Open Source/Open Course Learning: Lessons for Educators from Free and Open Source Software

Free/Open Source Software (FOSS) has transformed the software industry. As noted by other authors in this issue, academic information technology (IT) is already realizing many benefits by adopting open software; such benefits include reduced cost, absence of user restrictions and vendor lock-in, and consistency with traditional academic values of openness and sharing. The greatest benefit of the FOSS movement for educators, however, is not cheaper or better software but the model it provides of a social, cultural, and legal framework capable of harnessing IT to improve learning. At this point, some may object: "Universities have been using IT for a half-century and hardly need a new model. " But formal education has used IT principally to support administration and research and has been slow to adapt it to improve its core business of teaching and learning. Traditional learning is still too passive, too parochial, too hierarchical, and too artificial. By harnessing IT effectively, educators can make instruction more graphic, dynamic, and active than it is now. They can introduce students to real-world experts and real-world problems and create communities of practice that promote learning. Others may object that a huge amount of online content is already available at no charge, so open source learning is old news. But price is the least important issue in open source learning, as a review of the factors critical to the success of FOSS will make clear

Elementary Teachers\u27 Perceptions of Teaching Science to Improve Student Content Knowledge

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers\u27 perceptions about their students\u27 science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky\u27s social constructivist theory and Bandura\u27s concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students\u27 limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society

Romantic Undertones in Revolutionary France: The Case for Tarare as Spark For The Revolution

Music is almost never cited among the causes of the French Revolution. Other arts are occasionally mentioned, such as painting and poetry, as are more obvious disciplines including philosophy and literature, which could directly disseminate the ideals of the Enlightenment. Despite this, music is only referenced insofar as how it was impacted by the Revolution, rather than how it may have played a part in the development of revolutionary sentiment. The purpose of this dissertation is to make a case for music as a cultural cause for the French Revolution by analyzing a relatively unknown opera, Tarare, by composer Antonio Salieri and librettist Pierre Beaumarchais. Tarare is rife with politically subversive material, and was premiered at the Paris Opera just two years before the Bastille was stormed, effectively beginning the Revolutionary period. French Opera is first established as an ideal and equitable conduit of Enlightenment thought and political messaging. Various political elements of French music are then discussed, concluding that Tarare exhibits many of these elements. French music, historically ignored or forgotten, is discussed as an often exclusionary art, reconciling the relative importance of works such as Tarare with their lack of modern appreciation. The plot of and salient musical examples from Tarare are then analyzed in terms of their unprecedented political impact. Finally, the contemporary success of Tarare is connected to Beaumarchais’s intent as a librettist, which is clarified by discussion of his career as a political agitator and revolutionary sympathizer

An Archeological Survey of the Columbia Metropolitan Airport Proposed Parking Facilities

https://scholarcommons.sc.edu/archanth_books/1081/thumbnail.jp

A Basic Inventory of Archeological Sites in South Carolina

https://scholarcommons.sc.edu/archanth_books/1018/thumbnail.jp

Institute of Archeology and Anthropology University of South Carolina Statement of Goals 1970-1980

This statement is presented to Dr. H. Willard Davis, Vice-President for Advanced Studies and Research, in compliance with a request from Dr. James A. Morris, Commissioner on Higher Education, State of South Carolina. It is intended as a flexible Master Plan for the Institute for the next decade, outlining the purposes and goa1s of the Institute and the means of achieving these. It is considered to be a flexible plan in that changes should be expected on the basis of changing circumstances and increased knowledge of the subject matter of the Institute.https://scholarcommons.sc.edu/archanth_books/1003/thumbnail.jp

An Archeological Preservation Plan for South Carolina

https://scholarcommons.sc.edu/archanth_books/1074/thumbnail.jp

A Study Of The Summer Food Habits Of The Arctic Fox On St. Lawrence Island, Alaska

Thesis (M.S.) University of Alaska Fairbanks, 197

Rovibrational Resonance Effects In Collision-Induced Electronic Energy Transfer: I2(E,v=0-2)+CF4

Collisions of I-2 in the E(0(g)(+)) electronic state with CF4 molecules induce electronic energy transfer to the nearby D, beta, and D-\u27 ion-pair states. Simulations of dispersed fluorescence spectra reveal collision-induced electronic energy transfer rate constants and final vibrational state distributions within each final electronic state. In comparison with earlier reports on I-2(upsilon(E)=0-2) collisions with He or Ar atoms, we find markedly different dynamics when I-2, excited to the same rovibronic states, collides with CF4. Final vibrational state distributions agree with the associated Franck-Condon factors with the initially prepared state to a greater degree than those found with He or Ar collision partners and suggest that internal degrees of freedom in the CF4 molecule represent a substantial means for accepting the accompanying loss of I-2 vibronic energy. Comparison of the E -\u3e D transfer of I-2 excited to the J=23 and J=55 levels of the upsilon(E)=0 state reveals the onset of specific, nonstatistical dynamics as the available energy is increased above the threshold for excitation of the low frequency nu(2) bending mode of CF4. (c) 2006 American Institute of Physics