JacketFlap connects you to the work of more than 200,000 authors, illustrators, publishers and other creators of books for Children and Young Adults. The site is updated daily with information about every book, author, illustrator, and publisher in the children's / young adult book industry. Members include published authors and illustrators, librarians, agents, editors, publicists, booksellers, publishers and fans. Join now (it's free).
Login or Register for free to create your own customized page of blog posts from your favorite blogs. You can also add blogs by clicking the "Add to MyJacketFlap" links next to the blog name in each post.
Viewing: Blog Posts Tagged with: Education, Most Recent at Top [Help]
Results 1 - 25 of 629
How to use this Page
You are viewing the most recent posts tagged with the words: Education in the JacketFlap blog reader. What is a tag? Think of a tag as a keyword or category label. Tags can both help you find posts on JacketFlap.com as well as provide an easy way for you to "remember" and classify posts for later recall. Try adding a tag yourself by clicking "Add a tag" below a post's header. Scroll down through the list of Recent Posts in the left column and click on a post title that sounds interesting. You can view all posts from a specific blog by clicking the Blog name in the right column, or you can click a 'More Posts from this Blog' link in any individual post.
Being a creative at times can beÂ hard, whether you love to scribble, paint, take a picture, shape clay and more all you know is you’re passionate about what you do. No one said it was going to be an easy path to follow when you start out, takingÂ each day as it comes trying to direct your creativityin so many ways for opportunities to come your way.
Although there is that one bump in the road we all come across countless times called the “pennyless art believers”. Many of us have no doubt been there and got the t-shirt when we’re askedÂ “What do you want to do as a career?”.
With a huge cheesy grin and sketchbook in hand we enthusiastically reply… “I want to be an illustrator” or fine artist , ceramic designer or any otherÂ type ofÂ creative professional. Its then that you suddenly see the person cringe with the assumption you’re going to struggle to make it as a creative. Yes its easy for others people to assume in the comfort ofÂ theirÂ everyday job that you’ll be a pennyless artist.
However if you’re wise about how you do things you can achieve great things, avoiding the assumption of being a pennyless artist drawing doodles for macaroons and a starbucks ( or is that just me?). If you encounter people with a negative view of your career path , don’t let that upset you and take this advice:
“Be around the right kind of people who will help your creativity grow and who believe in what you do.Â Believe in yourself and the right people will support you on your journey to do and achieve great things”.
Image is by Leah Bergman and you can find out more about her work here.
My Librarian is a Camel:
how books are brought to children around the world
By Margriet Ruurs
Boyds Mills Press. 2015
I went into my local
public library and borrowed a copy of this book.
In My Librarian is a
Camel, author Margriet
Ruurs contacted librarians around the world and asked them to share their
stories about their efforts to connect books with
Oxford University Press is delighted to co-sponsor this yearâs Force2015 conference which takes place in Oxfordâs new Mathematical Institute on 12-13 January 2015. Conference sessions will be live-streamed for a global audience.
This year marks the 350th anniversary of the scholarly journal, as recorded by the first publication of the Royal Society’s Philosophical Transactions in 1665. In a dedicatory epistle to the Societyâs Fellows and the Introduction, editor Henry Oldenburg set forth its purpose to inform the scientific community of the latest and most valuable discoveries.
Roughly eighty years earlier, in 1584, a Supplicatio — effectively a 16th century business case — was made to Robert Dudley, the earl of Leicester and chancellor of the University of Oxford, to establish a university press. In seven brief âconsiderationsâ it sets out the reasons why a press was necessary as both intrinsic to the act of scholarship and to establish Oxford’s profile as an international seat of learning.
The turmoil of technology, innovation, and transformation in the 16th and 17th centuries is recognizable today. Then, the printing press had been established for some decades. Now, the World Wide Web hurtles towards age thirty. Then, those institutions that understood and harnessed the pressâs power were establishing the beginnings of a scalable scholarly communications infrastructure. Now, previously unfeasible or unimagined businesses are being created, and are transforming established industries.
What can we learn from centuries of successful and continuous publication of science in the face of changing scholarly practice? Is the scholarly article still fit for purpose in this data-driven world? What is the role of scholarly publishers in this evolving landscape?
Over two days in January, attendees of FORCE2015 will be grappling with such questions. Indeed, many of the core questions of scholarly publishing were identified by the authors of the epistle and Supplicatio.
How can we address the challenge of discoverability?
âWhereas there is nothing more necessary for promoting the improvement of Philosophical Matters, than the communicating to such, as apply their Studies and Endeavours that way, such things as are discovered or put in practice by others;â [Philosophical Transactions]
âthere lie hidden away in the libraries of that University many excellent manuscripts, now shamefully covered in dust and dirt, which, by the boon of establishing a press in the same city, could be rescued from perpetual obscurity and distributed in other parts of Europe to the great credit of the whole nation.â [Supplicatio]
How can one demonstrate research impact?
âThis is my Solicitude, That, as I ought not to be unfaithful to those Counsels you have committed to my Trust, so also that I may not altogether waste any minutes of the leasure [sic] you afford me. And thus I have made the best use of some of them, that I could devise; To spread abroad Encouragements, Inquiries, Directions, and Patterns, that may animate, and draw on Universal Assistances.â [Philosophical Transactions]
âgiven now the opportunity of a press, they might swiftly and easily remove and shake off the imputation of idleness which foreigners daily lay against them.â [Supplicatio]
How is publication integral to academia and the wider scholarly community?
âTo the end, that such Productions being clearly and truly communicated, desires after solid and useful knowledge may be further entertained, ingenious Endeavours and Undertakings cherished, and those, addicted and conversant in such matters, may be invited and encouraged to search, try, and find out new things, impart their knowledge to one another, and contribute what they can to the Grand design of improving Natural knowledge, and perfecting all Philosophy Arts, and Sciences.â [Philosophical Transactions]
âwhere there is a settlement of learned men there should be printers, so that books may be printed more correctly and texts more diligently collated, universities may not be deprived of printers without the greatest loss to literature.â [Supplicatio]
What considerations might a crowd-sourced epistle or supplicatio for a twenty-first century research communications system include? The boundaries between the act of research and the act of publication are blurring (think data curation and publication). It probably wouldn’t propose a platform per se but a web of protocols, services, and best practice (after all ‘the web is the platform’). To guarantee permanence, core services would be built on a sustainable cyberinfrastructure. It would include identifiers, both for things (datasets, publications, maybe even equipment) and people. It might mandate a schema for attribution. It would need to tackle reproducibility. It would support not just computational sciences, but discipline-specific needs such as digital humanities. It would need to address various concerns around openness (access, source, code, data) while ensuring a sustainable, long-term business model. It should be extensible to a future of networked research objects while retaining the rhetorical power of the scientific paper. There may be several hundred considerations.
The Force2015 conference chair, Oxford’s Professor David de Roure, has argued for the reimagination of scholarly communications as networked research objects â ‘a sense making network of humans and machines.â This scale of evolution and development will not be achieved by any one organization acting alone. Many of the questions are human or organizational (motivation, reward, governance) rather than technology-based. Much of this new world is in place or on the horizon, but collaboration and engagement by all parties â researchers, universities, funders, publishers â is essential to make it a reality.
As the methods and outputs of research evolve, so too must the services of scholarly publishers. We look forward to joining Force2015 attendees in Oxford and online worldwide, where we’ll continue to engage in discussion and work together on the next phase of scholarly communications.
The opinions and other information contained in this blog post and comments do not necessarily reflect the opinions or positions of Oxford University Press.
Disseminating scholarship is at the heart of the Oxford University Press mission and much of academic publishing. It drives every part of publishing strategyâfrom content acquisition to sales. What happens, though, when a student, researcher, or general reader discovers content that they donât have access to?
For example, while a majority of Oxford Handbook Online (OHO) and Oxford Scholarship Online (OSO) users have access through their institutions, not everyone does; sometimes even those who do need to conduct research at home or while on leave, when they arenât connected to their campus networks. To facilitate such research, Oxford has partnered with the Copyright Clearance Center to begin offering chapters on a pay-per-view basis. Pay-per-view is a well-established business model in journal publishing but is only recently gaining traction for book-based content.
Beginning in October, unauthenticated users of Oxford Handbooks began seeing buy buttons on articles. Clicking the button will allow them to purchase 24-hour access or, for a premium, unlimited perpetual access. And starting in the New Year, just in time for the start of the new term, this option will be available at the chapter level in Oxford Scholarship Online.
As with any change, we didnât take this lightly. Oxford, like any other publisher, needed to fully weigh the risks against the benefits. Our partnership with the Copyright Clearance Center is focused on expanding access while maintaining our robust global institutional partnerships. The benefits were clear from the start: allowing more users to access our contentâfrom any device at any hour of the dayâand in a multitude of currencies. A student rushing to finish a paper at the end of the term or a researcher away from her library can have full access to the best scholarship with just a few clicks and a credit card. They can cite with confidence.
With just a few months under our belt, the early results are incredibly encouraging. Customers from around the globe are accessing award-winning contentâsome for just 24 hours, others choosing to retain the article in perpetuity. Weâre working with these users throughout to learn moreâfrom their geographical location to the ease of the transaction. All of this feedback helps us further develop this new access model, our platform, and the overall user experience. Over the next year, we will further experiment with discounting, personalization, and recommendations to make the most of this important project.
