Moral Courage & censorship

Its easy to lose your faith in institutions and so its nice to read that Cambridge University refused to censor a masters thesis. This is my favorite part of the letter (via BoingBoing):

Second, you seem to think that we might censor a student’s thesis, which is lawful and already in the public domain, simply because a powerful interest finds it inconvenient. This shows a deep misconception of what universities are and how we work. Cambridge is the University of Erasmus, of Newton, and of Darwin; censoring writings that offend the powerful is offensive to our deepest values. Thus even though the decision to put the thesis online was Omar’s, we have no choice but to back him. That would hold even if we did not agree with the material! Accordingly I have authorised the thesis to be issued as a Computer Laboratory Technical Report. This will make it easier for people to find and to cite, and will ensure that its presence on our web site is permanent….

Read more about the whole back story A Merry Christmas to all Bankers and the full Letter to bankers (PDF)

Nice to see an act of moral courage coming from the university. I know that they are supposed to be like this but its nice to see that they sometimes act this way too.

Royal Society Seminal Papers

The Royal Society has done something cool again. They have created a new interactive timeline to celebrate the 350th anniversary year of the Royal Society. But this is not the cool part. The site will have 60 of the most important articles from the oldest scientific journal Philosophical Transactions (this is literally a drop in their huge ocean of 60,000 published since the journal first began in 1665).

Highlights include:

• The gruesome account of an early blood transfusion (1666)
• Captain James Cook’s explanation of how he protected his crew from scurvy aboard HMS Resolution (1776)
• Stephen Hawking’s early writing on black holes (1970)
• Benjamin Franklin’s account of flying a kite in a storm to identify the electrical nature of lightning – the Philadelphia Experiment (1752)
• Sir Isaac Newton’s landmark paper on the nature of light and colour (1672)
• A scientific study of a young Mozart confirming him as a musical child genius (1770)
• The Yorkshire cave discovery of the fossilized remains of elephant, tiger, bear and hyena heralding the study of deep time (1822)

More information.

ReTweet: the power of twitter

An interesting thing happened at a conference I was attending last week. The were three speakers giving talks to all the attendants (c:a 300 people). First up was the minister of communication (unexciting but well formulated explaining new broadband policy), the was James Boyle discussing Cultural Agoraphobia (an excellent presentation on the public domain). Finally was a CEO who was supposed to be talking about mobility but spent the entire time promoting his own company and explaining why they were great.

In most such situations the crowd fidgets but endures. But not with a crowd that has access to twitter. The first tweets were bored comments about ill concealed marketing but this was soon followed by harsher comments. The tweets were ReTeeted and commented upon. There was an amazing difference between the online/offline reaction to the speech. Like an iceberg, the real action was under the surface.

Obviously he should not have been invited as a speaker. Nor should he have accepted to speak. And at least he should have respected those sitting listening to him enough not to turn his time into a blatant advertisement.

One of the questions tweeted at the time was why there wasn’t a screen where the speakers could see the reactions of the crowd. But is this a good idea? What are the social conventions of twittering in lectures? In non-tech situations we may allow our minds to wonder, occupy ourselves, maybe talk to our neighbors. Or in a gesture of our dissatisfaction walk out of the lecture hall.

Angry tweets to the world seem acceptable – But would nasty comments flowing along on a computer screen in front of the speaker be considered ill mannered?

Twitter has already been the subject of discussion in academic circles. In October (2009) Laura Bonetta Should You Be Tweeting?

In May of this year, Daniel MacArthur, a researcher at the Wellcome Trust Sanger Institute in Cambridge…reported live from the Cold Spring Harbor Laboratory (CSHL) meeting Biology of Genomes.

A participant from the online news site Genomeweb protested that MacArthur was twittering and blogging about the meeting. The basis of there protest was that while media had to obtain permission to be able to report from the meeting but MacArthur was attending the meeting as a participant and therefore was not required to obtain permission. As a result of this complaint the CSHL notified a change of its rules:

“any participant intending to blog, twitter or otherwise communicate or disseminate results or discussion presented at the meeting to anonymous third parties must obtain permission from the relevant presenting author before communicating any results or discussion to third party groups, message boards, blogs or other online resources (other than your own lab or departments).”

But this seems to be an extreme way to go…

My fellow second class scientists or proles…

Can you hear the hordes of Germans academics chanting fight, fight, figth in the background? Apparently the argument stems from the German Wikipedia newsletter Kurier which contained a this text:

Im besten Fall werden Blogs von zweitklassigen Wissenschaftlern betrieben, im Normalfall vom Prekariat.

For those of us language-challenged non-German speakers, there is google translation which gives:

At best, blogs are run by second-rate scientists, usually from precariat.

Damn as a blogger I don’t even understand when I am being insulted. I needed to look up precariat and with the help of German Wikipedia and Google translate I get:

Precariat is a term used in sociology and defines “unprotected end of the work and the unemployed” as a new social grouping. The term itself is a neologism that is fragile from the adjective (difficult, dangerous to dubious) analogy to derive the proletariat. Etymologically, the word “precariat comes” from the Latin precarium = one bittweises to revoke granted tenure status

So as a blogger I am either a second class scientist or a prole?

