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Vicki Davis

Legal Experts on How Murdoch's Threats May Impact "Fair Use" Doctrine | BNET Media Blog... - 2 views

  • Media industry titan Rupert Murdoch’s explicit threats this week to block Google from searching his content sites, and to sue the BBC for its use of content he says is “stolen” from his sites got me to wondering whether the head of News Corp. has, in fact, any basis in the law for launching these calculated attacks at this time and in this manner.
  • Murdoch perhaps does have at least a narrow legal perch to stand on.
  • he is not trying to grow his audience any longer, he says.
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  • is for nonprofit educational purposes;
  • the effect of the use upon the potential market for or value of the copyrighted work.
  • he says he is re-tuning his business model around monetizing his content.
  • four factors in determining whether the reproduction of any copyrighted work qualifies as Fair Use
  • he’s trying to shrink his audience back to the people who will pay for his content
  • Therefore Google’s caching of his content would make it free even as he’s trying to charge for it
    • Vicki Davis
       
      So basically, Google is taking something he wants to charge for and making it free. But my question is, if he wants to charge for it, shouldn't it be bedhind some sort of firewall or is it Google's job to see which sites it is allowed to index? Aren't there certain protocols that make the Net what it is? Certain standards? Isn't one of those the open indexing or crawling of unprotected sites? I'm not sure but hoping someone will respond.
  • Google allows Murdoch, or any publisher, to “opt out” of allowing its pages to be indexed?
  • know how to use the Robots Exclusion Protocol
  • he wants a closer relationship with Google.
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    Excellent overview of Rupert Murdoch's taking on of Google and that they should not index his sites, even though he can easily opt out of indexing, that they are somehow demonetizing his work by searching since he wants to "reduce his audience to those who will pay" not "increase his audience." This is a fascinating read and case study for those following Fair Use.
James O'Hagan

Hotseat at Purdue University - 7 views

  • Hotseat, a social networking-powered mobile Web application, creates a collaborative classroom, allowing students to provide near real-time feedback during class and enabling professors to adjust the course content and improve the learning experience.
    • James O'Hagan
       
      I am always wary of something that creates a backchannel during a class, however, this at least focuses the backchannel outside of random tweets or FB posts.
Vicki Davis

apophenia: spectacle at Web2.0 Expo... from my perspective - 11 views

  • about the implications of turning the backchannel into part of the frontchannel
  • I received word from the organizers that I was not going to have my laptop on stage with me.
  • only learned about the Twitter feed shortly before my talk. I didn't know whether or not it was filtered. I also didn't get to see the talks by the previous speakers so I didn't know anything about what was going up on the screen.
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  • I counted for the time when I could get off stage.
  • Had I known about the Twitter stream, I would've given a more pop-y talk that would've bored anyone who has heard me speak before and provided maybe 3-4 nuggets of information for folks to chew on. It would've been funny and quotable but it wouldn't have been content-wise memorable.
  • But why why why spend thousands of dollars to publicly objectify women just because you can? This is the part that makes me angry.
  • I don't mind being critiqued. I think that being a public figure automatically involves that.
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    I blogged on this yesterday, but this is a post to read and share with college level and higher who are following Web 2.0 and specifically the use of backchannels.
Suzie Nestico

12 Rules for Writing Great Letters to Request Action - Wrightslaw - 1 views

  • 4. You negotiate with the school for special education services.
    • Suzie Nestico
       
      The purpose of the letter could vary.  This format can easily be used for a variety of issues.
  • 5. Never threaten. Never telegraph your punches!
  • Fear of the Unknown As a negotiator, one of the most powerful forces you have on your side is the "Fear of the Unknown." When you threaten, you are telling the other side what you plan to do. If you tell them what you plan to do, you have told them how to protect themselves. At that moment, you lose your advantage - which is the wonderful, powerful Fear of the Unknown. Never telegraph your punches – you will destroy their power and effectiveness. 
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  • 6. Make several (unpleasant but necessary) assumptions.
  • 7. Make your problem unique.
  • 8. You ARE writing letters to a Stranger who has the power to resolve the problem
  • 9. Write letters to the school as business letters.
    • Suzie Nestico
       
      Again, writing does not have to be simply for a school.  This can easily be adapted to any audience.
  • 10. NEVER make judgments.
  • 11. Write your letter chronologically.
  • 2. Write letters that are clear and easy to understand.
  • Before you write a letter, you need answer these questions.
  • 2. Your First Letter is Always a Draft
  • 3. Allow for "cooling off" and revision time.
Suzie Nestico