In the end, we hope to have learned great deal about getting the best research into the handsâand mindsâof as many users as possible. That, after all, is our mission.
Microbiology should be part of everyoneâs educational experience. European students deserve to know something about the influence of microscopic forms of life on their existence, as it is at least as important as the study of the Roman Empire or the Second World War. Knowledge of viruses should be as prominent in American high school curricula as the origin of the Declaration of Independence. This limited geographic compass reflects the fact that the science of microbiology is a triumph of Western civilization, but the educational significance of the field is a global concern. We cannot understand life without an elementary comprehension of microorganisms.
Appreciation of the microbial world might begin by looking at pond water and pinches of wet soil with a microscope. Precocious children could be encouraged in this fashion at a very early age. Deeper inquiry with science teachers would build a foundation of knowledge for teenagers, before the end of their formal education or the pursuit of a university degree in the humanities.
Earth has always been dominated by microorganisms. Most genetic diversity exists in the form of microbes and if animals and plants were extinguished by cosmic bombardment, biology would reboot from reservoirs of this bounty. The numbers of microbes are staggering. Tens of millions of bacteria live in a crumb of soil. A drop of seawater contains 500,000 bacteria and tens of millions of viruses. The air is filled with microscopic fungal spores, and a hundred trillion bacteria swarm inside the human gut. Every macroscopic organism and every inanimate surface is coated with microbes. They grow around volcanoes and hydrothermal vents. They live in blocks of sea ice, in the deepest oceans, and thrive in ancient sediment on the seafloor. Microbes act as decomposers, recycling the substance of dead organisms. Others are primary producers, turning carbon dioxide into sugars using sunlight or by tapping chemical energy from hydrogen sulfide, ferrous iron, ammonia, and methane.
Bacterial infections are caused by decomposers that survive in living tissues. Airborne bacteria cause diphtheria, pertussis, tuberculosis, and meningitis. Airborne viruses cause influenza, measles, mumps, rubella, chickenpox, and the common cold. Hemorrhagic fevers caused by Ebola viruses are spread by direct contact with infected patients. Diseases transmitted by animal bites include bacterial plague, as the presumed cause of the Black Death, which killed 200 million people in the 14th century. Typhus spread by lice decimated populations of prisoners in concentration camps and refugees during the Second World War. Malaria, carried by mosquitos, massacres half a million people every year.
Contrary to the impression left by this list of infections, relatively few microbes are harmful and we depend on a lifelong cargo of single-celled organisms and viruses. The bacteria in our guts are essential for digesting the plant part of our diet and other bacteria and yeasts are normal occupants of healthy skin. The tightness of our relationship with microbes is illustrated by the finding that human DNA contains 100,000 fragments of genes that came from viruses. We are surprisingly microbial.
Missing the opportunity to learn something about microbiology is a mistake. The uninformed are likely to be left with a distorted view of biology in which they miscast themselves as the most important organisms. For example, âSarahâ is a significant manifestation of life from Sarahâs perspective, but her body is not the individual organism that she imagines, and nor, despite her talents, is she a major player in the ecology of the planet. Her interactions with microbes will include a healthy relationship with bacteria in her gut, bouts of influenza and other viral illnesses, and death in old age from an antibiotic-resistant infection. Sarahâs microbiology will continue after death with her decomposition by fungi. In happier times she will become an expert on Miltonâs poetry, and delight students by reciting Lycidas through her tears, but she will never know a thing about microbiology. This is a pity. Learning about viruses that bloom in seawater and fungi that sustain rainforests would not have stopped her from falling in love with Milton.
Even brief consideration of microorganisms can be inspiring. A simple magnifying lens transforms the surface of rotting fruit into a hedgerow of glittering stalks topped with jet-black fungal spores. Microscopes take us deeper, to the slow revolution of the bright green globe of the alga Volvoxas its beats its way through a drop of pond water. A greater number of microbes are quite dull things to look at and their appreciation requires greater imagination. Considering that our bodies are huge ecosystems supported by trillions of bacteria is a good place to start, and then we might realize that we fade from view against the grander galaxy of life on Earth. The science of microbiology is a marvel for our time.
Featured image credit:Â BglII-DNA complex By Gwilliams10. Public domain via Wikimedia Commons
This December, one organization is working to give girls a gift that will last a lifetime: resources to reach their potential in science, technology, engineering, and math. STEM is a prominent part of current educational models in the U.S., but girls are traditionally underrepresented in STEM-related professional fields. DeSTEMber aims to change that.
DeSTEMber is hosted by non-profit organization Girlstart. âHalf of the worldâs potential ideamakersâwomen and girlsâare discouraged from developing their ideas because of social bias or inequity. More girls with more ideas create more solutions,â notes the organization. Girlstart has been working since 1997 âto increase girlsâ interest and engagement in STEM through innovative, nationally-recognized informal STEM education programs.â Their work covers girls in grades K-16. (See their About Us page for more information.)
The DeSTEMber website offers a STEM activity for each day of December. The downloadable activity PDFs include instructions for the activity and a short explanation to go along with it. Each one also features links to additional resources, plus a Career Connection section that describes a profession relating to that activity. These are intended to be far more than one-time activities; they are springboards into the future, both for short-term learning and long-term education and career goals.
Interested in participating? Although DeSTEMber is almost over, these activities are relevant all year long. Girlstart also maintains a link to the DeSTEMber 2013 activity page, meaning users can access 62 free STEM resources.
Librarians and other educators interested in getting involved with Girlstart should visit their educator page.
If youâre an academic researcher, odds are youâre not a professional archivist and so you probably have more interesting things to do when making data available than following the detailed protocols and procedures established over many years by the archiving community. That of course might be OK for any one of us but it is a terrible loss for all of us. The Dataverse Network Project offers a solution to this problem by eliminating transaction costs and changing the incentives to make data available by giving you substantial web visibility and academic citation credit for your data and scholarship (King, 2007). Dataverse Networks are installed at universities and other institutions around the world (e.g., here is the Dataverse network at Harvardâs IQSS), and represent the worldâs largest collection of social science research data. In recent years, Dataverse has also been adopted by an increasingly diverse array of other fields and protocols and procedures are being built out to enable numerous fields of science, social science, and the humanities to work together.
With a few minutes of set-up time, you can add your own Dataverse to your homepage with a list of data sets or replication data sets you make available, with whatever levels of permission you want for the broader community, and a vast array of professional services (e.g., hereâs my Dataverse on my homepage). People will be able to more easily find your data and homepage, explore your data and scholarship, find connections to other resources, download data in any format, and learn proper ways of citing your work. They will even be able to analyze your data while still on your web site with a vast array of statistical methods through the transparent and automated connection Dataverse has built to Zelig: Everyone’s Statistical Software, and through Zelig to R. The result is that your data will be professionally preserved and easier to access — effectively automating the tasks of professional archiving, including citing, sharing, analyzing, archiving, preserving, distributing, cataloging, translating, disseminating, naming, verifying, and replicating data.
Dataverse is an active project with new developments in software, protocols, and community connections coming rapidly. A brand new version of the code, written from scratch, will be available in a few months. Through generous grants from the Sloan Foundation, we have been working hard on eliminating other types of transaction costs for capturing data for the research community. These include deep integration with scholarly journals so that it can be trivially easy for an editor to encourage or require data associated with publications to be made available. We presently offer journals three options:
Do it yourself. Authors publish data to their own dataverse, put the citation to their data in their final submitted paper. Journals verify compliance by having the copyeditor check for the existence of the citation.
Journal verification. Authors submit draft of replication data to Journal Dataverse. Journal reviews it, and approves it for release. Finally, the dataset is published with a formal data citation and back to the article. (See, for example, the Political Analysis Dataverse, with replication data back to 1999.)
Full automation: Seamless integration between journal submission system and Dataverse; Automatic Link created between article and data. The result is that it is easy for the journal and author and many errors are eliminated.
Full automation in our third option is where we are heading. Already today, in 400 scholarly journals in the Open Journal System, the author enters their data as part of submission of the final draft of the accepted paper for publication, and the citation, permanent links between the data and the article, and formal preservation is taken care of, all automatically. We are working on expanding this as an option for all of OJSâs 5,000+ journals, and to a wide array of other scholarly journal publishers. The result will be that we capture data with the least effort on anyoneâs part, at exactly the point where it is easiest and most important to capture.
We are also working on extending Dataverse to cover new higher levels of security that are more prevalent in big data collections and those in public health, medicine, and other areas with informative data on human subjects. Yes, you can preserve data and make it available under appropriate protections, even if you have highly confidential, proprietary, or otherwise sensitive data. We are working on other privacy tools as well. We already have an extensive versioning system in Dataverse, but are planning to add support for continuously updated data such as streamed from sensors, tools for online fast data access, queries, visualization, analysis methods for when data cannot be moved because of size or privacy concerns, and ways to use the huge volume of web analytics to improve Dataverse and Zelig.
This post comes from the talk I gave at the American Political Association Meetings August 2014, using these slides. Many thanks to Mike Alvarez for inviting this post.
