From Character to Intellect: Changing Conceptions of Merit in the Social Sciences and Humanities, 1951–1971
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Indicate to His Teachers That Any Indebtedness for Materials
DOCttMENT RFSUME ED 023 b46 TE 000 391 By -Palmer,,Louis H., Jr. Intellectual Honesty. Tilton School English Dept., NH. Pub Date Feb 68 Note -17p. EDRS Price MF -$025 He -$0 95 Descriptors -*Academic Standards, *Composition(Literary), Discipline Problems, *EngkshInstruction, Moral Issues, Moral Values, *Plagiarism One of the principal aims of a qualityeducation is a relationship of trustbetween a student andhis teachers and peers. Thestudent's signature on his workshould indicate to his teachers that anyindebtedness for materials--anyword-for-word copying, paraphrasing, usageof "apt" terms, or any mosaic woven intohis work from randomly-gathered statements--has beenacceptably acknowledged andidentified to clarify what is the student's own workand woat has been borrowedfrom others. The student should acknowledge to what extenthe has prepared and proofreadhis own papers, given orreceived help, and made use of tutors orother aids. He should understand that plagiarism fn any form notonly indicates a flagrantdisregard for the ethical and moral code governing thewelfare of the academic communityand a serious breach of personal integrity,but also constitutes an ignoranceof form, for which he will still be held responsible.(Included are examples which illustratethe misuse of source materials) (JB) U.S. DEPARTMENT OF HEALTH, EDUCATION 8.WELFARE OFFICE Of EDUCATION EXACTLY AS RECEIVED FROM THE THIS DOCUMENT HAS BEEN REPRODUCED POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE Of EDUCATION STATED DO NOT NECESSARILY REPRESENT POSITION OR POLICY. INTELLECTUAL HONESTY ar English Department Tilton School Tilton, New Hampshire nbruary, 1968 Louis H. Palmer, Jr. Chairman INTELLECTUAL HONESTY Honesty is a relationship of trust and understanding between two people or between a person and a group. -
Digital Opportunity: a Review of Intellectual Property and Growth
Digital Opportunity A Review of Intellectual Property and Growth An Independent Report by Professor Ian Hargreaves May 2011 Contents Page Foreword by Ian Hargreaves 01 Executive Summary 03 Chapter 1 Intellectual Property and Growth 10 Chapter 2 The Evidence Base 16 Chapter 3 The International Context 21 Chapter 4 Copyright Licensing: a Moment of Opportunity 26 Chapter 5 Copyright: Exceptions for the Digital Age 41 Chapter 6 Patents 53 Chapter 7 Designs 64 Chapter 8 Enforcement and Disputes 67 Chapter 9 SMEs and the IP Framework 86 Chapter 10 An Adaptive IP Framework 91 Chapter 11 Impact 97 Annex A Terms of Reference 101 Annex B Stakeholders Met during Review of IP and Growth 102 Annex C Call for Evidence Submissions 105 Annex D List of Supporting Documents 109 Foreword When the Prime Minister commissioned this review in November 2010, he did so in terms which some considered provocative. The Review was needed, the PM said, because of the risk that the current intellectual property framework might not be sufficiently well designed to promote innovation and growth in the UK economy. In the five months we have had to compile the Review, we have sought never to lose sight of David Cameron’s “exam question”. Could it be true that laws designed more than three centuries ago with the express purpose of creating economic incentives for innovation by protecting creators’ rights are today obstructing innovation and economic growth? The short answer is: yes. We have found that the UK’s intellectual property framework, especially with regard to copyright, is falling behind what is needed. -
Phil 3304 Christian Worldview Philosophy Department Dallas Baptist University Dr
