Open Content

2015 ◽  
pp. 902-917
Author(s):  
Nilesh A. Shewale ◽  
Preedip Balaji B. ◽  
Madhukar Shewale
Keyword(s):  
Social Learning ◽  
Closed System ◽  
Knowledge Society ◽  
The Other ◽  
Creative Work ◽  
Teaching Approaches ◽  
Content Development ◽  
Education Organization ◽  
Closed Systems ◽  
Open Content

The rapidly growing open content movement has intense outcomes and teaching approaches for the emergent social learning. Open content is any kind of creative work, or content, published under a license that explicitly allows copying and modifying of its information by anyone; on the other hand, a closed system follows a completely proprietary approach. In this chapter, the authors discuss open vs. closed systems, open content development process and model, challenges in content decision, 4Rs in open content, and tools. They also highlight some of the instances where open content has proved beneficial for the education, organization, and the users in building an open knowledge society.

Open Content

2013 ◽  
pp. 119-135
Author(s):  
Nilesh A. Shewale ◽  
Preedip Balaji B. ◽  
Madhukar Shewale
Keyword(s):  
Social Learning ◽  
Closed System ◽  
Knowledge Society ◽  
The Other ◽  
Creative Work ◽  
Teaching Approaches ◽  
Content Development ◽  
Education Organization ◽  
Closed Systems ◽  
Open Content

The rapidly growing open content movement has intense outcomes and teaching approaches for the emergent social learning. Open content is any kind of creative work, or content, published under a license that explicitly allows copying and modifying of its information by anyone; on the other hand, a closed system follows a completely proprietary approach. In this chapter, the authors discuss open vs. closed systems, open content development process and model, challenges in content decision, 4Rs in open content, and tools. They also highlight some of the instances where open content has proved beneficial for the education, organization, and the users in building an open knowledge society.

Unveiling the subject behind diversity: Exploring the micro-politics of representation in ethnic minority creatives’ identity work

Organization ◽  
2017 ◽  
Vol 24 (3) ◽  
pp. 330-354 ◽  
Author(s):  
Patrizia Zanoni ◽  
Annelies Thoelen ◽  
Sierk Ybema
Keyword(s):  
Ethnic Minority ◽  
Identity Work ◽  
Creative Industries ◽  
The Other ◽  
Politics Of Representation ◽  
Cultural Industries ◽  
Creative Work ◽  
The West ◽  
The Subject ◽  
Creative Subject

Much literature on the cultural industries celebrates ethnicity as a source of creativity. Despite its positive connotation, this discourse reduces ethnic minority creatives to manifestations of a collective ethnic identity automatically leading to creativity, creating a paradox of creativity without a creative subject. Approaching creatives with an ethnic minority background as agents, this article investigates how they self-reflectively and purposely discursively construct ethnicity as a source of creativity in their identity work. Empirically, we analyze interviews with well-established creatives with an ethnic minority background active in Belgium. Most respondents construct their ethnic background as ‘hybrid’, ‘exotic’, or ‘liminal’ to craft an identity as creatives and claim creativity for their work. Only few refuse to discursively deploy ethnicity as a source of creativity, crafting more individualized identities as creatives. Our study contributes to the literature on power and ethnicity in the creative industries by documenting ethnic minority creatives’ discursive micro-struggle over what is creative work and who qualifies as a creative. Specifically, we show their counterpolitics of representation of ethnicity in the creative industries through the re-signification of the relation between the ‘west’ and the ‘other’ in less disadvantageous terms. Despite such re-signification, the continued relevance of the discourse of ethnicity as a key marker of difference suggests that ethnicity remains a principle of unequal organization of the creative industries.

