Developing Conceptual Models For Ecosystem Monitoring Developing Conceptual Models For Monitoring. Developing Conceptual Models for Monitoring Programs John. Dynamic Soil Properties and Processes Illustrated in Conceptual. Developing Conceptual Models for Monitoring Programs. Using long-term estuarine monitoring to develop conceptual models of. SCECAP has also contributed to developing a. Conceptual Models as Hypotheses in Monitoring Urban Landscapes. Alford RA, Richards SJ (1. Global amphibian declines: A problem in applied ecology. Annual Review of Ecology and Systematics 3. For Risk-Based Decision-making at Petroleum Hydrocarbon Sites. Developing Conceptual Site Models for. Improving Ecological Response Monitoring of Environmental Flows. King Affiliated with Research Institute for Environment and Livelihoods. Developing and implementing a monitoring system to measure. Social Security Programs.Department of Interior, National Park Service, Office of Communications, Washington, DCBlaustein AR, Wake DB (1. Declining amphibian populations: A global phenomenon. Trends in Ecology and Evolution 5: 2. Island Press, Washington, DCChapin FS III, Torn MS, Tateno M (1. Principles of ecosystem sustainability. The American Naturalist 1. Ecological Applications 2: 3. Ecological Modelling 6. Ecological Applications 6: 6. American Scientist 8. Diversity and Distributions 9: 8. In: Busch ED, Trexler JC (eds) Monitoring ecosystems: Interdisciplinary approaches for evaluating ecoregional initiatives. Island Press, Washington, DC, pp 1. Natural Areas Journal 1. Available at http: //www. January 2. 00. 5)Findlay CS, Bourdages J (2. Response time of wetland biodiversity to road construction on adjacent lands. Conservation Biology 1. John Wiley & Sons Inc., New York. Gardner RH, Urban DL (2. Model validation and testing: Past lesson, present concerns, and future prospects. In: Canham CD, Cole JC, Lauenroth WK (eds) Models in ecosystem science. Princeton University Press, Princeton, NJ, pp 1. Frontiers in Ecology and the Environment 1: 3. Chapman & Hall, New York. Harris LK, Shaw WW, Schelhas J (1. Urban neighbors. Natural Areas Journal 1. Cambridge University Press, New York. Houlahan JE, Findlay CS, Schmidt BR, Meyer AH, Kuzmin SL (2. Quantitative evidence for global amphibian population declines. Atmospheric Environment 3. Mc. Graw- Hill, New York. Kaiser J (2. 00. 0) Bringing science to the National Parks. Shepherdstown, WVKurtz JC, Jackson LE, Fish WS (2. Strategies for evaluating indicators based on guidelines from the Environmental Protection Agency. Ecological Indicators 1: 4. In: Liu J, Taylor WW (eds) Integrating landscape ecology into natural resource management. Cambridge University Press, Cambridge, pp 3. In: Innis GS (ed) New directions in the analysis of ecological systems. Society for Computer Simulation, La. Jolla, CA, pp 6. 3. Journal of Applied Ecology 2. International Journal of Remote Sensing 2. Forest Ecology and Management 2. American Journal of Botany 8. Conservation Biology 1. Geological Survey Scientific Investigations Report 2. Mueller SF, Bailey EM, Kelsoe JJ (2. Geographic sensitivity of fine particle mass to emissions of SO2 and NOx. Environmental Science & Technology 3. Department of the Interior, National Park Service, Natural Resource Stewardship and Science, Washington, DCNational Research Council (2. Ecological indicators for the nation. National Academies Press, Washington, DCNoon BR (1. Scientific framework for effectiveness monitoring of the Northwest Forest Plan. In: Mulder B, Noon B, Spies T, Raphael M (eds) The strategy and design of the effectiveness monitoring program for the Northwest Forest Plan. Department of Agriculture, Forest Service., General Technical Report PNW- 4. Portland, Oregon, pp 4. In: Busch ED, Trexler JC (eds) Monitoring ecosystems: Interdisciplinary approaches for evaluating ecoregional initiatives. Island Press, Washington, DC, pp 2. Progress in Physical Geography 1. Annual Review of Ecology and Systematics 3. In: Burgess RL, Sharpe DM (eds) Forest island dynamics in man- dominated landscapes. Springer- Verlag, New York, pp 6. Frontiers in Ecology and the Environment 1: 1. Smithsonian Books, Washington, DCSutter GW II (1. Developing conceptual models for complex ecological risk assessments. Human and Ecological Risk Assessment 5: 3. Human and Ecological Risk Assessment 5: 3. Island Press, Washington, DCVinebrooke RD, Cottingham KL, Norberg J, Scheffer M, Dodson SI, Maberly SC, Sommer U (2. Impacts of multiple stressors on biodiversity and ecosystem functioning: The role of species co- tolerance. Environmental Monitoring and Assessment 8. In: Liu J, Taylor WW (eds) Integrating landscape ecology into natural resource management. Cambridge University Press, Cambridge, pp 2. Natural Areas Journal 1.
