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liyanl

Confronting global knowledge production inequities - 2 views

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    This is about the inequitable global power and how it dynamics the confronting global knowledge production in nowadays.
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    Underlying this notion of global knowledge production inequities is how developed countries "The Global North" dominate modern knowledge systems. This hegemonic control of global knowledge, driven by increased globalization, places pressure on virtually all societies to adopt global values and services. While this development does have positive implications (e.g. better understanding of modern health practices, nutrition, environmental protection, governance systems, etc), on the negative side, the imposition of cultural forms from the developing world could be considered a form of political and economic domination. This leads to the increasing homogenization of cultures and a threat to local knowledge, and the exacerbation of local differences and inequalities through uneven access to such knowledge and the means for it's application. The production of knowledge implicates and is implicated in power relations, as those with superior technology cannot only generate but also store, monopolize and disseminate information to safeguard their interests. Foucault (1972) suggests that the relationship between power and knowledge has its origin in the ownership of the means of material production and technical expertise. According to Said (1978), Western powers in a colonial and post-colonial context, using agents in developing countries, have been able to develop elaborate cultural and political institutions where knowledge production exists with supporting mechanisms that dominate and suppress African communities. In a critical examination of development policies and programs in Africa, Okolie (2003) considers these to be shaped by knowledge and assumptions about knowledge production that are primarily Euro-American centered, and are consequently "exclusionary and often contemptuous of other ways of knowing" (Okolie, 2003). The establishment of the continent's universities and research centers was primarily driven by Western powers, and the African elites who h
Kevin Stranack

Knowledge Unlatched: A new business model for Open Access monographs? › Hybri... - 2 views

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    "In a nutshell, Knowledge Unlatched would act as an intermediary between a global library consortium and individual academic publishers. The latter would approach Knowledge Unlatched with titles they would like to see published in Open Access. Knowledge Unlatched would then regularly send out a list of titles to libraries which would opt in to fund the unlatching, that is, the publication in Open Access, of certain titles. The titles so funded would be released with a Creative Commons licence by the publishers which retain the right to sell special editions and extra services around the titles. "
liyanl

Knowledge Should Not Be Trapped Behind A Paywall: Get Ready For Open Access Week - 5 views

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    Open Access Week is less than a month away! Now in its eighth year, Open Access Week is an international event that celebrates the wide-ranging benefits of enabling open access to information and research-as well as the dangerous costs of keeping knowledge locked behind publisher paywalls.
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    Hi Kim Baker ...i've been involved in the past about OA week and ..what do you think of preparing something about OKMOOC (a poster, a declaration, whatever..) to be shared during that week? shall we talk about it on Googpe + group? Federico Monaco
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    Hi Kim, Thanks for sharing! Until now, I'd never heard of Open Access Week. I'd love to hear how both you and Federico have been involved in the past and what your communities (both online and off, local and nonlocal) have done to highlight open access during this week. I did a bit of searching, and it turns out that my school has a whole series of events planned for OEW, including some super interesting sounding lecture and a few documentary screenings. I'm very excited! http://oaweek.open.ubc.ca/ Amanda
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    Knowledge should be able to share with people, knowledge should not be trapped behind a paywall. For those who needs the information but couldn't get the information because they need to pay for it, this doesn't make any sense to me. So many paper and research by scientists are funding by government which the tax payers have contributed a lot on funding. Thus people should have access to those information.
jeanmichael

Brazil becomes the Open Knowledge Foundation's first Full Chapter in Latin America | Op... - 2 views

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    On my navigation searching for initiatives to see how Open Knowledge are making the difference on the Latin America society I found this... nowadays unfortunately on South America (and in other places as well) open knowledge initiative are not divulgated. Universities seem to be not interested about promoting these initiatives and few people know about them. I was amazed reading the text from Francisco J. García-Peñalvo (Open Knowledge. Challenges and Facts) and seeing that a lot of Universities on Europe and North America are promoting and working with open and free access to texts and online courses. It's incredible how people have the possibility of learning in a world that each day is more competitive. I really hope that this great news about Brazil helps more and more people to understand the impact and the changings on the educational process.
c maggard

