Studying life on the seafloor beneath Antarctica's thick ice is a major challenge for ecologists. Learn about a new device that can reach those icy depths in this video segment adapted from WomenInAntarctica.com.

This lesson focuses on the debates among the U.S. Founders surrounding the distribution of power between states and the federal government. Students learn about the pros and cons of state sovereignty vs. federalism and have the opportunity to argue different sides of the issue.

This class continues our study of the foundational texts of human culture, focusing on early modernity until the recent past. In many ways, this includes several questions such as: Why did these works achieve the fame and influence they achieved? How do they present what it means to be a human being? How do they describe the role of a member of a family, community, tradition, social class, gender? How do they distinguish between proper and improper behavior? How do they characterize the members of other groups? However, in several ways, these texts are also iconoclastic, breaking with centuries of established tradition to shed light on previously unexplored subjects, such as the status of women in society or the legacy of the colonial expansion of European countries. They also question well-established social beliefs like religion, monarchical rule and human nature in general.

This material is about the history of Israel, a small strip of land on the shores of the Mediterranean Sea, and its importance to three major religions: Judaism, Christianity, and Islam. Israel was a major crossroad between Europe, Asia, and Africa because of its location in the middle of the region. It had different periods of rule by different empires, and during this time, many impressive architectural structures were built, like the aqueducts of Caesarea and the fortress of Masada. The British also ruled over Israel for a period of time after World War I. Eventually, in 1948, Israel became a modern state after being granted some of the original land by the United Nations. Israel is the Jewish homeland, which Jews have had since ancient times, and the idea of a specific state called “Palestine” is factually incorrect.

This subject examines relationships among technology, culture, and politics in a range of social and historical settings. The class is organized around two topics: Identity and infrastructure, and will combine interactive lectures, film screenings, readings, and discussion.

In this lesson, students are introduced to Tocqueville's argument about the "omnipotent" power of the majority in America and its consequences. After an initial statement that the "very essence" of democracy is majority rule, he contrasts the means by which state constitutions artificially increase the power of the majority with the U.S. Constitution, which checks that power.

Nearly Everything You Need To Know About the Aztecs Can Be Found Within the Sacred Precinct.

This engaging video examines the most important part of the entire Aztec world: the literal center of the Universe: The Sacred Precinct of Mexico-Tenochtitlan. Now, nearly everything you need to know about the Aztecs can be found within this sacred space located in the center of its majestic city: Tenochtitlan. There’s about 78 structures, although all of them haven’t been found yet…. But these buildings can you teach you nearly everything… about the Culhua Mexica. You can learn about Aztec religion…. Social structure… architecture… engineering… sports… their cleanliness.

Model of Sacred Precinct is located at the Mexican National Museum of Anthropology and History.

What is day-to-day life like for people with profound intellectual and multiple disabilities who live in group homes? How do they express their desires and wishes? How do care workers think about them and treat them? Do they have basic rights to activities most of us take for granted: activities like sociability, sexuality, and moral affirmation? Narrowed Lives is an illuminating portrait of what life is like in Finnish group homes where adults who have profound intellectual and multiple disabilities live their lives. Based upon ethnographic data, it documents how care workers strive to guarantee individuality and dignity against a backdrop of scarce resources and misguided policies. This book argues that the lives of people with profound disabilities need not be determined by their impairments. It calls for a re-evaluation of disability policy so that its underlying conviction of people with profound intellectual and multiple disabilities as equally valuable fellow humans would materialise in practice. This novel and accessible book combines ethnography and philosophy, and will be of interest to researchers and students in disability studies, special education and philosophy, as well as parents, professionals and policy makers. Endorsements from Readers For people with profound intellectual and multiple impairments, what is a good life? Who is responsible for trying to ensure that such a life is possible? This sobering, no-nonsense book about individual people who live in Finnish care homes is a timely and vital contribution to thinking about both the possibilities and the limitations of care, empathy and moral engagement. — Don Kulick, Distinguished University Professor of Anthropology, Uppsala University This important book boldly challenges many pervasive and harmful assumptions about people with profound disabilities. Through powerful illustrations of how the external world can constrain, limit, and deny the worth of disabled persons, the authors confront difficult but essential questions that must be asked in order to combat ableism and enable flourishing. By combining philosophical analysis with in-depth research into lived experience and relationships, this book is a call to critically reconsider how meaning is assigned, and how moral values are embodied in everyday practices. Narrowed Lives boldly asserts that the varied and complex lives of people with profound disabilities need not be narrow at all. — Licia Carlson, Professor of Philosophy, Providence College Provocative… this book provides answers to questions of the human that unconsciously abound in any conception of intellectual disability and, crucially, urges all researchers to consider the lives of people with intellectual disabilities. — Dan Goodley, Professor of Disability Studies and Education, University of Sheffield

This lesson looks at Thomas Paine and at some of the ideas presented in his pamphlet, "Common Sense," such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.

In this video adapted from NOVA scienceNOW, find out about the discovery of a new building material, the carbon nanotube, whose physical properties could theoretically enable the creation of a 22,000-mile elevator to space.

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught Autumn Semester 2010/2011.

This module introduces students to the ideas of key thinkers in the history of western political thought. We look carefully at the canonical works of five thinkers in the history of political thought: Plato, Aristotle, Niccolo Machiavelli, Thomas Hobbes and John Locke. The module considers the impact of these thinkers on ancient and modern political thought and practices, with reference to the different contexts in which they wrote. We consider the way in which these thinkers have approached the ‘big’ questions and ideas that lie behind everyday political life.