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Welcome to Anna, the European needle arts magazine with a sophisticated approach to traditional. From home decor to bags and apparel you’ll find great ideas and detailed instructions for projects that craft outside the box. Children and creativity: a most (un)likely pair? Article (Accepted version). Craft / Thinking Skills and Creativity 3 (2008) 241–245 243 Littleton, 2007) but frequently involve the core socio-cultural concept, inter-textuality and intercontextuality, as differing kinds of texts and contexts. British Journal of Educational Technology, 42: E168. Creativity Across the Primary Curriculum - Anna Craft. This book takes an inspirational look at how to foster children's creativity as well as following the guidelines in the National Curriculum. The book: explores the nature of the creative mindinvestigates the role of play and the concept of creativityexamines appropriate continuing professional development for teacherslooks at the personal and professional identities of teachersconsiders ways of analysing and describing creative practice. This text looks at the bigger picture in education, asking what sort of systems need to be designed to develop children's learning in the 2. It will be a resource to teachers, head teachers and advisory staff committed to asking questions, encouraging play and not allowing problems or circumstances to block action. Creativity Across The Primary Curriculum by Tennie Simone. Tennie Simone. Follow publisher. Unfollow publisher. Be the first to know about new publications. Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. Title: Creativity In Education By Anna Craft Subject: Creativity In Education By Anna Craft Keywords: Download or Read Online creativity in education by anna craft PDF Created Date: 9/12/2016 6:22:52 AM. Account of creativity as possibility thinking, or . Possibility Thinking Professor Anna Craft The Open University and University of Exeter.
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As the scale of the market increases, due either to economic and population growth, or the expansion of trade through treaties such as the. World Trade Organization, this tradeoff changes. We show that, generally speaking, the socially optimal amount of protection decreases as the scale of the market increases. This Article explores the rule of law aspects of the intersection between intellectual property and antitrust law. Contemporary discussions and debates on intel. Innovation and Intellectual Property. Everything on this page is joint work with. Against Intellectual Monopoly, Cambridge University Press, 2008. We also provide simple empirical estimates of how much it should decrease. PDF File Recent Publications. Previous models of growth under constant returns cannot model technological innovation. Current models of endogenous innovation rely on the interplay between increasing returns and monopolistic markets. We argue that ideas have value only insofar as they are embodied in goods or people, and that there is no economic justification for the common assumption that ideas are transmitted through costless spillovers. In the absence of unpriced spillovers, we argue that competitive equilibrium without copyrights and patents fails to attain the . Moreover, while it may be that indivisibility results in socially valuable ideas failing to be produced, when new ideas are built on old ideas, government grants of intellectual monopoly may lead to even less innovation than under competition. The theory of the competitive provision of innovations we build is important both for understanding why in many current and historical markets there has been thriving innovation in the absence of copyrights and patents, and also for understanding why, in the presence of the rent- seeking behavior induced by government grants of monopoly, intellectual property in the form of copyrights and patents may be socially undesirable. PDF File. Against Intellectual Monopoly, Cambridge University Press, 2. It is common to argue that intellectual property in the form of copyright and patent is necessary for the innovation and creation of ideas and inventions such as machines. In fact intellectual property is not like ordinary property at all, but constitutes a government grant of a costly and dangerous private monopoly over. Intellectual Property Course note for Lecture 13 of Elements of Economic Analysis II E. Glen Weyl University of Chicago Fall 2011-2 1 Intuition and trade-o. Buy Against Intellectual Monopoly by Michele Boldrin, David K. Levine (ISBN: 9780521127264) from Amazon's Book Store. Free UK delivery on eligible orders. From Monopoly to Intellectual Property: Music Piracy and the. Against Intellectual Monopoly DOWNLOAD HERE. This book argues that patents and copyrights are not necessary for innovation and overall do not serve the public good. Modern usage of the term ''intellectual property' goes back at least as far as 1867 with the founding of the North German Confederation whose constitution. Title: The Limited Monopoly: Intellectual Property Valuation Author: Ormaechea Subject: A summary of valuation methods for patents, for purchase or sale, mergers and. We show through theory and example that intellectual monopoly is not neccesary for innovation and as a practical matter is damaging to growth, prosperity and liberty. Please click the cover! Innovative firms, it is argued, would have insufficient incentive to innovate should the prospect of monopoly power not be present. This theme of monopoly runs throughout the theory of growth, international trade, and industrial organization. We argue that monopoly is neither needed for, nor a necessary consequence of innovation. In particular, intellectual property is not necessary for, and may hurt more than help, innovation and growth. We show that, in most circumstances, competitive rents allow creative individuls to appropriate a large enough share of the social surplus generated by their innovations to compensate for their opportunity cost. We also show that, as the number of pre- existing and IP protected ideas needed for an innovation increases, the equilibrium outcome under the IP regime is one of decreasing probability of innovation, while this is not the case without IP. Finally, we provide various examples of how competitive markets for innovative products would work in the absence of