Academic Freedom and Civil liberty in EducationAnna Loquinario
This document discusses academic freedom and its controversies. It provides examples of cases where academic freedom was invoked or questioned, such as a professor in the Philippines being sued by a student for failing them multiple times, and union leaders in South Africa being fired after leading strikes. It also discusses the debate around a professor's views on racial differences being criticized. The document outlines the types of academic freedom (for faculty, institutions, students) and discusses the boundaries around academic freedom, including that curriculum and teaching standards belong to the institution, not individual faculty. It concludes that while academic freedom is important, faculty still must abide by institutional standards and that their civil liberties off campus are protected but not their academic freedom in a non-academic context
The document discusses the concept of academic freedom. It defines academic freedom as the freedom of teachers, students, and institutions to pursue knowledge without unreasonable interference. It notes that academic freedom is not unlimited and is still subject to general laws. Teachers have more freedom within their disciplines, and students and teachers gain more freedom as they progress in their education. The document also discusses the 1940 Statement on Principles of Academic Freedom and Tenure by the American Association of University Professors, which aims to protect academic freedom. It notes that while academic freedom is important to allow the open pursuit of knowledge, institutions still have authority over determining educational policies and standards.
This document discusses the history and principles of academic freedom. It provides examples of individuals like Socrates who were punished for their ideas. It defines academic freedom as the freedom to teach and research without fear of censorship or job loss. The 1915 Declaration of Principles established key aspects of academic freedom including the independence of faculty research and teaching. The 1940 Statement further reinforced these protections and added the responsibility of faculty to be accurate in their teachings. Academic freedom is important for the advancement of knowledge and protects both faculty and students.
This document discusses the concept of academic freedom. It defines academic freedom as the freedom of faculty and students to teach, learn, and conduct research without fear of repression or punishment. Academic freedom is loosely protected by the first amendment in the US and is further defined by statements from organizations like the AAUP. While academic freedom is important to the mission of higher education, institutions also reserve the right to determine aspects like who can teach, what is taught, and how. There is sometimes a tension between individual academic freedom and the freedoms of the institution.
This document discusses academic freedom, including its definition, purpose, and protections. It defines academic freedom as the freedom to teach, study, and pursue knowledge without unreasonable interference. The purpose of academic freedom is to allow free inquiry by students and faculty, as scholarship cannot flourish in an atmosphere of suspicion. It protects faculty authority over grades and research topics, as well as the right to free expression and debate. However, it does not protect incompetent teaching or allow harassment of students. The document then discusses the history of academic freedom and some examples where it has been violated.
Academic freedom is defined as the freedom to teach, research, and communicate ideas without fear of repression, job loss, or imprisonment. It originated from the German concepts of Lernfreiheit and Lehrfreiheit, which gave students freedom to choose their courses and professors the right to independent research. While the German system was autocratic, the American system embraced freedom of speech and adopted the concept of in loco parentis. The Philippines modeled its educational system after the US and protects academic freedom under its constitution.
Academic Freedom and Civil liberty in EducationAnna Loquinario
This document discusses academic freedom and its controversies. It provides examples of cases where academic freedom was invoked or questioned, such as a professor in the Philippines being sued by a student for failing them multiple times, and union leaders in South Africa being fired after leading strikes. It also discusses the debate around a professor's views on racial differences being criticized. The document outlines the types of academic freedom (for faculty, institutions, students) and discusses the boundaries around academic freedom, including that curriculum and teaching standards belong to the institution, not individual faculty. It concludes that while academic freedom is important, faculty still must abide by institutional standards and that their civil liberties off campus are protected but not their academic freedom in a non-academic context
The document discusses the concept of academic freedom. It defines academic freedom as the freedom of teachers, students, and institutions to pursue knowledge without unreasonable interference. It notes that academic freedom is not unlimited and is still subject to general laws. Teachers have more freedom within their disciplines, and students and teachers gain more freedom as they progress in their education. The document also discusses the 1940 Statement on Principles of Academic Freedom and Tenure by the American Association of University Professors, which aims to protect academic freedom. It notes that while academic freedom is important to allow the open pursuit of knowledge, institutions still have authority over determining educational policies and standards.