سلطة النسق اللغوي بين اللغة العالمة واللغة المؤسسية

2021 ◽  
pp. arabic cover-english cover
Author(s):  
أحمد حساني
Keyword(s):  
Knowledge Society ◽  
Interdisciplinary Approach ◽  
The Other ◽  
Linguistic Community ◽  
The Political ◽  
Institutional Research ◽  
Linguistic System ◽  
Traditional Institution ◽  
Institutional System ◽  
The Individual

يندرج هذا البحث ضمن مشروع تأسيسي، وتأصيلي هادف، يسعى إلى تعزيز المقاربة اللسانية البينية للنسق اللغوي بكل مكوناته، والبحث عن قوة الحضور التي يمتلكها، والسلطة التي يمارسها على الفرد منتجِ الخطاب، وعلى الجماعة التي تشكل المجتمع اللغوي؛ حيث إنَّ اللغة قوة فاعلة لها سلطة داخلية وخارجية، تتجلى سلطتها الداخلية في نظامها القواعدي المعقد الذي يوجد بصفة مضمرة في أذهان المتكلمين- المستمعين الذين ينتمون إلى مجتمع له خصوصيات ثقافية وحضارية متجانسة. وتتجلى سلطتها الخارجية في المؤسسة السياسية، والاجتماعية والعرفية التي تكرّس شرعية النسق اللغوي في المجتمع اللغوي. وفي ظل هذا التصور، انصرفت هذه المقاربة إلى التعامل مع النسق اللغوي، من حيث هو سلطة قهرية، والبحث في علاقته باللغة العالمة من جهة، واللغة المؤسسية من جهة أخرى. تسعى هذه الدراسة، حينئذٍ، إلى إيجاد إجابات علميةكافية، عن كثير من الأسئلة التي ما فتئت تشغل بال الباحثين، على اختلاف اهتماماتهم العلمية أثناء اتخاذهم اللغة موضوعًا للتفكير، والبحث المؤسس. نذكر في هذا المقام بعضَها لأهميته: 1- ما القوة الخفية الكامنة في (ما وراء) ممارسة اللغة لسلطتها القهرية لدى الأفراد والمجتمعات؟ 2- كيف شكلت الرواسب الأدائية للكلام هذه السلطة عبر التاريخ ؟ 3- إلى أي حد يمكن للغتين؛ العالمة، والمؤسسية التأثير في مسار النسق اللغوي في مجتمع المعرفة، والنظام المؤسسي في المجتمع؟ This research falls within a constituent, and Authentic project that seeks to enhance Interdisciplinary approach with all components parts of linguistic system to search for the presence power, that possesses the power, that it exercises on the individual who produces the discourse, and on the group; which make up the linguistic community as an effective force language, that has internal and external authority, which reflects its internal authority in its complex grammatical system, that exists implicitly in the minds of speakers - listeners belonging to a society with homogeneous cultural and civilizational privacies. The external authority is manifested in the political, social, and traditional institution; that devotes the legitimacy of the linguistic system in the linguistic community. Under this scenario; the approach went out to deal with the linguistic system in terms of it is a compulsive authority research, and its relationship to the scholarly language on the hand, and the institutional language on the other hand. This intervention seeks to find scientific answers for many questions, that still preoccupy the researchers from different scientific interests during taking the language as a topic of thought and institutional research. We mention certain questions for its importance: 1- What is the hidden power behind language practicing its oppressive authority in individuals and societies? 2- How did the performance remnants of speech shape this authority throughout history? 3- To what extent can the scholarly language and institutional languages influence the path of a linguistic system in the knowledge society, and the institutional system in the community?

Spectrophotometric Determination of Phosphine Residues in Rice

1985 ◽  
Vol 68 (2) ◽  
pp. 205-208 ◽  
Author(s):  
Jois R Rangaswamy ◽  
Mysore Muthu
Keyword(s):  
Spectrophotometric Determination ◽  
Closed System ◽  
The Other ◽  
Parboiled Rice ◽  
Polished Rice ◽  
Rice Samples ◽  
Phosphine Residues

