The Knowledge Society: a Freedom- Centered Perspective
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IPRED Versus the Sharing of Culture: Moving Away from Enforcement
March 2011 IPRED Versus The Sharing of Culture: Moving Away From Enforcement Response to the European Commission's consultation on the “Intellectual Property Rights” Enforcement Directive (IPRED). La Quadrature du Net | 1 Executive summary: EU's Internet policy at crossroads More than 10 years after adopting a framework for the development of information society services and the promotion of freedom of expression online, the European Union faces a crucial choice: It can either pursue the promotion of democratic goals and innovation in the digital environment, or remain blind to social and technical realities by enforcing a copyright regime that is at its very core unadapted to the Internet. Sadly, the European Commission's documents regarding the revision of the “Intellectual Property Rights” Enforcement Directive (IPRED) suggests that forces of the status quo could prevail. In the age of the Internet, where any citizen can have access to a global communications infrastructure to access and disseminate culture and knowledge, our legal system must give up on the idea that each instance of transmission of artistic works must be submitted to prior authorization, especially in cases of non-profit transmission. The debate needs to move away from enforcement and focus on financing schemes and business-models that can accommodate widespread social practices, such as non- commercial file-sharing of cultural works, while providing appropriate resources for creative activities. However, the Internal Market Directorate General of the EU Commission, which is supervising the revision of IPRED, appears too much in line with the copyright industry to break away from outdated policies. Even though it has undertaken laudable efforts to create a more integrated single digital market, its determination to repress non-commercial sharing of cultural goods over the Internet is endangering the technical and legal architecture on which are based the democratic and economic potential of the Internet. -
A New Knowledge Society Index: Global Tendencies and an Analysis of Turkey Oguz Demira Istanbul Commerce University
ISSN 1303-0485 • eISSN 2148-7561 DOI 10.12738/estp.2015.2.2356 Received | 24 December 2013 Copyright © 2015 EDAM • http://www.estp.com.tr Accepted | 24 August 2014 Educational Sciences: Theory & Practice • 2015 April • 15(2) • 325-335 OnlineFirst | 7 April 2015 A New Knowledge Society Index: Global Tendencies and an Analysis of Turkey Oguz Demira Istanbul Commerce University Elif Guneren Gencb Istanbul Commerce University Elcin Aykac Alpc Istanbul Commerce University Figen Yildirimd Istanbul Commerce University Abstract Numerous studies have examined the growth rate and the level of development of countries. According to economy, sociology, and even history, it can be easily observed that knowledge is one of the most important indicators for countries to achieve sustainable growth and development. Education is seen as the main input for a society to be considered a “knowledge society,” and the aim of this study is to investigate this multidimensional character of education. In the scope of the study, United Nations Public Administration Network (UNPAN)’s Knowledge Society Index is reviewed and recalculated with respect to different variables to understand the significance of being a knowledge society for the economic g rowth of a country. Regarding this recalculation, another important aim of the study is to rank Turkey in the recalculated index and try to expose reasons for its actual situation. In this context, Turkey’s strengths and weaknesses are set out. In conclusion, in accordance with the determinations, policy recommendations to authorities are also included. Keywords: Knowledge society • Composite indicators • Knowledge economy • UNPAN Knowledge Society Index a Assist. Prof. Oguz Demir (PhD), Department of Economics, Istanbul Commerce University, Istanbul, Turkey Email: [email protected] b Corresponding author Assist. -
What Is the Knowledge Society?