IP and critically discuss a number of common fallacies in the previous literature. PDF File The Economics of Ideas and Intellectual Property. Proceedings of the National Academy of Sciences, 1. Innovation and the adoption of new ideas is fundamental to economic progress. Here we examine the underlying economics of the market for ideas. From a positive perspective, we examine how such markets function with and without government intervention. From a normative perspective, we examine the pitfalls of existing institutions, and how they might be improved. We highlight recent research by us and others challenging the notion that government awards of monopoly through patents and copyright are . Innovations are less socially useful, but more profitable for the innovator, when they are adopted slowly and the innovator remains a monopolist. For this reason, rent- seeking, both public and private, plays an important role in determining the social usefulness of innovations. This paper examines the political economy of intellectual property, analyzing the trade- off between private and public rent- seeking. While it is true in principle that public rent- seeking may be a substitute for private rent- seeking, it is not true that this results always either in less private rent- seeking or in a welfare improvement. When the public sector itself is selfish and behaves rationally, we may experience the worse of public and private rent- seeking together. PDF File. The Lawrence Klein Lecture. The Case Against Intellectual Monopoly. International Economic Review, 4. In the modern theory of growth, monopoly plays a crucial role both as a cause and an effect of innovation. Innovative firms, it is argued, would have insufficient incentive to innovate should the prospect of monopoly power not be present. This theme of monopoly runs throughout the theory of growth, international trade, and industrial organization. We argue that monopoly is neither needed for, nor a necessary consequence of innovation. In particular, intellectual property is not necessary for, and may hurt more than help, innovation and growth. We argue that, as a practical matter, it is more likely to hurt. PDF File. Our Thoughts on Intellectual Property. Property Rights and Intellectual Monopoly (joint with David K. Levine). Frequently updated! This links you to an interconnected series of pages debating innovation, IP, and related policy issues. Maybe one day or another I catch up with him and start updating them myself .. Intellectual Property (joint with David K. Levine). Intellectual property refers to patents, copyrights, trademarks and other forms of ownership of ideas. It results in monopoly power that has significant consequences for discouraging as well as encouraging innovation and growth . The economics literature has examined the need for intellectual property; optimal systems of intellectual property; the optimal duration of intellectual property; how innovation takes place in the absence of intellectual property; and the rent- seeking behavior induced by intellectual property. Intellectual Property, International Trade and Economic Development (joint with David K. Levine). This is a brief discussion, which appeared in chinese in The People's Daily in January 2. TRIPS agreement, sponsored by the WTO and by western countries (USA and EU especially) within the WTO, is a very BAD agreement. It is bad for developing countries, as it forces them to give up competing with the advanced ones in goods that are protected by IP legislation, and for the people of the advanced countries as well, as it forces them to accept monopoly pricing, higher prices and less innovation. Basically, TRIPS is nothing but a huge income transfer (or subsidy) program from the citizens of the world to the monopolies protected by IP law. Why Napster is Right! Levine). Our original statement that IP protection is bad for society, and that Napster and P2. P software are good for economic progress and not just for freedom of expression. Retroactive Copyright Extension (joint with David K. Levine),Where it is explained why the economic (and logical, indeed) foundations of Landes W. M. 2. 00. 3, are, to say the least, shaky. To be more specific, why the . An abdridged version of this paper has appeared in The Economists' Voice. Teaching English as a foreign language. It is not to be confused with TOEFL. Teaching English as a Foreign Language (TEFL) refers to teaching the English language to students with different first languages. TEFL can occur either within the state school system or more privately, at a language school or with a tutor. TEFL can also take place in an English- speaking country for people who have immigrated there (either temporarily for school or work, or permanently). TEFL teachers may be native or non- native speakers of English. Other acronyms for TEFL are TESL (Teaching English as a Second Language), TESOL (Teaching English as a Second or Other Language), and ESL (English as a second language, a term typically used in English- speaking countries, and more often referring to the learning than the teaching). Youth- oriented literature offers simpler material (. