass-produced culture where many people, even many established cultural arbiters limit themselves to secondhand ideas, thoughts, and opinions. Edge.org consists of individuals who create their own reality and do not accept an ersatz, appropriated reality. The Edge community consists of peole who are out there doing it rather than talking about and analyzing the people who are doing it.
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    If you love TED this is possibly more rivetting!
Maughn Gregory

The Elusive Big Idea - NYTimes.com - 51 views

  • 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.
  • 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.
  • 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.
  • These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.
  • But if information was once grist for ideas, over the last decade it has become competition for them.
  • 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.
  • We prefer knowing to thinking because knowing has more immediate value. It keeps us in the loop
  • 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.
  • 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.
  • 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.
  • there is a vast difference between profit-making inventions and intellectually challenging thoughts.
  • There won’t be anything we won’t know. But there will be no one thinking about it.
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