Abstract Phosphine residues were determined in 2 types of rice samples, raw polished and parboiled. The yellow chromophore due to phosphine from raw polished rice had 2 absorption maxima, a strong one at 370- 380 nm and a weaker one at 400-410 nm. The chromophore from parboiled rice also had 2, one at 390-400 nm and the other at 410-420 nm. A closed system containing rice and a phosphine tablet or powder yielded 93-99% recovery of fortified phosphine. At any given dose of phosphine, parboiled rice retained a higher amount of residue after aeration than did raw polished rice.

scholarly journals Trends in ICT and Multimedia Supported Education

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 131-139
Author(s):  
Marko Papić ◽  
Janez Bešter
Keyword(s):  
Social Learning ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Virtual Communities ◽  
Knowledge Society ◽  
Practical Implementation ◽  
Specific Information ◽  
Traditional Lectures ◽  
Supported Education

Trends in ICT and Multimedia Supported EducationThe formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today's formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and communication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

scholarly journals The Rainbow Land: Exploring How Children Accept Diversity

K ta Kita ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 165-172
Author(s):  
Jossy Vania Christiani
Keyword(s):  
Point Of View ◽  
The Other ◽  
Creative Work ◽  
Main Character ◽  
Only Children

For years, cases related to intolerence of races, religions, and ethnicities have been used for political weapons in Indonesia. This cases has affected children's point of view and behaviour on diversity around them. In order to help not only children, but also parents and educators to be aware of it, I created a 70 minute play for children that discusses how children tolerate differences. I use Indonesia's folktales characters as my characters, and also use Indonesia as the setting. The first main character of the story, Nawang Wulan, struggles on how she tries to be accepted by her new friends who are different from her. While the other main character, Bawang Merah, insisting on excludes Nawang Wulan from her groups because she feels insecure of Nawang Wulan's differences. At the end of the story, Nawang Wulan finally learns that she has to accept her friends' differences first to be accepted. While Bawang Merah finally learns that even though Nawang Wulan is different, her differences are not a threat for her. I use theory of Diversity and Differences in childhood stageand also the theory of inferiority to justify my characters' behavior towards the conflicts. Through this creative work, I want to raise an awareness that diversity is inevitable, even around children. Therefore, it is better for them to learn how to tolerate it so they can accept it rather than misused it. 

Curriculum and Evaluation in Outcome-Based Education

2021 ◽  
Vol 58 (2) ◽  
pp. 5620-5625
Author(s):  
Dr. Gurudutta P Japee, Dr. Preeti Oza
Keyword(s):  
Student Performance ◽  
Information Society ◽  
Knowledge Society ◽  
The Other ◽  
Student Centered ◽  
Outcome Based Education ◽  
The World ◽  
Fast Pace ◽  
The Mind ◽  
Democratic Knowledge

The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

OPEN CONTENT DEVELOPMENT IN ICT ENVIRONMENT

2017 ◽  
Author(s):  
András Benedek ◽  
György Molnár
Keyword(s):  
Content Development ◽  
Open Content

The Making of the Information Society

2015 ◽  
pp. 1-24
Author(s):  
P.E. Thomas
Keyword(s):  
Information Society ◽  
Knowledge Workers ◽  
Knowledge Society ◽  
Spatial Relations ◽  
The Other ◽  
Industrial Service ◽  
Post Industrial ◽  
Industrial Societies ◽  
Transitional Phase ◽  
Dominant Phase

Unlike the decisive occupations which facilitated the unambiguous naming of the agricultural and industrial societies, the present one which is tagged with an array of groupings—Post-Industrial, Service, Knowledge, Post-modern, Wired/Networked, Artificial, so on and so forth—can hardly ever be viewed from the perspective of a single occupation. With technology in the forefront working as the driver of information and knowledge, it supports and causes the rampant changes in the provinces of economy, occupation, spatial relations, and culture. And, together they signify the arrival of the ‘Information Society'. The obvious shift of a considerable population from the landed labour to industrial labour to knowledge workers marks the transitional phase of the society from agriculture to manufacturing to knowledge society. Hence, this chapter proposes that the dominant phase of a society is not to be visualised as an independent system that is divorced from the other two, but to be understood as an extension of its past.

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