This document discusses the history and principles of academic freedom. It provides examples of individuals like Socrates who were punished for their ideas. It defines academic freedom as the freedom to teach and research without fear of censorship or job loss. The 1915 Declaration of Principles established key aspects of academic freedom including the independence of faculty research and teaching. The 1940 Statement further reinforced these protections and added the responsibility of faculty to be accurate in their teachings. Academic freedom is important for the advancement of knowledge and protects both faculty and students.
This document discusses the concept of academic freedom. It defines academic freedom as the freedom of faculty and students to teach, learn, and conduct research without fear of repression or punishment. Academic freedom is loosely protected by the first amendment in the US and is further defined by statements from organizations like the AAUP. While academic freedom is important to the mission of higher education, institutions also reserve the right to determine aspects like who can teach, what is taught, and how. There is sometimes a tension between individual academic freedom and the freedoms of the institution.
This document discusses academic freedom, including its definition, purpose, and protections. It defines academic freedom as the freedom to teach, study, and pursue knowledge without unreasonable interference. The purpose of academic freedom is to allow free inquiry by students and faculty, as scholarship cannot flourish in an atmosphere of suspicion. It protects faculty authority over grades and research topics, as well as the right to free expression and debate. However, it does not protect incompetent teaching or allow harassment of students. The document then discusses the history of academic freedom and some examples where it has been violated.
Academic freedom is defined as the freedom to teach, research, and communicate ideas without fear of repression, job loss, or imprisonment. It originated from the German concepts of Lernfreiheit and Lehrfreiheit, which gave students freedom to choose their courses and professors the right to independent research. While the German system was autocratic, the American system embraced freedom of speech and adopted the concept of in loco parentis. The Philippines modeled its educational system after the US and protects academic freedom under its constitution.
This document discusses the nature and importance of academic freedom. It defines academic freedom as the freedom of teachers and students to teach, study, and pursue knowledge without unreasonable restrictions. The document outlines historical events where academic freedom was suppressed, such as Galileo being imprisoned for his scientific ideas. It discusses declarations by organizations like AAUP in support of academic freedom and independence of faculty. Additionally, it notes the responsibilities and rights of students, teachers, and institutions regarding academic freedom.
This document discusses the concept of academic freedom across different countries and contexts. It provides 3 key points:
1. Academic freedom gives teachers and students the right to pursue knowledge and research without unreasonable interference. However, there are some limitations to protect institutions and prevent harassment.
2. Many countries explicitly protect academic freedom in their constitutions, such as Germany, South Africa, and the Philippines. The US relies on the 1940 AAUP principles that balance faculty, institutional, and student rights and freedoms.
3. There can be conflicts between individual academic freedom and institutional authority over curriculum and standards. Controversial cases throughout history illustrate tensions around teaching controversial topics or opinions. Overall academic freedom aims to balance open inquiry with
This document discusses academic freedom, which is defined as the freedom of teachers and students to pursue knowledge without unreasonable restrictions. It notes that academic freedom is essential to academia and promotes the spread of information. The document outlines the principles of academic freedom according to Academics For Academic Freedom and the American Association of University Professors. It also discusses potential conflicts that can arise between faculty, institutions, and students regarding academic freedom and institutional control over curriculum, standards, and admissions.
This document discusses the concept of academic freedom. It defines academic freedom as the freedom of faculty and students to teach, learn, and conduct research without fear of repression or punishment. Academic freedom is loosely protected by the first amendment in the US and is more clearly defined by the 1940 Statement of Principles on Academic Freedom and Tenure. However, institutions have the right to limit academic freedom based on their own beliefs as long as it is clearly stated. There is sometimes a conflict between individual academic freedom and the rights of the institution to determine curriculum and teaching methods.
Opening up education & academic freedomEsther Hoorn
These slides provided the learning material for a wintercourse on Academic Freedom at the University of Groningen. Questions on copyrights for a MOOC course are placed in the broader perspective of entrenched norms related to Academic Freedom.
This document discusses a project examining the concept of academic freedom as it applies to institutions, faculty, and students. The author notes that while academic freedom protects faculty's rights to free speech and expression, teachers today feel pressure to avoid controversial topics to keep their jobs. The author hopes to further understand strategies to prevent institutions from limiting academic freedom and wants to explore how it relates to the Fifth Amendment. Resources cited will help discuss the impact of academic freedom on teachers and the legal protections for free speech in academia.