Phil 3304 Christian Worldview Philosophy Department Dallas Baptist University Dr. Naugle Arthur Holmes, The Idea of a Christian College Chapter Two: Theological Foundations Introduction: Believers ought to be committed to thinking and acting (esp. when it comes to education) as a Christian in conformity with their beliefs about God and his purposes for them and the world. Hence, we will do this and thereby unfold a biblical and theological foundation for Christian involvement in higher education in general, and liberal arts education in particular. Four themes are the focus: • Creation • The human person •Truth • Cultural mandate Creation 1. Gnosticism has beleaguered the Church perpetually with its claims that there are two worlds of mind and matter, that matter is the source of life’s evils, while mind or spirit is the source of what is rational and good. Matter and mind are locked in an eternal conflict. 2. Hence, Paul, on the basis of the eight “goods” of Genesis 1, responds to gnosticism in 1 Timothy 4: 1-5. 1 Tim. 4:1 But the Spirit explicitly says that in later times some will fall away from the faith, paying attention to deceitful spirits and doctrines of demons, 1 Tim. 4:2 by means of the hypocrisy of liars seared in their own conscience as with a branding iron, 1 Tim. 4:3 {men} who forbid marriage {and advocate} abstaining from foods, which God has created to be gratefully shared in by those who believe and know the truth. 1 Tim. 4:4 For everything created by God is good, and nothing is to be rejected, if it is received with gratitude; 1 Tim. -
Rigor and Inter-Disciplinary Communication
RIGOR AND INTER-DISCIPLINARY COMMUNICATION Editors of this Collaborative Multi-Author Article Thomas Marlowe and Nagib Callaos Contents of this Collaborative Multi-Author Article Nagib Callaos, Purpose and Context Nagib Callaos and Thomas Marlowe, Inter-Disciplinary Communication Rigor Jeremy Horne, Unedited notes on interdisciplinary communications – historical perspective, rigor and current situation Donald Ropes, Interdisciplinary Communication as a Process and an Outcome: The Case Of Transdisciplinary Research Lillian Buus, Collaboratively Designing for Learning Margit Scholl, Short reflection on the outlook for E-Government in Germany with a focus on the “Rigor of Interdisciplinary Communication” Bruce E. Peoples, Reflections on Inter-disciplinary Communications – Metaperspectives; Exploring the Affective Domain Sukjin Kang, Korea, Aesthetic Rigor in Interdisciplinary Communication: A Case Study of Informatics and Cybernetics Olga Bernikova and Oleg I. Redkin, Intellectual Rigor in Arabic Studies and Computer Sciences Communication Ekaterini Nikolarea, “Intellectual rigor” and beyond: Inter-disciplinary communication in a glocalized context (or inter-scientificity) Nagib Callaos, Intellectual Rigor in Information Systems Development Contributing Authors ISSN: 1690-4524 SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 18 - NUMBER 1 - YEAR 2020 1 Purpose and context Nagib Callaos This article is the initial step in a first project in a program oriented to the following purposes: 1) To address two seemingly unrelated issues: Meta-Education (including continuous self-education) and Peer-reviewing.1 2) To suggest a methodology based on systemic/cybernetic relationships between Co- researching and Co-Learning (Figure 1)2; which may increase the effectiveness of both Meta-Education and Peer-reviewing by cybernetically relating them with co- regulative negative feedback and feedforward, as well as with co-additive or co- amplificatory positive feedback. -
Research Article Academic Integrity in Higher Education of Ukraine: Current State and Call for Action
Hindawi Education Research International Volume 2020, Article ID 8856251, 8 pages https://doi.org/10.1155/2020/8856251 Research Article Academic Integrity in Higher Education of Ukraine: Current State and Call for Action Vadym Luniachek ,1 Alla Brovdii,2 Oleksandr Kulakovskyi,1 and Tetyana Varenko 3 1Creative Pedagogy and Intellectual Property Department, Ukrainian Engineering Pedagogics Academy, Kharkiv 61003, Ukraine 2Department of Legal Support of Economic Activity, O.M. Beketov National University of Urban Economy in Kharkiv, Kharkiv 61002, Ukraine 3Monitoring and Information Analysis Support Division of the Department for Cooperation with International Agencies and Financial Institutions, Kharkiv City Council, Kharkiv 61200, Ukraine Correspondence should be addressed to Tetyana Varenko; [email protected] Received 8 May 2020; Revised 24 August 2020; Accepted 15 September 2020; Published 28 September 2020 Academic Editor: Kirsi Tirri Copyright © 2020 Vadym Luniachek et al. *is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. *e research aims to