What is the Knowledge Society? Marin Dinu Ph.D. Professor Academy of Economic Studies, Bucharest Abstract. This study sets out to establish conceptual delimitations, more concordant to the theoretical acquisitions with regard to the knowledge society. The author considers it opportune to situate in the center of the definition of the concept of knowledge society the problem of prevalence in the typology of resources. Thus, the knowledge society appears as a form of organization in which scientific knowledge predominates, be that informatics as well. The concordances of essence are discovered through the discerning of the functional relationship knowledge society – global society. In the spectrum of meanings specific to this highway of post-postmodernist configuration of the world, the priorities of the project of the second modernity – the paradigmatic matrix of globalization – are approached. In fact, the study argues in favor of refocusing globalization on the humane, on its distinctive values which substantiate and lend sense to the evolutions of the world. Postreferentiality is the rational expression of humanity coming back to itself(1). Key words: the principle of critical mass; postreferentiality; the second modernity; the substance of globalization. JEL Classification: D83, O33. A postreferential perspective on resources The real problem of the knowledge based society is The first referential: the explicative model meta-knowledge. The basis for this statement resides in When we talk about the knowledge society, in its the performance -
November 11-13, 2010 Hilversum and Amsterdam, the Netherlands Inhoudelijk En financiële Verantwoording Economies of the Commons 2, November 2010
November 11-13, 2010 Hilversum and Amsterdam, the Netherlands www.ecommons.eu Inhoudelijk en financiële verantwoording Economies of the Commons 2, november 2010 Stichting Nederland Kennisland Keizersgracht 174 1016 DW Amsterdam +31 205756720 / http://www.kennisland.nl 2 / 48 1 ECONOMIES OF THE COMMONS 2 ....................................................................................4 1.1 BELANGRIJKSTE OPGELEVERDE RESULTATEN ........................................................................4 1.2 HTTP://WWW.ECOMMONS.EU/ ..............................................................................................5 1.3 PROGRAM ..........................................................................................................................6 2 BLOGPOSTS ..........................................................................................................................8 TOWARDS A RADICAL ARCHIVE: DE BALIEʼS ERIC KLUITENBERG ..................................................9 WHEN LIBRARIES EMBRACE THE DIGITAL FUTURE: INTERVIEW WITH KB'S IRMGARD BOMERS ......10 ARCHIVING IN CONVERGENCE: EUROPEANA'S DYNAMIC PORTAL ...............................................12 THE NETWORKED VAULT: INTERVIEW WITH MAARTEN BRINKERINK OF THE NETHERLANDSʼ INSTITUTE OF SOUND AND VISION ............................................................................................................................13 WHEN THE COPY'S NO EXCEPTION: INTERVIEW WITH KENNISLAND'S PAUL KELLER ...........15 PETER KAUFMAN ON APPRECIATING AUDIOVISUAL VALUE -
Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge
University at Albany, State University of New York Scholars Archive Educational Theory and Practice Faculty Scholarship Educational Theory and Practice 2010 Knowledge Society Network: Toward a dynamic, sustained network for building knowledge Jianwei Zhang University at Albany, State University of New York, [email protected] Huang-Yao Hong National Chengchi University, Taiwan, [email protected] Marlene Scardamalia University of Toronto, Canada Follow this and additional works at: https://scholarsarchive.library.albany.edu/etap_fac_scholar Part of the Education Commons Recommended Citation Zhang, Jianwei; Hong, Huang-Yao; and Scardamalia, Marlene, "Knowledge Society Network: Toward a dynamic, sustained network for building knowledge" (2010). Educational Theory and Practice Faculty Scholarship. 4. https://scholarsarchive.library.albany.edu/etap_fac_scholar/4 This Article is brought to you for free and open access by the Educational Theory and Practice at Scholars Archive. It has been accepted for inclusion in Educational Theory and Practice Faculty Scholarship by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge Le Knowledge Society Network : vers un réseau dynamique et durable pour la coélaboration de connaissances Huang-Yao Hong, Marlene Scardamalia, and Jianwei Zhang Authors Huang-Yao Hong, Assistant Professor, National Chengchi University, Taiwan. Correspondence regarding this article can be sent to [email protected] Marlene Scardamalia, Presidents' Chair in Education and Knowledge Technologies and Director, Institute for Knowledge Innovation and Technology, OISE, University of Toronto Jianwei Zhang, Assistant Professor, University at Albany, USA Abstract The Knowledge Society Network (KSN) “takes advantage of new knowledge media to maximize and democratize society’s knowledge-creating capacity” (www.ikit.org/KSN). -
Felix Stalder Digital Solidarity
