Monthly Archive for June, 2010

Page 2 of 3

Paying the costs to learn

In “A Failure to Communicate,” Publisher’s Weekly takes a look at the Georgia State eReserve lawsuit. While there’s not really any “new news” to report, the article does a good job of portraying how difficult it can be to play by the book–or rather, the book that publishers are arguing for.

Curious about how a verdict against Georgia State might play out, Smith recently asked Duke’s e-reserves staff to give him random examples of recent permission fees. “For the 2007 book No Caption Needed, we paid $150 for permission to make just 17% of the work available to 12 students. This amounts to over $12 per student to gain access to less than a fifth of a work that sells for $35 retail. …
These are not extreme examples, Smith insists. In another example, fees exceeded $1,000, more than $25 per student.

Considering that most courses require multiple readings per week, the costs indeed would mount quickly. While campus licenses cover the majority of requests (one would hope), the problem is exacerbated by the complexity of the clearance system and the fact that faculty usually make requests close to the start of the term.

A recent study in the UK found that the peer review system “amounts to a £209,976,000 subsidy from publicly funded universities to private, for-profit journals, who then charge small fortunes to the same institutions for access to the journals.” Open journals are a great idea, but the tenure pressure to publish in elite journals have made this a tough nut to crack.

Hopefully a balance can be forged between the time and money invested in the publication process, and the social benefits of research and learning.

Update on transparency

Update on the previous post… the State Department is now hunting Wikileaks founder, Julian Assange.

American officials said Pentagon investigators are convinced that Assange is in possession of at least some classified State Department cables leaked by a 22-year-old Army intelligence specialist, Bradley Manning of Potomac, Maryland, who is now in custody in Kuwait.

via Wikileaks Founder Julian Assange Hunted by Pentagon Over Massive Leak – The Daily Beast.

If you’d care for a more entertaining take on Assange, check out his interview with Steven Colbert.

The Colbert Report Mon – Thurs 11:30pm / 10:30c
Julian Assange
www.colbertnation.com
Colbert Report Full Episodes Political Humor Fox News

Something doesn’t quite fit here

Compare these stories:

Transparency and Open Government
(White House release)

Administration Takes a Hard Line Against Leaks to Press (NY Times)

I would submit that, unless lives are imminently in danger, government transparency should be expanded to its fullest — including the “good stuff.”

US broadband: still expensive (especially @ my house)

US broadband: still expensive, underwhelming (Ars Technica)

Ars gives a great update on how US broadband is still lagging behind the rest of the world. My DSL teaser rate recently ran out, so this has been a hot button issue in my home. Perhaps most telling:

To address some of the population density questions, the OECD also produces a chart of broadband penetration overlaid with a population density line. The chart confirms the low density of the US, though five countries with even lower densities still remain ahead of us.

I am starting to wonder if anyone is truly happy with all of their communication services (cell, internet, television… the lot). With the hundreds of dollars a good number of us spend on these services, should we expect better?

A Classical Education

I concluded my last post without supporting why I think a traditional education is extremely valuable.  In going back through my feeds, I found that Stanley Fish articulated it quite well in A Classical Education: Back to the Future – Opinionator Blog – NYTimes.com. He addresses it more in terms of the new emphasis on testing and the “practical” sciences, but I think he also makes a good case for a structured or traditional education.

In short, get knowledgeable and well-trained teachers, equip them with a carefully calibrated curriculum and a syllabus filled with challenging texts and materials, and put them in a room with students who are told where they are going and how they are going to get there.

Worked for me.

It worked for me as well.