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other word play. One method for using these books is the multiple- pass technique. The instructor reads the book, pausing often to explain certain words and concepts. On the second pass, the instructor reads the book completely through without stopping. Textbooks contain a variety of literature like poetry, stories, essays, plays etc. When teachers read aloud to their students, they simply model fluency and comprehension, while also adding visual support, periodic paraphrasing, and extension. Despite a number of criticisms. In India CBSE ( Central Board of Secondary Education) has adopted this approach in its affiliated schools. The task- based language learning approach to CLT has gained ground in recent years. Proponents believe CLT is important for developing and improving speaking, writing, listening, and reading skills, and that it prevents students' merely listening passively to the teacher without interaction. There are two types: Externally hosted platforms that a school or institution exports content to (e. Web Course Tools, or the open source Moodle)Content- supplied, course- managed learning platforms (e. This supports classroom, self- study or remote practice (for example in an internet caf. Kendriya Vidyalaya Sangathan in India has launched a web portal ECTLT where learners can learn English and other subject online and interact with their own teachers of KVS across the country. Online classroom. Students can enroll into online classes that are accredited by organizations such as the British Council or Cambridge ESOL. It should be noted that there is no single overarching accreditation body for TEFL however private for profit tefl companies have been known to invent accreditation affiliates and use them to cheat the customer. Students take one or multiple tests per study module. Support is handled by tutors, who can be reached via email. After successfully finishing the last module the student is granted a certificate. It comes in digital form or can be shipped to the student's address. Getting such a certificate can be beneficial in many ways. The student can get a bigger paycheck or teach English in foreign countries. Qualifications for TEFL teachers. In many institutions it is possible to teach without a degree or teaching certificate. Some institutions will consider it necessary to be a native speaker with an MA TESOL. A university degree in English language and literature can also be of value, as indeed can any specialist degree. Other institutions consider a proof of English proficiency, a University degree and a basic teaching qualification to be more than sufficient. However, the level of academic qualification need not be the most important qualification, as many schools will be more interested in your interpersonal skills. For trainers wishing to enter the academic field, publications can be as important as qualifications, especially if they relate to English use in your field. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on demand for English teachers and the teacher's previous teaching and life experiences. As a general rule, schools will tend to prefer qualifications that involve a significant amount of assessed teaching: it is often said that . Shorter courses and online courses often lack assessed teaching practice. Course makers have recognized this and have begun introducing combined TEFL courses which have an element of assessed teaching. For example, Introduction to Language Teaching - 4. Practice of Language Training - 3. Literacy - 3. 0 hours. Private language schools are likely to require at least a certificate based on successful completion of a course consisting of a minimum of 1. Major programs like EPIK will offer a higher salary to teachers who have completed any TEFL Course, online or otherwise, so long as the program meets the minimum 1. Partly this is driven by commercial expectations in the private sector, where parents feel that paying extra fees for TEFL teacher should warrant an American or British TEFL teacher, the schools will not risk losing students over this. Age/gender requirements might also be encountered. In some countries outside Europe and America, for example the Middle East, schools might hire men over women or vice versa. And they might hire only teachers in a certain age range; usually between 2. Anyone under 1. 9 may be able to teach TEFL, but usually only in a volunteer situation, such as a refugee camp. Pay and conditions worldwide. Teaching English as a Foreign Language (TEFL) refers to teaching the English language to students with different first languages. TEFL can occur either within the. Five Creative Methods of Teaching English to TEFL Learners by Larry M Lynch. As English teachers, we’re almost always on the lookout for new and interesting ways to. Elena of Avalor Arrives at Walt Disney World! Disney's first Latina Princess, Elena of Avalor, made her debut at Walt Disney World with a live performance this past. Get all the official details on Wii Fit Plus from Nintendo. Watch videos and trailers, learn about the fitness activities, customizable workouts, and more. As with much expatriate work, employment conditions vary among countries, depending on the level of economic development and how much people want to live there. In relatively poor countries, even a low wage may equate to a comfortable middle classlifestyle. The Middle East is also often named as one of the best paying areas, although usually better qualifications are needed: at least a CELTA and one or two years' experience. Spain in particular has encountered widespread criticism. Similar situations increase in countries with labor laws that may not apply to foreign employees, or which may be unenforced. An employer might ignore contract provisions, especially regarding working hours, working days, and end- of- contract payments. Difficulties faced by foreign teachers regarding language, culture, or simply limited time can make it difficult to demand pay and conditions that