The module examines questions such as: What is justice? What is the purpose of government? What is the best form of government? Is the state ever entitled to restrict our freedom to do what we want? Why should we obey the state? When is it right to have a revolution?

Module Code and Credits: M11001 (10 credits) M11151 (15 credits)

Suitable for study at: Undergraduate level 1

Dr David Stevens, School of Politics and International Relations

Dr Stevens' research is focussed primarily within the area of contemporary normative political philosophy. Specifically, he is concerned with issues of socio-economic justice within liberal democratic societies.

Modules taught: Social Justice (level 3); War and Massacre (level 2); Justice Beyond Borders: Theories of International and Intergenerational Justice (level D).

Areas of Research Supervision: Social justice; educational; justice; Rawlsian political philosophy. In particular, David Stevens encourages applications for PhD topics in the following areas: Social justice and schooling; State education and the rights of minority cultures. Political liberalism and the creation of civic virtue; Reflective equilibrium/moral constructivism.

This series of eight brief videos by Karolyn Kinane, Associate Director of Pedagogy and Faculty Engagement at the Contemplative Sciences Center at the University of Virginia, offers college instructors some basic vocabulary and skills to start engaging in teaching as a contemplative practice. The series introduces contemplative pedagogy with special attention to its role in backward design, offering specific examples from online learning environments in higher education. The videos demonstrate the relationship between course design best practices such as alignment and transparency and contemplative values such as presence, awareness, and compassion. Viewers can engage in exercises to identify the beliefs, habits, and intentions that undergird instructors’ teaching philosophies and practices. Viewers are encouraged to develop strategies to design learning experiences in line with one’s most pressing goals for student-learning.

Learn about the checks and balances system of the three branches of the U.S. government.

Roman Literature of the Golden Age of Augustus Caesar, produced during the transition from Republican to Imperial forms of government, was to have a profound and defining influence on Western European and American societies. These writings ultimately established lasting models of aesthetic refinement, philosophical aspiration, and political ambition that continue to shape modern cultures. This class will be exploring the Golden Age of Latin Literature from an historical perspective in order to provide an intensive examination of the cultural contexts in which these monumental works of classical art were first produced. Readings will emphasize the transition from a Republican form of government to an Empire under the rule of Augustus Caesar and the diversity of responses among individual authors to the profound structural changes that Roman society was undergoing at this time. Particular attention will be devoted to the reorganization of society and the self through textuality, the changing dimensions of the public and the private, the roles of class and gender, and the relationship between art and pleasure. Writings covering a wide variety of literary genres will include the works of Caesar, Cicero, Catullus, Livy, Virgil, Horace, and Ovid, with additional readings from Cassius Dio for background.

This course considers reggae, or Jamaican popular music more generally—in its various forms (ska, rocksteady, roots, dancehall)—as constituted by international movements and exchanges and as a product that circulates globally in complex ways. By reading across the reggae literature, as well as considering reggae texts themselves (songs, films, videos, and images), students will scrutinize the different interpretations of reggae's significance and the implications of different interpretations of the story of Jamaica and its music. Beginning with a consideration of how Jamaica's popular music industry emerged out of transnational exchanges, the course will proceed to focus on reggae's circulation outside of Jamaica via diasporic networks and commercial mediascapes. Among other sites, we will consider reggae's resonance and impact elsewhere in the Anglo Caribbean (e.g., Trinidad, Barbados), the United Kingdom (including British reggae styles but also such progeny as jungle, grime, and dubstep), the United States (both as reggae per se and in hip-hop), Panama and Puerto Rico and other Latin American locales (e.g., Brazil), Japan and Australia, as well as West, South, and East Africa (Côte d'Ivoire, Tanzania, Uganda).

This class is a general study of modern architecture as a response to important technological, cultural, environmental, aesthetic, and theoretical challenges after the European Enlightenment. It focuses on the theoretical, historiographic, and design approaches to architectural problems encountered in the age of industrial and post-industrial expansion across the globe, with specific attention to the dominance of European modernism in setting the agenda for the discourse of a global modernity at large. It explores modern architectural history through thematic exposition rather than as a simple chronological succession of ideas.

This worksheet helps you select and contextualize artifacts through reflective writing. Artifacts show evidence of your skills, experiences, and knowledge and can include any kind of media: documents, images, videos, audio files, evidence of certificates or awards, presentations, sample assignments, teaching/research/administrative philosophy documents, etc.

Your artifacts should be presented in a way that is engaging for your audience, which may involve editing or adapting the artifact for the ePortfolio. For instance, while I might want to showcase research I’ve done, my audience may not want to read a 20-page article, but they would view an infographic that summarized the research I present in the article. If your ePortfolio will be linked to evaluative criteria, you may want to align your artifacts to those criteria.

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.

Long Description:
Click on Volume 1 to read the first book in this series.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings. In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course.

Word Count: 40312

ISBN: 978-0-88953-472-8

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Einstein called Galileo the "father of modern physics." This media-rich essay from the NOVA Web site looks at Galileo's quest to understand the mathematics of motion.

This video segment adapted from A Science Odyssey tells the story of researcher Sir Alexander Fleming, whose luck and scientific reasoning led to the groundbreaking discovery of penicillin.