Teacher suspended over alleged Facebook comment - NorthJersey.com - 1 views

  • A first-grade teacher was suspended Thursday following alleged comments on her Facebook page in which she said she felt like a "warden" overseeing "future criminals," according to a district official.
  • "This is not first time I've heard something like this from a teacher," Best said. "Overall, I think we have really good teachers. But there's also a significant population of teachers here to collect the paycheck and don't have the best interests of the students in mind."
  • "There might be others (who share the sentiments of the online remarks) but all I've dealt with have shown no signs like that," said the Rev. Barry Graham, assistant pastor at Canaan Baptist Church
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  • Graham, whose congregation works closely with the school and recently awarded 130 honor roll students there, recognized that "any one of us on a bad day could lash out."
    • Suzie Nestico
       
      Yes, any one of us can have a bad day and lash out.  But, if you are a teacher, you are held to higher principles and practices.  Don't do it!  Find something good and post online about that.  The good can be contagious, too!
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    Why teachers should not ever publicly talk like this online.  Period.  Find the good and talk about that.
Lisa M Lane

How Is New Media Reshaping the Work of Historians? - 7 views

  • There is some ambiguity about what they actually published online, however. The question asked them not to include digital versions of their print books or journal articles in their count, but most said their work was published on a journal’s site (Figure 5)
    • Lisa M Lane
       
      And we expect students to read the instructions! If they did, I suspect a lack of understanding about the sites involved.
  • Use of new media to do something new or different with the scholarship was a very minor consideration, however. Less than 40 percent of the respondents who had considered publishing online listed linking to other materials, publishing additional sources, or telling their stories in a new way as part of their thinking.
  • there was a significant difference between the power users and the rest of the published historians on these issues, as they were two to three times more likely to emphasize doing something new or different with the medium as the value of publishing online.
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    Historians using digital technologies for reading and publishing.
John Marr

Recovering from the Need to Achieve - HBS Working Knowledge - 2 views

  • e is an HNAP, or a high-need-for-achievement professional, according to Harvard Business
  • DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
  • So is there relief for HNAPs from all this obsessive comparing and competing?
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  • Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
  • I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
  • Copyright © 2011 President and Fellows of Harvard College
    • John Marr
       
      Do you know any students that are high-need-for-achievement?
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    Harvard Business School Blog about high need for achievement professionals. Can this be applied to some of our students?
Sam Ezz

Medicine in Pharaonic Times - 1 views

  •  
    It is obvious that ancient Egyptians were proficient in medicine exactly as they were proficient in other areas such as engineering, architecture, and mummi
Suzie Nestico

MasteryConnect - 26 views

  • MasteryConnect makes it simple to share and discover common formative assessments and track mastery of state and Common Core standards. Built-in grading tools save teachers time.
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    This is a great site for getting your head around the common core. A free account allows you access to a lot of the features and Common Assessments. Premium accounts allow you tools to collect assessment on your iPad or mobile device. Download the MasteryConnect FREE app for your iP*d or phone and have every Common Core standard easily accessible at your finger tips.
Deron Durflinger

Niall Ferguson: How American Civilization Can Avoid Collapse - The Daily Beast - 4 views

