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Jac Londe

LexCraft | LII / Legal Information Institute - 4 views

  • The LexCraft wiki is a project of the Legal Information Institute at the Cornell Law School. It is meant as a shared notebook and information resource for people who work with legal text.  Nothing is too big or too small.
Don Doehla

Creative Commons Resources for Classroom Teachers | CTQ - 90 views

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    How to tap into Creative COmmons resources
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    If your students are using images, video, or music in the final products that they are producing for your class, then it is INCREDIBLY important that you introduce them to the Creative Commons -- an organization that is helping to redefine copyright laws.
Brad Belbas

update on Warner Music (UPDATED) (AGAIN) (Lessig Blog) - 0 views

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    This is a video of a talk that Lawrence Lessig (Professor, Stanford Law School) gave for an organization. In his talk, Lessig provides a powerful and piercing analysis and critique on the impact that legal restrictions on the re/use of media resources has on creativity and cultural production. During his talk, Lessig shows some remarkably creative mash-ups videos on YouTube to exemplify the kind of creativity/cultural production that is possible through ubiquitous digital media. Ironically, the organization that hosted the talk received a notice from Warner Bros Music after posting a video of the Lessig's talk on YouTube, which, according to Lessig's blog, "objected to its being posted on copyright grounds." Warner Brother Music Group has implemented content-id algorithms (i.e., technology that detects the digital "fingerprint" of corporate-"owned" copyrighted works) through media hosting services, including YouTube, FaceBook, and others. When the video of Lessig's talk was posted, it was 'dusted' for fingerprints of WBMG copyrighted works. The detection system identified the soundtracks in the YouTube videos Lessig showed, as materials to which they held copyright. Both the video of Lessig's talk and the blog conversation regarding WBMG's objection are must-see resources.
Morris McRae

Avalon Project - Documents in Law, History and Diplomacy - 30 views

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    The Avalon Project is a site from Harvard University that contains thousands of documents relevant to Law, History, Economics, Politics, Diplomacy and Government. These documents also include links to supporting documents that were referred to in the text. The documents are sorted by date range and go all the way back to 4000BC. The documents are fully searchable and are also sorted by collections such as American Revolution, Jefferson Papers, Geneva Convention, the Middle East, and more. There are even transcripts of witness testimony in the Nuremberg Trials. Pretty amazing stuff. This is a priceless resource for any educator or student, teaching or learning, reading or researching these topics. These documents are primary sources and can be used for a variety of learning.
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    The Avalon Project will mount digital documents relevant to the fields of Law, History, Economics, Politics, Diplomacy and Government. We do not intend to mount only static text but rather to add value to the text by linking to supporting documents expressly referred to in the body of the text. The Avalon Project will no doubt contain controversial documents. Their inclusion does not indicate endorsement of their contents nor sympathy with the ideology, doctrines, or means employed by their authors. They are included for the sake of completeness and balance and because in many cases they are by our definition a supporting document.
H DeWaard

Resources | Teaching Copyright - 111 views

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    California based resources but rich site full of lesson plans related to copyright. mostly high school level but interesting for all educators
xs rumination

Legal Research Instruction - Law Librarian Blog: - 19 views

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    Electronic Resource, Legal Research, Legal Research Instruction
Don Doehla

SmartBlog on Education - Small changes are not small change - SmartBrief, Inc. SmartBlo... - 25 views

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    Is change hard? Is change easy? The answer to both of those questions is "yes." If you reflect upon all that is done to "change" schools, you would probably think that policymakers think change is hard - very hard. Think of all the initiatives that are launched every day to change schools: new tests, new curriculum, new evaluation systems, new laws, policies and regulations. When all of these, however, fail to change schools, the people who develop these change initiatives end up thinking that the change initiatives just have to be bigger, stronger and more tightly managed.
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    Is change hard? Is change easy? The answer to both of those questions is "yes." If you reflect upon all that is done to "change" schools, you would probably think that policymakers think change is hard - very hard. Think of all the initiatives that are launched every day to change schools: new tests, new curriculum, new evaluation systems, new laws, policies and regulations. When all of these, however, fail to change schools, the people who develop these change initiatives end up thinking that the change initiatives just have to be bigger, stronger and more tightly managed.
Holly Barlaam

