The emergence of the Internet and the digital world has changed the way people access produce and share information and knowledge Yet people in Africa face challenges in accessing scholarly publications journals and learning materials in general At the heart of these challenges and solutions to them is copyright the branch of intellectual property rights that covers written and related works This book gives the reader an understanding of the legal and practical issues posed by copyright for access to learning materials in Africa and identifies the relevant lesson best policies and best practices that would broaden and deepen this access This book is based on the work of the African Copyright and Access to Knowledge ACA2K research network launched in late 2007 as a network of researchers committed to probing the relationship between copyright and learning materials access in eight African countries Egypt Ghana Kenya Morocco Mozambique Senegal South Africa and Uganda

This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.

The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

With all the talk of teaching towards the achievement of competency and skills in the wake of outcomes-based education in South Africa, it is easy to forget that these should not be taught in a vacuum, or to the exclusion of other forms of knowledge. In addition to knowing 'how to' do something, we also need to 'know that' (content knowledge) and know how to form a judgement about issues (values and dispositions). In this article, Mark Mason, one of the authors of this module, argues that it is vital to integrate all three forms of knowledge -- propositional knowledge ('knowing that'), procedural knowledge ('knowing how'), and dispositional knowledge (knowing what our purpose is and whether it is good).

Students will apply their knowledge of clarification writing and address "What Animal or Plant Would You Add to the NC Zoo." Students must research their plant or animal to determine if the zoo ecosystem could support the species.

This course will introduce you to cognitive psychology. Memory, along with attention, perception, language, and decision making, are among the most prominent topics within this broad and diverse field. Upon successful completion of this course, students will be able to: Identify underlying theoretical considerations in the field of cognitive psychology; Describe the historical context in which cognitive psychology emerged as a field; Define cognitive psychology as is was historically defined and is now defined; Identify the main academic fields and other subdisciplines of psychology to which cognitive psychology is tied; Describe the main findings in the primary areas of scientific research within cognitive psychology; Compare and contrast the theories associated within the primary areas of scientific research in cognitive psychology (e.g., models of memory, attention, etc.). (Psychology 206)

Section 6 is a particularly useful springboard for constructing a module on curriculum because: Knowledge, when all is said and done, is central issue in curriculum. Teachers have to be able to organize knowledge.Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners' use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice.(Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)

This graduate-level class explores the complex interrelationships among humans and natural environments, focusing on non-western parts of the world in addition to Europe and the United States. It uses environmental conflict to draw attention to competing understandings and uses of "nature" as well as the local, national and transnational power relationships in which environmental interactions are embedded. In addition to utilizing a range of theoretical perspectives, this subject draws upon a series of ethnographic case studies of environmental conflicts in various parts of the world.

This class explores the interrelationship between humans and natural environments. It does so by focusing on conflict over access to and use of the environment as well as ideas about "nature" in various parts of the world.

Students will apply the knowledge they've gained about bats to create bat poetry.

Professional development is expensive, difficult to implement successfully, and time-consuming to provide (Noyce, 2006), therefore only the most effective programs should be chosen. Unfortunately, although the need for evaluation of professional development presentations is receiving increased attention (Jerald, 2000; Lewis & Shaha, 2003), little has been done to examine the effectiveness of current practices (Lowden, 2005; Noyce, 2006). Current presentation assessments focus on the skills of the presenter rather than on whether or not participants increase their level of knowledge and apply what they learn from attending presentations (Lowden, 2005). The authors of this paper present the argument that the current practice of focusing on satisfaction surveys does not address the real goal of presentation evaluation, which is to determine if skills learned are eventually applied (Belzer, 2003; Elmore, 2002; Guskey, 2002; Killion, 2002) and ultimately benefit students. Two suggestions for improving presentation evaluations are presented: 1) clarifying the purpose of the evaluation, and 2) using the retrospective pretest method (Campbell & Stanley, 1963) to assess participant's existing knowledge and self-efficacy.

This hands-on course examines issues related to information architecture as it applies to a medium-sized community college web site.

Development of programs containing a significant amount of knowledge about their application domain. Outline: brief review of relevant AI techniques; case studies from a number of application domains, chosen to illustrate principles of system development; discussion of technical issues encountered in building a system, including selection of knowledge representation, knowledge acquisition, etc.; and discussion of current and future research. Hands-on experience in building an expert system (term project).

Compendium is a software tool for visual thinking. You can use it to cluster and connect icons linked to ideas, concepts, arguments, websites and documents. Use it just for personal reflection as you study or work on a problem, or share your maps with others... your summary of a topic, or a learning path through the maze of the Web, might really help someone else!

Students will use problem solving skills and knowledge to solve a given problem using money. This activity will help enhance the students' self concept, and understanding the importance of learning basic money skills.

You acquaint yourself with an orienteering walk and the necessary compass so that you can tell a participant if they have gone wrong or not.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

Study of problems concerning our concept of knowledge, our knowledge of the past, our knowledge of the thoughts and feelings of ourselves and others, and our knowledge of the existence and properties of physical objects in our immediate environment.