their contracts stipulate. Some disputes arise from cross- cultural misunderstandings. Teachers who can't adapt to living and working in a foreign country often leave after a few months. It is especially difficult at this time for teachers to recognize which jobs are legitimate, as many of the leading jobs boards allow unfiltered paid posting. TEFL region and country locations. September is the peak recruiting month, and many annual contracts last from October until June. Employers prefer graduates with experience in teaching Business English or in teaching young learners. Instructors from the United Kingdom and Ireland, countries within the European Union, do not need any visas to work within the EU, which reduces demand for non- EU teachers. Immigration laws require that non- EU job applicants submit documents from their home countries in person after the European employer files an officially documented job offer. If the worker has travelled to Europe to find the job, this means they must return home and wait for some time. Following the process correctly does not guarantee getting a visa. Many private- sector employers do not subsidise them at all, because they are able to hire the staff easily from the EU countries. International schools hire some experienced and well- qualified non- EU teachers. Education ministries, i. Part- time employment is usually allowed under an education visa, but this visa also requires proper attendance at an accredited EU college or university, institute, or other educational program. Other teachers work illegally under tourist visas, since the . They also tend to have lower costs of living. Non- EU teachers usually find legal work there with less difficulty. The Balkan former Yugoslav countries have seen recent growth in TEFL. Some of these alternative pathways include Foundation Studies and English Language Intensive Courses. From the 1. 97. 0s through to the 1. Cambodia experienced civil war and political turmoil which had a devastating effect on the national education system and the learning of a second language. Adults are also able to learn English through other non- formal English language education programs. The reason for this is that the people who are able to communicate in English are ones that are more likely to have opportunities to find better occupations with higher pay, as it is used to communicate with international businesses and organizations. NGOs, such as Teach For China, are an opportunity as well. The provinces and the Ministry of Education in Beijing tightly govern public schools, while private schools have more freedom to set work schedules, pay, and requirements. English teaching salaries in China are dependent on multiple factors including; Teaching hours specified in contract, location, inclusions/bonuses, and public vs private sector. It is important to note that due to high demand, salaries have increased significantly over recent years. A standard contract within the public school system generally entails less than 2. Z visa (working permit) sponsorship. These positions offer an average base salary of 6,0. RMB per month in smaller cities and rural areas. In Beijing, Shanghai, Shenzhen, and Guangzhou these positions now offer 1. RMB plus per month due to higher living costs. The private sector is less uniform with salaries going as high as 2. RMB per month for DOS's in major cities. They also are more flexible with housing options, often offering teachers a choice between provided accommodations, or a stipend towards rental costs. English Language Schools in the USA. Web Directory. Palm Beach Language Institute is a great place to learn English, Spanish and foreign languages. Our school provides quality language courses in a comfortable atmosphere. We offer convenient schedules with morning, afternoon, evening and Saturday classes. All our language courses are tailor- made to meet your specific language learning needs. Play games from Disney Channel, Disney XD, movies, Princesses, video games and more!Our General English classes are communicative based with an emphasis on developing speaking and listening skills. Students also learn grammar and structure and develop their reading and writing skills. The goal of our ESL classes is to make you comfortable using English in any situation you may encounter in everyday life. We offer tailor- made Executive Business English courses, Engllish for Aviation, Military English and English for Law Enforcement. English Teaching Jobs in China - access to the latest high paying, professional ESL teaching jobs in the major cities across China. When teaching English to Kids there are many challenges and things to watch out for. Many have chosen to teach English in Japan, and many have gone before you. TEFL.com - The world's largest real-time database of English Language Teaching Jobs. Chris* thought it might be a fire inspection. Walking into his Chengdu, China, office at Disney English, a Disney subsidiary that teaches English through. We offer American English Pronunciation and Accent Reduction programs, English for Meetings and Presentaions, English for Socializing and English for Telephoning. Our outstanding teachers will provide you with the ability and confidence you need to face the world in English. 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The Sims 3: Outdoor Living Stuff - 7. The Sims 3: Generations - 8. The Sims 3: Town Life Stuff - 9. The Sims 3: Pets - 1. The Sims 3: Master Suite Stuff - 1. The Sims 3: Showtime - 1. The Sims 3: Katy Perry's Sweet Treats - 1. The Sims 3: Diesel Stuff - 1. The Sims 3: Supernatural - 1. The Sims 3: Seasons - 1. The Sims 3: 7. 