E. Individual Nature of Rights

(b) There shall be no restriction or interference with the right of a free agent to negotiate or contract with any baseball club outside the structure of organized baseball, nor shall there be any compensation paid for the loss of a free agent except as provided for in this Section B

ATTACHMENT 15 This will set forth the understanding of the parties regarding Article XX(A), of the Basic Agreement: With respect to a National Association Player with no existing Ma-jor League Contract, whose National Association Contract has been assigned to a Major League Club, it is understood that the placing of such a Player on the Major League Club's Active Reserve List (40-man Roster) and the tendering to such a Player of a Major League Contract without the necessity of renewing the National Association Contract will provide the Major League Club with reservation rights to such a Player. Thus, such a Player will not become a free agent under Article XX(A)(2)(d), which provides that a Player will become a free agent if his Club fails to exercise its contract renewal rights, there being no prior Major League Contract to renew.

F. Individual Nature of Rights

G. Outright Assignment to National Association Club ( 1) Election of Free Agency. (a) Any Player who has at least 3 years of Major League service and whose contract is assigned outright to a National Association Club may elect, in lieu of accept-ing such assignment, to become a free agent. ( b) In the event that such Player does not elect free agency in lieu of accepting such assignment, he may eleot free agency between the end of the then current Major League season and the next following October 15, unless such Player is returned to a Major League roster prior to making such election. ( 2) A Player who becomes a free agent under this Section G shall immediately be eligible to negotiate and contract with any Club without any restrictions or qualifications. Such Player shall not be entitled to receive termination pay. Such a free agent shall receive transportation and travel expenses in the same manner as he would if he had been unconditionally released except he shall be limited to receiving travel expenses to his new club if he reports to it directly, provided such expenses are less than to his home city. ( 3) Procedure. Not earlier than 4 days0 prior to the contem-plated date of an outright assignment, the Club shall give written notice to the Player, with a copy to the Players Association, which shall advise the Player that he may either (a) accept the assign-ment or ( b) elect to become a free agent, and that in the event he accepts the assignment, he may elect free ,agency between the end of the then current Major League season iand the next following October 15, unless he is returned to a Major League roster prior to making such election. The Player shall also be informed in the notice that, within 3 days0 after the date of the notice, he must advise the Club in writing as to his decision whether to accept the assignment. If the Club fails to give written notice, as set forth herein, to the Player prior to the date of such assignment, the Player may, at any time, elect to become a free agent pursuant to this Section G, provided, however, that if the Club subsequently gives such written notice to the Player, he shall, within 3 days0 thereafter, advise the Club in writing as to his decision

F. Outright Assignment to National Association Club (I) Election of Free Agency. Any Player who has at least 3 years of Major League service and whose contract is assigned out-right to a National Association Club may elect, in lieu of accepting such assignment, to become a free agent. A Player who becomes a free agent under this Section F shall immediately be eligible to negotiate and contract with any Club without any restrictions or qualifications. Such Player shall not be entitled to receive termina-tion pay. Such a free agent shall receive transportation and travel expenses in the same manner as he would if he had been uncondi-tionally released except he shall he limited to receiving travel ex-penses to his new club if he reports to it directly, provided such expenses are less than to his home city. ( 2) Procedure. Not earlier than 4 days0 prior to the contem-plated date of an outright assignment, the Club shall give written notice to the Player, with a copy to the Players Association, which shall advise the Player that he may either (a) accept the assign-ment or (b) elect to become a free agent. The Player shall also be informed in the notice that, within 3 days0 after the date of the notice, he must advise the Club in writing as to his decision. If the Club fails to give written notice, as set forth herein, to the Player prior to the date of such assignment, the Player may, at any time, elect to become a free agent pursuant to this Section F, provided, however, that if the Club subsequently gives such written notice to the Player, he shall, within 3 days°' thereafter, advise the Club in writing as to his decision.

Regardless of any provision herein to the contrary, this Agreement does not deal with the reserve system. The parties have differing views as to the legality and as to the merits of such system as presently constituted. This Agreement shall in no way prejudice the position or legal rights of the Parties or of any Player regarding the reserve system. It is agreed that until the final and unappealable adjudication ( or voluntary discontin-uance) of Flood v. Kuhn et al., now pending in the federal district court of the Southern District of New York, neither of the Parties will resort to any form of concerted action with respect to the issue of the reserve system, and there shall be no obligation to nego-tiate with respect to the reserve system. Upon the final and unappealable adjudication (or voluntary discontinuance) of Flood v. Kuhn et al., either Party shall have the right to reopen negotiations on the issue of the reserve system as follows:

Production and post-production is, by many accounts, the most profitable element of the entire agency equation, and holding companies aim to boost those totals

Although we're currently nowhere near this idea, how can businesses, educational institutions, and governments alike not consider the importance of giving individuals control over their digital archives? Or their learning analytics data?17

mandate the use of "learning management systems."

“privileges” — that’s an important word, because it doesn’t simply imply what you can and cannot do with the software. It’s a nod to political power, social power as well.

Let's imagine a world in which universities, not vendors, designed and built our online learning environments.