This document summarizes several important legal issues that teachers should be aware of, including:
1) The hierarchy of laws that teachers must follow, ranging from the U.S. Constitution to local school policies and procedures.
2) Mandatory reporting obligations that teachers have regarding issues like child abuse, harassment, and weapons/drugs on school grounds.
3) Protections that teachers receive when making reports in good faith about suspected abuse or neglect.
4) Privacy laws like FERPA that govern student records and information.
The document discusses draft ordinances being considered in South Korea to protect students' human rights. It outlines some proposed regulations, including banning compulsory self-study after school, regulating appearance rules, and protecting freedom of assembly. Opinions on the drafts are mixed, with teachers' unions disagreeing on whether schools should have authority over students or respect their rights. If passed, the ordinances would take effect in schools across Seoul and potentially other regions in South Korea.
This document discusses academic freedom and institutional autonomy at universities. It provides context on the history and importance of these concepts. It notes that while related, academic freedom refers to individual faculty rights, while autonomy refers to institutional privileges. The document examines challenges from the rise of the nation state and increased accountability. It provides principles from the Magna Charta Universitatum and Sabanci University's academic freedom statement. Finally, it discusses the state's changing role from regulator to evaluator in the global knowledge economy.
1) Due process and Title IX are legal principles that require fair procedures be followed when making disciplinary decisions regarding students.
2) Procedural due process involves notice and a fair hearing, while substantive due process examines whether rules are fair, serve an educational purpose, and are applied equitably.
3) For long-term suspensions and expulsions, students have rights like presenting evidence and facing witnesses at an appeal hearing. Schools must demonstrate expulsion decisions are not racially motivated.
Student Publication and Free Expression on CampusWill Patterson
The document analyzes student expression and journalism rights under the First Amendment. It discusses how student rights have evolved over time, from public schools/universities being held to the same free speech standards as other state institutions, to key Supreme Court cases like Tinker and Hazelwood clarifying student speech protections. The document also examines legal gray areas around student journalist privileges and protections, and concludes that while student expression is constitutionally protected, student media outlets receive less clear legal safeguards and student journalism may be fading in importance on campuses.
This document establishes the Education Act of 1982 to govern both formal and non-formal education systems in public and private schools. It outlines the rights of students, which include the right to receive quality education that allows for their full development, the right to choose their field of study and continue their course, and the right to access their own school records and certificates. The rights also encompass freedom of expression and participation in school organizations to foster growth.
This document discusses several ethical issues in education. It outlines issues regarding special education resources, the choice of teachers, school uniform policies, discipline policies, and addressing diversity in schools. Regarding special education, it notes the importance of the Education for All Handicapped Children Act and ensuring appropriate resources for students with disabilities. It also discusses debates around parental choice of teachers, arguments for and against school uniforms, balancing discipline policies with second chances, and addressing racial inequality and diversity through school curriculums.
Developing Social Media Policies for Universities: Best Practices and Pitfalls."Larry Catá Backer
The presentation highlighted the social media policies of US universities. The object was to catalog, make accessible, and provide a basis for comparison and discussion of policies. The ultimate objective will be to develop a model set of social media policy guidelines that balances the legitimate duty of universities with the human dignity and academic freedom rights of individuals.
The document discusses academic freedom in the Philippines according to the country's constitutions. It states that the 1935, 1973, and 1987 constitutions all protect academic freedom for institutions of higher learning. The 1987 constitution specifically protects four essential freedoms of institutional academic freedom: who may teach, what may be taught, who may be admitted to study, and how instruction will be carried out. The document also outlines elements of academic freedom, including freedom of discussion and expression for faculty members.
Facilities Use Policy 2014-The Otter RealmErin Hawkins
The AS Senate Meeting discussed a proposed Facilities Use Policy that addressed forms of expression and conduct that could disrupt the educational mission of the university. Some students were concerned that the policy limited free speech rights by prohibiting disruptive activities like protests, sit-ins, and loud demonstrations. University administrators said the policy aimed to protect students and campus activities from outside disruption, and that forms of expression would only be restricted if deemed truly disruptive. However, some students argued that disruption is sometimes necessary to raise awareness and enact change. The policy will be further discussed at the upcoming Academic Senate meeting to determine if it should be implemented or require more discussion.