  • “killer applications
  • Competition
  • The Scientific Revolution
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  • Modern Medicine
  • The Consumer Society
  • The Work Ethic
  • The Rule of Law and Representative Government.
  • these killer apps were essentially monopolized by Europeans and their cousins who settled in North America and Australasia
  • the great divergence
  • They also grew more powerful
  • 20th century, just a dozen Western empires—-including the United States—controlled 58 percent of the world’s land surface and population, and a staggering 74 percent of the global economy.
  • tendency of Western societies to delete their own killer apps.
  • But there is a second, more insidious cause of the “great reconvergence,” which I do deplore—and that is the
  • Ask yourself: who’s got the work ethic now? The average South Korean works about 39 percent more hours per week than the average American. The school year in South Korea is 220 days long, compared with 180 days here. And you don’t have to spend too long at any major U.S. university to know which students really drive themselves: the Asians and Asian-Americans
  • Yet life expectancy in the U.S. has risen from 70 to 78 in the past 50 years, compared with leaps from 68 to 83 in Japan and from 43 to 73 in China.
  • On no fewer than 15 of 16 different issues relating to property rights and governance, the United States fares worse than Hong Kong. Indeed, the U.S. makes the global top 20 in only one area: investor protection
  • The future belongs not to them but to today’s teenagers
  • The latest data on “mathematical literacy” reveal that the gap between the world leaders—the students of Shanghai and Singapore—and their American counterparts is now as big as the gap between U.S. kids and teenagers in Albania and Tunisia.
  • Yet statistics from the World Intellectual Property Organization show that already more patents originate in Japan than in the U.S., that South Korea overtook Germany to take third place in 2005, and that China is poised to overtake Germany too
  • the United States’ average competitiveness score has fallen from 5.82 to 5.43, one of the steepest declines among developed economies. China’s score, meanwhile, has leapt up from 4.29 to 4.90.
  • Perhaps more disturbing is the decline of meaningful competition at home, as the social mobility of the postwar era has given way to an extraordinary social polarization. You don’t have to be an Occupy Wall Street leftist to believe that the American super-rich elite—the 1 percent that collects 20 percent of the income—has become dangerously divorced from the rest of society, especially from the underclass at the bottom of the income distribution.
  • Far more than in Europe, most Americans remain instinctively loyal to the killer applications of Western ascendancy, from competition all the way through to the work ethic. They know the country has the right software. They just can’t understand why it’s running so damn slowly.
  • What we need to do is to delete the viruses that have crept into our system: the anticompetitive quasi monopolies that blight everything from banking to public education; the politically correct pseudosciences and soft subjects that deflect good students away from hard science; the lobbyists who subvert the rule of law for the sake of the special interests they represent—to say nothing of our crazily dysfunctional system of health care, our overleveraged personal finances, and our newfound unemployment ethic
  • And finally we need to reboot our whole system.
  • If what we are risking is not decline but downright collapse, then the time frame may be even tighter than one election cycle
  • Western Civilization's Killer Apps
  • COMPETITION
  • THE SCIENTIFIC REVOLUTION
  • THE RULE OF LAW
  • MODERN MEDICINE
  • THE CONSUMER SOCIETY
  • THE WORK ETHIC
Brendan Murphy

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 18 views

  • six hours a day of academics are enough, and kids should have the chance after school to explore other interests and develop in other ways — or be able simply to relax in the same way that most adults like to relax after work;
    • Brendan Murphy
       
      My only problem with this is that too many adults see relaxing after school as watching TV and drinking beer.
  • translated as “A relentless regimen of after-school drill-and-skill can raise scores a wee bit on tests of rote learning.”)
  • Even if homework were a complete waste of time, how could it not be positively related to course grades?
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    FDR's private school president listed these four missions for his students ranked by importance. 1) Religion 2) Character 3) Athletics 4) Academics His president at Harvard felt and required a few basic courses and then students should take what they want. The social science and math teachers created well rounded to keep their jobs, I could care if my layer or doctor is well rounded, me, I want success!
Vicki Davis

Distracted to Learn? | Psych Central News - 6 views

  • It was as if those who were denied the same degree of distraction during testing as they experienced during learning suffered a disadvantage.
  • In the end it didn’t seem to matter what the distraction was during recall as long as subjects had had a distraction during learning. Everybody who had been distracted in both learning and recall performed better than those who were distracted while learning but undistracted during recall.
  • There just had to be the same degree of distraction at both times.
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  • Another task is to figure out what might be going on in the brain to allow divided attention to be a boost for recall, rather than a hindrance for learning
  •  
    Surprising new research may rewrite learning theory as Brown University scientists contend that distractions do not necessarily impede the learning process of a motor task. Investigators discovered that if attention was as divided during recall of a motor task as it was during learning the task, people performed as if there were no distractions at either stage. Thus, the real issue is that inconsistent distraction can impair our recollection of the task. As long as our attention is as divided when we have to recall a motor skill as it was when we learned it, we'll do just fine, say the researchers.
Vicki Davis

Chat and real-time collaboration - Drive Help - 9 views

  •  
    Little tip: "If you're a Google Apps administrator, note that disabling Google chat across your domain now disables chat in Drive" I think we have to work with chat. It would be nice if chat could be enabled or disabled by document but it is a whole-domain thing right now. I hate to see it disabled.
  •  
    I wish it wasn't a whole domain issue as well. We were allowing students to chat in docs and then noticed it wasn't working because it's now connected with Google chat. I also wish that there was an archive of the chat with some of the issues we've had.
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