Help Them Help Themselves: Developing Interactive Tools To Help Faculty Deal With Copyright And Fair Use

Presentation given during the 2012 Annual Conference of the Michigan Library Association (MLA) about Wayne State University Library System\u27s Copyright Projects Team and the development of our two new tools, the interactive fair use checklist and the copyright decision tree

Engendering perspective transformation: a model for designing programs and facilitating transformative learning

Traditional training and education events—also referred to as learning in corporate talent development programs—often focus on delivering content. Adults work to define, identify, or apply the content in ideal conditions as detailed in the courses’ behavioural learning objectives. Such lower-level learning may serve organizations well when training disassociated skills, but it fails in allowing the adult learner to deliberately examine their theories of action. Failing to do so may result in missing out on the work required to develop their capacity and could result in experiencing unproductive dilemmas (Argyris, 1976). Therefore, the authors propose a model for creating and facilitating programs that engages adult learners in examining their purpose, values, feelings, and how they make meaning as they work toward realizing their professional development outcomes. The model provides a framework for designing, developing, and facilitating perspective transformation, so that the participants embody course concepts and can employ them in their context, even in the face of complexity. This model materialized through the examination of the transformative learning literature and two distinct, long-standing, successful transformative learning programs (McCann & Barto, 2018; Corrie, 2023). The model (Figure 1) begins with establishing the foundation of future work, the learning environment. Next, attention to learner motivation helps examine participant purpose in relation to extrinsic influence. The work in this model transpires through discourse with self, others, and the material itself. Much of the work concerns epistemology, or how the individual and organization create knowledge. The course curated discourse includes the practice of reflection, from simplistic individual process reflection to the more difficult critical reflection. Perspective taking and positioning takes the center of the model as they touch each component and directly relate to addressing a participant’s worldview. Together, through purposeful design, these components create opportunities for emergence (Pendleton-Jullian, & Brown, 2018) and emancipatory adult learning, where participants can hold object, the forces they were once subject to, and grow their capacity (Kegan, 2018). Designers using this model select course concepts to serve as meta themes, meaning that they hold relevance in achieving learning outcomes as much as engendering perspective transformation. The concepts assist the participants in planning their own course of action and in acquiring new capability and capacity in later stages of transformative learning. Upfront, the concepts promote an exploration of more ideal ways of being and serve participants in a critical assessment of assumptions. And when trying on new roles, building competence and confidence, and reintegrating the new perspective, they continue to provide the support required for perspective transformation. This paper will detail the model for designing and facilitating transformative learning (Mezirow, 1990), while providing examples from real world research (McCann & Barto, 2018; Corrie, 2023). During the roundtable session, the authors will present the model (Figure 1) and invite conference participants into the discourse around the model’s efficacy as a tool for promoting transformative and emancipatory learning in professional development programs

Ecological network complexity scales with area

Larger geographical areas contain more species—an observation raised to a law in ecology. Less explored is whether biodiversity changes are accompanied by a modification of interaction networks. We use data from 32 spatial interaction networks from different ecosystems to analyse how network structure changes with area. We find that basic community structure descriptors (number of species, links and links per species) increase with area following a power law. Yet, the distribution of links per species varies little with area, indicating that the fundamental organization of interactions within networks is conserved. Our null model analyses suggest that the spatial scaling of network structure is determined by factors beyond species richness and the number of links. We demonstrate that biodiversity–area relationships can be extended from species counts to higher levels of network complexity. Therefore, the consequences of anthropogenic habitat destruction may extend from species loss to wider simplification of natural communities.This work was supported by the TULIP Laboratory of Excellence (ANR-10-LABX-41 and 394 ANR-11-IDEX-002-02) to J.M.M., by a Region Midi-Pyrenees project (CNRS 121090) to J.M.M., and by the FRAGCLIM Consolidator Grant (726176) to J.M.M. from the European Research Council under the European Union’s Horizon 2020 Research and Innovation Program. The study was also supported by Spanish MICINN projects CGL2009-12646, CSD2008-0040 and CGL2013-41856 to J.B. and A.R. C.E. was funded through the São Paulo Research Foundation (FAPESP 2015/15172-7). V.A.G.B. was funded by National Funds through FCT—Foundation for Science and Technology under the Project UIDB/05183/2020. W.T. received funding from the ERA-Net BiodivERsA—Belmont Forum, with the national funder Agence National pour la Recherche (FutureWeb: ANR-18-EBI4–0009 and BearConnect: ANR-16-EBI3-0003).Peer reviewe

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Genomic Dissection of Bipolar Disorder and Schizophrenia, Including 28 Subphenotypes

Schizophrenia and bipolar disorder are two distinct diagnoses that share symptomology. Understanding the genetic factors contributing to the shared and disorder-specific symptoms will be crucial for improving diagnosis and treatment. In genetic data consisting of 53,555 cases (20,129 bipolar disorder [BD], 33,426 schizophrenia [SCZ]) and 54,065 controls, we identified 114 genome-wide significant loci implicating synaptic and neuronal pathways shared between disorders. Comparing SCZ to BD (23,585 SCZ, 15,270 BD) identified four genomic regions including one with disorder-independent causal variants and potassium ion response genes as contributing to differences in biology between the disorders. Polygenic risk score (PRS) analyses identified several significant correlations within case-only phenotypes including SCZ PRS with psychotic features and age of onset in BD. For the first time, we discover specific loci that distinguish between BD and SCZ and identify polygenic components underlying multiple symptom dimensions. These results point to the utility of genetics to inform symptomology and potential treatment

Transforming Information Literacy: Do We Have the Skills?; Technologies and Fluencies - Technology as a Lever; 21st Century Fluencies and MMORPGs!?!!?

There is a relationship between information literacy and 21st Century fluencies. Skills in the new media landscape can build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills. Libraries can make use of online learning tools such as games, simulations, and virtual worlds to foster 21st Century fluencies. These same tools can be used to accommodate different learning styles

Everything Online is a Website: Information Format Confusion in Student Citation Behaviors

The ability to effectively cite information sources is key to both student avoidance of plagiarism and the ongoing scholarly conversation. Previous research and experience indicated that students had significant trouble distinguishing and citing various information formats when viewed online; items are often cited as websites, and citations are incomplete or contain erroneous and extraneous information. The authors investigated the prevalence of these problems at their university, seeking out common patterns in the data to determine what, if any, information literacy objectives may be useful for future studies and instructional practice

C*-algebras associated with topological group quivers

Bibliography: p. 141-147Topological quivers generalize the notion of directed graphs in which the sets of ver­tices and edges are locally compact (second countable) Hausdorff spaces. Associated to a topological quiver Q is a C*-correspondence, and in turn, a Cuntz-Pimsner algebra C*(Q). Given r a locally compact group and a and (3 endomorphisms on r, one may construct a topological quiver Qae,,a(r) with vertex set r, and edge set n ,,8 (r) = { ( X ) y) E r X r I a(y) = (3( X)}. In this dissertation, the author examines the Cuntz-Pimsner algebra C* ( Q a,,B (r)). The investigative topics include generators of the C*-algebras, spatial structure (i.e., colimits, tensor products and crossed prod­ucts), K-groups, simplicity, and lattice properties