As part of the Digital Lifecycle Program, the UC Berkeley Library aims to digitize 200 million items from its special collections (rare books, manuscripts, photographs, archives, and ephemera) for the world to discover and use. But before we can digitize and publish them online for worldwide access, we have to sort out legal and ethical questions. We’ve created and released "responsible access workflows" that will benefit not only our Library’s digitization efforts, but also those of cultural heritage institutions such as museums, archives, and libraries throughout the nation.
This is a presentation by members of the Digital Lifecycle Program working group to the UC Berkeley Library on August 10, 2020.
Navigating 21st Century Digital Scholarship: OERs, Creative Commons, Copyrigh...NASIG
Digital scholarship issues are increasingly prevalent in today’s environment. We are faced with questions of how to protect our own works as well as others’ with responsible attribution and usage, sometimes involving a formal agreement. These may come in the form of Creative Commons Licensing, provisions of US Copyright, or terms of use outlined by contractual agreements with library vendors. Librarians at Eastern Carolina University and Kansas State University are among several university libraries now providing services to assist navigating these sometimes legalistic frameworks. East Carolina University Libraries are taking initiatives to familiarize faculty, researchers, and students with Open Educational Resources. Librarians identified a need to have pertinent understanding of the Creative Commons license and how it is used to protect created works that can be shared, modified and reused. At Kansas State, librarians identified the overlap of their subject matters through their correspondence regarding users’ copyright and licensing questions; a partnership formed, and they implemented a proactive and public-facing approach to better meet user needs and liability concerns at a research university.
NASIG audience members will learn how to:
- Find and identify Creative Commons licensed materials
- Modify and cite Creative Commons works
- Obtain a Creative Commons license
- Provide copyright literacy education to their campus communities through outreach and online copyright learning resources
- Present vendor license terms and best practices for the everyday user’s understanding and search process
Navigating 21st Century Digital Scholarship: OERs, Creative Commons, Copyrigh...NASIG
Digital scholarship issues are increasingly prevalent in today’s environment. We are faced with questions of how to protect our own works as well as others’ with responsible attribution and usage, sometimes involving a formal agreement. These may come in the form of Creative Commons Licensing, provisions of US Copyright, or terms of use outlined by contractual agreements with library vendors. Librarians at Eastern Carolina University and Kansas State University are among several university libraries now providing services to assist navigating these sometimes legalistic frameworks. East Carolina University Libraries are taking initiatives to familiarize faculty, researchers, and students with Open Educational Resources. Librarians identified a need to have pertinent understanding of the Creative Commons license and how it is used to protect created works that can be shared, modified and reused. At Kansas State, librarians identified the overlap of their subject matters through their correspondence regarding users’ copyright and licensing questions; a partnership formed, and they implemented a proactive and public-facing approach to better meet user needs and liability concerns at a research university.
NASIG audience members will learn how to:
- Find and identify Creative Commons licensed materials
- Modify and cite Creative Commons works
- Obtain a Creative Commons license
- Provide copyright literacy education to their campus communities through outreach and online copyright learning resources
- Present vendor license terms and best practices for the everyday user’s understanding and search process
This presentation was provided by Melissa Levine of the University of Michigan during a NISO Virtual Conference on the topic of data curation, held on Wednesday, August 31, 2016
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
This presentation was provided by Melissa Levine of the University of Michigan during a NISO Virtual Conference on the topic of data curation, held on Wednesday, August 31, 2016
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
This is a presentation given by Michael Lange and Stacy Reardon of the UC Berkeley Library for the 2020 Digital Library Federation (DLF) Forum.
UC Berkeley Library’s responsible access workflows and a corresponding community engagement policy support cultural heritage institutions seeking to digitize special collections by helping institutions navigate complex areas of law and policy. They also address social justice, adopting an ethics of care approach that balances potential value and harm.