Digital Solidarity Digital Digital Solidarity Felix Stalder Felix Stalder’s extended essay, Digital Solidarity, responds to / Digital the wave of new forms of networked organisation emerging from and colliding with the global economic crisis of 2008. Felix Stalder Across the globe, voluntary association, participatory decision- Solidarity making and the sharing of resources, all widely adopted Felix Stalder online, are being translated into new forms of social space. This movement operates in the breach between accelerating technical innovation, on the one hand, and the crises of institutions which organise, or increasingly restrain society on the other. Through an inventory of social forms – commons, assemblies, swarms and weak networks – the essay outlines how far we have already left McLuhan’s ‘Gutenberg Galaxy’ behind. In his cautiously optimistic account, Stalder reminds us that the struggles over where we will arrive are only just beginning. Part of the PML Books series. A collaboration between Mute and the Post-Media Lab Mute Books Price €5 £4.25 $6.75 Cover image: Simon Worthington Digital Solidarity Felix Stalder A collaboration between the Post-Media Lab & Mute Books Anti copyright © 2013 Mute Except for those images which originally appeared elsewhere and are republished here, all content is copyright Mute and the authors. However, Mute encourages the use of its content for purposes that are non-commercial, critical, or disruptive of capitalist property relations. Please make sure you credit the author and Mute as the original publishers. This legend is devised in the absence of a licence which adequately represents this contributor’s and publisher’s respective positions on copyright, and to acknowledge but deny the copyrighting performed by default where copyright is waived. -
Free Culture Forum with Special Guest Lawrence Lessig
Media Advisory Free Culture Forum With special guest Lawrence Lessig For Immediate Release Date: March 23rd, 2006 Time: 11:30 am - 2:30pm Location: 450 Dodge Hall, Northeastern University For: Students, faculty, staff and the public Cost: Free Join us for a lively discussion on issues related to free culture including artistic freedom, the public domain, copyright, control of the media, open access, open source, free software, academic journals, institutional repositories, and consumer rights. Learn about organizations and projects such as Creative Commons and the Directory of Open Access Journals that support open dialogue and public access to creative works—from scientific, scholarly journals to websites, from photography to music, from literature to courseware. What is the free culture movement? A healthy, vibrant culture must continually be improved and refashioned by those who live in it. This requires a thriving public domain and cultural commons that anyone can build upon or reshape. To achieve this ideal, free culture seeks to promote open intellectual property policy and channel the power of technology toward appreciation, creation, and distribution of participatory culture. According to Lawrence Lessig, free culture is concerned with big media protecting the interests of big media over creators. Free culture supports and protects creators and innovators and seeks the transformation of culture through the free exchange of ideas. The Participants A panel of free culture advocates and experts and you! Professor Lawrence Lessig, Founder, Creative Commons & author of Free Culture Derek Slater, Activist, Electronic Frontier Foundation Nelson Pavlosky, Founder, FreeCulture.Org William Wakeling, Associate Dean, Northeastern University Libraries The Design A panel structure to facilitate high-level interaction between the audience and speakers that will enrich general understanding of free culture by means of free culture -- community collaboration and contribution. -
Education in the Knowledge Society: Genesis of Concept and Reality
INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 17, 9949-9958 OPEN ACCESS Education in the Knowledge Society: Genesis of Concept and Reality Alexander O. Karpova aBauman Moscow State Technical University, Moscow, RUSSIA ABSTRACT The aim of the article is to define the content of theoretical ideas about education in the knowledge society in terms of the birth of its social reality. It is shown that the genesis of the concept of education in the knowledge society goes back to the period of 1950-1960s and is due to the emergence of new qualities of an industrial worker that the knowledge worker inherits. In 1957 P. Drucker (1957) formulates an idea of advanced training and in 1968 the principle of continuing education to train the knowledge worker. Their relation to the concept of distributed education by P. Drucker is revealed. It is stated that the key institutions of the knowledge society are university and school established on the principles of research training and related scientific and cognitive continuity. The concept of dynamic competence is defined; the relationship of creative learning with the reality of the knowledge society is shown. The analysis of fundamental contradictions of education in the knowledge society is given. KEYWORDS ARTICLE HISTORY Education, society, learning, competence, creativity Received 21 August 2015 Revised 20 July 2016 Accepted 15 August 2016 Introduction In the middle of the XXth century in the socio-economic reality of industrially developed countries of the world there was a move in the direction of a knowledge society. This process found its special expression in culture, social structure, economic instruments as well as in education. -
COMMUNIA Final Report
Deliverable D.1.11 COMMUNIA Final Report ECP‐2006‐PSI‐610001 COMMUNIA http://COMMUNIA‐project.eu/ Final Report Deliverable number/name Deliverable D1.11: Final Report Dissemination level Public Delivery date March 31, 2011 Status FINAL VERSION TO REVIEWERS Main Author Giancarlo F. Frosio This document incorporates the results of several months of discussions among COMMUNIA members. The main author and the project coordinator wish to thank everyone who contributed, and particularly Lucie Guibault, Paul Keller, Séverine Dusollier and Patrick Peiffer whose comments and analyzes have greatly enhanced this text. eContentplus This project is funded under the eContentplus prograMMe,1 a Multiannual CoMMunity prograMMe to Make digital content in Europe More accessible, usable and exploitable. 1 O.J. L 79 (March 24, 2005), at 1. 1 Deliverable D.1.11 COMMUNIA Final Report 2 Deliverable D.1.11 COMMUNIA Final Report CONTENTS CONTENTS ............................................................................................................................................................ 3 COMMUNIA FINAL REPORT .................................................................................................................................. 7 WHAT IS THE PUBLIC DOMAIN? ........................................................................................................................... 7 THE VALUE OF THE PUBLIC DOMAIN FOR EUROPE ................................................................................................. 11 PUBLIC DOMAIN CHALLENGES -