All I can do from over here is to support my fellow German second-classers or proles and chant fight, fight, fight… or as google translate would have me say:

kämpfen, kämpfen, kämpfen…

Researchers in Web2.0

In the recent issue of Research Information: October/November 2009 David Stuart writes an article entitled Web 2.0 fails to excite today’s researchers. The basic premise of the article is that researchers within academia are not interesting in adopting web2.0 technologies.

It is hard to imagine a group more suited to the opportunities of Web 2.0 technologies than academics, especially when it comes to conducting and publishing research…

…Scholarly publishing 2.0 offers much more to the research process than the simple content management system of blogs and wikis. It does not just give the opportunity to help find collaborators for a project, and possibility of easing the communication process within a research group. It also offers the opportunity to publish new forms of data and can blur the barriers of the research group.

While reading the article I found myself disagreeing more and more with Stuart. The level of academics participating actively by sharing their time and knowledge freely is very high.

There are two reasons why this high level of activity is surprising. One is based on the fact that only a small part of science is about communication and second the academic’s employers do not appreciate the value of web2.0 activities.

Science is more than communication: Most of science work is outwardly boring. Observing, reading, thinking, writing and deep discussions in seminars are not particularly for suitable for short messages and headline based communication. A wonderful example can be found in the words of Donald Knuth in a text entitled Knuth versus Email:

I have been a happy man ever since January 1, 1990, when I no longer had an email address. I’d used email since about 1975, and it seems to me that 15 years of email is plenty for one lifetime.

Email is a wonderful thing for people whose role in life is to be on top of things. But not for me; my role is to be on the bottom of things. What I do takes long hours of studying and uninterruptible concentration. I try to learn certain areas of computer science exhaustively; then I try to digest that knowledge into a form that is accessible to people who don’t have time for such study.

The same ideas can be applied to web2.0.

Few academic employers appreciate the value of web2.0 activities: In the final paragraph Stuart writes “Much of the blame for the slow adoption of the Web 2.0 technologies seemingly lies with an over-emphasis on the traditional research paper.” Well this is understandable since despite the whole focus and popularity of web-based communication the academic system does not put any real priority on these activities. True, they are not looked down upon as much as they once were but web2.0 communication is definitely not an activity which counts as a merit.

What Stuart seems to be missing is that web2.0 activity use is high in academia, but, for the reasons discussed above, it is not particularly visible to the general observer. Academic blogs, wikis, twitterers etc. abound but they are used as intended – for communication, sharing and discussion. The problem is that the discussions of academics are rarely interesting enough to be noticeable to the outside world.

Disclaimer: My web2.0 activity is very high (2 blogs (this one and techrisk), facebook, twitter, flickr, librarything etc And I follow tons of people via web2.0) and is very rewarding for me personally and professionally. But I also know that six years of blogging is worth less than one paper. This is mainly because it is easier for a university to count papers and citations.

Copyright in lectures

Techdirt had an article that reminded me of an older discussion on the lecturers rights (copyright mainly) to their lectures. While on the face of it the question is easy. Of course lecturers have copyright in their own material. But the question becomes complex when discussing what lecturers with copyright should be allowed to do.

But, it appears that copyright maximalism is seeping into the classrooms as well. In the last couple of years, we’ve seen a lawsuit over a note taking service — claiming lectures are covered by copyright — and a professor demanding that students destroy all their notes at the end of the year since the professor claims he holds the copyright.

Michael Scott points us to a similar story, involving a Harvard grad who is running a non-profit notetaking service. While there’s no lawsuit or anything yet, there is a discussion on whether or not the professors’ lectures are covered by copyright

In April 2008 I wrote about Professor Michael Moulton who was using copyright to prevent students from selling their notes.

Standing and talking i.e. giving a lecture is not copyrightable per se, this is actually a good thing as most lectures tend to be the explanation of the works of many others (not all mentioned). A lecture on basic copyright law will include ideas and direct quotes from the law, courts and often other jurists. The nature of the lecture is to educate the audience on a certain issue and therefore cannot be only the ideas and opinions of the lecturer. This use of the ideas and texts of others is neither copyright infringement or plagiarism.

The lecture becomes copyrightable when it is a derivative work of the lecture notes. In other words a lecture given without notes is not copyrightable, nor is a lecture given from notes taken from the public domain. If the non-copyrightable lecture is filmed or recorded then the copyright goes to the person recording (the director).

The “right” of the lecturer to refuse the audience to record is actually not a question of copyright but more a question of labor law. For example, if I were to refuse to let my students record me the question would be one of my refusal to carry out my job as a lecturer. The ensuing discussion between my employer and me would be a re-negotiation of my contract to take into account the audiences’ desire to record my work. Many lecturers I have spoken to are not aware of this position and some react very strongly to being recorded while they work. The audience taking notes is a developed fair use but again the lecturer could theoretically refuse to talk if someone were holding a pen (as with a recording device) but it is doubtful that the academic employer would support this position.