7. The 1970s

From View from the Dean’s Office by Robert McKersie. “I had been on the job just a week when Keith Kennedy, vice provost, called and said we needed to make a trip to Albany to meet the chancellor of SUNY, Ernest Boyer. This was late August 1971. After a few pleasantries, it became clear that this was not just the courtesy call of a new dean reporting in to the top leader of the state university. Chancellor Boyer went right to the point: a new Labor College was going to open on the premises of Local 3 IBEW’s training facility on Lexington Avenue in Manhattan, and the ILR School had to be there as a partner. It was not clear what unit of SUNY would take over the Labor College, but it was clear that given its broad mandate for labor education, the ILR School was going to play a key role.” Includes: View from the Dean’s Office; From Eric Himself; Another Perspective; Labor College Graduation: VanArsdale’s Dream Fulfilled; The View of a Visiting Faculty Member; Another Perspective; and The Student’s View

Transitioning to Teaching Online During the COVID-19 Pandemic

Background During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format. Purpose The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic. Methods A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic. Results Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources. Conclusion Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online

Sui Generis Rights on Folklore Viewed from a Property Rights Perspective

Aussi publié dans: Ejan MACKAAY, « Sui generis rights on foklore viewed from a property rights perspective », dans Kilian BIZER, Matthias LANKAU et Gerald SPINDLER (dir.), Sui generis Rechte zum Schutz traditioneller kultureller Ausdrucksweisen - Interdisziplinäre Perspektiven, Göttingen, Universitätsverlag Göttingen, 20132, p. 139, en ligne: http://resolver.sub.uni-goettingen.de/purl?isbn-978-3-86395-064-4 (consulté le 5 avril 2017)This paper looks at sui generis rights claimed for the protection of folklore. Since rights should not be created in any which way if one is to avoid privileges and rent-seeking, it is important to be clear about design constraints stemming from such rights being species of property rights, adapted to deal with the particular content of information structures that need special encouragement or protection. Examination of the logic of property rights in general and of intellectual property rights in particular reveals that intellectual property rights are sought because of their decentralised incentive and information effects, but that they need to be circumscribed because of the monopolistic effects they entail. The trouble with monopoly is that whilst it is in place, one does not realise the creativity that is prevented from emerging. All intellectual property rights reflect compromises of these contradictory tendencies and as a result, more and stronger intellectual property rights are not necessarily better from a general welfare point of view. The forms of sui generis rights proposed for folklore appear modelled on copyright, but with the removal of several key features that define the equilibrium inherent in copyright: no originality requirement; no known creation date or creators; indefinite duration. Folklore kept secret is altogether taken out of commerce. As a result, these rights strike a balance very much more to the monopoly side of the spectrum than do existing intellectual property rights and hence risk severely constraining creativity. This may seem like an acceptable constraint given the objective of preservation, but one must realise that it will affect the future carriers of the protected information. Faced with severe restrictions on ways they can improve their lives within the protected setting, they may well opt for the exit option and head for greener pastures. This would severely strain efforts to preserve whatever the sui generis rights aim to protect. Information lock-up may not be the most promising formula for preservation