Llicències Lliures I Obertes Autoria: Wouter Tebbens (FKI), David Gómez (FKI) Versió 1.0
Taller de Cooperativisme de plataforma Llicències lliures i obertes Autoria: Wouter Tebbens (FKI), David Gómez (FKI) Versió 1.0 CONTINGUTS CONCEPTES CLAU En aquest mòdul tractem les polítiques per compartir el coneixement i especialment les ● Domini públic pràctiques per fer servir llicències públiques, com ● Tots els drets reservats les obertes i les lliures. Repassem aquesta tradició i ● Llicència pública veiem la seva aplicació en els mons del software, ● Llicències lliures: Copyleft / Permissiu les obres culturals, educatius, de disseny i de les ● Llicències obertes, incl. CopyFair dades. ● Drets morals Els “drets d’autor” són una forma de protecció legal sobre la propietat intel·lectual que donen drets exclusius als autors d’obres que passen un llindar d’originalitat per decidir què es pot fer amb elles. No protegeixen una idea sinó la plasmació d’aquesta. Es distingeixen dos tipus de drets: ● Drets morals o extrapatrimonials (intransferibles, inalienables, no es poden cedir): reconeixement de l’autoria, integritat de l’obra, accés a l’exemplar rar, entre altres. ● Dets patrimonials o d’explotació (transferibles, es poden cedir): reproducció, comunicació pública, transformació. L’autor pot cedir els drets patrimonials de forma exclusiva o parcial a tercers a través d’un contracte o cedint-los a una societat de gestió de drets. Una altra manera és acompanyar l’obra amb un permís d’ús o llicència pública. En el context d’una producció col·laborativa en xarxa la necessitat de negociar la cessió amb cada autor d’una contribució o amb el titular a qui aquest ha cedit els drets fa inviable el procés de co-producció, fins i tot si no hi ha retribució, ja que cal contactar, negociar i elaborar contractes costosos. -
Information and Communication Technology and the Knowledge Society PAJEE 18(8) (2021)
Information and communication technology and the knowledge society PAJEE 18(8) (2021) Information and communication technology and the knowledge society Aseel Hameed Raheem 1 , Nabeel Imran Mussa Al-Khaldi 2 1,2 University Of Al-Qadisiyah / College of Arts / Department of Sociology Corresponding Author1: [email protected] Aseel Hameed Raheem 1 , Nabeel Imran Mussa Al-Khaldi 2 , Information and communication technology and the knowledge society . Palarch’s Journal Of Archaeology Of Egypt/Egyptology 18 (8). ISSN 1567-214x Keywords: Information and communication technology, knowledge society ABSTRACT The subject of research on information and communication technology in building a knowledge society. The general question in this paper may be as follows: What are the impacts of information and communication technology and e-education on building a knowledge society? . The researchers in this research seek to achieve an overall goal of identifying information and communication technology and e-education and its relationship to building the knowledge society. The importance of research is evident that information and communication technology and e-education issues have had and their role in building the knowledge society in recent years. The most important conclusion of the researchers in the knowledge society has recognized the role and right to life of the individual, the freedom to express an opinion, the freedom to choose who represents, the facilitation of trade, and the opening of new markets. The knowledge society recognizes all the rights of the individual to modern knowledge and technology and a fair return on the wealth of the society for specific efforts to the knowledge society and the knowledge economy, the potential for employment, and various basic needs. -
Remember Remember, the 4Th of July
Remember remember, the 4th of July Internet Freedom in the European Union and the vote on ACTA Master thesis for the Faculty of Humanities, Utrecht University Master program New Media & Digital Culture 2011-2012 Author Lindsy Szilvasi [email protected] August 31, 2012 2 To my grandfather. My hero, my inspiration. Mies ✝2012 3 4 Foreword “Remember, remember, the Fi-h of November, the Gunpowder Treason and Plot. I know of no reason why the Gunpowder Treason should ever be forgot... But what of the man? I know his name was Guy Fawkes and I know, in 1605, he aHempted to blow up the Houses of Parliament. But who was he really? What was he like? We are told to remember the idea, not the man, because a man can fail. He can be caught, he can be killed and forgoHen, but 400 years later, an idea can sMll change the world.” “...fairness, jusMce, and freedom are more than words, they are perspecves.” (From the movie V for Vende0a 2005) I would like to express my gratude to a few persons who have given me the support and inspiraon for wri4ng this thesis and have made a valuable contribu4on. First of all, dr. Imar de Vries and Mirko-Tobias Schäfer for the instruc4ons, feedback and evaluaon of this thesis. Secondly, all the Bits of Freedom members for giving me the opportunity of being part of a team that fights for our online liber4es and rights, and for giving me the unique chance of mee4ng other inspiring Internet freedom fighters, including a look inside the European Parliament.