MOOCs -- Completion Is Not Important - 20 views

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    By: Matthew LeBar Massively Open Online Courses (MOOCs) are often described as the future of education - or at least a significant part of it. But there may be a significant problem with them: a very small proportion of students who start them actually finish. This poses a serious threat to their legitimacy.
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    Very interesting article. I was at an Open Access week event recently that was a debate on the place of MOOCs in higher education. One point that another attendee raised about the completion rate of MOOCs that seemed really important to me was that many MOOCs require participants to register before viewing the content, and this can impact completion rate numbers. A person may only have the requisite information about whether or not the wish to participate once they have registered for the MOOC.
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    Thanks for sharing this! :) I am taking MOOC course about MOOC right now. I feel like completion could be a challenge for anyone who took it. I actually agree that completion is not everything in education. Since learning is more about understanding rather than completing, I think there is no point if someone did complete his/her MOOC but he/she does not understand about what he/she learned. However, I believe, in order to fully understand the course, it is better to complete what you have started.
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    I too feel that completion of MOOC is important. Other wise no point in participating in that MOOC. we also will get any information on the internet for knowledge gain. But there will be a regular follow up of the course for completing any MOOC. But only problem is having proper IT infrastructure to participate in that.
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    Thank you for sharing. On the one hand one can choose form the course lessons and material that they want and choose not to complete the whole course. Then of course one can not evaluate the course judging from the completion rate. On the other hand, ability to complete what is started develops human will-power and purposefulness. Otherwise the world is full of people with unfinished educations, short-term employments etc.
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    What the article says really is "MOOC completion rate is not a meaningful metrics about the course." Universities and institutions may need to have other metrics in order to evaluate whether to continue offer certain courses. As for individual participants, each person is her/his best critic on how much has been gained from the course.
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    Cierto, tal vez muchos no lo terminen. Yo creo que lo importante es el conocimiento aprendido.
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    Thanks for sharing this article. I'm in agreement with LeBar, completion of the MOOC is not the correct metric to be used for evaluation. The goal of many participants is to gain or increase knowledge on a topic which may be achieved without completing the whole course.
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    This ongoing MOOC is hard for me to complete since there is a lot of internet and network action required which I don't like to use at the moment. Still, I got so much Information that I will try to fulfill the requirements to pass it. It is not for the statistics - but for my personal support of the MOOC instructors (I wounder whether they notice)
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    i think MOOC will be more effective for exchange of knowledge e for certain important topic for stakeholder who aim self progress development
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    I have joined another MOOC and received the "statement of accomplishment" and it was totally a big disappointment. The design and the language used reflect mentality is not related to what they are teaching online. It is underestimating people around the world time and efforts by issuing a statement is not well designed and meaningless. The question would be: does it worth it to finish any course online? the knowledge is already free and affordable all over the net, why do I need to follow an institute organized free course? People are not finishing the MOOC courses because of frustration and disappointment and this has to be reviewed.
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    Tal vez no puede decirse que sea el futuro de la educación, pero si coadyuva para que el conocimiento pueda acercarse a cualquier persona, e incentivar al autoaprendizaje.
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    Habría que preguntarse cuál es el problema de que los estudiantes no concluyan los cursos MOOC, buscar las alternativas respectivas.MOOC ventanas de oportunidad para cualquier persona.
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    This brings up the question of what it means to complete something? And why is it so important to us? And why 'productivity', a thing somebody defined ages ago, is so important to our humanity? .. or is it anymore?
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    Because I am taking a MOOC course but also on campus at University, I receive credits and grades where this is definitely one of the motivations for me to contribute. Although I agree that completion of the course is not essential to attain knowledge, what about our motivations to learn? And what about our incentives? Not saying MOOCs are not interesting nor helpful, I like MOOCs, but I think people like recognition too. I think to just receive the "statement of accomplishment" is not enough to prove efforts made within the course. However MOOCs are not as well developed at this stage, there definitely will be adjustments in the near future.
Kevin Stranack

Impact of Social Sciences - Public libraries play a central role in providing access to... - 3 views

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    "Data connectivity is intrinsic to most of our daily lives. The place which exists in almost every community large or small, rural or urban, is the public library. Ben Lee argues that not only do libraries provide free access to data, but they do so in an environment which is trustworthy and neutral, geared to learning. Access to digital technology increasingly overlaps with access to opportunity and it is important to recognise the role public libraries already play (and have always played) in keeping the gate to knowledge open. "
Philip Sidaway