Social Media: Legal Pitfalls and Best Practices - SXSWedu 2016Diana Benner
Social media is here to stay but knowing how it can impact your district is critical as a leader. Join us for a candid conversation surrounding the top legal pitfalls of social media for school districts as well as best practices for implementing social media in your school district. Explore the evolution of legal decisions impacting first amendment application in schools and practical recommendations for building your social media policy.
4. Most demographers believe that the granddaddy” of fertility tr.docxgilbertkpeters11344
4. Most demographers believe that the “granddaddy” of fertility transition issues, or the classical theory, is linked to demographic transition that comes from urbanization and industrialization and that with a decline in mortality comes a decline in fertility. Another demographer, Caldwell, came up with the theory of wealth flows which says fertility decline can be attributed to the shift to a nuclear family, which can be caused by economic or cultural forces. Another theory is the neoclassical microeconomic theory of fertility that says there are three determinants of couples’ fertilization choices; 1. Relative cost of children versus other goods, 2. The couple’s income, and 3. How much they want a child in comparison to other forms of consumption. Lastly, there is the “identical theory” by Cleland and Wilson that says the timing of fertility transition correlates with the spread/acceptance of information about birth control. Mason points out that although so many theories exist, none actually contains a complete explanation for fertility decline because not all transitions will have the same cause, nor is there necessarily a single or common cause. For example, many women may leave their family planning “up to God” or to luck rather than concrete family planning, meaning these are “nonnumerical” responses when it comes to assessing family planning or reproductive careers, making it hard to evaluate or correlate the trends with a single factor for a whole population.
5. Interestingly, most of the factors that have led to rapid fertility transition in Thailand seem to have come from a change between the older and younger generations. Firstly, children are seen to be less useful when it comes to aiding in household chores or contributing to the economic activities of the family, most likely because of increased schooling. Additionally, there was a perceived rise in the cost of child living and child rearing. Most of the younger generation believed that everything now is expensive and it’s hard to make a proper living, making it cheaper and more reasonable to have a smaller family. This is also coupled by the fact that younger parents feel the need to spend more on their children, making having many children an even more expensive cost in their eyes. The rise in the prices of goods, such as food, schooling, transportation, and even medical care, has made the general cost of living in Thailand more expensive, therefore making younger people not want to support numerous children. Under this umbrella, the literal cost of child bearing in a hospital has also increased, also adding to the hesitance to have more children. The cost of education has gone up, as has the need and expectation for education.
Another big factor is that family size has become a decision rather than considered a “natural process.” Family planning has become a common societal norm as time has progressed. Building off of this aspect, females in Thailand have also increasingly .
Brief remarks on big data trends and responsible data science at the Workshop on Science and Technology for Washington State: Advising the Legislature, October 4th 2017 in Seattle.
- Government InvolvementBioethics Environmental Ethics.docxhoney725342
- Government Involvement
Bioethics: Environmental Ethics
Go here: http://www.youtube.com/watch?v=4GviNafYdS4 to view a video covering information about environmental ethics and how it relates to morality.
Reference
Leopold Foundation. (2012, June, 3). Bioethics and environmental value- How we reason about things that morally matter [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=4GviNafYdS4
Social Contract Theory
Go here: http://www.youtube.com/watch?v=dHyn8MWssWc to view a video showing social contract theory from the conservative and liberal points of view. This video is approximately 7 minutes in length.
Reference
Storm Clouds Gathering. (2013, May, 30). The truth about the social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=dHyn8MWssWc
Rousseau and Social Contract
Go here: http://www.youtube.com/watch?v=M40waSvXwBU to view a video that covers Rousseau's view on social contract theory. This video is approximately 12 minutes in length.