Authors in the Park, the long-running showcase for local authors, is coming back to downtown Mount Dora with the 3rd Annual Christmas Spectacular set for December 20th.
This yearâs event will feature Steve Boone of the Rock and Roll Hall of Fame band The Lovinâ Spoonful. Boone will be on hand to promote his memoir, Hotter Than a Match Head.
Authors in the Park is an author event series which supports local authors and community literacy. The event is sponsored by MillerWords.com and Arts for the Community, Inc. (a local non-profit).
âIt is great to have Steve at this yearâs event. Not only is he a rock legend, but also a Florida author,â Mark Miller, founder of Authors in the Park, said.
In addition to Boone and Miller, other local authors will be on hand including: Sharon Coady, Illustrator Victor Donahue, De Miller, Olivia Miller, Theresa Oliver, D.G. Stern, C. Kevin Thompson and Colleen Wait.
âAnother great thing about these authors is their commitment to their community,â Miller said. âThis yearâs line-up features educators, inspirational speakers and more.â
The Christmas Spectacular will take place Saturday, December 20th from 5p.m. to 7 p.m. in the Donnelly Building at Fifth Avenue and Donnelly Street in the center of festive downtown Mount Dora. It is free to attend and the authors will be available for photos and autographs. The city will be showing off its holiday light display and local shops will be open.
Today’s guest bloggers is Lindsey Roache, Assistant Principal at University Heights Preparatory Academy in Indianapolis, Indiana.
As a principal, I know that if my students are going to care about school, they have to know their school cares about them. Sometimes this means our school buys clothes, purchases bus passes, provides a Thanksgiving meal or adopts a family around the holidays. It also means we make sure our students have great books.
We do our best, but we have limitations. My school has no library, therefore we have a limited amount of books. Our teachers dig into their own pockets to buy books for their students and we apply for grants. We also have First Book.
Last year, when I delivered brand new books and dictionaries to classrooms, the looks on the studentsâ faces were priceless. The students were incredibly thankful. They felt their importance. They knew that we were committed to investing in their future and helping them in any way possible.
This holiday season, please help our students and others know we care by giving them brand new books. Join me in creating a generation of invested learners who will read, learn and succeed. Please donate to First Book today â every $2.50 you donate through December 31, 2014 will be matched with an in-kind donation of two books from Disney.
Throughout my career, there have been many times when advice, support, and criticism were critical for my own professional development. Sometimes that assistance came from people who were formally tasked with providing advice; a good example is a Ph.D. advisor (in my case, John Aldrich of Duke University, who has been a fantastic advisor and mentor to a long list of very successful students). Sometimes that advice was less formal, coming from senior colleagues, other academics at conferences, and in many cases from peers. The lesson is professional advice and support — or to put it into a single term, mentoring — comes from many different sources and occurs in many different ways.
However, there is growing concern in political science that more mentoring is necessary, that there are scholars who are not getting the professional support and advice that they need to help them with career decisions, teaching, and the publication of their research. There are many good programs that have developed in recent years to help provide more mentoring in political methodology, for example the excellent “Visions in Methodology” program. And the Society for Political Methodology recently approved the foundation of a new professional award, to recognize excellent mentors. But more needs to be done to improve mentoring and mentoring opportunities in academia.
After the conference I sent Leslie, Tiffany, and Ashley some questions about mentoring by email. Their responses are informative and helpful, and should be read by anyone who is interested in mentoring.
R. Michael Alvarez: How have you benefited from being involved in mentoring relationships?
Tiffany D. Barnes: I have benefited in a number of ways from being involved in a mentoring relationship. Mentors have provided me with feedback on research at multiple different stages of the research process. They have provided me with professional advice about a number of things including applying for fellowships and grants, marketing my book manuscript to university presses, and navigating the negotiation process at my university. My mentoring relationships have broadened my network of scholars with similar research interests and/or professional goals, which in turn have resulted in a number of different opportunities (e.g. coauthors, and invitations to participate in conference panels/round tables, mini-conferences, and edited volumes/special journal issues). Equally important, my mentoring relationships have resulted in a number of valuable friendships that make working in the profession more enjoyable.
Leslie A. Schwindt-Bayer: As a mentee, I really benefited from getting guidance, feedback, and research assistance from many different formal and informal mentors over the years. As a mentor, I get to give that back which is a great opportunity.
Brett Ashley Leeds: I believe fundamentally that no one figures everything out on his or her own. I know for sure that I did not, and I have had (and continue to have) a variety of mentors throughout my career. As a mentee, what I really value is knowing that I have people who respect me enough to tell me when I am wrong and to help me improve. As a mentor, I not only learn a lot from thinking intently about my menteesâ work and articulating my opinions for them, but I also get great personal satisfaction from the relationships that evolve and from helping others to succeed. It feels good to pay forward what has been done for me.
R. Michael Alvarez: Why has the issue of mentoring become an important topic of conversation in academia, and in particular, in political science?
Tiffany D. Barnes: Although it is well established that mentoring is an important aspect of professional development, it has recently become an important topic of conversation because academics have become aware that not all scholars have the same opportunities to develop mentorship relationships nor do they derive the same benefits from mentor relationships. In particular, women and minorities may face more challenges when it comes to identifying mentors in the field and they may not reap the same benefits (e.g. opportunities to collaborate, sponsorship) from mentorship relationships as men do. In the long run, this âmentor gapâ may have negative repercussions for the retention and career advancement of some otherwise talented scholars.
If a scholar feels they would benefit by mentoring, how can they seek out a mentor? What should they look for in an appropriate mentor?
Leslie A. Schwindt-Bayer: Mentoring relationships can be both informal and formal. Informal relationships often emerge when scholars ask for advice and support from colleagues in their department, subfields, or various disciplinary organizations. Formal relationships sometimes emerge organically or at the initiative of a mentee or mentor, but they also can be entered into through a number of mentoring programs in the discipline. For women, the Visions in Methodology program offers a mentoring program through which mentees can ask to be paired with a mentor. They usually ask the mentee to suggest someone they would like to be paired with and then check with the suggested mentor about interest and availability. The Midwest Womenâs Caucus has a mentoring program for women in any subfield. They ask individuals interested in mentoring and being mentored to volunteer to participate and then pair them by interest. Other organizations and groups probably offer similar programs.
In seeking a mentor, either formally or informally, you should think about exactly what you want out of the relationship. Are you looking for someone to provide you with general guidance about the profession or are you seeking someone who is willing to read your work from time to time and talk through research challenges when you come across them? Are you in your first year out, feeling lost, and needing help getting back on track or are you close to tenure and looking for guidance on how to navigate the process? Do you want a mentor whose style is to give âpep talksâ or âstraight talk?â Knowing what you want out of the relationship will help you identify the right person for the job.
Tiffany D. Barnes: Scholars who want to find a mentor can look for a mentor by signing up for a formal mentor match or by identifying someone in the profession who shares similar research interests or professional goals.
A formal mentor match is good option for identifying someone who is interested in serving in a capacity as a mentor. Typically the mentor program will ask you questions about what you are looking for in a mentor relationship, your research interests, your rank, and your professional interests. The program will try to match you with a mentor based on this information. If you are paired with someone through a program, you can be confident that your mentor wants to help you. These relationships can be very valuable, but, as with all mentor-mentee relationships, it requires initiative on the part of the mentee. It is the menteeâs responsibility to drive the mentor-mentee relationship. Mentees should identify why they want a mentor and reach out to the mentor and ask for help in areas where they can benefit the most. One criticism of formal matching programs is that they may not always result in the best âfit.â Even if you do not think the match is the best fit, there are still a number of benefits you can derive from the relationship. Your research interests do not have to perfectly overlap for you to benefit from the relationship. Indeed, most successful scholars have a wealth of information, advice, and perspective to offer junior colleagues. It is up to the mentee to identify areas where your needs or interests intersect with the mentorâs strengths, experiences, and interests — and to capitalize on these opportunities.
A second option is to develop a more informal mentor relationship. To do this, mentees should identify someone in the field who has similar research interests or professional goals. Mentees should identify different opportunities to get to know scholars with similar interests and try to develop these relationships from there. For example, you may have the opportunity to establish relationships with scholars when you present research on the same panel, when someone shows interest in your work by offering comments or questions about your research (or vice versa), or even when you have the opportunity to bring a guest speaker to your university. By following up with people after the initial meeting and/or taking them up on their offer to read and comment on your research, you can begin to establish relationships with them. These relationships may take time to develop and they may be difficult establish if you are new to the profession or do not know many scholars in your field. Finally, when attempting to establish more informal mentor relationships, it is important to be self-aware. Some people will show interest in you and be eager to get to know and help you, others will not, and no one is obligated to do so. Respect peopleâs rights to not be interested in you and try not to take it personal.
Brett Ashley Leeds: My view is that it is less important to find one person that can be identified as âa mentorâ and instead to focus on finding mentoring, even if it comes from a variety of people. I encourage scholars to identify people who have skills, abilities, and/or information that they think would be useful to them– basically people they would like to emulate in particular areas of their work. Approach these folks politely in person or by email (for instance, asking to have coffee at a conference) and ask questions. Some will not be responsive, but many will be responsive and helpful. Follow up with those who are helpful. In some cases a relationship will develop.