"At the very moment that most of us carry access to a global information network in our... - 1 views

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    A personal view of Open Access Science. It's part of a weekly series on Open Access from Open Access Button, so I will be posting them as they become available ... "We caught up with Graham Steel, a tireless advocate for Open Access who believes in sharing information as widely and as easily as possible. A native of Glasgow, Scotland, Graham works as a property claims adjuster/recovery specialist. After losing his sibling to a rare condition known as variant Creutzfeldt-Jakob Disease (vCJD), Graham became involved in patient advocacy work, and more recently, in lobbying for open access to published scientific research. He acts in advisory capacities to the Open Knowledge Foundation, the Public Library of Science (PLOS) and Digital Science".
janetw_suiching

Information Geographies - 1 views

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    Many interesting charts and data of the global internet use, access, and contributions
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    Cool!! It's so valuable to see behind the scenes of a lot of the open (or closed) tools we use. These images, maps, and infographics are really neat and use a lot of data that probably gets forgotten about in a lot of discussions. Thanks for posting!
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    Atlas, publications, charts and tables of global information and internet geographies and impacts on information access, information production and information distribution, done over a four year period by Oxford Information Institute. Findings, data, and publication will be published in Open Access formats and platforms. The website is simple but contains lots of information relevant to the topics in Stanford. There are links to external related publications about information geography, access, distribution and production. Very good website. Some limitations include: bias from the two developers and producers as well as institution itself, unknown (not identified) contributors and sponsors.
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    A very valuable collection demonstrating how economic, political, cultural and linguistic ties impact the flow of knowledge is and information. Of course, such charts do little to explain, why this happens and where a more even distribution of knowledge is desirable. Also, the data that lies behind the visualisations is not always open. Especially vauable are the links to the data collections that are accessible.
egmaggie

Redefining Success and Failure: Open-Access Journals and Queer Theory - 0 views

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    This article employs queer theory and challenges the notion of fitting emergent open access practices within current frameworks of academic success. While I was partially surprised by some of the assertions made early on in the article regarding open access journals being perceived as not as valuable as more traditional journal models, I think in part I may just hang out in academic circles that gravitate towards open access (hence... this course). But, I am very compelled by the conclusions made by Gurfinkel. That is, rather than trying to figure out how to systematize open access models to be respected within current academic standards, open access (as informed by queer theory, in this article) challenges us to investigate and question our standards in a more radical way. For example, in open access peer review models or post-publication review, the notion of a "peer" and thus who are considered credible and worthy sources of knowledge--and consequentially, what "knowledge" is-- are put into question. So, more than trying to figure out how to systematize and make more "legitimate" open access models, Gurfinkel wants us to ask what about the academy currently excludes open access models from being meaningful and legitimate practices in the first place.
Raúl Marcó del Pont

The Knowledge Commons: Research and Innovation in an Unequal World - 0 views

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    Free access to 3 articles: The Unfolding of the Knowledge Commons pp. 13-24(12) Author: Hess, Charlotte Free Content From Lobsters to Universities: The Making of the Knowledge Commons pp. 25-42(18) Author: Caffentzis, C. George Open Access Scientific Publishing and the Developing World pp. 43-69(27) Author: Contreras, Jorge
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    Hi Raúl. Thanks for sharing these free resources. Which one do you like best? Which new insight did you gain?
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    I think Elinor Ostrom's approach to commons pool resources (used by Hess, for example) is very useful not only for understand the case of natural resources as commons (the tragedy of the commons to which it was originally applied), but to matters more close to this course, as knowledge. The approach is useful because it complicates the original perspective on commons. Originally (Elinor Ostrom) her perspective considered only group boundaries clearly defined (very small groups, peasants or indigenous); rules governing the use of collective goods well matched to local needs and conditions; cases where most individuals affected by these rules can participate in modifying the rules; the right of community members to devise their own rules is respected by external authorities; monitoring mechanisms by community & graduated sanctions. With the new commons (surprisingly, not only knowledge but roads, budgets, radio spectrum; medical commons, atmospheric commons and even silence as commons), new questions rises on the evolution or building new types of commons with no pre-existing rules and norms; increasingly complex; with size, communities, incentives often unknown; extremely dynamic; reactions to threats of enclosure; heterogeneous community; new forms of collaboration and collective action; and global in many cases. I think is a perspective that can help a lot in the case of knowledge and new forms of learning.
Kevin Stranack