0s, 8. Stuff - 1. 7. 0. The Sims 3: University Life - 1. The Sims 3: Island Paradise - 1. The Sims 3: Movie Stuff - 2. The Sims 3: Into the Future - 2. Offline Usage Instructions Offline is no longer supported as of version 3. Errors Known to Resolve- . Please update your game via the game launcher. See the Log for more details. Department of Defense is committed to making its electronic and information technologies accessible to individuals with. List of Four-Year, Two-Year Public Institutions and Virginia Community Colleges. Overlooking downtown Richmond, Church Hill is the oldest intact residential area in the city. Here you can find historic St. John’s Church, where. ODUOnline can help you fit education into your busy life. Completing your degree online is easier than ever with the full support of an. Standards for Distance Learning Library Services. Approved by the ACRL Board of Directors, July 2. Revised June 2. 01. Contents. Part I Foundations. Executive Summary: The Access Entitlement Principle. Introduction: A Living Document. The English Department is the largest department within the College of Arts and Letters at Old Dominion University. We are dedicated to offering rigorous academic. ODUOnline Old Dominion University Gornto Center, Norfolk, VA 23529. A Framework for Process Reengineering in Higher Education: A case study of distance learning exam scheduling and distribution. Audience. Definitions. Changing Nature of “Distance”Part II Fundamental Requirements. A Bill of Rights for the Distance Learning Community. Institutional Requirements. Library Requirements. Adaptations for Lack of Library Facilities. Gateway to Other ACRL Guidelines and Standards. DLS Bibliography. Part III Specific Requirements. Fiscal Responsibilities. Personnel. Library Education. Management. Facilities and Equipment. Resources. Services. Documentation. Appendix AThe Standards Provenance. Part I Foundations. Executive Summary: The Access Entitlement Principle. All students, faculty members, administrators, staff members, or any other members of an institution of higher education are entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel, regardless of where they are physically located in relation to the campus; where they attend class in relation to the institution’s main campus; or the modality by which they take courses. Academic libraries must, therefore, meet the information and research needs of all these constituents, wherever they may be. This principle of access entitlement, as applied to individuals at a distance, is the undergirding and uncompromising conviction of the Standards for Distance Learning Library Services, hereinafter designated as the Standards. The access entitlement principle applies equally to all affiliated individuals, whether on a main campus or away from that campus, including both national and international locations, and to those in designated distance learning programs, or on branch or regional campuses, or in the absence of any physical campus. The principle applies to all public, private, profit, and non- profit academic institutions. The principle likewise applies to courses taken for credit, non- credit, and through continuing education programs, and to courses taught face- to- face in classrooms in remote settings, or via any medium, technology or platform - or through any other means or scale of distance learning. The Standardsdelineate elements necessary to achieving this and the other closely related principles provided in Part II Fundamental Requirements. Introduction: A Living Document. Since their inception as Guidelines (see Appendix A, Provenance) in 1. Standardshas indeed been concern for ensuring the delivery of equivalent library services and information resources to college and university students, faculty, and other personnel in remote settings. The Guidelines, from which the Standards evolved, had been under a decade of frequent revision and expansion, which led to the completion of their transition to. Standards in 2. 00. These Standards, like the Guidelinesbefore them, have been prepared by the Standards Committee, formerly the Guidelines Committee, of the Distance Learning Section (DLS) of the Association of College & Research Libraries (ACRL), a division of the American Library Association (ALA). Incentive to adapt and expand the Guidelines, leading to their evolving into today’s Standards, stemmed from the following increasingly critical factors: the rapid growth of higher education learning opportunities that take place outside the traditional classroom; greater recognition of the need for library resources and services at locations other than main campuses; growing concern and demand for equitable services for all students in higher education, no matter where the “classroom” may be, or in the absence of a classroom at all; a greater demand for library resources and services by faculty and staff at distance learning sites; and the expansion and advancement in technological innovations in the transmittal of information and the delivery of courses. To these changes may be added shifts away from central campus enrollments, the search for more cost- effective sources for post- secondary education, the appearance and rapid development of the online, or virtual, university, having no physical campus of its own, the concomitant development of entire virtual university programs by traditional campus- based institutions, and the development of large scale virtual course offerings that may or may not be directly linked to any specific institutions. Audience. The