Durban wg the implications for academic freedom and autonomyIAU_Past_Conferences
Working Group 3-1 discussed academic freedom and autonomy. Academic freedom was considered essential for universities to fulfill their mission but also requires new responsibilities in the modern era. The group requested that the IAU work to obtain an instrument from UNESCO to protect academic freedom and autonomy internationally and have it included in declarations of human rights. The relationship between governments and educational institutions was also discussed, noting that financial dependence on governments could endanger academic freedom. The group concluded by requesting an international recommendation to protect university autonomy.
The document outlines the code of conduct and disciplinary system for PECIT. It establishes rules and regulations to promote growth, guide student actions, and define sanctions for violations. Ultimate authority over discipline is with the Board of Trustees, while disciplinary authority is delegated to the Head of Student Affairs. The code describes student rights and responsibilities, prohibited conduct, disciplinary procedures and appeal process, and establishes an Ad-Hoc Grievance Board to handle formal grievances. It aims to protect the community and foster personal development of students held accountable for violations.
Values in University Education: Academic Freedom: A Provocation? - Paddy Pren...The Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
The document discusses the legal rights and responsibilities of student journalists. It explains that student journalists generally have the same free speech rights as professional journalists, with some exceptions. It outlines when censorship of student media is legally permitted, such as for obscenity, libel, or material that could disrupt school activities. The document also summarizes several important Supreme Court rulings that have shaped the legal status of student press, such as Hazelwood v. Kuhlmeier.
Before copying some information online and using the words and thought of somebody else in your your paper, make sure you know how to use them appropriately. Find out what academic plagiarism is all about.
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
This document discusses the nature and importance of academic freedom. It defines academic freedom as the freedom of teachers and students to teach, study, and pursue knowledge without unreasonable restrictions. The document outlines historical events where academic freedom was suppressed, such as Galileo being imprisoned for his scientific ideas. It discusses declarations by organizations like AAUP in support of academic freedom and independence of faculty. Additionally, it notes the responsibilities and rights of students, teachers, and institutions regarding academic freedom.
This document discusses the concept of academic freedom across different countries and contexts. It provides 3 key points:
1. Academic freedom gives teachers and students the right to pursue knowledge and research without unreasonable interference. However, there are some limitations to protect institutions and prevent harassment.
2. Many countries explicitly protect academic freedom in their constitutions, such as Germany, South Africa, and the Philippines. The US relies on the 1940 AAUP principles that balance faculty, institutional, and student rights and freedoms.
3. There can be conflicts between individual academic freedom and institutional authority over curriculum and standards. Controversial cases throughout history illustrate tensions around teaching controversial topics or opinions. Overall academic freedom aims to balance open inquiry with
This document discusses academic freedom, which is defined as the freedom of teachers and students to pursue knowledge without unreasonable restrictions. It notes that academic freedom is essential to academia and promotes the spread of information. The document outlines the principles of academic freedom according to Academics For Academic Freedom and the American Association of University Professors. It also discusses potential conflicts that can arise between faculty, institutions, and students regarding academic freedom and institutional control over curriculum, standards, and admissions.
This document discusses the concept of academic freedom. It defines academic freedom as the freedom of faculty and students to teach, learn, and conduct research without fear of repression or punishment. Academic freedom is loosely protected by the first amendment in the US and is more clearly defined by the 1940 Statement of Principles on Academic Freedom and Tenure. However, institutions have the right to limit academic freedom based on their own beliefs as long as it is clearly stated. There is sometimes a conflict between individual academic freedom and the rights of the institution to determine curriculum and teaching methods.
Opening up education & academic freedomEsther Hoorn
These slides provided the learning material for a wintercourse on Academic Freedom at the University of Groningen. Questions on copyrights for a MOOC course are placed in the broader perspective of entrenched norms related to Academic Freedom.
This document discusses a project examining the concept of academic freedom as it applies to institutions, faculty, and students. The author notes that while academic freedom protects faculty's rights to free speech and expression, teachers today feel pressure to avoid controversial topics to keep their jobs. The author hopes to further understand strategies to prevent institutions from limiting academic freedom and wants to explore how it relates to the Fifth Amendment. Resources cited will help discuss the impact of academic freedom on teachers and the legal protections for free speech in academia.