Are universities teaching the skills needed in a knowledge-based economy? - 14 views

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    Provides a list of important skills and how those skills are embedded within the curriculum.
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    Encontré un post relacionado con las Alfabetizaciones digitales y competencias fundamentales en http://futurosdellibro.com/alfabetizaciones-digitales-y-competencias-fundamentales/ Tal vez interese: El pasado 5 de marzo los expertos de UNESCO dedicados a la alfabetización mediática y digital, en reunión preparatoria de la siguiente World Summit of Information Societies, rubricaron lo que es una evidencia ya incontrovertible: que la alfabetización mediática e informacional (MIL. Media and information literacy) ocupa un lugar central en el mapa escolar de competencias del siglo XXI. Esto no es nada esencialmente nuevo: Viviane Reding, la hoy Vicepresidenta de la Comisión Europea y ex-comisaria de Información entre los años 2004-2009, declaraba en el año 2006: "Hoy, la alfabetización mediática es tan central para el desarrollo de una ciudadanía plena y activa como la alfabetización tradicional lo fue al inicio del siglo XIX". Y añadía: "también es fundamental para entrar en el nuevo mundo de la banda ancha de contenidos, disponibles en todas partes y en cualquier momento". De acuerdo con el European Charter for Media Literacy podríamos distinguir siete áreas de competencias que, de una u otra forma, deberían pasar a formar parte de todo currículum orientado a su adquisición: Usar adecuadamente las tecnologías mediáticas para acceder, conservar, recuperar y compartir contenidos que satisfagan las necesidades e intereses individuales y colectivos. Tener competencias de acceso e información de la gran diversidad de alternativas respecto a los tipos de medios que existen, así como a los contenidos provenientes de distintas fuentes culturales e institucionales. Comprender cómo y porqué se producen los contenidos mediáticos. Analizar de forma crítica las técnicas, lenguajes y códigos empleados por los medios y los mensajes que transmiten. Usar los medios creativamente para expresar y comunicar ideas, información
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    Thank you Kevin Stranack for sharing. Tony Bates ends with five questions: 1. Have I covered the main skills needed in a knowledge-based society? What have I missed? 2. Do you agree that these are important skills? If so, should universities explicitly try to develop them? 3. What are you or your university doing (if anything) to ensure such skills are taught, and taught well? 4. What roles if any do you think technology, and in particular online learning, can play in helping to develop such skills? 5. Any other comments on this topic - My answers: 1. Frustration tolerance and keeping a balance between work and private life is a necessary skill 2, The skill set mentioned is important, but more likely trained in college than in university 3. I do have a personal coach and a counseler, and I'm enrolled in #OKMOOC 4. The activities required in every module of #OKMOOC ask to reach out, connect, build relationships, Have you answered the feedback questions?
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    This question is really the elephant in the room in a lot of university programs, especially in the humanities. I myself was a doctoral student in the humanities before leaving because, as I eventually learned, there were essentially no employment opportunities and my skillset in today's economy was sorely lacking. But the old mantra that "we teach critical thinking" is become a worn excuse. Do we really need four years to teach people the skills to survive "out there"? How much of our specialized knowledge will really be useful outside of the academy? These are questions we just don't have the answer to, and I'm not sure there are many people willing to ask them. But more to the point, I didn't see anything in this link about the changing ways that millennials (I promise that I hate the term as much as anyone, but it's a useful one) are engaging with information, and how that is changing how they actually think. There have been arguments made that digital natives (again, a pretty terrible term) think about and process information in very different ways that have serious implications for contextualization and long-term research. I'm not saying that universities don't teach these things in their own ways, but it's an important issue that needs addressing. I know that the link talks about the important of knowledge management, but there's a huge difference between simply knowing how and when to access information and quite another to properly contextualize its place in a larger hierarchy (or web) of knowledge. I would argue *that* skill is the one that universities are best poised to provide, and maybe why we keep hearing talk about how undergraduate degrees are the new highschool diplomas.
Kaitie Warren