Science Fix - 91 views

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    Lots of Science demonstrations aimed at Middle School
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    Science Fix I is a teacher blog created by a middle school science teacher to share their favorite demos done in class. Some cool useful videos here (examples include activation energy, water electrolysis, flaming gummy worm, Newton's 3rd law, etc)
Peter Beens

Wikipedia project to support OER | Hewlett OER Grantees Meeting 2012 - 11 views

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    In theory, Open Educational Resources and wikis go hand in hand. In our ranks, we have some of the most dedicated and accomplished users and advocates the collaborative online tools. So why is it that the OER article on Wikipedia carries the site's second-lowest quality rating? It's not just one article - the Open Access article shows room for improvement; the Open Educational Practices article doesn't exist; and numerous related articles could be improved as well.
Mary Beth  Messner

GPC Center for Teaching and Learning - Online Resources - 74 views

  • Online Resources   Here
  • a collection of Online Resources by Subject Area.  This list is NOT exhaustive, but is a great start for incorporating stimulating (online) exercises into your teaching
  • English
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  • ACCOUNTING
  • ECONOMICS
  • BUSINESS LAW
  • English as a Second Language/Foreign Languag
  • HISTORY
  • Humanitie
  • Best Practices in Teaching Writing
  • Nursing/Dental Hygiene
  • PSYCHOLOGY
  • Biology
  • Chemistry
  • Mathematics
  • Sign Language & Interpreting Related Links
  • Computers and Technology
Angela Estrella

Legal Copyright Issues Web Site Management Law Suits Schools Education - 79 views

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    Keeping it Legal:Questions Arising out of Web Site Management by Jamie McKenzie Resources for Teachers
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
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  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
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    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
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    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
Kate Pok

Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 32 views

  • Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
  • “Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”
    • Kate Pok
       
      What a pity, a sign of how little respect people actually give to the profession of teaching; the only profession where people don't take the comments of practitioners seriously.  Can you imagine saying to your doctor, "I know this is your diagnosis, but I'm going to go with my Great Aunt's diagnosis."
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  • They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple.
  • under the state’s plan, that teacher will not always be in the room. The plan requires high school students to take online courses for two of their 47 graduation credits.
    • Kate Pok
       
      I actually find this somewhat troubling...so little research exists as to how students are actually learning online.  Are they using Facebook or are they going through MIT's Open Courseware?  I'm inclined to think the former.  I'm slowly adding more and more technology to my classes and frankly, I'm surprised that students are not more technologically savvy... the first and second digital divides are increasingly evident...
    • Carol Pearsall
       
      Interesting article, however, you can't ignore that students today will be doing a significant amount of learning on a computer. If our high school students can't master managing an online class in high school, how will they fare later on? It's another learning tool. 2 classes out of 47 credits? How is that detrimental to the development of lifelong learners? We can research until the cows come home, but at some point if we don't dive in, we miss the boat. While we can all wish for all our students to graduate high school and then go on to college, the reality is that most of them won't. That's reality... Preparing our kids for future learning and building those skills necessary to be successful to master online courses is a skill they will need to succeed in their digital world.
Kalin Wilburn

Creative Commons - share,remix, reuse-legally - 39 views

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    Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators.
anonymous

2.2 The Third Estate as the voice of the nation - French Revolution - OpenLearn - The O... - 24 views

    • anonymous
       
      Similar to Thomas Paine's criticism of existing institutions such as monarchy.
  • 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.
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  • Sieyès's purpose is to isolate and marginalise the nobility in his readers’ eyes, and to expose it to their critical censure. In the circumstances of 1789, his message took on startling implications about the respective roles of the nobility and the Third Estate in the Estates-General.
  • The significance of Sieyès's pamphlet lay in its ‘consciousness-raising’.
A Gardner

How To Properly Provide Credit For Images | Edudemic - 10 views

    • A Gardner
       
      Great Flowchart! Very helpful reminder for all students and teachers
  • citations are important
  • proper method of crediting images
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  • Thumbnail source.
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