R. Michael Alvarez: What are the most important âdosâ and âdon’tsâ for a scholar who is in a mentoring relationship?
Brett Ashley Leeds: Since below I cover some tips for mentors, here are some tips for mentees: (1) Figure out what it is you want to know/learn. Think of both specific and general questions so you are prepared to ask when the opportunity arises. (2) Recognize the time and costs of what you ask and make things as easy as possible for your mentor by reminding him/her of past interactions and explaining the specific feedback you are looking for. (3) Understand that ultimately you are responsible for your own decisions. Ask your mentor to explain why he/she believes a particular action/approach is best, and for major decisions, seek advice from multiple people. (4) Let your mentors know about the outcomes. For example, if a mentor helps you with a paper, send a note when the paper is accepted for publication.
Leslie A. Schwindt-Bayer: For mentees, be assertive and discuss with your mentor when your relationship begins just what you each want from the relationship and are willing to commit to it. If you need something from your mentor, donât wait for him/her to reach out to you. Email, call, or arrange to meet with your mentor at a conference. Since the mentee is the one who needs the mentoring relationship the most, the mentee needs to take the initiative to ask for help or guidance from the mentor.
Tiffany D. Barnes: Establish clear expectations and boundaries. Tell your mentor what you are hoping to get out of a mentoring relationship, and donât be afraid to ask your mentor for help in areas where you could benefit the most. That said, it is important to acknowledge that your mentor may not always be willing or able to help you in the ways you want. Respect these boundaries and do not take them personal.
When establishing boundaries, it is important to respect your mentorâs time and to be cognizant and courteous with the time you ask of your mentor. For example, if your mentor agrees to meet with you for half an hour, pay attention to the time and wrap up your meeting in a timely manner. Your mentor will likely appreciate not having to cut you short, and, if they know you respect their time, it may make them more likely to make time for you in the future.
Donât expect any single mentor to fulfill all of your mentoring needs. Different people, depending on their experience and expertise, have different things to offer. Try to identify the areas where your mentor is most likely to be of help to you and build on these strengths. Along these same lines, although your mentor likely gives great advice, you cannot expect them to have the answer to all of your questions. It is important to weight their point of view carefully and to seek out a number of different perspectives.
Seek to develop a number of mentoring relationships. It can be useful to have mentors within your own department, in your university (but outside your department), and in the discipline more broadly. Moreover, it is often just as useful to develop relationships with senior mentors, as it is to develop relationships with peer mentors.
R. Michael Alvarez: What are the responsibilities of a mentor?
Brett Ashley Leeds (1) Create an environment in which you can provide effective constructive criticism. This tends to require first establishing an environment of mutual respect. (2) Know what you know and what you donât, and know that your experience is not universal. (3) Always explain why you are giving the advice you are giving and be willing to consider alternatives. (4) Recognize that in the end, your mentee should make his/her own decisions and may not always take all of your advice. (5) Recognize how important your opinion may be to your mentee; wield this power responsibly.
Tiffany D. Barnes: A mentor should establish clear boundaries with their mentee. Be honest and upfront the role you are and are not willing to play as a mentor. Be clear about your time constraints and the amount of time you are willing to commit to your mentee.
Leslie A. Schwindt-Bayer: If it is a formal mentoring relationship, make sure you and your mentee establish ground rules at the beginning about what each of you wants from the relationship and are willing to give to it. Donât commit to something you arenât willing to follow through with and be sure to follow through with whatever you commit to do for your mentee. If you can only commit to an hour of time twice a semester, that is fine, but make sure your mentee knows that and agrees that it is sufficient for him/her. If you are willing to provide general guidance but donât want to read/comment on your menteeâs work, that is fine. But, again, make sure your mentee knows that from the beginning. Keep in mind that your mentee may place very high value on your advice and guidance so give it carefully.
R. Michael Alvarez: What are the personal and professional benefits of being a mentor?
Leslie A. Schwindt-Bayer: Too numerous to list in a short response!
Brett Ashley Leeds: It has often been said that one only really knows something when she can teach it to others. Mentoring gives me an opportunity to clarify and articulate my views on professional issues and research in a way that I otherwise might not. I frequently learn in the act of mentoring. The main benefits, however, are personal, and come from the satisfaction of helping others to achieve their goals and the feeling of paying forward what has been done in the past for me.
R. Michael Alvarez: How can professional organizations (like the Society for Political Methodology) facilitate professional mentoring?
Brett Ashley Leeds: The most important thing that professional organizations can do is provide opportunities that encourage interaction among scholars who donât already know one another, and particularly between junior and senior scholars. Small conferences, dinners, and receptions help a lot with this. Poster sessions in which junior scholars are matched with senior discussants also help.
Tiffany D. Barnes: In my experience professional organizations play both, an important formal and informal role in facilitating professional mentoring.
Professional organization can formally facilitate mentoring relationship by matching mentors with mentees. I have two different successful mentoring relationships that were products of mentoring matches. This is a great way to help young scholars identify someone in the profession who is willing to serve as a mentor.
Professional organizations can also facilitate mentoring by simply providing both professional and social opportunities for junior scholars to meet likeminded senior (and junior!) colleagues. By becoming involved in professional organizations that align with your professional interests you will establish relationships with colleagues in your field. Most of these relationships will emerge naturally and develop slowly over time. Although you may not formally call the individuals you meet here âmentors,â they will become an important part of your mentoring community.
Leslie A. Schwindt-Bayer: One of many ways is a formal mentoring program. The Visions in Methodology mentoring program is a fantastic example, but it is only for women. This is a very positive feature of the program because women in a field with a small representation of women face different and sometimes more challenging sets of obstacles than men. However, plenty of men in the field would also benefit immensely from mentoring and so offering a similar program for men or a program that is open to both women and men, if it does not already exist, would help to facilitate formal professional mentoring in the methods subfield.
The Venezuelan youth orchestra scheme El Sistema is perhaps the worldâs most famous music education program today. Itâs lauded as a revolutionary social program that has rescued hundreds of thousands of Venezuelaâs poorest children. Simon Rattle has called it âthe most important thing happening in music anywhere in the world.â Classical music education is back in vogue, now aligned with the rhetoric of social justice.
However, the training of social or ethnic Others (the poor, the destitute, the non-white) as classical music performers is hardly a new idea, and delving into its long history may improve understandings of El Sistema outside Venezuela, which are currently very limited. While this training might have provided a helping hand to the most disadvantaged in society, it also had less benevolent aspects.
The music conservatoire has its roots in the conservatorios, or orphanages, of Renaissance Venice. Young female orphans were trained in music at institutions such as the Ospedale della PietĂ , where Vivaldi worked. These institutions served a clear charitable purpose, providing for destitute children and aiming to turn them into productive citizens. Yet itâs worth noting a couple of further points: discipline and profit.
The Ospedali Grandiâs purpose was primarily to regulate the cityâs social environment, and along with the opportunities provided to impoverished girls went strict control over their day-to-day lives. As Vanessa M. Tonelli notes, the young musicians had to submit to an inflexible monastic routine: silence, lots of work, and little leisure time. When the English music historian Charles Burney visited in the eighteenth century, he noted âgood discipline observed in every particular,â and he described the orchestra as âunder the most exact discipline,â with its musicians âunder that kind of subordination which is requisite in a servant to a superior.â Clearly, then, musical training was an extension of the Ospedaliâs social control. It also had an economic angle: concerts by the orphan girls became a major attraction, and the Ospedali were thus able to turn their musical talents into profit, enriching the institutions and their administrators by eliciting larger donations.
Naples, too, had a conservatorio system, in which, as David Yearsley writes, music âwas drummed into thousands of children in a system of forced laborâŠ. There was huge international demand for the fashionable Neapolitan style, and the conservatories fed it.â Employing a training system that was âoften cruel,â these âmusic millsâ forged highly trained performers for export across Europe. Their art âbelied the inexorable regime of study, discipline, and punishment that lay behind itâ: Burney described sweatshop-like conditions, with students practising ten hours a day with only a few days off per year.
Yearsley posits a âdialectic of musical enlightenment: on one side of the split screen was the musical workhouse of the poor orphans, on the other, the courtly chamber filled by the most elegant music played by bewigged and fully-trained instrumentalists.â Enchanting music emerged from conditions of control and exploitation.
The alliance of coercion and beauty was not limited to Europe. The Spanish Conquest of the Americas saw missionaries fanning out across the continent and founding schools that taught music as a core subject. A key aim was to instill in the indigenous population what the Spaniards calledÂ policĂa–order, Christianity, and civilization. Music education thus served as a handmaiden of colonialism.
In nineteenth-century Britain, music education was promoted among the poor as part of a drive for moral and religious improvement. Howard Smither argues that a key motivation was the political protection of the upper and wealthy middle classes. Music was seen as a way of keeping the workers out of taverns, increasing their productivity and decreasing their opportunities to discuss revolutionary ideas. Similarly, David Gramit underlines how nineteenth-century educational reform in Germany reaffirmed the social and economic order; music education proponents âsought to create a disciplined but docile labor poolâ and thus promote more efficient capitalism. Grant Olwage explores how the perceived efficacy of music education as social control in Britain made it an obvious tool for disciplining and âcivilizingâ the black population in its colony in South Africa.