The Globalization of Knowledge in History (Jurgen Renn, ed.) - 0 views

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    This open access, academic book has chapters on a whole range of different aspects related to our course topics. It focuses on questions of knowledge systems and knowledge transfer, all throughout human history all over the world. Looks like a real gem!
Balthas Seibold

Learning by Sharing- How global communities cultivate skills and capacity through peer-... - 12 views

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    This piece was published as part of the GIZ compendium "10 trends in open innovation" and talks about self-organized and connected peer-to-peer learning for sustainable human development worldwide. Might be of interest as additional resource for Module 11: Global Perspectives on Equity, Development, and Open Knowledge
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    There are lot of ways to learn nowadays, technology spreads and most of the time it adds to our knowledge thru the information we get. It can be thru our friends, research, or even a single click over the internet. Shared thoughts helps us to understand and accept more about the particular topic, freedom has its own process that could eventually produce a network to others.
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    Now people become students and teachers depending on the topic. We can share information, skills . . . that answer the question of what we are and what we will go . . . Non-formal education is more and more important not only in an individual but also in the society. Technologies and Internet can help us to develop our identity (individual and global).
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    Dear Pris, dear Jurado, thanks a lot for your comments. I like the ideas and I would particularly like to know more about the thought, that "freedom has its own process tht could eventually produce a network ...". Thanks and cheers, Your Balthas
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    Thanks for sharing this great article! These topics are where I would like discussions about open access to start. We may be able to use that base of peer learning communities to think about all the other issues of open access in a new light.
Philip Sidaway

A New Politics of Knowledge? Exploring the contested boundaries between science, knowle... - 2 views

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    Kat Smith and Richard Freeman argue it's time to start bringing together the diverse and innovative thinking around the complex relationships between science, knowledge and policy.
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    Although the main purpose of this article is to promote a book series that will explore the disconnect between evidence-based knowledge and public policy, a couple excerpts drive home the importance of open access in creating a more equitable world, a key theme in our course: "'Who gets what, when, how', in Lasswell's phrase, depends very much on who knows what, when and how." "To be knowledgeable is to be powerful."
Kevin Stranack

Developing world MOOCs: A curriculum view of the MOOC landscape - 21 views

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    "MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems."
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    in this article MOOC are considered as alternative for education in network society..I like the fact that MOOC's are coming to discussion edge http://digitalusers.wordpress.com/2014/06/13/the-digital-presidents-ultimate-challenge/
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    Very interesting! Thanks. "MOOCs and MOOC-type courses have added a new dimension to the educational landscape by strengthening the non-formal educational space and providing opportunities to experiment with the disaggregated components of the educational experience"
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    After watching the Willinsky video, this hit home even more. I think the value of quality education is extremely important, and creating a "global village" of learning is still in its growing pains. Having a face-to-face instructor/professor/facilitator lets you ask the questions that pop to mind and being in a classroom setting allows an idea to flow and develop into other ideas. There are a lot of social media tools that are familiar to a lot of students living in a Western culture, but those social tools are not always available to developing countries; many do not have access to schools or even have a computer - as this article indicates, MOOCs are certainly a venue that opens learning opportunities for those who do not have access to learning in a formal environment, but may have access to the internet. What I particularly found interesting were the various MOOC categories - Gateway: MOOCs for prepping to get into higher learning; Research showcase: promote an institute's research areas; Professional skills: MOOCs for those who need to "upskill" or specialize…and there are others. The main reason for taking this course was to improve my knowledge of what social media is out there (MOOCs are part of it), how it is being used, and how useful is this "new" media is within the publishing realm. It is a challenge.
Amanda Hill

Watch "TEDxKC - Michael Wesch - From Knowledgeable to Knowledge-Able" Video at TEDxTalks - 3 views

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    As we move toward an era of openness, where information is instant and infinite, it is not enough to simply have the tools and skills to access information. We must make meaning, not only through analysis and critical thinking, but also by engaging directly with knowledge, by taking it apart, putting it together, by sharing it, and by creating it.
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    It is an amazing presentation. Changing people attitude toward the value of knowledge and make them more involved in creating it is coming.
Ad Huikeshoven

New Open Knowledge Initiative on the Future of Open Access in the Humanities and Social... - 2 views

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    This post is part of our Open Access Week blog series to highlight great work in Open Access communities around the world. To coincide with Open Access Week, Open Knowledge is launching a new initiative focusing on the future of open access in the humanities and social sciences.
janetw_suiching

