Group items tagged

(a) Rights of Attribution and Integrity.— Subject to section 107 and independent of the exclusive rights provided in section 106, the author of a work of visual art— (1) shall have the right—

(A) to claim authorship of that work, and

(B) to prevent the use of his or her name as the author of any work of visual art which he or she did not create;

A critical assessment of mainstream of higher education reveals that universities spent most energy on delivery of knowledge. Application of knowledge is dominated by ‘near transfer’, which means that students learn to give practical examples of theoretical concepts. ‘Far transfer’ originates from the analysis and solving of real problems, without prior exposure to cues regarding relevant knowledge. It occurs in Schools that deploy problem- or project-based learning. Exchange of codified and practical knowledge is absent in general. It might take place during internships, but projects outside the university are better and moreover, they offer opportunity for integration with other learning processes.

A balanced and integrated approach of the three learning processes mentioned above is occurring in only few universities. Elsewhere, students learn (and forget) lots of knowledge, have only limited experience with the application of knowledge and are ignorant of the clash between codified and practical knowledge. Consequently, the majority of our universities are disavowing their main goal, the development of ‘readiness for society’. It is this verdict that justifies a revolution in higher education.

Word Walls and The Name Game Each day we have one person who is our helper and we focus onher name. When everyone has had a turn, we start another round.I find it easiest to go in alphabetical order by first names. I write the students names on sentence strips, using one colorfor boys, and another for girls.First round: We reveal one name each day, beginning with a cheer:?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another l(l), Gimme a y (y). What?s that spell? (Billy). One more time!(Billy). Then I ask if anyone ?notices? anything about Billy?s name andwe look for letters in common with other names, or count lettersand look for other names with the same number of letters. Thenwe take a good look at the student, discussing colors ofclothing, so each child can draw a picture of the helper. Iwrite the helper?s name on the board and encourage everyone totry to write that person?s name and then draw a picture of thehelper. The helper gets to take home the pictures drawn byothers, his is put up on the bulletin board with the name cardI?ve made. 2nd Round: The self-portraits are put into a class book and thename cards are transferred to an alphabet word wall. Each day weread the alphabet and names, then take the helper?s name off tocheer and ?notice? letters about this name and others. We formthe helper?s name in magnetic letters, scramble them up and taketurns putting them in the right order. 3rd Round: When we read the alphabet, we say the sounds inaddition to the letters and names. This time we cheer, writethe letters in the helper?s name on the board and then count howmany of those letters are in the names on the word wall. Thenwe talk about which letter has the most, least, etc. We havealso added another name cheer: ?Bryan, Bryan, that?s his name.It starts with B, it ends with n, hooray, Bryan! We stillscramble the name with magnetic letters. At some point we begin to add sight words to the names on thewall, usually starting with go and we. In December, or after wecome back from Christmas, we take the names off the word walland put them in a pocket chart for the kids to use duringcenters. We continue to add sight words the rest of the year,reading the alphabet, and saying the sounds and words each day. Here are additional name ideas; some I?ve tried, some I haven?t.*Count the syllables.*Write the names like a rainbow.*Name poems from the website Korky?s Kool rhyme machine (http://www.literacyhour.co.uk/learning_activities/rhyme/rhyme.html)*Think of words that begin the same as the name.*Make up tongue twisters.*Fill out an interview sheet.*Mystery person (hangman type game where you draw blanks for theletters and the kids guess letters until they know the name.* Use the letters in the name and look for smaller words. *Cut up name puzzles to keep in a literacy center.*Change the initial consonant and play with the word (Sue, Bue,Lue, etc.).*Another name cheer: No matter what I do or say,My name will always be the same,It starts with_____It ends with ____Now count to 3 and say my name,1,2,3,_______.

if a teacher can do a few basic computer skills (format in MS Word, copy and paste, attach a document to an email or upload a photo, and perhaps add a hyperlink) they should be able to transfer that knowledge across various internet programs.

Teachers sometimes express surprise when a student can’t write a response to a question that is virtually the same as one they answered the day before simply because it is worded differently. Yet teachers can’t apply what they know about Facebook (or shutterfly, gmail, youtube, etc.) to use edmodo or a wiki? I’m not saying they should be able to master a new program immediately – like anything new it takes time, but they should have the flexibility of thinking to apply what they already know. If teachers can’t transfer their knowledge, how are they going to teach students to do so?

Learners are no longer dependent on learning directly from an expert, the information is literally at their fingertips, they just need to know how to access it. And most important, learners of all ages need to be the drivers of their learning. Just like our students, teachers need to seek answers through active exploration. Again, if we are not independent learners, how can we expect our students to be?