Reference
Alfred, J. (2010, October, 22). The classics: Rousseau -- Social contract [Video]. Retrieved from the YouTube Web site: http://www.youtube.com/watch?v=M40waSvXwBU
Laws and Ethics
Law is a system of principles and rules of human conduct prescribed by society and enforced by public authority. This definition applies to both criminal law and civil law. Ethics is the study of standards of conduct and moral judgment. When referring to a profession, ethics is the group's principles or code. Some may view the link between law and ethics as one to one—what is lawful is ethical and what is unlawful is unethical. This is not necessarily true. The law is the minimum performance that is expected in society. Professions demand that members comply with the law but simultaneously hold members to a higher standard. Thus, a profession's code of ethics may require its group's members to act in ways that are different from members of society. In this presentation, we examine ethics in the health professions by focusing first on human development and the foundation of law, and second, on reasoning in the world of values.
Human Value Development and the Foundation of Law
Moral philosophies and derivative principles provide a framework to hone and use a personal ethic to analyze and solve ethical problems. Like philosophers, clinicians and administrators are unlikely to agree fully with only one moral philosophy. Most will be eclectic in developing or reconsidering a personal ethic. In general, however, the principles of respect for persons, beneficence, nonmaleficence, and justice are useful in defining relationships among patients, managers, and organizations. These principles may carry different weights and take precedence over one another, depending on the issue being evaluated. Justice requires, however, that they be consistently ordered and weighted when similar problems are considered ...
This research report is an ongoing endeavor in the ACB FGC project, a 2-year long enterprise, divided into 3 phases. The project is currently in Phase I, the Research Phase, that began in September 2018.
This time was spent conducting a literature review and stakeholder consultations; both these activities will be ongoing and inform the development of FGC curricula for ACB individuals, families and communitiesalso assist in Phase 3, where the curricula will be implemented with our partners at Black Creek Community Health Centre (BCCHC) and Warden Woods Community Centre (WWCC).
Similar to Can We Digitize This? Understanding Law, Policy, & Ethics in Bringing our Collections to Digital Life (20)
This workshop provides you with practical guidance for navigating copyright questions and other legal considerations for your dissertation or thesis.
It was presented online to UC Berkeley on October 25, 2021.
Slides from the ACRL 2021 conference panel presentation "Open access investment at the local level: Sharing diverse tactics to improve access and affordability."
Panelists include:
- Sam Teplitzky, Open Science Librarian, UC Berkeley
- Timothy Vollmer, Scholarly Communication & Copyright Librarian, UC Berkeley
- Sharla Lair, Senior Strategist, Open Access & Scholarly Communication Initiatives at LYRASIS
- Tom Narock, Assistant Professor of Data Science at Goucher College
- Justin Gonder, Senior Product Manager, Publishing, California Digital Library.
Panel topic:
Improving accessibility, inclusivity, and affordability of scholarship is a central tenet to realizing a more equitable higher education system. Many decisions about open access investments take place at administrative or consortial levels, but librarians frequently field requests for access, resources, or partnerships at the local level through their relationships with students, researchers, and faculty. An open access investment working group was established at UC Berkeley Library in late 2019 to bridge this gap between larger scale strategic investment and local decision making. The group proposed a set of criteria to guide library investments in sustainable open access projects. With this group’s work in the foreground, the panel will share real-world examples of where and how academic libraries decide to invest in open access resources. Panelists will discuss commonalities and differences in strategies and give attendees examples they can apply in their own roles.
These are slides from the copyright session of the Building Legal Literacies for Text Data Mining (Building LLTDM) Institute. Hosted by the University of California, Berkeley Library's Office of Scholarly Communication Services.
This is a presentation delivered on December 1, 2020 by the UC Berkeley Library's Office of Scholarly Communication Services and the Research Data Management Program.
Are you unsure about how you can use or reuse other people’s data in your teaching or research, and what the terms and conditions are? Do you want to share your data with other researchers or license it for reuse but are wondering how and if that’s allowed? Do you have questions about university or granting agency data ownership and sharing policies, rights, and obligations? We will provide clear guidance on all of these questions and more in this interactive webinar on the ins-and-outs of data sharing and publishing.
