cannyben

Why are we in teaching and learning if not to be able to help enrich the lives of our students? Educational institutions at all levels, and of all types, should continue to strive for social change in today’s world. Beyond the seeming simplicity of our conference theme, however, is great scope for wide-ranging responses to just how we go about educating for change by examining the inherent challenges and responsibilities faced by educators the world over. Education, too frequently, is the victim of politics, and worse, sometimes ideologies. Politicians and bureaucrats devise and implement policies to effect change ranging from curriculum structure and goals to manipulating budgets on behalf of interest groups and their lobbyists. Questions relating to accountability, transparent governance and community relations are too frequently avoided. Within the classroom itself, bridging the gap between policy, theory, and practice, whether traditional or virtual, teachers and professor

Supporters of Open Access to scientific literature often portray it as the definitive and inevitable model for scientific publishing, but it is far from being the last word on new modes of access. In reality, stakeholders in scientific publishing are in the midst of adjusting to the revolutionary new possibilities offered by the Web and the online journal article for scholarly communication. In this Nature forum, a range of stakeholders in scientific publishing have made their cases at length, and often persuasively. Agreement in the industry on the best route forward remains distant, however, and the level of emotion behind the debate has served in some cases to obfuscate discussion. This article aims to provide an independent assessment of the key arguments, and to flag up areas where questions remain unanswered. Proponents of a move to open access argue that this will benefit science and society in general. A report published by the UK Wellcome Trust   assumes that “the ben