intended audience for the Standardsincludes administrators at all levels of post- secondary education, librarians planning to manage and provide distance learning library services, other librarians and library personnel serving distance learning students or working with distance learning program staff, distance learning faculty, funding sources, accrediting organizations, licensure agencies, and the faculty and students at schools of library and information science. Definitions. The following terms are used at strategic points in the Standards, and are here defined both in accordance with their usage in the document, and to the extent possible, their broader usage in the practice of distance learning library services. Computer literacy: Effective screen navigation and interpretation skills, including the ability to recognize and follow screen prompts leading the user from screen to screen in order to achieve desired results. Includes, but is not limited to abilities to recognize and understand the basic operations of personal computers, or other similar electronic devices, in order to understand and interact with them to solve problems or to achieve desired results. Digital literacy: Effective knowledge, skills, and behaviors utilized to learn, live, work, communicate, adapt, and play; and to find, evaluate, utilize, share, and create content in the dynamic networks of information technologies. Distance learning community: All individuals, institutions, or agencies directly involved with academic programs or extension services offered away from, or in the absence of, a physical academic campus, including students, faculty, researchers, administrators, sponsors, and staff, or any of these whose academic work otherwise takes them away from on- campus library services. Distance learning librarian: A librarian holding a Master’s degree from an ALA accredited program, or the equivalent for librarians from outside the U. S., who specializes in distance learning library services and is directly responsible for the administration and supervision of those services, either centrally located or at an appropriate site, and who is the principal and direct agent for implementation of library services and resources in support of distance learning programs, as funded by the chief administrative officers and governance organizations of the originating institution, and as framed through the active leadership of the library administration. As an agent of both the originating institution and the library, the distance learning librarian practices the full range of librarianship in managing and providing services, including instruction, and in providing access to resources for the distance learning community. Libraries using innovative staffing models or distributed service models, which do not have a single specified distance learning librarian, must assign portions of that position among librarians with the requisite expertise throughout the library operation in order to carry out all the duties and responsibilities specified for the distance learning librarian in these Standards. Although, in the last decade, many institutions have moved away from designating one person as distance learning librarian, campuses do need a designated person to bring focus, to function as an advocate, and to coordinate distance learning librarians and services across a range of departments and services. Distance learning library services: Library services in support of college, university, or other post- secondary courses and programs offered away from a main campus, or in the absence of a physical campus, and regardless of whether or where credit is given. Courses thus supported may be taught in a variety of formats or media, may or may not require physical facilities, and may or may not involve live interaction of teachers and students. The phrase is inclusive of services to courses in all post- secondary programs designated as: extension, extended, off- campus, extended campus, regional or branch campus, distance, distributed, blended, open, flexible, franchising, virtual, massive, synchronous, or asynchronous. Embedded librarian: A librarian who actively participates with the course instructor in the delivery of an online course and who is identified and made accessible in the course management system. Depending on course design and instructor preferences, the level of involvement for the librarian varies from a full instructional partnership to a viewing and commenting role. Library: Denotes the library operation directly associated with the originating institution. In the case of regional or branch campuses, the library may or may not have direct administrative linkage to the main campus library. In the absence of such administrative linkage, the regional or branch campus library fulfills the function of the directly associated library operation. In the case of online or virtual universities, the library itself may be entirely online, or it may be the library of an existing physical institution, contracted for services and materials to the students, faculty, and other personnel of the online institution. Originating institution: The credit- granting body; that is, the entity, singular or collective, and the chief administrative officers and governance organizations responsible for the offering, marketing, and/or support of distance learning courses and programs. Which schools are best? Consistently ranked in the top tier of law schools in the nation, ours is the premier law school in southern California. 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