This document summarizes several important legal issues that teachers should be aware of, including:
1) The hierarchy of laws that teachers must follow, ranging from the U.S. Constitution to local school policies and procedures.
2) Mandatory reporting obligations that teachers have regarding issues like child abuse, harassment, and weapons/drugs on school grounds.
3) Protections that teachers receive when making reports in good faith about suspected abuse or neglect.
4) Privacy laws like FERPA that govern student records and information.
The document discusses draft ordinances being considered in South Korea to protect students' human rights. It outlines some proposed regulations, including banning compulsory self-study after school, regulating appearance rules, and protecting freedom of assembly. Opinions on the drafts are mixed, with teachers' unions disagreeing on whether schools should have authority over students or respect their rights. If passed, the ordinances would take effect in schools across Seoul and potentially other regions in South Korea.
This document discusses academic freedom and institutional autonomy at universities. It provides context on the history and importance of these concepts. It notes that while related, academic freedom refers to individual faculty rights, while autonomy refers to institutional privileges. The document examines challenges from the rise of the nation state and increased accountability. It provides principles from the Magna Charta Universitatum and Sabanci University's academic freedom statement. Finally, it discusses the state's changing role from regulator to evaluator in the global knowledge economy.
1) Due process and Title IX are legal principles that require fair procedures be followed when making disciplinary decisions regarding students.
2) Procedural due process involves notice and a fair hearing, while substantive due process examines whether rules are fair, serve an educational purpose, and are applied equitably.
3) For long-term suspensions and expulsions, students have rights like presenting evidence and facing witnesses at an appeal hearing. Schools must demonstrate expulsion decisions are not racially motivated.
Student Publication and Free Expression on CampusWill Patterson
The document analyzes student expression and journalism rights under the First Amendment. It discusses how student rights have evolved over time, from public schools/universities being held to the same free speech standards as other state institutions, to key Supreme Court cases like Tinker and Hazelwood clarifying student speech protections. The document also examines legal gray areas around student journalist privileges and protections, and concludes that while student expression is constitutionally protected, student media outlets receive less clear legal safeguards and student journalism may be fading in importance on campuses.
This document establishes the Education Act of 1982 to govern both formal and non-formal education systems in public and private schools. It outlines the rights of students, which include the right to receive quality education that allows for their full development, the right to choose their field of study and continue their course, and the right to access their own school records and certificates. The rights also encompass freedom of expression and participation in school organizations to foster growth.
This document discusses several ethical issues in education. It outlines issues regarding special education resources, the choice of teachers, school uniform policies, discipline policies, and addressing diversity in schools. Regarding special education, it notes the importance of the Education for All Handicapped Children Act and ensuring appropriate resources for students with disabilities. It also discusses debates around parental choice of teachers, arguments for and against school uniforms, balancing discipline policies with second chances, and addressing racial inequality and diversity through school curriculums.
Developing Social Media Policies for Universities: Best Practices and Pitfalls."Larry Catá Backer
The presentation highlighted the social media policies of US universities. The object was to catalog, make accessible, and provide a basis for comparison and discussion of policies. The ultimate objective will be to develop a model set of social media policy guidelines that balances the legitimate duty of universities with the human dignity and academic freedom rights of individuals.
The document discusses academic freedom in the Philippines according to the country's constitutions. It states that the 1935, 1973, and 1987 constitutions all protect academic freedom for institutions of higher learning. The 1987 constitution specifically protects four essential freedoms of institutional academic freedom: who may teach, what may be taught, who may be admitted to study, and how instruction will be carried out. The document also outlines elements of academic freedom, including freedom of discussion and expression for faculty members.
Facilities Use Policy 2014-The Otter RealmErin Hawkins
The AS Senate Meeting discussed a proposed Facilities Use Policy that addressed forms of expression and conduct that could disrupt the educational mission of the university. Some students were concerned that the policy limited free speech rights by prohibiting disruptive activities like protests, sit-ins, and loud demonstrations. University administrators said the policy aimed to protect students and campus activities from outside disruption, and that forms of expression would only be restricted if deemed truly disruptive. However, some students argued that disruption is sometimes necessary to raise awareness and enact change. The policy will be further discussed at the upcoming Academic Senate meeting to determine if it should be implemented or require more discussion.