Open Data developments in Asia | Open Knowledge Foundation Blog - 1 views

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    This blog about Open Data Developments in Asia analyses the recent state of Open Data adopted in Asia and highlights some of the 11 Asian countries participants that attended the Open Knowledge Conference in Geneva in 2012. Of the 11 countries that attended the conference, the author of the post focuses on the East Asian and Pacific countries such as New Zealand, Australia, Taiwan, Hong Kong, Japan, South Korea, Singapore, Malaysia, Thailand, Philippines, Vietnam, Indonesia, Cambodia, Laos and Myanmar and discusses their state and role in Openness. The author does a good job at providing statistics of the different countries in terms of the Worldbank Knowledge Economy Index (KEI), which analyzes the economic rankings of countries. The author then compares economic rank to that of openness, stating that countries low on the economic rank contribute little to no open data within their own countries or externally to other countries. Next, the author talks about the overall internet penetration in Asia as being only 27.5 percent and in that statistic, there is still a wide gap between North and South East Asia in terms of internet use and information distribution and acquisition from citizens and others. Moreover, the author continues to compare how many social, economical, political and cultural influence information distribution, contribution and acquisition in Asia countries. Openness is growing in the more developed Asian countries, but openness is limited, or even nonexistent, in developing (authoritative) countries. After reading this article, I've had a greater understanding of the current state of Open Data in Asia an the influences that contribute to enabling Openness. What I expected from the blog post or something that would've made the post even better could be some examples or projects of Openness or Open Data in Asia.
kvdmerwe

True cost of science publishing - 2 views

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    This is an interesting article about the cost of formal publishing verses open access publishing. Although there seems to be a lot of secrecy around the issue, the research shows that the total cost for open access publishing is a lot less than formal publishing. That appears to bring the perception that the open access works are not as good as those published in formal journals. Despite this factor there is growing encouragement to authors to publish their work in open access sources, but traditional models remain very popular. A large percentage of these journals actually allow people to publish online, although some do ask for a time delay. Despite that, many authors do not proceed to publish online after they have gone through the formal process although some authors are obliged to do so by their institution. It could be a good test to see why these authors do not take the step to publish online. Reasons could range from apathy, to not enough knowledge of the process, to a need not to share the information with everyone. Economically, there is also a concern that open access sources will become more expensive as more authors begin publishing in this way.
Kim Baker

The Economics of Access to Literature and Information - 10 views

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    I presented this paper to a conference in South Africa in 2005, and it was described as "too radical" by the top leaders in libraries in South Africa who attended. :) So am rather happy that my vague perceptions and musings about the emerging trends have been vindicated today. "This paper will focus on another aspect that is integrally linked to the ability to access literature and information - that of cost and economics. Both the broader macroeconomic context and the more focused microeconomic (South African) environment will be referred to. We will examine the assumption that the economic development of a nation is linked to the ability to access information and test whether this is a valid assumption. From there, we will take a brief look at the issue of the cost of books, specifically in South Africa. The advent of the electronic revolution and the many paradigm shifts that the Internet and electronic media have initiated and the effects on the publishing industry, will be outlined. We will explore the "information as commodity" paradigm and briefly look at the related Copyright and Intellectual Property developments before weaving these seemingly disparate threads together to form a picture of innovative solutions that have arisen in response to the information access crisis in South Africa. These solutions have arisen from the popular notion that information should be freely available for societal good, rather than commodified. Finally, we will ponder the effect that these solutions may have on the traditional book publishing industry in South Africa."
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    Very interesting and argumentative paper. Thank you!
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    You are welcome, and thank you for the comment. :)
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    It is very good thank you
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    Excellent - on top of the game. It`s exactly what`s happening all over the world. Limit access, knowledge and perspective and control thought.
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    Congratulations Kim, on a well-written paper, which I find particularly relevant. Thank you for sharing.
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    Thank you all, very much, it is quite a new experience for me to have the paper well received. :)
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    Thank you for sharing this. I really appreciated the non-North American context. I grew up in the States, and am working on my Master's degree in Canada, so it's really easy to get caught up in always looking at these issues from the North American point of view. Seeing papers like this really help to confirm how global these issues are, and cement their importance in my mind.
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