This activity explores what it means for a computer to be intelligent …
This activity explores what it means for a computer to be intelligent and introduces the topic of what a computer program is and how everything computers do simply involves following instructions written by (creative) computer programmers. Learners interact with a piece of paper that contains rules for playing a perfect game of noughts-and-crosses (tic-tac-toe). The activity contains some thought provoking (and humorous) discussion questions. Explanation, variations, extensions, and resources are included in the PDF.
What is the current state of artificial intelligence (AI) in the world …
What is the current state of artificial intelligence (AI) in the world of scholarly communication? What impact does AI have on the practices and strategies of publishers, libraries, information technology companies, and researchers? What exactly is AI and what are those in the realm of scholarly communication actually thinking about it and doing with it?
This Charleston Briefing seeks to provide some answers to these very important questions, offering both general essays on AI and more specific essays on AI in scholarly publishing, academic libraries, and AI in information discovery and knowledge building. The essays will help publishers, librarians, and researchers better understand the actual impact of AI on libraries and publishing so that they can respond to the potentially transformative impact of AI in a measured and knowledgeable manner.
"Charleston Briefings: Trending Topics for Information Professionals" is a thought-provoking series of brief books concerning innovation in the sphere of libraries, publishing, and technology in scholarly communication. The briefings, growing out of the vital conversations characteristic of the Charleston Conference and Against the Grain, will offer valuable insights into the trends shaping our professional lives and the institutions in which we work.
This activity is designed to accompany the contextual essay “Assembling, Amplifying, and …
This activity is designed to accompany the contextual essay “Assembling, Amplifying, and Ascending: Recent Trends Among Women in Congress, 1977–2006,” from the Women in Congress website, history.house. gov/exhibition-and-publications/wic/women-in-congress/. Students have the opportunity to learn more about the women who served in Congress from 1977 to 2006. Students are encouraged to analyze the role women Representatives and Senators played in Congress during this era, as well as the ways in which they may have changed the institution.
In this activity, students examine photographs from an Alaskan Native Tribe who …
In this activity, students examine photographs from an Alaskan Native Tribe who converted to the Anglican faith; they look for evidence of cultural assimilation and provide an opinion as to whether or not this type of cultural assimilation is beneficial or harmful to the tribe.
Prerequisite: Students need to have studied the Dawes Act of 1887 and …
Prerequisite: Students need to have studied the Dawes Act of 1887 and the breaking up of reservations. In this activity, students analyze primary resources to determine how the federal government tried to assimilate Native Americans. Online activity. Focus: Compare and contrast.
In addition to discretionary fiscal policy, there are policies and institutions that …
In addition to discretionary fiscal policy, there are policies and institutions that can help reduce swings in the business cycle. This video discusses the role of automatic stabilizers in the business cycle.
Students choose a mode of expression—e.g., writing, art or storytelling—to share theme-related …
Students choose a mode of expression—e.g., writing, art or storytelling—to share theme-related ideas and feelings with a “buddy” from outside the classroom.
We've all had that experience, the one where we start arguing with …
We've all had that experience, the one where we start arguing with someone and find that we disagree about pretty much everything. When two people have radically different background beliefs (or worldviews), they often have difficulty finding any sort of common ground. In this lesson, students will learn to distinguish between the two different types of background beliefs: beliefs about matters of fact and beliefs about values. They will then go on to consider their most deeply held background beliefs, those that constitute their worldview. Students will work to go beyond specific arguments to consider the worldviews that might underlie different types of arguments.
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