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courts were asked whether the photographer, amateur or professional, required permission before he could capture and print an image. Was the photographer stealing from the person or building whose photograph he shot, pirating something of private and certifiable value? Those early decisions went in favor of the pirates.

Thomas Jefferson, for one, considered copyright a necessary evil: he favored providing just enough incentive to create, nothing more, and thereafter allowing ideas to flow freely, as nature intended.

In the contemporary world, though, the act of “copying” is in no meaningful sense equivalent to an infringement—we make a copy every time we accept an emailed text, or send or forward one—and is impossible anymore to regulate or even describe.

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.

Para ampliar un poco sobre esta nueva realidad en el uso de las Webquests, recomiendo el artículo de Thomas March donde hace una revisión de las webquests (en forma y en contenidos) en la web 2.0 y, la visualización de la siguiente presentación de Ramiro Aduviri Velasco sobre el proyecto Webquest 2.0.

An elephant in the room” refers to an obvious problem that remains unmentioned and is suffered silently. Music education has many such ‘elephants’ in its classrooms, and music teacher educators often seem resigned to working around them or worry about confronting them. Others are in collusion with these ‘elephants.’

This problem stems from the elephantine belief that a music educator must first and foremost be a good musician and that such training is sufficient to being a good teacher.