A discussion of the UN's "Protect-Respect-Remedy Framework" for companies and governments addressing human rights issues.
This collection uses primary sources to explore school desegregation in Boston. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Open Music Theory is a natively-online open educational resource intended to serve as the primary text and workbook for undergraduate music theory curricula. OMT2 provides not only the material for a complete traditional core undergraduate music theory sequence (fundamentals, diatonic harmony, chromatic harmony, form, 20th-century techniques), but also several other units for instructors who have diversified their curriculum, such as jazz, popular music, counterpoint, and orchestration. This version also introduces a complete workbook of assignments.
This book is best thought of as a map that introduces some of the essential element of small group communication. It begins with some foundational information necessary for understanding what makes groups groups. Briefly, it will provide conceptual and practice elements that help inform how we are to think about actually defining groups and teams. It moves from there to explore the idea of group formation, helping us better understand why people join groups and how they participate within that setting. The following chapters explore issues such as cooperation, power, group thinking, listening, and making decisions together. These constituent elements of small group communication help us think about the themes that them come in the next chapters–how we address issues that cause conflict and the role of leaders within these settings. In the last chapter, the impact of culture and diversity are explored, reminding us of the ever present reality that virtually any group is comprised of people with different experiences, worldviews, ideologies, perspectives, and approaches. Sometimes those differences are obvious; other times, it is only through deeper exploration of issues together that one discovers the rich differences that color our world.
This book is organized into 9 parts, each based on a larger topic that students have chosen to study and write research papers on. Each part contains several short student papers, around 2,000 words each, exploring a different aspect of COVID-19 that relates to science, technology and society. Students were asked to examine their topics through research, gathering primary and secondary sources, both peer reviewed and non-peer reviewed to support their arguments. They were also encouraged to apply several theories often used in studies of Science, Technology and Society, including Actor-Network Theory, Path Dependence, Social Construction and Tragedy of the Commons to their topics. Students were given an introduction to these theories in the course, and they were asked to discuss how one or more of the theories applies and helps to better understand their paper topics. Some students also engaged in additional research on these theories to explore their applicability. Taking advantage of the e-book format, student also used Creative Commons and public domain images, which are not restricted by copyright limitations to help illustrate their points. In addition to their individual chapters, students also worked together to write introductions for different parts of the book. These part introductions contain a brief summary by the students on why they chose to write on a specific larger topic and how their individual chapters relate to the topic. They also give students an opportunity to reflect on how COVID-19 and its impact on the larger topic they are writing about has affected their personal lives.
On January 24, 1848, carpenter James Marshall discovered gold at Sutter’s Mill, a sawmill on the American River in Coloma, California. This news quickly spread across the country and around the world, igniting the California Gold Rush. Between 1848 and 1855, 300,000 fortune-seekers came to California, transforming its population, landscape, and economy. The largest wave of migrants—about 90,000 people—arrived in 1849, earning them the nickname “forty-niners.”
This book by senior undergraduate and graduate student in the Department of History at the University of Regina describes how Canadian Prime Ministers articulated their vision of Canada from 1935 to 2015 through their Speeches from the Throne and in their Leaders' Day speeches. It demonstrates that each of Canada's Prime Ministers had a vision for the country and articulated that vision in their speeches and through their words.
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Indigenous accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?
Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Indigenous and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field.
The video resource "Capitalism and Socialism: Crash Course World History #33" is included in the "World History" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.
The video resource "Capitalism and the Dutch East India Company: Crash Course World History 229" is included in the "World History 2" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.
The video resource "Cartesian Skepticism - Neo, Meet Rene: Crash Course Philosophy #5" is included in the "Computer Science" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.
Maps capture the power of place. A well-designed map can stoke our imagination, helping us to understand how a place looks or feels. Maps serve two roles. First, maps facilitate visual communication where knowns are presented to map readers. Second, maps permit visual thinking where insights into patterns and trends in spatial data are explored. In GEOG 486, Cartography & Visualization, you will learn and apply cartographic theory creating appropriately designed maps. You will learn how to associate the visual variables to symbolize types of spatial data. This process creates an appropriate visual hierarchy that conveys an informational hierarchy about the underlying message. Thus, techniques in map design will be applied to produce, evaluate, and critique reference and thematic maps.
The Castle of Otranto is often referred to as the first Gothic novel. Which is fair enough, so far as it goes; Walpole’s novel did establish many key features of this genre, which has been popular with readers ever since The Castle of Otranto was first published on Christmas Eve, 1764. Like the Gothic novels, plays, stories, and films that followed it, The Castle of Otranto teases us by suggesting that the rules of the everyday world do not always apply, that sometimes only a supernatural explanation can account for everything we see. That idea—which runs against the grain of the assumption that the modern novel is all about realism—runs through books like Anne Radcliffe’s The Mysteries of Udolpho, Mary Shelley’s Frankenstein, Bram Stoker’s Dracula, Stephanie Meyer’s Twilight series and thousands more works of fiction, be they written as stories or novels, or filmed for cinema or television.
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The course facilitates a close reading of Don Quixote in the artistic and historical context of renaissance and baroque Spain. Students are also expected to read four of Cervantes' Exemplary Stories, Cervantes' Don Quixote: A Casebook, and J.H. Elliott's Imperial Spain. Cervantes' work will be discussed in relation to paintings by Velzquez. The question of why Don Quixote is read today will be addressed throughout the course. Students are expected to know the book, the background readings and the materials covered in the lectures and class discussions.
Brief overview of Charlemagne and his coronation in 800. Speakers: Dr. Beth Harris and Dr. Steven Zucker
A brief introduction to Charlemagne's military campaigns and the cultural revival that he supported. Speakers: Dr. Beth Harris and Dr. Steven Zucker
The video resource "Charles V and the Holy Roman Empire: Crash Course World History #219" is included in the "World History 2" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.
Charlotte Temple was the most popular work of fiction in the antebellum United States, and, even after it was supplanted by books like Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852), Charlotte Temple continued to be widely read in America throughout the nineteenth century. Remarkably, many contemporary readers believed this to be a true story, rather than a novel. Or, perhaps better, they enjoyed thinking that Rowson’s story might true, or contained within it the essence of some kind of moral truth, even if at some level they recognized that it was unlikely to be a documentary record of actual events. So strong was this desire to believe in the truth of Charlotte’s sad tale that at some point in the middle of the nineteenth century, a grave stone bearing the name “Charlotte Temple” was laid in the graveyard of New York City’s Trinity Church. It became a tourist destination and a kind of pilgrimage site for the novel’s many fans. In 1903, a man wrote in to the New York Post with his childhood memory of the site: “When I was a boy the story of Charlotte Temple was familiar in the household of every New Yorker. The first tears I ever saw in the eyes of a grown person were shed for her. In that churchyard are graves of heroes, philosophers, and martyrs, whose names are familiar to the youngest scholar, and whose memory is dear to the wisest and best. Their graves, tho marked by imposing monuments, win but a glance of curiosity, while the turf over Charlotte Temple is kept fresh by falling tears.”