Group items tagged

Locke believed

Rousseau believed

SLAVERY. Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves.

SLAVERY . Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves

States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony

learning contracts with the student focused on work that takes the students interests in to account may be helpful.

"Up from Underachievement" by Diane Heacox

Gifted learners are rarely "globally gifted

The promise of the Common Core is dying and teaching and learning are being distorted.  The well that should sustain the Core has been poisoned.

Whether or not learning the word ‘commission’ is appropriate for second graders could be debated—I personally think it is a bit over the top.  What is of deeper concern, however, is that during a time when 7 year olds should be listening to and making music, they are instead taking a vocabulary quiz.

Real learning occurs in the mind of the learner when she makes connections with prior learning, makes meaning, and retains that knowledge in order to create additional meaning from new information.  In short, with tests we see traces of learning, not learning itself.

“With the greater focus on distance learning, colleges’ expectations are increasing,” says Christine P. Mullins, executive director of the Instructional Technology Council. “They’re realizing that student services, like library services, student orientation, tutoring, and counseling are needed to provide a well-rounded education.”

Sixty four percent of colleges require faculty to take distance-education training programs, and among those that offer training, 59 percent require more than eight hours of it.

79 percent of colleges are creating their own online course content, which requires staff members with experience and knowledge of instructional design. Nineteen percent use content created by textbook publishers, and 2 percent contract or license materials from some other content provider.

When you come across an example of student writing that is particularly well-written, you can share it with other students. However, avoid using negative examples, as most students will hesitate to give permission if they know you plan to use student writing to exemplify poor writing–and not telling them of your intent would be unfair. Furthermore, students will learn as much from positive as from negative analysis. No piece of writing, your own included, is so perfect that constructive criticism cannot be aimed at it. It’s best to ask all students to sign a release form at the beginning of the semester granting permission to use their work for teaching purposes. Note that if you wish to quote their work in an article on teaching, you’ll need specific permission.

It’s not enough simply to show models. Students need to work with models and discuss them to be able to transfer their abstract understanding of the model’s features into their own writing. While you can lecture on the qualities you endorse or admire, it is far more effective to engage students actively in evaluation and analysis through class discussion and peer response groups.

If you do decide to use a student’s paper as a model, you should have him or her sign a Student Contract.

Goerge Barkouris (62), who found himself homeless for the first time in his life during the massive wave of unemployment in 2010, lost his home last November. Barkuris had worked for over 25 years in music and radio production but lost a contract with the public sector due to cuts in 2001. He then worked as a freelancer until 2008, but "when the crisis hit it was impossible to make money to pay for my house," he said. He has now found shelter in Klimaka’s hostel for homeless people in exchange for contributing to its street work program, which consists of riding Klimaka’s van around the streets of Athens, handing out food and other assistance to people in need.

Instructional Designer - $28.00 hour (based on salary of $60,000 per year) eLearning designer - $37.00 hour (based on salary of $78,000 per year) Organizational Specialist - $38.46 (based on salary of $80,000 per year)

200 to 500 man-hours for each instructional hour of IMI

Simple Asynchronous: (static HTML pages with text & graphics): 117 hours Simple Synchronous: (static HTML pages with text & graphics): 86 hours Average Asynchronous: (above plus Flash, JavaScript, animated GIF's. etc): 191 hours Average Synchronous: (above plus Flash, JavaScript, animated GIF's. etc): 147 hours Complex Asynchronous: (above plus audio, video, interactive simulations): 276 hours Complex Synchronous: (above plus audio, video, interactive simulations): 222 hours

job-embedded PD

There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.

A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009

America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.

My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.

Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.

The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.

He argued that sovereignty, or ultimate political power in a state, derives not from the monarch but from the ‘people’ or ‘nation’, that it must be exercised in their interest and for their benefit, that it should be controlled and circumscribed by laws, and that the ruler's tenure of office is in the nature of a trust exercised for the people's benefit and with their consent, underpinned by an implicit agreement or ‘social contract’

additional boost, first from the success of the American Revolution and the summoning of a constitutional convention by the United States in 1787, and now in France by the summoning of the Estates-General.

There’s a sort of proletarian parochialism to be found in Berlin

the parochial attitude of many western Berliners towards eastern Berlin