What all these programs had in common was an attempt to order and control social Others. They reveal music education in its guise of disciplinary practice, and thus as profoundly ambiguous. As Michel Foucault argues, discipline is effective and productive, as the high level of performing skill attained by many of these musical trainees attests. But discipline also âimposes unequal, asymmetrical, non-reciprocal relationsâ (James Johnson), and produces docile, apolitical subjects. Music education thus brings benefits, but they often accrue as much to the educators as the educated (as economic and symbolic capital) and may be accompanied by significant (if hidden) costs.
Training, discipline, profit: these three threads run through the history of music education of social or ethnic Others. Letâs now turn to Venezuela.
El Sistema has been lionised by the international press as a revolution in artistic education and a beacon of social justice. Clearly, then, there has been a failure to connect it to similar music education initiatives stretching back half a millennium and to take account of the darker side of music education. For all the contemporary talk of a ârevolutionary social project,â El Sistema offers little that is newâits core ideas were presaged in sixteenth-century Latin America and nineteenth-century Europe–and such programs have historically been reactionary, not revolutionary.
To understand El Sistema, we need to remember music educationâs two faces. The press and public have fixated on one–ârescuingâ and training the poor–and have largely ignored the other: discipline and profit. Only when the second is fully grasped can a proper assessment be made.
Headline image credit: ‘Maestro. Orchestra. Conductor’. Public domain via Pixabay
I just reviewed yet another âhot off the pressâ piano composition. It was posted on Facebook by someone I don’t know – either as a person or by reputation. It looks good, but that is only because note-writing software has become so easy-to-use that anyone with the most basic knowledge can quickly crank out a âcould-have-been-publishedâ looking piece.
This particular piece doesnât sound very good. It is mismatched. The notes themselves are at an upper-beginning level, yet itâs written with a complicated key signature and accidentals only an advanced student could understand. There are notational errors. Yet, I know that many unknowing teachers will print it off and rush it to their unfortunate students before the day is out without knowing better.
My professional life is better because of my Facebook presence that I control from the comfort of my hilltop home in a small town. I have made connections with numerous wonderful teachers I might not have met otherwise. I have discovered new books and interesting repertoire and also have contributed my two cents when I felt called to do so. I recognize, however, that I have been thrown without rank or file, onto a massive heap of piano teachers. Perhaps I stand out because of my reputation, but probably not. Up until recent times, the gatekeepers of quality have included respected publishers and oneâs reputation through professional associations. Facebookâs format equalizes everyone regardless of accomplishment or education. There is no gatekeeper here.
I work in an unregulated industry as an independent music teacher in the United States. No professional degrees, training, or licensing of any kind is necessary to start up a studio. One simply needs to hang a sign and gather willing students. While this has been a longstanding issue in our field, recent trends in social media have combined with advances in technology to make everyone look equally valid on the screen. It is impossible to discern from a glance whether oneâs content is senseless, stellar, or stolen.
With the ease of creating websites, music teachers have jumped into the writing arena. No credentials are needed to set up a site, write something, and post links in every professional music group on Facebook. The volume is overwhelming and often includes blog posts that are only copies or rewrites of someone elseâs work. From appearances on screen, there is no way to sort the good from the bad and unethical.
Likewise, when questions are posed in groups, anyone can answer. There are no algorithms measuring the veracity or usefulness of an answer, or even the level of competence of the person responding. Running parallel to this is an anti-educational drumbeat that attempts to elevate those who have no formal education in their field to the highest level of achievement simply because they have passion for what they do. âPeople donât know what they donât knowâ as the old saying goes, and on Facebook no one seems bashful in rushing to confirm the truth of this statement. On the ubiquitous blue and white screen we all stand as equals — or at least we look like we do.
Adding to this are the wearisome writers who purport that âhaving funâ should supersede the steady and sturdy learning that is required to gain success in any field. Certainly, there is nothing wrong with fun, but students subjected to a form of âteachingâ with only pleasant, mindless activities devoid of content or educational merit will never see a reasonable level of achievement — certainly not enough for them to gain entry into a respectable music school.
Untrained teachers whose main goal is keeping kids happy are falling into this trap by droves by using well-marketed, but substandard and mostly self-published literature that is woefully lacking in sound pedagogy. There is a bandwagon mentality of rushing to download the latest composition or method, which leads to a sense of belonging to the coolest group in high school â I mean â on Facebook. But, when one method advertises that âOur teachers do not need to possess advanced playing skills, prior teaching experience or a music degree. They must simply love to play the pianoâŠâ where is it all headed?
Parents would never allow their children to study math with someone who simply had a passionÂ for adding up numbers, yet many sign them up for music lessons without researching the qualifications of the instructors or the soundness of the materials. The books are slick, the websites dynamic, and the appearances on Facebook omnipresent. But does the emperor actually have any clothes?
With 8,000 piano teachers in one group and several thousand in others, it is an unmanageable task to separate the wheat from the chaff. I suspect that these groups will have short shelf lives moving forward as their members begin to realize the unreliability of the information and the questionable value of material shared. What this backlash will create is yet to be determined, but I trust it will be a positive, quality-driven platform. For me, this canât happen soon enough.
OwlKids Books promotes awareness of
our world to encourage young readers to become more astute observers of
how their choices can affect the natural world. OwlKids Books appeal to readers who enjoy bold graphics with quick facts using minimal text.
Why We Live Where We Live
Written by Kira Vermond; Illustrated by Julie McLaughlin
Vermond takes readers on a
Open access (OA) publishing stands at something of a crossroads. OA is now part of the mainstream. But with increasing success and increasing volume come increasing complexity, scrutiny, and demand. There are many facets of OA which will prove to be significant challenges for publishers over the next few years. Here Iâm going to focus on one — licensing — and discuss how the arguments seen over licensing in recent months shine a light on the difference between OA as a movement, and OA as a reality.
Todayâs authors face a number of conflicting pressures. Publish in a high impact journal. Publish in a journal with the correct OA options as mandated by your funder. Publish in a journal with the correct OA options as mandated by your institution. Publish your article in a way which complies with government requirements on research excellence. They are then met by a wide array of options, and itâs no wonder we at OUP sometimes receive queries from authors confused as to which OA option they should choose.
One of the most interesting aspects of the various surveys Taylor & Francis (T&F) have conducted on open access over the past year or two has been the divergence between what authors say they want, and what their funders/governments mandate. The T&F findings imply that, whilst there is generally a shared consensus as to what is meant by accessible, there are divergent positions and preferences between funders and researchers as to what constitutes reasonable reuse. T&Fâs surveys always reveal the most restrictive licences in the Creative Commons (CC) suite such as Creative Commons Attribution Non-Commercial No-Derivs (CC BY-NC-ND) to be the most popular, with the liberal Creative Commons Attribution (CC BY) licence coming in last. This neither squares with the mandates of funders which are usually, but not always, pro CC BY, or author behaviour at OUP, where CC BY-NC-ND usually comes in a resounding third behind CC BY and CC BY-NC where itâs available. Itâs not a dramatic logical step to think that proliferation may lead to confusion, but given the conflicting evidence and demand, and potential for change, itâs logical for publishers to offer myriad options. At the same time elsewhere in the OA space we have a recent example of pressure to remove choice.
In July 2014, the International Association of Science, Technical and Medical Publishers (STM) released their âmodel licencesâ for open access. These were at their core a series of alternatives for, and extensions to the terms of the established CC licences. STMâs new addition did not go down well in OA circles, as a âGlobal Coalitionâ subsequently called for their withdrawal. One of the interesting elements of the Coalitionâs call was that, in amongst some very valid points about interoperability, etc. it fell back on the kind of language more commonly associated with a sermon to make the STM actions seem incompatible with some fundamental precepts about the practice of science: “let us work together in a world where the whole sum of human knowledgeâŠ is accessible, usable, reusable, and interoperable.” At root, it could be interpreted that the Coalition was using positive terminology to frame an essentially negative action â barring a new entry to the market. Personally, I donât have a strong opinion on the new STM licences. We donât have any plans to adapt them at OUP (we use CC). But it was odd and striking that rather than letting a competitor to the CC status quo exist and in all likelihood fail, some serious OA players felt the need to call for that competitorâs withdrawal.
This illustrates one of the central challenges of the dichotomy of OA. On one hand you have OA as a political movement seeking to replace commercial interests with self-organized and self-governed communities of interest – a bottom-up aspiration for the common good, often suggested to be applied in quite restricted ways, usually adhering to the Berlin, Budapest, and Bethesda declarations. On the other you have OA as a top-down pragmatic means to an end, aiming to improve the flow of research and by extension, economic performance. The OA pragmatist might suggest that itâs fine for an author to be given the choice of liberal or less liberal OA licences, as long as they meet the basic criteria of being free to read and easy to re-use. The OA dogmatist might only be satisfied with the most liberal licence, and with OA along the terms theyâve come to believe is the correct interpretation of their core precepts. The danger of this approach is that there is a ârightâ and a âwrongâ and, as can be seen from the language of the Global Coalition in responding to the STM licences, that can very easily translate into; âIf youâre not with us, youâre against us.â
Against this backdrop, publishers find themselves in a thorny position. Do you (a) respect author choice, but possibly at some expense of simplicity, or do you (b) offer fewer options, but potentially leave members of the scholarly community feeling dissatisfied or disenfranchised by your standard option?