define the scope and challenges of intellectual property rights protection in higher schools of Ukraine and offer recommendations to address those for higher education officials and university leaders. *e findings of the research rely on the results of an anonymous expert survey conducted among non-law students of two institutions of higher education using a specially designed questionnaire. *ey reveal a significantly low level of students’ awareness and knowledge of intellectual property rights, academic integrity, and protection thereof, which undermines the internal education quality. At the same time, there exists a high demand for receiving the relevant knowledge within the university programmes the students are enrolled in. -
Intellect and the Structuring of Reality in Plotinus and Averroes John S
Roger Williams University DOCS@RWU School of Architecture, Art, and Historic School of Architecture, Art, and Historic Preservation Faculty Publications Preservation 2012 Intellect and the Structuring of Reality in Plotinus and Averroes John S. Hendrix Roger Williams University, [email protected] Follow this and additional works at: http://docs.rwu.edu/saahp_fp Part of the Classics Commons Recommended Citation Hendrix, John S., "Intellect and the Structuring of Reality in Plotinus and Averroes" (2012). School of Architecture, Art, and Historic Preservation Faculty Publications. Paper 29. http://docs.rwu.edu/saahp_fp/29 This Article is brought to you for free and open access by the School of Architecture, Art, and Historic Preservation at DOCS@RWU. It has been accepted for inclusion in School of Architecture, Art, and Historic Preservation Faculty Publications by an authorized administrator of DOCS@RWU. For more information, please contact [email protected]. Intellect and the Structuring of Reality in Plotinus and Averroes John Hendrix Though Averroes is not generally considered to be sympathetic to Neoplatonic thinking, there are definite parallels between the philoso- phies of intellect of Averroes and Plotinus. Both can be considered to be “Idealists” in that intelligible form precedes sensible form in per- ception, and that the material intellect of Averroes or Reason Principle of Plotinus, nous hylikos or pathetikos , depends in its functioning on the agent intellect of Averroes or Intellectual Principle of Plotinus, nous poietikos . The formation of the image in the oculus mentis is co- incident with the formation of a thought, and the sensible form is a transient residue of the permanent intelligible form, as if it is reflected in a mirror and projected on a surface. -
Anti-Intellectualism, Corporatization, and the University Henry Reichman American Association of University Professors, [email protected]
Journal of Collective Bargaining in the Academy Volume 9 Creating Solutions in Challenging Times Article 2 December 2017 Anti-Intellectualism, Corporatization, and the University Henry Reichman American Association of University Professors, [email protected] Follow this and additional works at: http://thekeep.eiu.edu/jcba Part of the Collective Bargaining Commons, and the Higher Education Commons Recommended Citation Reichman, Henry (2017) "Anti-Intellectualism, Corporatization, and the University," Journal of Collective Bargaining in the Academy: Vol. 9 , Article 2. Available at: http://thekeep.eiu.edu/jcba/vol9/iss1/2 This Op-Ed is brought to you for free and open access by The Keep. It has been accepted for inclusion in Journal of Collective Bargaining in the Academy by an authorized editor of The Keep. For more information, please contact [email protected]. Anti-Intellectualism, Corporatization, and the University Cover Page Footnote This was modified from a presentation at the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education in New York City, April 2017. This op-ed is available in Journal of Collective Bargaining in the Academy: http://thekeep.eiu.edu/jcba/vol9/iss1/2 Reichman: Anti-Intellectualism, Corporatization, and the University Anti-Intellectualism, Corporatization, and the University Henry Reichman1 In bargaining collectively over conditions of employment, college and university faculty and administrations face a peculiar challenge. Unlike much labor faculty work is primarily intellectual work and the conditions of employment are much impacted by societal attitudes toward intellect and intellectuals. We are accustomed, of course, to bargaining over protections to academic freedom and intellectual property. -