- Explore venues and platforms for sharing and publishing data
- Unpack the terms of contracts and licenses affecting data reuse, sharing, and publishing
- Help you understand how copyright does (and does not) affect what you can do with the data you create or wish to use from other people
- Consider how to license your data for maximum downstream impact and reuse
- Demystify data ownership and publishing rights and obligations under university and grant policies
This training will help you navigate the copyright, fair use, and usage rights of including third-party content in your digital project. Whether you seek to embed video from other sources for analysis, post material you scanned from a visit to the archives, add images, upload documents, or more, understanding the basics of copyright and discovering a workflow for answering copyright-related digital scholarship questions will make you more confident in your publication. We will also provide an overview of your intellectual property rights as a creator and ways to license your own work.
The workshop was delivered over Zoom on November 10, 2020.
This is a workshop aimed at graduate students and early career researchers to provide practical strategies and tips for promoting scholarship, increasing citations, and monitoring success. It explores how to understand metrics, use scholarly networking tools, evaluate journals and publishing options, and take advantage of funding opportunities for Open Access scholarship.
It was delivered over Zoom on 20 October 2020.
This is a workshop to provide grad students with practical guidance for navigating copyright questions and other legal considerations for their dissertation or thesis.
It was delivered over Zoom on 19 October 2020.
This is a workshop put together by the UC Berkeley Library on how to get started with Pressbooks as digital book creation and publishing platform. It was delivered on September 15, 2020.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Can We Digitize This? Understanding Law, Policy, & Ethics in Bringing our Collections to Digital Life
1. CAN WE DIGITIZE THIS?
UNDERSTANDING LAW, POLICY, & ETHICS
IN BRINGING OUR COLLECTIONS TO DIGITAL LIFE
“NAACP Lifetime Membership Dinner”“Letter to Miss Harriet Huggins from John F. Minier:
Feb. 17, 1912”
Therese Bonney, undated, [Aglasterhausen / United Nations
Relief and Rehabilitation Administration (UNRRA): children]
Salwa Ismail
Michael Lange
Lara Michels
Stacy Reardon
Rachael Samberg
Melissa Stoner
Timothy Vollmer
University of California, Berkeley
Unceded land of the Chochenyo Ohlone
2. ● Interlibrary Loan
● eReserves
● Google Books
● HathiTrust ETAS
Image from https://www.facebook.com/292063725064933/photos/a.292063758398263/292065665064739/
3.
4. Responsible Access Workflows &
Community Engagement Policy
Ethics Local Practices
● Mary Elings
● Lynne Grigsby
● Michael Lange
● Rachael Samberg
● Kathryn Stine (CDL)
● Melissa Stoner
● Lara Michels
● Stacy Reardon
● Rachael Samberg
● Melissa Stoner
● Timothy Vollmer
DLP Working Groups
9. ● Copyright law, and we support fair use & the public domain
● Rights to privacy
● Agreements we have entered into
● Social and religious customs, and other circumstances
https://digital.lib.berkeley.edu/about
Community Engagement Policy
https://digital.lib.berkeley.edu/about
11. COPYRIGHT
Focus: Unpublished Works
(1 of 3)
CONTRACTUAL ACCESS
RESTRICTIONS
PRIVACY
In the public
domain?YES NO
ETHICS
UNCLEAR /
Orphan Work
(Public domain cutoff year - 1977)
Go to Copyright-protected Works slide (3 of 3)
NO
YES
Published?
Can
author
be ID’ed
> 70 years
after
author’s
death
Author
death date
known
More than
120 years
from
creation?
YES
NO
YES
YES
YES
NO
NO
NO
Go to Published
Orphan Works Slide
(2 of 3)
Determination about whether to treat as
published orphan work (go to slide 2 of 3)
or unpublished (stay on slide 1 of 3)UNCLEAR
(data incomplete)
PUBLISHED
UNPUBLISHED
Human
(not corporate)
author?
YES
NO
Determination about
whether to treat as
>120 years
UNCLEAR
(data incomplete)
YES
NO
Therese Bonney, undated
https://calisphere.org/ite
m/ark:/13030/k64x5gb4/
13. CONTRACTUAL ACCESS
RESTRICTIONS
COPYRIGHT
PRIVACY
Gift or Purchase
Agreement or
Records Transfer?