Oxford University Press at the moment chooses option (a), as we feel this is the more inclusive way to proceed. To me at least it feels right to give your customers choice. But there is an argument for streamlining processes, avoiding confusion, and giving users consistent knowledge of what to expect. Nature Publishing Group (NPG), for example, recently announced that as part of their move to full OA for Nature Communications they would be making CC BY their default, and only allowing other options on request. This is notable in as much as itâs a very strong steer in a particular direction, while not ruling out everything else. NPG has done more than most to examine the choice issue â changing the order of their licences to see what authors select, sometimes varying charges, etc. Empirical evidence such as this is essential for a viable and credible resolution to the future of OA licensing. Perhaps the Global Coalition should have given a more considered and less emotional response to the STM licences. Was repudiation necessary in a broad OA community which should be able to recognise and accept different variants of OA? It would be a shame if all the positive impacts of open access for the consumer come hand in hand with a diminution of scholarly freedom for the producer.
The opinions and other information contained in this blog post and comments do not necessarily reflect the opinions or positions of Oxford University Press.
In 2014 Oxford University Press celebrates ten years of open access (OA) publishing. In that time open access has grown massively as a movement and an industry. Here we look back at five key moments which have marked that growth.
2004/05 – Nucleic Acids Research (NAR) converts to OA
At first glance it might seem parochial to include this here, but as Rich Roberts noted on this blog in 2012, Nucleic Acids Researchâs move to open access was truly âmomentousâ. To put it in context, in 2004 NAR was OUPâs biggest owned journal and it was not at all clear that many of the elements were in place to drive the growth of OA. But in 2004/2005 NAR moved from being free to publish to free to read â with authors now supporting the journal financially by paying APCs (Article Processing Charges). No wonder Roberts adds that it was âwith great trepidationâ that OUP and the editors made the change. Roberts neednât have worried — NARâs switch has been a huge success — its impact factor has increased, and submissions, which could have fallen off a cliff, have continued to climb. As with anything, there are elements of the NAR model which couldnât be replicated now, but NAR helped show the publishing world in particular that OA could work. Itâs saying something that itâs only ten years on, with the transition of Nature Communications to OA, that any journal near NARâs size has made the switch.
2008 â National Institutes of Health (NIH) Mandate Introduced
Open access presents huge opportunities for research funders; the removal of barriers to access chimes perfectly with most fundersâ aim to disseminate the fruits of their research as widely as possible. But as both the NIH and Wellcome, amongst others, have found out, author interests donât always chime exactly with theirs. Authors have other pressures to consider â primarily career development â and that means publishing in the best journal, the journal with the highest impact factor, etc. and not necessarily the one with the best open access options. So it was that in 2008 the NIH found it was getting a very low rate of compliance with its recommended OA requirements for authors. What happened next was hugely significant for the progress of open access. As part of an Act which passed through the US legislature, it was made mandatory for all NIH-funded authors to make their works available 12 months after publication. This was transformative in two ways: it meant thousands of articles published from NIH research became available through PubMed Central (PMC), and perhaps just as importantly it legitimised government intervention in OA policy, setting a precedent for future developments in Europe and the United Kingdom.
2008 â Springer buys BioMed Central (BMC)
BioMed Central was the first for-profit open access publisher â and since its inception in 2000 it was closely watched in the industry to see if it could make OA âworkâ. When it was purchased by one of the worldâs largest publishers, and when that companyâs CEO declared that OA was now a âsustainable part of STM publishingâ, it was a pretty clear sign to the rest of the industry, and all OA-watchers, that the upstart business model was now proving to be more than just an interesting side line. It also reflected the big players in the industry starting to take OA very seriously, and has been followed by other acquisitions â for example Nature purchasing Frontiers in early 2013. The integration of BMC into Springer has happened gradually over the past five years, and has also been marked by a huge expansion of OA at the parent company. Springer was one of the first subscription publishers to embrace hybrid OA, in 2004, but since acquiring BMC they have also massively increased their fully OA publishing. It seems bizarre to think that back in 2008 there were even some who feared the purchase was aimed at moving all BMCâs journals back to subscription access.
2007 on â Growth of PLOS ONE
The Public Library of Science (PLOS) started publishing open access journals back in 2003, but while its journals quickly developed a reputation for high-quality publishing, the not-for-profit struggled to succeed financially. The advent of PLOS ONE changed all that. PLOS ONE has been transformative for several reasons, most notably its method of peer review. Typically top journals have tended to have their niche, and be selective. A journal on carcinogens would be unlikely to accept a paper about molecular biology, and it would only accept a paper on carcinogens if it was seen to be sufficiently novel and interesting. PLOS ONE changed that. It covers every scientific field, and its peer review is methodological (i.e. is the basic science sound) rather than looking for anything else. This enabled PLOS ONE to rapidly turn into the biggest journal in the world, publishing a staggering 31,500 papers in 2013 alone. PLOS ONEâs success cannot be solely attributed to its OA nature, but it was being OA which enabled PLOS ONE to become the âmegajournalâ we know today. It would simply not be possible to bring such scale to a subscription journal. The price would balloon beyond the reach of even the biggest library budget. PLOS ONE has spawned a rash of similar journals and more than any one title it has energised the development of OA, dispelling previously-held notions of what could and couldnât be done in journals publishing.
2012 â The âFinchâ Report
Itâs difficult to sum up the vast impact of the Finch Report on journals publishing in the UK. The product of a group chaired by the eponymous Dame Janet Finch, the report, by way of two government investigations, catalysed a massive investment in gold open access (funded by APCs) from the UK government, crystallised by Research Councils UKâs OA policy. In setting the direction clearly towards gold OA, âFinchâ led to a huge number of journals changing their policies to accommodate UK researchers, and the establishment of OA policies, departments, and infrastructure at academic institutions and publishers across the UK and beyond. The wide-ranging policy implications of âFinchâ continue to be felt as time progresses, through 2014âs Higher Education Funding Council (HEFCE) for England policy, through research into the feasibility of OA monographs, and through deliberations in other jurisdictions over whether to follow the UK route to open access. HEFCEâs OA mandate in particular will prove incredibly influential for UK researchers â as it directly ties the assessment of a universityâs funding to their success in ensuring their authors publish OA. The mainstream media attention paid to âFinchâ also brought OA publishing into the public eye in a way never seen before (or since).
American higher education is at a crossroads. The cost of a college education has made people question the benefits of receiving one. To better understand the issues surrounding the supposed crisis, we asked Goldie Blumenstyk, author of American Higher Education in Crisis: What Everyone Needs to Know, to comment on some of the most hot button topics today.
A discussion on the rising cost of higher education.
What does the future of higher education look like?
Are the salaries of university presidents and coaches too high?
A look into the accountability movement in higher education today.
The longest running stand alone school to teach cartoonist is having an open house tomorrowÂ from 1-4.Â Prospective students will meet faculty and get a tour.
Open houses at The Kubert School are a great way to learn about the school and program. Any prospective student and their family is welcome to attend. A tour of the school, teacher demonstrations, and meetings with our faculty are a part of the Open House experience. Scheduling a time is not necessary.
Founded by the great Joe Kubert, the school is currently run by his family, including Andy and Adam Kubert. Grads include Amanda Connor, Shane Davis, Skot Collins, and many more.
What is the human touch in online learning? How do you know if itâs there? What does it look and feel like? My epiphany on this topic occurred when a student told me âI thought I would have done better if I had a real teacher.â
This pronouncement triggered a cascade of questions: Why didnât she see me as real? Because we werenât in the same physical space? The physical separation of instructor and students creates a psychological and communications gap, and the missing element is the perception of people as real in an online environment — the human touch. Did she think the computer produced the instruction and the teacher interaction? How could this happen when I felt deeply involved in the course — posting detailed reading guides and supplementary materials, leading and participating in discussions, and giving individual feedback on assignments? Was technology getting in the way or was it the way I was using it? In the online classroom we hope that the technology becomes transparent and that students just have a sense of people interacting with other people in an online learning community. And this issue isnât limited to students. Instructors are sometimes concerned that they wonât be able to achieve the energy of the face-to-face classroom and the electricity of an in-person discussion if they teach online. Itâs a matter of presence and personal style.
We can create the human touch by establishing an online presence – a sense of really being there and being together for the course. To be perceived as real in the online classroom we need to project ourselves socially and emotionally, and find ways to let our individual personality shine through whatever communications media weâre using. We can look to our own face-to-face teaching style for ways to humanize an online course. What do we do in a face-to-face classroom to make ourselves more approachable? We talk with students as they arrive for class, spice up lectures with touches of humor and relevant personal stories, treat discussions as conversations, and sometimes depart from what we planned so we can follow more promising asides.
