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Kelly Boushell

The Decleration of Independance - 86 views

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    Welcome to ushistory.org's Declaration of Independence website. This site provides a wealth of information about the signers of the Declaration, the history of the Declaration, and an online version of the Declaration for you to read.
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    The Decleration of Independance from ... spell check?
Kay Bradley

Social contract - Wikipedia - 20 views

    • Carolyn Eccleston
       
      What does this mean?
  • Locke believed
  • Rousseau believed
  • ...6 more annotations...
  • Grotius posited that individual human beings had natural rights; Hobbes asserted that humans consent to abdicate their rights in favor of the absolute authority of government
    • Carolyn Eccleston
       
      What is the difference between the two beliefs?
  • The Lockean concept of the social contract was invoked in the United States Declaration of Independence.
    • Carolyn Eccleston
       
      What Lockean concepts appear in the US Declaration of Independence?
    • Kay Bradley
       
      The idea that citizens give up some individual freedoms in order to realize greater benefits from living in society.
  • Social contract arguments typically posit that individuals have consented, either explicitly or tacitly, to surrender some of their freedoms and submit to the authority of the ruler or magistrate
    • Carolyn Eccleston
       
      What does it mean to submit tacitly? Does the US Declaration of Independence require tacit submission?
    • Carolyn Eccleston
       
      I don't know. What do you think?
    • Kay Bradley
       
      Not the Declaration of Independence because that did not establish a social contract, but yes the Constitution and the system of law, The submission is tacit because each generation does not revise the social contract that is spelled out in the Constitution and the corpus of laws. Therefore, each generation that wants to live in the US must accept the existing social contract.
    • Robert Vigliotti
       
      According to Hobbes, whenever we benefit from the conditions of security and the goods that are only possible through the social contract, we have consented to the social contract, which includes obedience to the sovereign, even though we did not give explicit consent.
  • legitimacy of the authority of the state over the individual
Derek Allison

Analysis of the Declaration of Independence with a Summary of the Declaration of Indepe... - 83 views

    • Derek Allison
       
      Good analysis of Declaration of Independence. Can be used in US History classes
Broughton Anglican College

Universal Declaration of Human Rights - Child Friendly Version - 18 views

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    Universal Declaration of Human Rights - Child Friendly Version
Michele Brown

Declaration of Independence - 1 views

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    Read the full transcript of this pivotal document online, along with interesting historical information surrounding its creation and signing.
Michele Amato

Declaration of Independence - 35 views

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    A short activity with some questions using primary document. From a different state.
Roland Gesthuizen

The Cape Town Open Education Declaration - 2 views

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     We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
anonymous

Well Endowed By Our Creator: Did George Washington Really Invent Viagra? | text2cloud - 6 views

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    Can we use the current primary season to turn attention back to primary sources from U.S. History--the Constitution, the Declaration of Independence, the writings of the nation's first president? I'm trying to find a way to write about these matter that has a chance high school and college students. Thus, satire, parody are in the mix.
Tony Baldasaro

Killing Email: How and Why I Ditched My Inbox - 0 views

  • phasing out email instead of ditching the inbox immediately
  • Twitter will be my main form of communication. I know, not everyone uses Twitter, but the people I communicate with the most are (mostly) on Twitter. What I love about Twitter is that it’s very limited (140 characters), so you have to keep things brief, and also there isn’t the expectation that you’ll respond to every message, as there is in email. Friends can DM me on Twitter for personal communication.
  • IM or Skype chats
  • ...3 more annotations...
  • collaboration, I’ll use Google Docs and/or wikis.
  • Friends and family can call me.
  • I’m always willing to experiment
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    I've declared independence from email. After more than 15 years of dealing with email, of checking email multiple times a day, of responding over and over throughout the day, of deleting spam and unsubscribing from newsletters and unwanted notices, of filtering out messages and notifications, of deleting those dumb forwarded jokes and chain mails …
Jay Swan

2010: International Year of Biodiversity - 8 views

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    From site: "The United Nations declared 2010 to be the International Year of Biodiversity. It is a celebration of life on earth and of the value of biodiversity for our lives. The world is invited to take action in 2010 to safeguard the variety of life on earth: biodiversity."
Michele Amato

Charters of Freedom - The Declaration of Independence, The Constitution, The Bill of Ri... - 45 views

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    The site is a government site that has official documents. We are interested in the first documents of our country. The little squares at teh top take you to different documents created when this country was trying to become free from England as well as how our government, laws and procedures were formed after we became independent. 
Kelly Boushell

Ben's Guide to U.S. Government for Kids - 4 views

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    A great collection of resources about government for kids. Topics include declaration of independance, constitution, bill of rights, and more! Content is even organized by grade level.
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
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  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Nigel Coutts

Educational Disadvantage - Socio-economic Status & Education Pt 1 - The Learner's Way - 3 views

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    The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.
pauljola

The Anthropocene epoch: scientists declare dawn of human-influenced age | Science | The... - 13 views

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    Guardian article on Anthropocene
Peter Beens

10 Twitter Tips for Teachers | PlanbookEdu Blog - 50 views

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    Using Twitter is a brilliant way for teachers to connect to their students, classroom parents, and the global community. If you are a teacher, you can use Twitter in a variety of ways, from staying updated on new trends in education to encouraging idea sharing in the classroom. The following list of tips can help you get the most out of your Twitter experience.
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    I recently had a teacher declare that Twitter was "a waste of time" during one of our meetings. It's good to see resources that will help our teachers understand the value of tools like Twitter.
Paul Hieronymus

Mentoring Your Students in Social Media or Vice Versa | Getting Smart - 59 views

  • Facebook is a good place to start since it is apparently too big to fail. The FCC in its recent Children’s Internet Protection Act (CIPA) update, explicitly stated that using social networking sites like Facebook and MySpace were not in violation of CIPA. They even encouraged its use: “Declaring such sites categorically harmful to minors would be inconsistent with the Protecting Children in the Twenty-First Century Act’s focus on “educating minors about appropriate on-line behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.”
Lauren Rosen

A Declaration of Interdependence: - 5 views

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     a crowdsourced short film - YouTube. A short film on connectedness in the world in multiple languages. 
cjohnson2004

American Civil War - Wikipedia, the free encyclopedia - 1 views

    • cjohnson2004
       
      Start of Civil War
  • In response to the election of Abraham Lincoln as President of the United States, 11 southern slave states declared their secession from the United States and formed the Confederate States of America
  • n April 1861, Lincoln announced the Union blockade of all Southern ports; commercial ships could not get insurance and regular traffic ended. The South blundered in embargoing cotton exports in 1861 before the blockade was effective; by the time they realized the mistake it was too late. "King Cotton" was dead, as the South could export less than 10% of its cotton.[134]
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