YES NO
ETHICS
Any content
restrictions?
YES
NO
Any
reproduction
restrictions?
NO
YES
NO
Obtain amendment
or permission?
Restrictions
prevent
multiple or
digital copies?
3. Access restricted
to specific users?
YES NO
2. Donor
approval
required?
YES NO
Establish
authentication
restrictions via
DAMS or
secure
approval
or secure
approval from
donor
1. Temporal
restrictions?
YES NOBut
establish alert
for expiration, or
secure donor
approval
4. Restrictions
content specific?
Use DAMS to
serve redacted
versions or
remove from
public view
YES Determine if
agreement should be
obtained
YES
NO
YES
YES
APPROVAL SECURED
NO
NO
APPROVAL SECURED
RESTRICTIONS IN
PLACE/APPROVAL SECURED
Updated 28 Apr. 2020
Not Legal Advice
Therese
Bonney,
undated
https://calisp
here.org/item
/ark:/13030/k
64x5gb4/
14. Contains: PL4 (SSNs, Drivers
Licenses, bank info, medical records,
health insurance); PL3
(FERPA-protected); Attorney-Client
or other Privileged information
Obtain permission
or
remove/redact?
YES NO
But set up alert
for potential
statutory
expiration
YES
NO
YES
NO
Remove items
(physically, or darken
digitally?) and/or
redact in DAMS
PRIVACY
(1 of 2)
ETHICS
CONTRACTUAL
ACCESS
RESTRICTIONS
COPYRIGHT
Go to Privacy Exceptions
(Slide 2 of 2)
Does other content fall under one
or more of these privacy torts? (e.g.
nudity, illegal activity, private
personal information)
Intrusion upon
seclusion
Public
disclosure of
private facts
Painting someone
in a false light
Decision about whether
“yes,” containing
protected content, or “no,
no protected content”
UNCLEAR
YES
NO
Updated 28 Apr. 2020
Not Legal Advice
Appropriation
of name, voice,
likeness
Therese Bonney,
undated
https://calisphere.org/i
tem/ark:/13030/k64x5
gb4/
15. PRIVACY
(2 of 2)
ACCESS
RESTRICTIONS
COPYRIGHT
Removable/
Redactable?
NO
Or digitize
for dark
Can
permissions
be obtained?
Remove items
(physically, or darken
digitally?) and/or
redact in DAMS
Previously
published?
ETHICS
YES
Determination
about whether to
republish
Person
(subject)
identifiable?
(1) Matter is
newsworthy, or
(2) Person
(subject) dead?
YES
NO
NO
Obtain(ed)
permissions from
subject(s) [check
acquisition contract]
YES
YES
NO
NO
YES
UNCLEAR
(data incomplete)
Assessment at scale
order of questions
(1) Newsworthy:
Determination of whether
to treat as “yes” (e.g.
public figure, public
interest), or “no” (proceed
to death inquiry)
(2) Death:
Determination of
whether to treat as
“yes” (e.g. if item >50
years ) or “no”
YES
NO
YES
YES
NO
Updated 28 Apr. 2020
Not Legal Advice
Does other content fall under one
or more of these privacy torts? (e.g.
nudity, illegal activity, private
personal information)
Intrusion upon
seclusion
Public
disclosure of
private facts
Painting someone
in a false light
Appropriation
of name, voice,
likeness
Therese Bonney,
undated
https://calisphere.org/i
tem/ark:/13030/k64x5
gb4/
16. PRIVACY
CONTRACTUAL
ACCESS
RESTRICTIONS
COPYRIGHT ETHICS
PROVIDE
RESPONSIBLE
ACCESS!
Could unfettered access lead
to: harm or exploitation of
people, resources, or
knowledge?