To translate these techniques for the online classroom we can look to the issue of physical separation. We use the terms âface-to-faceâ and âonline,â but online isnât synonymous with faceless and impersonal. In fact, faces can contribute to the human touch. Pictures of the instructor and the students, brief instructional videos, and video-enabled chat all provide images of real people. They add a human touch and contribute to a more vivid sense of presence — of being perceived as real. And posting short introductory autobiographies helps course participants establish personal connections that pave the way for open communication and collaboration. With the use of strategies like these the technology may begin to recede from consciousness, the focus can shift from technology to people, and ultimately the technology may even seem to disappear as people just interact with each other.
Once youâve established a sense of presence, you want to maintain and extend it. Regular, brief, informal announcements like those we typically make in a face-to-face class — a welcome message at the beginning of a course, reminders of due dates for assignments, current news items relevant to course content — help make our presence felt and assure students that weâre there, weâre working along with them, and weâre interested in their progress and success. Using our normal conversational tone for any online instructional posts (the agenda for the week, descriptions of readings, instructions or prompts for discussion posts) reinforces that sense of personal style. A practice of poking your head in to asynchronous discussions and making brief comments lets students know youâre there and available for help, but avoids the impression of dominating the discussion. Audio or video-enabled synchronous meetings provide a place where people can be themselves, join in informal discussions, show their enthusiasm for their subject matter with individual presentations, or experience the energy of brainstorming sessions — much as they would in a face-to-face classroom. All these techniques can contribute to that human touch, helping us reveal our real selves and engage our students in a vital online learning community.
What personal touches have you used online? Have you found particularly successful techniques youâd suggest others try?
False: Generally speaking, college is still worth the money in the long run. According to the latest figures from the College Board, the median earnings for a person with a bachelorâs degree was 65% greater than those for someone with just a high-school diploma over a 40-year working career. Those with associate degrees, typically earned in community or technical colleges, had earnings that were 27% higher. Whatâs more, the job market of the future will continue to offer more opportunities to those with post-secondary education. By 2020, experts predict two-thirds of jobs will require at least some education and training beyond the high school level. Forty years ago, only about 28% of jobs required that higher level of education.
It costs hundreds of thousands of dollars to go to college.
False: While there are colleges that charge upwards of $50,000 a year for tuition, room, and board (at least 175 of them, counting the half-dozen or so public universities that charge their out-of-state students that much) most colleges cost a lot less. Last year half of all four-year public-college students attended an institution where the annual in-state tuition rate was below $9,011. Some 85 percent of them attended a college where tuition charges were below $15,000. Private colleges charge more but with student aid from the federal and state governments and the colleges themselves, the price students actually pay is often substantially lower than the âsticker price.â Last year the average ânet priceâ at a four-year private college was $12,460. And the average tuition at community colleges, where about four out of ten undergraduates now attend college, was about $3,300 a year.
Student debt is unmanageable.
True (and False): About 40 million Americans now carry student-loan debt and for many of them, particularly recent graduates struggling to get established in a tough job market, student-debt burdens are a real challenge. Thatâs evidenced by the rising rate of defaults on student loans. But according to the latest data from Project on Student Debt, for students graduating from college with debt, those who attended four-year public colleges had an average debt burden of $25,500. For comparison sake, a new Ford Focus automobile costs anywhere from about $17,000 to $35,000, depending on the options. The average debt level for graduates from four-year private colleges was $32,300. About 40% of student debt is for balances smaller than $10,000, according to the College Board.
Of all the factors that have propelled college prices up faster than the costs of most other goods and services over the past for 40 years, the cost of all those tenured professors isnât one of them.
True: Actually, while college costs have been rising, the proportion of faculty members who are tenured professors, or on track to be considered for tenure, has shrunk precipitously during the same period. In the mid-1970s according to the American Association of University Professors, about 45% of all faculty members were tenured or on the tenure track; today only about one-quarter of them are. Full-time professors are well paid, but colleges now increasingly rely on faculty members who they hire annually, adjunct professors who they pay only about $2,700 per course, on average, and graduate teaching assistants. Meanwhile, factors that do seem to more directly drive up costs and prices include: growing numbers of administrators, new facilities, major reductions in state support, and the costs for student aid.
Online education takes place primarily at for-profit colleges like the University of Phoenix and DeVry University.
False: For-profit colleges like those were among the first to use distance education-technologies to expand their enrollments, but online education is now increasingly commonplace in more traditional public and private colleges. According to the latest available data, more than five million students — about a quarter of the student population — took at least one course that was fully or partly online in fall 2012. About half of them took a class that was exclusively online. The medium, however, still seems more popular for certain fields of study. For both graduate and undergraduate education, the most common courses and degrees offered via distance education are in business, marketing, computer- and information-technologies, and health-related fields. In the future, students can expect to see more and more classes that use distance-education technology in a hybrid format, mixing face-to-face instruction with online components.
Headline image credit: Graduation By Tulane Public Relations, CC-BY-2.0 via Wikimedia Commons
Getting kids excited about math can be a challenge.Â Â Because there are expected to be more than eight million STEM jobs in the United States by 2018, math skills are becoming more and more important for todayâs student. If todayâs student lacks math skills, three million of tomorrowâs jobs may go unfilled.
MathStart is an award-winning series filled with visual representations of math concepts through light-hearted, kid-inspired stories.Â Vetted by a team of math teachers, MathStart makes math skills for kids ages three to seven interesting by showing young characters using math in everyday experiences.Â Plus, each book comes with teaching tools and activity suggestions for educators.
To inspire kids to enjoy math and to meet the challenge of creating a strong workforce for the future, First Book teamed up with the American Fuel & Petrochemical Manufacturers (AFPM) to bring this collection of books to the First Book Marketplace.
The First Book Marketplace now carries two books from each level of the series:
Jack the Builder (Age 3+):Â Jack uses his imagination and all shapes and colors of his blocks to create different creatures and objects teaching kids beginning number operations and counting.
Just Enough Carrots (Age 3+): Join young rabbit at the supermarket to compare what items each character is buying and learn about addition, subtraction, âmore,â âfewerâ and âthe same.â
Elevator Magic (Age 6+) :Â Brian rides the elevator at his motherâs work and discovers new things on each floor.Â Along the way kids learn the number line and subtraction.
Tally OâMalley (Age 6+):Â On a family vacation the OâMalleys start a tallying competition to pass the time, teaching kids how to keep track of numbers as they count.
Lemonade for Sale (Age 7+):Â The memberâs of Elm Street Kidsâ club decide to sell lemonade to raise money to fix their clubhouse, tracking their business on a bar graph.Â Kids learn gathering data, charting and comparing results.
Shark Swim-A-Thon (Age 7+):Â This fun story about a team of sharks swimming laps to raise funds for camp helps reinforce the skill of two-digit subtraction.
Do you work with kids in need?Â Sign Up with First Book today to gain access to this great math series.
We begin with Amira's 12 birthday. She is finally old enough to wear a toob yet young enough to enjoy her Dando lifting her to the sky. Amira lives on a farm in South Darfur surrounded by friends and family, but changes are afoot. Amira's best friend Halima and her family are packing their things and moving to the city. They say the city has more opportunities. Amira wishes she could go with them to Nyala and attend the Gad Primary School with Halima. Amira is not so sure about her Muma's old fashioned ways.
"She does not like the idea of Gad, or any place where girls learn to read or write, in Arabic or English or think beyond a life of farm chores and marriage." (p. 13 arc)
Soon, the extra chores of 12, missing Halima, and trying to solve the ongoing bickering between her father and villager Old Anwar seem anything but troubling. The relative peace of her village is shattered when the Janjaweed attack, changing Amira's very existence.
Amira and the other survivors must pick up the pieces and leave the ruins of the village to find safety. Their trek takes them to the refugee camp Kalma - the Displaced People's Camp. Amira doesn't like this space surrounded by fences and barbed wire.
"Everywhere I look, I see people, people, and more people.
I'm glad to stop walking. I'm glad we have finally reached who-knows-where. But already I do not like this place." (arc p. 139)
It would be easy enough to give up in such a desperate place with no real end in sight. Amira and her family have lost so much. But when Amira meets Miss Sabine and is given a gift of a red pencil she discovers some things about herself, her family and those on the journey with her.
Written in free verse, The Red Pencil is a story of family and loss and hope. It was eye opening for me on a number of levels. One is that it is so easy for me not to see what is happening in the world from my perch here in NYC. The horrors of Darfur in the early 2000s seemed so far away in time and place that I wonder how many people in North America are aware of what was happening. I find myself very impressed with the deftness of Andrea Davis Pinkney's hand when it came to writing the passages dealing with the violence. She truly tells the story from a 12 year old's point of view, and the free verse format allows for silences that speak volumes. The illustrations by Shane W. Evans are playful within this serious book and somehow bring a feeling of safety to the pages.
A must read for librarians, teachers and students.
Have you ever thought that your body movements can be transformed into learning stimuli and help to deal with abstract concepts? Subjects in natural science contain plenty of abstract concepts which are difficult to understand through reading-based materials, in particular for younger learners who are at the stage of developing their cognitive ability. For example, elementary school students would find it hard to distinguish the differences in similar concepts of fundamental optics such as concave lens imaging versus convex lens imaging. By performing a simulated exercise in person, learners can comprehend concepts easily because of the content-related actions involved during the process of learning natural science.
