so true and I am guilty of that too, but there lies the problem!

You can't eliminate freedom of speech, however, there should be a way that google can mediate what comes up at the top of the search engine and eliminate violent propganda.

sounding a lot like the opioid crisis

At this point it just seems obvious to me that there should be someone from the FDA or something to help stop scientists from fooling the public for their own financial benefits..

Definitely have noticed this issue in some of my classes and in the departments here...

This is interesting, but not surprising to me. In many fields, the people that do the most work tend not to get the most credit.

I like the idea of completely changing the system and who dictates it. I agree there needs to be more dialogue between scholars all over the world.

I think it is important to continue to support journalism because we would be so behind without it. So much of what we learn and read comes from journalism and it is a huge issue that so many have to "fight to survive in the field."

I think there should be a "grandfather" policy for those students that were there before Elsevier took away their access of the other 85%. Seems unfair for students to lose accessibility of research they once had and now do not.

It's so easy to forget that information and being able to have access to never ending resources is a privilege. I like how the author points out that information isn't always just sitting there, sometimes it takes a lot of work to find it.

I myself, am definitely a "slacktivist." I just genuinely don't believe I have the time and or energy to promote and create change on campus. For example, this winter I had some issues with the administration in terms of the amount of courses I was taking. I complained and appealed their decision, but I didn't go any further with it in terms of trying to change the ridiculous rules that are in place (even thought I knew a few of my friends were having the same troubles). Ideally, I would love to be a problem solver, but at a place like Wake, it feels almost impossible to drive change. Again, I am not sure if this is me being cynical , or if there really was nothing I could do about it.

I believe that grades do have the inverse affect than they should. Students tend to focus on the end goal (the grade) rather than learned and digesting the material of the course. Grades allow students to work around actually learning the material and instead, memorizing it so it can be recited on a test or paper. The motivation behind grades is not always learning, it is the outcome and number that is shown in a GPA rather than knowledge stored.