Durban wg the implications for academic freedom and autonomyIAU_Past_Conferences
Working Group 3-1 discussed academic freedom and autonomy. Academic freedom was considered essential for universities to fulfill their mission but also requires new responsibilities in the modern era. The group requested that the IAU work to obtain an instrument from UNESCO to protect academic freedom and autonomy internationally and have it included in declarations of human rights. The relationship between governments and educational institutions was also discussed, noting that financial dependence on governments could endanger academic freedom. The group concluded by requesting an international recommendation to protect university autonomy.
The document outlines the code of conduct and disciplinary system for PECIT. It establishes rules and regulations to promote growth, guide student actions, and define sanctions for violations. Ultimate authority over discipline is with the Board of Trustees, while disciplinary authority is delegated to the Head of Student Affairs. The code describes student rights and responsibilities, prohibited conduct, disciplinary procedures and appeal process, and establishes an Ad-Hoc Grievance Board to handle formal grievances. It aims to protect the community and foster personal development of students held accountable for violations.
Values in University Education: Academic Freedom: A Provocation? - Paddy Pren...The Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
The document discusses the legal rights and responsibilities of student journalists. It explains that student journalists generally have the same free speech rights as professional journalists, with some exceptions. It outlines when censorship of student media is legally permitted, such as for obscenity, libel, or material that could disrupt school activities. The document also summarizes several important Supreme Court rulings that have shaped the legal status of student press, such as Hazelwood v. Kuhlmeier.
Before copying some information online and using the words and thought of somebody else in your your paper, make sure you know how to use them appropriately. Find out what academic plagiarism is all about.
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
- India plans to establish a national "meta-university" network that will allow students flexibility in designing their own curriculum and combining subjects of their choice.
- The proposed interconnected web-based platform will enable students and teachers across universities to access and share educational resources.
- The meta-university aims to facilitate more collaborative and multidisciplinary learning through a network of universities offering courses in various disciplines.
This document provides information about academic honesty and plagiarism. It defines academic honesty as producing original work and citing sources appropriately. Plagiarism occurs when a student presents someone else's work as their own without citing the source. There are different types of plagiarism, including direct plagiarism by copying word-for-word without citation, self-plagiarism by reusing one's own previous work, and mosaic plagiarism by paraphrasing close to the source without citation. Maintaining academic honesty is important for the integrity of educational institutions and society.
Explore the ethics and implications of requests like 'Take my exam for me' in academia, focusing on integrity, legal consequences, and learning impacts.
Visit: https://bit.ly/3GkHmxz
Constitutional Issues in Public Education: A Legal and Practical Primer
A Presentation for the Colorado Charter School Conference by Joseph B. Urban on February 26, 2015.
Are you familiar with the concepts of academic integrity or research misconduct? Learn what a student’s ethical responsibilities are as an academic researcher in handling and managing data, working with human subjects, and contributing to a larger body of knowledge. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
This document outlines 14 rights of students in an educational setting. It covers the right to admission without discrimination, competent instruction, adequate facilities and welfare services, organizing student organizations, being accredited and granted privileges for student organizations, organizing a student council or government, prohibiting force and excessive fees, representation in policy-making bodies, freedom of expression, student publications, and academic freedom. The rights aim to ensure equal access to quality education and protect students' welfare.
This document is a course syllabus for SLWK 603: Social Work and Social Justice at Virginia Commonwealth University. The syllabus provides information about the course including its description, learning units, competencies, instructor contact information, and university policies. The course examines social work's commitment to social justice and serving oppressed groups. It covers concepts like diversity, oppression, power and privilege. Students will learn strategies for empowerment and advocacy.
Code of Best Practices in Fair Use for Media Literacy EducationMichelle Cates
This is the best practices document I use as my copyright bible. Visit the Center for Media and Social Impact for tons of copyright support.