NO
YES
MAYBE
Update local practices as
appropriate
Consult & adhere to current,
local practices for ethical
access, developed by:
❏ Engaging the community
❏ Referencing professional
standards
❏ Implementing/adapting
local policies
Determination around which
access mechanism and/or
metadata remediation to
conform to community
standards & local policies
OKAY TO
DIGITIZE
DO NOT
DIGITIZE
Therese Bonney, undated
https://calisphere.org/item/
ark:/13030/k64x5gb4/
17. Ethics - Background
● Intended to provide the UC Berkeley
administration and California Indian tribes
with a place to start the conversation about
improving relationship and addressing the
disposition, management and use of Native
American cultural heritage items on
campus.
● Over 50 tribes with 70 representatives and
individuals from those tribes.
● Report from the forum was produced
and presented to the Chancellor.
● March 2018 the Chancellor released a
Memo that announced:
○ There would be a change in the
campus NAGPRA process.
○ Vice Chancellor for Research Randy
Katz would appoint a working group
to discuss and make
recommendations in relation to
collections that are not necessarily
NAGPRA sensitive.
2017 California Indian
Tribal Forum Result
18. Native American collections in archives, libraries, and museums at
UCB working group
● Discuss the relationship among
Indigenous people, the State,
University of California, and
Berkeley’s Native American
collections
● The Ethical and moral
considerations that emerge from
the history of Berkeley’s research
and collection process.
● UC Berkeley Repositories
● Ethics, curation, and
collaboration.
Overview
Co-Chairs: Andrew Garrett & Melissa Stoner
Members: Susan Edwards, Jeffrey MacKie-Mason, Nicole Myers-Lim, Benjamin W. Porter, Elaine C. Tennant, Verna Bowie.
Recommendations
● Acknowledge Native American Historical Trauma
● Acknowledge different systems of information management
● Improve the campus climate for Native Americans
● Improve the NAGPRA climate
● Clarify research policy for Native American contexts
● Appoint a central campus Tribal Liaison Office
● Approve accessibility to digitize or not in regards Native
American materials in campus archives, libraries, and
museums.
● Empower Native American individuals, communities, and
tribes to participate in curation, and assert cultural ownership,
of materials in campus archives, libraries, and museums.
19. DLP - What we did
Photo by Elena Mozhvilo on Unsplash
● Literature Review
● Two local practices documents
○ Collections Materials (general)
○ Indigenous Materials
20. Theoretical
frameworks
1. Deontological
2. Virtue
3. Utilitarian (Consequential)
An Ethical Perspective on Political-Economic Issues on the Long-Term
Preservation of Digital Heritage (Lor & Britz, 2012); Stanford
Encyclopedia of Philosophy, Virtue Ethics (updated 2016)
Normative
21. Photo by ev on Unsplash
Structural racism &
unequal power
24. Ethics of Care
Unlike previous ethical theories
that start from the position of an
independent rational subject
thinking about how to treat other
equally independent rational
subjects, the Ethics of Care starts
with the real experience of being
embedded in relationships with
uneven power relations.
-Suomela 2019
Applying an Ethics of Care to Internet Research, Suomela 2019; Stanford
Encyclopedia of Philosophy, Feminist Ethics (2019)
25. Harm
Objects, materials, resources
● economic disadvantage
● violation of laws, practices
● risk of looting or defiling
People
● Deprivation or violation of,
or or threat to, one’s
liberty, body, well-being
26. Balancing Principle
Does the value
to cultural communities,
researchers, or the public
outweigh the potential
for harm or exploitation
of people, resources, or knowledge?
27. Balancing for Indigenous Collections
Dual Trust
Cultural
Ownership
Not
Culturally
sensitive
Culturally
Sensitive
Potentially
Culturally
Sensitive
Digitize
and make
available
Do not
make
available
online
Digitize and
make
available
with
outreach
Harm > Value
Value > Harm
Value > Harm
28. NEXT STEPS
1. Your feedback on the ethics local practices (http://ucblib.link/34X)
2. Documentation
3. Record-keeping (ideally software)
4. Rights statements
5. Integrating workflows at earlier stages
6. Change the world