As far as commonly adopted virtual simulations of natural science experiments are concerned, the learning approach with keyboard and mouse lacks a comprehensive design. To make the learning design more comprehensive, we suggested that learners be provided with a holistic learning context based on embodied cognition, which views mental simulations in the brain, bodily states, environment, and situated actions as integral parts of cognition. In light of recent development in learning technologies, motion-sensing devices have the potential to be incorporated into a learning-by-doing activity for enhancing the learning of abstract concepts.
When younger learners study natural science, their body movements with external perceptions can positively contribute to knowledge construction during the period of performing simulated exercises. The way of using keyboard/mouse for simulated exercises is capable of conveying procedural information to learners. However, it only reproduces physical experimental procedures on a computer. For example, when younger learners use conventional controllers to perform fundamental optics simulation exercises, they might not benefit from such controller-based interaction due to the routine-like operations. If environmental factors, namely bodily states and situated actions, were well-designed as external information, the additional input can further help learners to better grasp the concepts through meaningful and educational body participation.
Based on the aforementioned idea, we designed an embodiment-based learning strategy to help younger learners perform optics simulation exercises and learn fundamental optics better. With this learning strategy enabled by the motion-sensing technologies, younger learners can interact with digital learning content directly through their gestures. Instead of routine-like operations, the gestures are designed as content-related actions for performing optics simulation exercises. Younger learners can then construct fundamental optics knowledge in a holistic learning context.
One of the learning goals is to acquire knowledge. Therefore, we created a quasi-experiment to evaluate the embodiment-based learning strategy by comparing the leaning performance of the embodiment-based learning group with that of the keyboard-mouse learning group. The result shows that the embodiment-based learning group significantly outperformed the keyboard-mouse learning group. Further analysis shows that no significant difference of cognitive load was found between these two groups although applying new technologies in learning could increase the consumption of learnersâ cognitive resources. As it turned out, the embodiment-based learning strategy is an effective learning design to help younger learners comprehend abstract concepts of fundamental optics.
For natural science learning, the learning content and the process of physically experimenting are both important for learnersâ cognition and thinking. The operational process conveys implicit knowledge regarding how something works to learners. In the experiments of lens imaging, the position of virtual light source and the type of virtual lens can help learners determine the attributes of the virtual image. By synchronizing gestures with virtual light source, a learner not only concentrates on the simulated experimental process but realizes the details of the external perception. Accordingly, learners can further understand how movements of the virtual light source and the types of virtual lens change the virtual image and learn the knowledge of fundamental optics better.
Our body movements have the potential to improve our learning if adequate learning strategies and designs are applied. Although motion-sensing technologies are now available to the general public, massive applications will depend on economical price and evidence-based approaches recommended for the educational purposes. The embodiment-based design has launched a new direction and is hoped to continuously shed light on improving our future learning.
Todayâs blog post is an excerpt from A Path Appears: Transforming Lives, Creating Opportunity, the latest book from New York Timesâ columnist and best-selling authors Nick Kristof and Sheryl WuDunn.
In A Path Appears, which was released yesterday by Random House, Nick and Sheryl highlight âsome of todayâs most successful local and global initiatives to fight inequality.âÂ The book âmakes clear how typical citizens can drive the momentum of worthy solutions to our worldâs most pressing social problems.â
We are honored that Kyle Zimmer, First Book president, CEO and co-founder, is one of many social entrepreneurs featured in the book:
âWhile visiting the homes of those children, she noticed that there were few if any books. When she gave some children books, they would confide: This is my first book. That gave her the idea to found First Book, a nonprofit to deliver books to children living in poverty and then encourage them to read. She started the endeavor with two colleagues originally as a hobby organization, but it turned out to be impossibly tough to hire a good manager for it: âWe had about $1.30 in our bank account.â So she quit her corporate law job in 1995 and took on the role of chief executiveâŠ
There were plenty of missteps. When First Book started asking [publishers] for book donations, Zimmer arranged for a few trucks to pick them up. âI was sitting here thinking I knew what I was doing, and I started rounds of calls to get books donated,â said Zimmer. âThe publishers were wonderfully generous, and the fire hose of books for turned on.â First Book soon was scrambling for pickups, larger trucks â any form of transport. When one employee found a distributor willing to transport the books, Zimmer was delighted. But they had some explaining to do when a truck with a beer company logo pulled up in front of the schools to unload boxes of booksâŠ
First Book now distributes books to church groups, libraries in low-income neighborhoods, Head Start programs, homeless shelters, youth outreach center, and pediatricianâs officers through Reach Out and Read. After twenty years â and significant transformation â First Book has distributed some 115 million books to 90,000 organizations.* In 2013, First Book accounted for 2 percent of the childrenâs books distributed in the United States. Not bad for a nonprofit.
*Since A Path Appears went to press, First Book has continued to grow and expand. To date, we have distributed 120 million new books to a network of 140,000 schools and programs.
Fall is upon us. The temperature is falling, the leaves are turning, andÂ students are making their way back at school. To get a glimpse into the new school year, we asked some key music educatorsÂ share their thoughts onÂ the most important issues in music education today.
Â * Â * Â * Â * Â *
“The history of music education in the United States is integrally linked to general educational policies and initiatives, as well as American culture and society. Rationales for why music is an important component of studentsâ education have utilized utilitarian, aesthetic, and praxial arguments, often attempting to connect the goals of music learning with the educational priorities of the day. In the âdata driven,â high stakes testing milieu of todayâs educational reform movement, music educators find themselves having to defend not only music programs, but also the teaching profession in general. Political rhetoric and shrinking budgets have too often resulted in the false choice of ‘basic subjects’ over other areas of study, such as music and art, that can provide meaningful ways of understanding the world and equipping individuals to live a ‘good life.’ In this environment it is important that music teachers remain strong, articulate advocates for the value of music in the complete education of children, and to not resort to superficial reasons for musicâs inclusion in school curricula. All persons deserve the opportunity to experience a life enriched through active musical participation that includes creating, performing, and listening to music. Robust school music programs help to provide the foundational understandings to make that possible. As Karl Gehrkens, former president of the Music Supervisors National Conference, stated in 1923, ‘Music for every child; every child for music.’â
“Access to quality music instruction is the most important issue in music education today. Some American children have a daily opportunity to make music during school with a certified music teacher who assists them in creating music, performing music, and responding to music. However, many children do not have this opportunity. In some cases, children may have daily access to a music teacher, but that music teacher may not organize instruction in a way that offers the opportunity to create, perform, and respond to music. Many children have access to a music teacher only a few times per week and oftentimes the lack of resources for that music program leads to a subpar experience for students. Due to a lack of state level policy regarding music education, many children have no music teacher in their school building. Although there are rich opportunities for outside of school community music in the United States, many children cannot afford to pay for music instruction outside of the school setting. Citizens interested in making a difference in music education must advocate for a well-prepared, certified music teacher in every school building. Music needs to be mandated at least twice a week in a dedicated space at the elementary level and every secondary student should have the opportunity to participate in choral, instrumental, and general music.â
âThe most important issue in music education today is one that has existed for as long as has formal music education: assessment. The term raises many eyebrows, and I believe in viewing assessment for both its positive attributes and for the dangers it can present. Assessment of student work is vital for accountability, curriculum development, and instructional planning, but assessment can be dangerous when it accounts only for standardized measures, when it is used punitively, and when it does not properly inform educational decision-making. Good assessment of student work in music should help students to understand their own progress, and allow them to explore music creatively. Assessment of music teachersâ work is just as crucial because music teachers must be outstanding musicians, pedagogical thinkers, and instructors. Similar to assessment of student work, assessment of teachers should help to inform teachers of their strengths and areas for growth. Good assessment of teachers should provide feedback for improvement of planning and instruction, and should encourage teachers to incorporate new ideas, technologies, and types of interaction with their students. Assessments of teachers should be based on their actual performance rather than on that of their students, as is the unfortunate case in many high-stakes testing scenarios. Thoughtful, positively focused assessment can be a powerful motivator for educational progress and change, and can help students and teachers alike to participate creatively in music.â
âWith the current trend towards turning student evaluations into teacher accountability measures, we risk narrowly focusing music education to those skills based elements that can be easily measured.Â As music teacher educators we need to resist the urge to succumb to the standardized testing movement and broaden our studentsâ notions of what it means to be musical. We need to ensure a learner centered music education for all students that fosters creative thinking and divergent outcomes, such as composing, improvising and other forms of sonic exploration and expression through traditional and non-traditional approaches to music making.â
âThe most important issue in music education today is the lack of understanding shown by policy makers, school leaders, local politicians, and governments of the value of systematic and successful music learning across the lifespan, especially for our children and young people. Engaging in active music learning over a sustained period generates measurable physical, psychological and social benefits (as well as cultural benefit) that are long-term for the individuals and groups involved. The scientific evidence of music’s value (from clinical science, neuroscience, and social science) is increasing every day. Although we don’t yet understand clearly all the mechanisms of how music learning can promote long-term benefit, there can be no doubt that music can make a powerful and positive difference to health (physical, emotional, cognitive), whilst supporting different aspects of intellectual functioning (such as literacy) and fostering social inclusion and cohesion amongst and across diverse groups. Investing in high quality music education should be a priority for all, not just the lucky few, because music can transform lives for the better, across the lifespan.â