Here is the link to the media education page: http://www.cmsimpact.org/fair-use/best-practices/code-best-practices-fair-use-media-literacy-education
I highly recommend watching the video "Fair Use and Media Literacy, an Overview"
https://www.youtube.com/watch?v=RcVMVDjOA_M
This document outlines guidelines for research ethics in the social sciences. It discusses key principles like respect for individuals, groups, and institutions. It also covers ethical issues related to the research community, commissioned research, and disseminating findings. The guidelines aim to help researchers conduct ethical work and are based on norms for open, reliable, and independent inquiry as well as protecting participants. Institutions also have responsibilities to ensure research complies with ethical standards.
The document discusses research ethics guidelines and procedures in the UK and at the University of Cumbria. It outlines the role of Research Ethics Committees in reviewing research proposals to protect participants. It also addresses ethics review for student research projects. Finally, it provides guidance on the research ethics review process and documents required for seeking ethical approval.
Similar to Academic Freedom, Filtering, Censorship & Institutional (20)
Science And Technology Capacity And The Knowledge SocietySD Paul
This document discusses the transition to a global knowledge society and the need to build science and technology capacity worldwide. It notes that the 21st century will be driven by knowledge and innovation. However, wide gaps exist between developed and developing nations in areas like human capital, infrastructure, and access to information that are critical in the new knowledge economy. The document outlines strategies needed to strengthen science education, access to scientific literature, and international cooperation to help build science and technology capabilities in all countries.
Greenhouse Effect, Carbon Cycle & Rising TemperaturesSD Paul
The document discusses the greenhouse effect, carbon cycle, and rising global temperatures. It notes that scientists have debated whether temperature rise is natural or human-caused. The 2007 IPCC report concluded global warming is very likely due to human activities like fossil fuel use that emit greenhouse gases like carbon dioxide, disrupting the natural carbon cycle. The greenhouse effect occurs as certain gases trap infrared radiation emitted from the Earth's surface, and rising CO2 levels from activities such as deforestation and burning fossil fuels are enhancing the greenhouse effect.
Global Warming , Greenhouse Gases and ClimateSD Paul
The document discusses evidence that the Earth's surface temperature has increased about 1 degree Fahrenheit over the past century, with accelerated warming in recent decades. This warming is largely attributable to increased greenhouse gas emissions from human activities. However, some uncertainties remain about how the climate responds to these gases. The document also notes there is debate around how much human activities versus natural variations are contributing to increased temperatures. Skeptics argue the data does not clearly show man-made warming or that temperatures have in some cases cooled in recent decades.
- The document discusses the greenhouse effect and the Earth's energy budget. It explains that the Earth's surface absorbs around 48% of incoming solar radiation and that the remaining 52% is either reflected or absorbed by the atmosphere.
- It describes the three main types of atmospheric scattering - Rayleigh, Mie, and non-selective scattering - and explains that Rayleigh scattering causes the blue color of the sky and reddish-orange sunsets.
- The greenhouse effect is caused by gases like CO2, CH4, and H2O that absorb outgoing longwave radiation. Methane is an important greenhouse gas because it is 23 times more potent than CO2 and livestock are a major source.
Identity & Current Status of Nomadic Sedentary Pastoral Tribes SD Paul
Nomadic and sedentary pastoral tribes traditionally relied on livestock rearing as their main livelihood. However, over time they lost political influence and access to resources. Pre-colonial, they had high social and economic importance as breeders and knowledge holders. During colonial rule, exploitation increased as they lost interest in governance. Post-independence, the state's atrocities increased further as pastoralists were ignored politically and faced loss of grazing lands and indigenous knowledge transfer. Now pastoralists are working to strengthen customary institutions, reclaim grazing lands, and advocate for policies that recognize their land rights and livelihoods.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
Delta International is an ISO Certified top recruiting agency in Pakistan, recognized for its highly experienced recruiters. With a diverse range of international jobs for Pakistani workers, Delta International maintains extensive connections with overseas employers, making it one of the top 10 recruitment agencies in Pakistan. It stands out in the list of recruitment agencies in Pakistan for its exceptional services.
https://www.ditrc.com/
Known for its expertise in the Gulf region, Delta International is among the top 10 international recruitment agencies, specializing in expert headhunting and candidate sourcing. This prominence places it in the list of top 10 overseas recruitment agencies in Pakistan. As one of the best overseas recruitment agencies in Pakistan, Delta International is a trusted name for manpower recruitment, particularly from Pakistan.