Dr. Bruce Bowles Jr
Dr. Bruce Bowles Jr. Texas A&M University–Central Texas Department of Humanities E-mail: [email protected] Education Ph. D. in English, The Florida State University (April 2016) • Major Area: Rhetoric and Composition • Minor Area: Writing Assessment • Dissertation: Taken Out of Context?: Examining the Influence of Context on Teachers’ Written Responses to Student Writing M. A. in English, The University of North Carolina at Charlotte (May 2012) B. A. in Literature, Stockton University (May 2005) Professional Appointments Texas A&M University–Central Texas. Assistant Professor of English and Director of the University Writing Center (Sept. 2016-Present) Research Peer-Reviewed Publications: “The ‘Ghost’ in the Tutorial: How Do Tutors and Students Engage with Faculty Feedback?” In Praxis: A Writing Center Journal, Vol. 18, No. 3 (2021) “On Bullshit and the Necessity of Balance.” In Composition Studies (invited contribution to the Where We Are section), Vol. 48, No. 3 (2020) “The Texts within the Context: Examining the Influence of Contextual Documents on Students’ Interpretations of Teachers’ Written Feedback.” In Journal of Response to Writing, Vol. 6, No. 1 (2020) “Can We Really Call Bullshit?: Bullshit, Anti-Intellectualism, and the Need for Vulnerability in Rhetoric.” In enculturation: A Journal of Rhetoric, Writing, and Culture, Issue 31 (2020) “Coffee’s for Closers!: The Pressures of Marketing a New Writing Center.” In WLN: A Journal of Writing Center Scholarship, Vol. 43, No. 7-8 (2019) “Reflect, Select, Deflect: Proxies, ‘Numeric’ Screens, and the Dangers of Partial Vision.” In Intraspection: A Journal of Rhetoric, Culture, and Style, Vol. 1, No. 1 (2018) “The Five-Paragraph Theme Teaches ‘Beyond the Test.’” In Bad Ideas About Writing, edited by Cheryl E. -
CHAPTER 5 BRAINPOWER for LEADERSHIP
5 VOLUME TWO: TEAM LEADERSHIP CHAPTER 5 BRAINPOWER for LEADERSHIP LEADERSHIP IS AN INTELLECTUAL ACTIVITY. It requires brainpower. Developing your brainpower can only make you a more effective leader. Recognizing this fact, the U.S. military, the most professional force in the world, requires all officers to be college graduates. Moreover, even after commissioning, officers will attend four or more graduate-level schools on their way to the grade of colonel and above. Top NCOs receive a rigorous education, too. Moreover, a leader’s overall brainpower will affect his or her success. In this chapter, we look at critical thinking, creativity, and teaching – three aspects of leadership that speak to the need for serious study and the application of brainpower. Leaders need to teach themselves how to think and how to learn. If you want to lead, you better get yourself smart. 38 VOLUME TWO: TEAM LEADERSHIP CRITICAL THINKING CHAPTER GOALS 1. Explain why and how leaders “To every complex question there is a simple answer, try to be critical thinkers. and it is wrong.” 2. Appreciate the value of H.L. MENCKEN creativity in leadership. Journalist and social critic 3. Develop an understanding OBJECTIVE: of some fundamentals in teaching 1. Defend the claim that critical thinking has a direct and training. impact on a leader’s effectiveness. If leadership requires careful study and reflection, as we discussed in chapter three, then a leader’s critical CHAPTER OUTLINE thinking skills have a direct influence on his or her In this chapter you will learn about: effectiveness. The good news is that everyone can develop better critical thinking skills through study Critical Thinking and practice. -
Critical Thinking: Intellectual Standards Essential to Reasoning Well Within Every Domain of Human Thought, Part Two
