Everything Old is New Again: Will Narrow Networks Succeed Where HMOs Failed? (original) (raw)
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Canadian professors' views on establishing open source endowed professorships
Cogent Education, 2022
To accelerate scientific progress by advancing the spread of open access and free and open source software and hardware in academia, this study surveyed university professors in Canada to determine their willingness accept open source (OS) endowed chair professorships. To obtain such an open source endowed chair, in addition to demonstrated excellence in their field, professor would need to agree to ensuring all of their writing is distributed via open access and releasing all of their intellectual contributions in the public domain or under OS licenses. Results of this study show 81.1% Canadian faculty respondents would be willing to accept the terms of an OS endowed professorship. Further, 34.4% of these faculty would require no additional compensation. Respondents that favor traditional rewards for endowed chairs were shown to greatly favor receiving funds that would help benefit research (28% for graduate assistants to reduce faculty load or 46.7% for a discretionary budget-the most common response). These results show that, in Canada, there is widespread shared sentiment in favor of knowledge sharing among academics and that open source endowed professorships would be an effective way to catalyze increased sharing for the benefit of research in general and Canadian academia in particular.
The Fragile Bee: Nancy Macko at MOAH
2015
Objects of Power, Shackelford and Sears Gallery, Davis, CA (two-person) Recent Monotypes and Drawings, Women's Studio Workshop, Rosendale, NY (two-person) 1984 Works on Paper, Gallery 101, Kleinpell Fine Arts Building,
2008
O pportunities to teach and conduct research on the local disciplinary history of sociology at the University of Nebraska-Lincoln are limited only by one's imagination and the pragmatic realities of classroom constraints. Over the years, I have been privileged to introduce Nebraska students to many particulars of the local sociological record via guest lectures in courses and colloquia, standalone PowerPoint slide shows, archival displays, informational brochures, various publications, and by distributing extensive compilations of pertinent documents on compact discs. Most recently, I included a one-and-a-half-week segment on the history of Nebraska sociology in an Introduction to Sociology course (Hill 2007c), employing a reader based in part on archival writings and documentary photographs (Hill 2007d). An independent study course on life-history documents focused on discovering and interpreting relevant archival data (Hill 2007e). More informally, I recently organized a two-hour tour for the Nebraska Undergraduate Sociology Organization, escorting its members to sociologically significant sites and landmarks on the campus, including a visit to the university archives. Tour participants were provided with a printed map and guide (Hill 2007f). The ability and opportunity to weave parochial disciplinary history into the local academic scene hinges in part on the locally-available resources, on having a history to document and explicate, and on possessing a continuing and active interest in one's early sociological predecessors. The University of Nebraska-Lincoln (UNL) enjoys both a rich sociological history and a wealth of local archival and related resources through which to document and teach about its venerable disciplinary record. Researchers and students on the Nebraska campus find ready access to: (1) Love Library and the University of Nebraska Archives and (2) the Library and Archives of the State Historical Society. Slightly farther afield, one finds additional resources at (3) the Heritage Room at Bennett Martin Public Library, (4) the Nebraska Library Commission, (5) the Nebraska State Law Library; (6) the morgue of the Lincoln Journal, (7) Nebraska Wesleyan University, (8) Union College, (9) the regional genealogical services of the Church of Jesus Christ of Latter Day Saints, and (10) the American Historical Society of Germans from Russia As the state capital, many centralized public records are located in Lincoln, including (11) the vital records division of the
Teaching Philosophy, 2013
This paper describes a novel approach to teaching introductory-level students how to engage with philosophical texts, developed in the context of a philosophy of art course. We aimed to enhance students’ motivation to read philosophy well by cultivating habits of active reading. To this end we created a structured set of three assignments: (1) instructor created digitally annotated reading assignments, (2) a student digital annotation assignment, and (3) required student participation in a collective GoogleDoc “repository of artworks, examples, ideas, and questions.” Student feedback suggests that this set of teaching tools enhanced their sense of agency in approaching philosophical texts.