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2. Academic Freedom & the Law
Education Reform Act (1988)
S202 - “… academic staff have freedom within the
law to question and test received wisdom and put
forward new ideas and controversial or unpopular
opinions without placing themselves in jeopardy of
losing their jobs
How does this play in practice?
“with privileges come obligations, such as not to
bring one's institution into disrepute.” Professor
Geoffrey Alderman
As you might expect, it’s a potential minefield…
3. Academic freedom is…?
The ability within the law to question and test
received wisdom and to put forward new ideas
and controversial or unpopular opinions.
The responsibility to support the same freedoms for
those of differing views.
The ability to discuss the affairs of one’s
educational institution, in appropriate media.
The responsibility to enter into such discussion with
integrity and charity, not representing personal
opinions as those of the educational institution.
4. Academic freedom is…?
The ability to take an active part in the
governance of the educational institution.
The responsibility to accept decisions properly
arrived at.
The ability to select methods of teaching course
elements which have been properly agreed.
The responsibility to take full cognizance of (i) the
intellectual and professional needs of students and
(ii) requirement for the integrity and coherence of
an academic course.
5. Academic freedom is…?
The ability to select one's area of research,
subject to constraints on the resources
available; to publish subject to academic
judgement.
The responsibility to maintain high standards of
scholarship & to be responsive to reasoned
discussion.
The right to not take part in research which is
morally repugnant to the individual.
The responsibility not to use such freedom in a fickle
way.
University of Bath Code on Academic Freedom and
Corresponding Responsibilities
6. Academic Freedom is not…
A right to engage in activities which
contravene the law.
Although one might legitimately question or
challenge the validity or application of such laws
A right to use institutional facilities, resources
and ‘visual identity’ to promote or engage in
non-academic activities.
Although one might engage in such activities in
one’s own time and using one’s own resources.
The "Israeli Academic Boycott”.
7. Should Academic Freedom …
…guarantee unfiltered Internet, Web, or e-mail
access?
Yes, given the technical fallibilities (and hidden
agendas) of filtering technologies.
But staff/students should be informed about proper
usage policies & disciplinary procedures.
…guarantee unmonitored Internet, Web, or e-
mail access?
No, educational institutions, like any other
employer, have a right to take reasonable measures
to ensure that their services are being used
appropriately and within the law.
8. Should Academic Freedom …
Guarantee unmonitored/unfettered webspace
No, the institution has the right to ensure that
webpages do not lead to criminal or civil liability.
Institutional webspace should only be used for
institutional purposes related to an academic’s work
- unless otherwise agreed.
If staff/students wish to run webpages on particular
subjects, there are plenty of cheap alternatives to
institutional webspace.
But controversial material/links related to an
academic’s work should be given special
consideration.
9. Should Academic Freedom …
Permit the use of the institution’s title, logos etc
on personal web pages based outside the
institution
No, the institution has the right to control the use of
its image and reputation.
Permit the use of an academic’s title and
affiliation on externally hosted personal web
pages
Yes, subject to the fact that the institution should
inform the academic that such use of affiliation may
attract institutional scrutiny as to the effect on the
University.
10. Academic Freedom requires…
An ongoing dialogue between academic staff/students
and support/administrative staff.
A shared understanding of acceptable on-line activities
& a flexible application of rules as necessary.
Guidance on ethical standards, and oversight of
research by suitable Ethics Committees.
Clear guidance as to how to progress & eventually
disseminate & publicize controversial research.
Clear statement of policy by an institution about
external activities and their linkage to the institution
and thus to institutional reputation.
11. Censorship?
The Bell Curve, (Hernstein & Murray, 1994) -
US - race issues.
The Mapplethorpe Incident - University of
Central England
The Israel Academic Boycott – UMIST
‘… not … all expressions of opinion by academic
staff members are defensible under the principles of
academic freedom, particularly when those
contributions have no association with the
academic’s position within the University that
employs them.’ Internal UMIST report
12. Treading carefully…
‘Academic freedom’ like ‘freedom of speech’
does not lend itself to easy definition.
Extreme cases are easy to decide, the problems
lie in the grey areas.
Clear and open policy making helps to avoid ad
hoc decisions by staff.
Negotiation and discussion rather than abrupt
action (and public debate in the letters/features
pages of the THES) is advised.