Critical Thinking: Intellectual Standards Essential to Reasoning Well Within Every Domain of Human Thought, Part Two By Richard Paul and Linda Elder In our last critical thinking column we introduced the idea of intellectual • I hear you saying “___.” Am I hearing you correctly, or have I misun- standards and pointed out that all natural languages are repositories for such derstood you? standards, which, when appropriately applied, serve as guides for assessing Accuracy: free from errors, mistakes or distortions; true, correct. human reasoning. We argued that intellectual standards are necessary for A statement can be clear but not accurate, as in “Most dogs weigh more cultivating the intellect and living a rational life, are presupposed in many than 300 pounds.” Thinking is always more or less accurate. It is useful to concepts in modern natural languages, and are presupposed in every subject assume that a statement’s accuracy has not been fully assessed except to the and discipline. In this column, the second in the series, we introduce and extent that one has checked to determine whether it represents things as explicate some of the intellectual standards essential to reasoning well through they really are. Questions that focus on accuracy in thinking include: the problems and issues implicit in everyday human life. • How could I check that to see if it is true? Some Essential Intellectual Standards • How could I verify these alleged facts? We postulate that there are at least nine intellectual standards important • Can I trust the accuracy of these data given the source from which they come? to skilled reasoning in everyday life. -
Intellectual Culture: the End of Russian Intelligentsia
Russian Culture Center for Democratic Culture 2012 Intellectual Culture: The End of Russian Intelligentsia Dmitri N. Shalin University of Nevada, Las Vegas, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/russian_culture Part of the Asian History Commons, Cultural History Commons, European History Commons, Intellectual History Commons, Other Languages, Societies, and Cultures Commons, Political History Commons, Slavic Languages and Societies Commons, and the Social History Commons Repository Citation Shalin, D. N. (2012). Intellectual Culture: The End of Russian Intelligentsia. In Dmitri N. Shalin, 1-68. Available at: https://digitalscholarship.unlv.edu/russian_culture/6 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Article in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Article has been accepted for inclusion in Russian Culture by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. Intellectual Culture: The End of Russian Intelligentsia Dmitri Shalin No group cheered louder for Soviet reform, had a bigger stake in perestroika, and suffered more in its aftermath than did the Russian intelligentsia. Today, nearly a decade after Mikhail Gorbachev unveiled his plan to reform Soviet society, the mood among Russian intellectuals is decidedly gloomy. -
Intellectual Disability and the Prison Setting
30 Rev Esp Sanid Penit 2016; 18: 25-32 V. Tort, R. Dueñas1, E Vicens, C Zabala, M Martínez, DM Romero Intellectual disability and the prison setting Intellectual disability and the prison setting V. Tort1, R. Dueñas1, E Vicens1, C Zabala2, M Martínez2, DM Romero2 1 Parc Sanitari Sant Joan de Deu. Sant Boi de LLobregt (Barcelona) 2 Facultad de Terapia Ocupacional, Logopedia y Enfermería de la UCLM. Talavera de la Reina (Toledo) ABSTRACT Introduction: The prevalence of intellectual disability (ID) in the prison setting has scarcely been studied. Although some approximations or estimates regarding people with intellectual disabilities have been performed in Spain, there is little in the way of reliable data. Objectives: 1) To determine the prevalence of ID in a sample population in the residential modules of a Spanish prison, 2) Obtain data on the prevalence of ID in prison psychiatric units and hospitals. Methods: 1) A TONI II test was performed on a sub-sample (n = 398) of a prevalence study in Spanish prisons33 to identify inmates with intellectual disabilities. 2) We reviewed the reports of the psychiatric department of Parc Sanitari Sant Joan de Deu to establish the diagnosis at discharge of patients with a primary diagnosis of intellectual disability 3) Data from the Directorate General of Prisons on the prevalence of ID in Prison Psychiatric Hospitals was reviewed. Results: The data obtained from the TONI II test found 3.77% of the study population has an IQ below 70, and 7.54 % has a borderline IQ rate. Assessment of penitentiary psychiatric hospitalization data showed these figures to be higher.