The teacher should decide.

the tools shouldn’t dictate the choice

On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.

privacy concerns

creates a highly personalized experience for the children while simultaneously alleviating privacy concerns.

One student in Canada decided to ask his university for the data they collected about his interactions with educational material

compare where their engagement levels stand against the rest of the class.

self-regulating effect

If you used our Physical web beacon today to login, you were generating xAPI statements.

If we want Domain of One’s Own to flourish as a space for student agency than we need to balance structured guidance with playfulness and empowerment.

how to balance supporting a system as complex as Domain of One’s Own without dictating how people use it

realize that the web was not something that happened to them but they were happening to

An overarching value we try to embrace when we talk about the domain choice is one of agency: participants should be able determine for themselves how they wish to be known and found on the Web.

give a student an individually-controlled space for reflection and growth

Oh, and some people also thought that perhaps it would benefit a student to have an online presence that they could create, develop, and take with them when they graduated from UMW.

The other reason I worry about our dependence on WordPress is that we run the risk of recreating the very dynamic that Domain of One’s Own seeks to challenge

At the very least, the tool should allow for robust formative assessment, and should be capable of giving timely, helpful feedback to learners.

created by people working together on their own.

And I see no good reason why we should require the production of educators and students to be fair game for resellers who want to pluck it for free out of the commons and charge money for it to those not lucky enough to be a part of our community.

Digital literacy has also been positioned as an enabler of rights. Unless people have choice and agency, they cannot act in their own interests.

feminist critics tended to work within a liberal framework for evaluating individual agency as the pursuit of freedom

Austen’s work might instead be interpreted as the scene of agonistic coexistence in which the discus-sions between Elizabeth and Charlotte and the deterioration of their friendship animate competing conceptions of self, moral agency, and modes of affective living

The agency of the critic is exemplified in discovering and naming the overlooked agency of Austen’s female subjects, who in themselves demonstrate Austen’s attentiveness to the limits of patriarchal norms and her willingness to transgress.

I prefer my syllabus to reach out and invoke student agency right from the get-go

Further, not only does writing offer the false appearance of life, but it is also surprisingly promiscuous.

Rhetoric in this vein ultimately reinforces a humanist orientation as it focuses on developing one’s ability to articulate decisions through increasing an individual’s agency

that technology itself worlds us

Rhetoricaldiscourseiscalledintoinstancesofrhetoricalspeakingand'writingarestronglyinvited

hen we ascribe little responsibilityto the rhetor with respect to what he has chosen to give salience

That is, he treats author, meaning, and knowledge as a function of discourse, not as its source.

Moreover, man permits himself to be deceived in f I his dreams every night of his life. His moral sen-timent docs not even make an attempt to prcvenl this, whereas there arc supposed lo be men who have stopped snoring through sheer will power.

Rhetoric selects,

what the student does in order to learn

Census Bureau

Imagine if our university system was structured around helping people accomplish the things that they're trying to do, Downes said — "that would be a real transformation."

shift agency for learning to the learner

giving our kids agency

A recent organization of the experimental literature (Deci 8z Ryan, in press) revealed that events which are experienced as supporting autonomy and promoting or signifying competence-thus facilitating an internal perceived locus of causality and perceived competence-tend to increase intrinsic motivation as reflected, for example, by behavior that persists with a minimum of external support. We refer to these initiating or regulatory events as informational. Events that are experienced as pressure toward particular outcomes-thus co-opting choice and facilitating an external perceived locus of causality-tend to undermine intrinsic mo- tivation, restrict creativity (Amabile, 1983), and impair cognitive flexibility (McGraw & McCullers, 1979). We refer to these events as controlling. Finally, events which are experienced as conveying that the person cannot master an activity-thus promoting perceived incompetence-undermine intrinsic motivation and tend to leave one feeling helpless (e.g., Boggiano & Barrett, 1984). We refer to these events as amotivating.

teacher quality is the single most important factor in a student’s education

When you see young people as agents of change, rather than objects to be changed,

The New Politics of Educational Data

What occurs when we decide that agency and not expertise is the core principle of learning is that we must, as teachers, learn to see the very best in students.

This is a program of lessons that gives kids the freedom of action to take their own Sonic Pi project in any direction they want to, moving away from the sort of lesson where everybody works on the same piece of software, and giving students the agency to develop their work in an individual way, while almost accidentally becoming familiar with an important set of fundamentals.

We need more diverse books, voices, attitudes, journals, and styles.

annotating explicitly to make connections between what they’re reading and the rest of the world can help them see why particular texts matter and are still relevant today

We are living increasingly in a culture of response.

Some may engage and others may not, but those who do will be at a definite advantage in a world where more moments and objects within our lives will depend upon programming and be enhanced by it too. 

But hyperlinks aren’t just the skeleton of the web: they are its eyes, a path to its soul.

One of the first decisions about processhad to do with group ground rules about behavior. Youth defined unexcusedabsences, spelled out how many warnings students should receive for absences,specified the consequences of disrespecting others, and differentiated acceptablecurses (directed toward oneself) from unacceptable curses (directed toward oth-ers).