1
10
3
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e3f3aa0b1b439f987ffb41f649a35784
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<h3><strong>Public Education (E-2)</strong></h3>
Description
An account of the resource
<p><strong><em>"It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time."</em></strong><br /> <br />- T. S. Eliot<br /> <br />Recognition of the importance of public education, for both the individual and society, is as old as Western civilization. There is a lot of science behind teaching and even more intuition and intelligence behind its success and yet, more often than not, there is inadequate support for curricula and learning, and small thanks or remuneration for even the most excellent teachers.<br /> <br />Like others called to public service, those working in public education are there to make a difference in the lives of their students and because of their commitment there have been wonderful developments in public education over time. First of all, there is no age limit to accessing public education. Many return to public education institutions as adults beyond the age associated with specific educational levels. Curricula continue to expand to include more diverse groups of student as well as new areas of study that help to keep public education relevant and accessible. <br /> <br />In the age of electronic access to information, those interested in accessing public education has many more options including online line courses and e-publications. The exhibits in this gallery allow up to reflect on the accomplishments of public education and the stalwarts that made important contributions to public education in roles such as public policy development, supervision of public education institutions, as well as the unionization of teachers.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Francis Wayland daguerreotype
Subject
The topic of the resource
<h4><a href="https://vmps.omeka.net/exhibits/show/public-education-gallery/public-education-gallery">Return to Public Education</a></h4>
Description
An account of the resource
A black and white photograph of Francis Wayland, an American educator and president of Brown University.<br /> <br />Francis Wayland had always advocated for public libraries, and when he became president of Brown University, in 1827, he formed ne as soon as possible for the school. In 1851, he donated the funds needed to establish a library in Wayland, Massachusetts. Up until then, it was up to rich and high ranking philanthropists to donate and create libraries. But when Wayland’s help, legislation was soon put into action to allow towns to establish libraries. In addition to this, Wayland also created Wayland Seminary to educate former slaves, and in Brown, improved academic discipline.
Creator
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Cowan's Auctions
Date
A point or period of time associated with an event in the lifecycle of the resource
Unknown
Rights
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(Source: Francis Wayland. (2012, July 20). In Wikipedia, The Free Encyclopedia. Retrieved 19:20, October 12, 2012, from <a href="http://bit.ly/RnhaEB">http://bit.ly/RnhaEB</a>)
Format
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Medium: Photograph.
Source
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https://upload.wikimedia.org/wikipedia/commons/2/28/Francis_Wayland_daguerreotype.jpg
Identifier
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Francis Wayland, Education, Library, Public Libraries, Slavery
Relation
A related resource
Link: <a href="https://www.encyclopediavirginia.org/media_player?mets_filename=evr7788mets.xml">http://www.cowanauctions.com/auctions/past-item.aspx?ItemId=103096</a>
Publisher
An entity responsible for making the resource available
Cowan's Auctions
Contributor
An entity responsible for making contributions to the resource
Cowan's Auctions
Language
A language of the resource
English
Type
The nature or genre of the resource
Figures
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Historic
Education
Francis Wayland
Library
Public Libraries
Slavery
-
https://d1y502jg6fpugt.cloudfront.net/46466/archive/files/e05a497514ca589c63a9e837b3ca35f7.jpg?Expires=1712793600&Signature=ULwUS27nU0LPKD%7EChZnMi8LmWwsUuy3QWnMxQqhoP17MYxw1-DxGt11DAWhbLf95RbI5oRPhWuWGMjSbQDsFmi1Sq4kbVqh4Ov%7E5lcjmOHvg03UYOxmoU7MakV-VWHB4FyJpZQ%7EY2uQ8Cd1Bnyci4Ui0zSGwIQt4AzgvK6Vhs2i78PNgnGW5J0Y%7EaMpSYvDG9Rk%7EnWnlPQdO4xT3utgRSKdfsDtFn-ugsn85FzVThilzuZHrqOY8Ili0fT58Oj44rdn-7BKWIuVy1MHwLL9lJb4dwVuPeoHPDpluc6gmChGKAcMV%7EEF36lFveyworsB2AtBYkZXJ6A2K7tnENdn0Pw__&Key-Pair-Id=K6UGZS9ZTDSZM
0915e5ccb71fc93b5033c30c1495c09b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<h3><strong>Protecting the Public's Interests (C-4)</strong></h3>
Description
An account of the resource
<em><strong>"I consider ethics, as well as religion, as supplements to law in the government of man." </strong></em><br /> <br /><em>-</em>Thomas Jefferson, Third President of the United States<br /> <br />Protecting the public’s interest is the responsibility of governments and their executive agencies. Decisions made concerning the allocation of public resources to the provision and delivery of public goods and services is guided by the need to protect the public’s interests. The interpretation of what represents the public’s interest may vary at any point in time among stakeholders. Consequently there is ongoing debate among lobbyists, who are often more concerned about the special interests of individuals, groups and firms than about the interests of the larger community and society as a whole.<br /> <br />Overall, those concerned with protecting the public’s interest focus on issues related to public safety and welfare, and what will be of long-term public benefit. They are interested in the development and implementation of public policy. According to Harold D. Lasswell (1990), essentially, public policy determines “who gets what, when, and how”. Policy making can involve lengthy disputes over what is best for the public at a particular juncture. Governments can rarely afford to attend to all demands from their constituents, hence the rivalry among constituents for attention to specific needs.<br /> <br />The debate about what is best for the public has traditionally been resolved by applying rational economic decision-making, in terms of achieving the most returns on the least investment. The rational for this approach is careful management of public resources. In recent decades other approaches to protecting the public interests have been developed. These include, for example, organization-based strategies, where the competence and capacity of the organization are taken in to consideration when determining governments’ potential for being effective.<br /> <br />Promoting ethical behavior among public officials is one of the key aspects of protecting the public’s interests.
Dataset
Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Get Off The Track! A Song For Emancipation, Sung By The Hutchinsons
Subject
The topic of the resource
<h4><a href="https://vmps.omeka.net/exhibits/show/public-protection-interests/public-protection-interests">Return to Protecting Public Interest</a></h4>
Description
An account of the resource
This music cover, published in 1844, is an advertisement for the abolitionist song, "Get Off the Track!" Composed by Jesse Hutchinson, Jr., it was dedicated to Nathaniel Peabody Rogers, an antislavery editor.
The image is full of symbolism. We see a railroad car, "Immediate Emancipation," being pulled by a locomotive titled "Liberator." The Liberator was the name of a popular antislavery newspaper, published by William Lloyd Garrison in Boston. The Emancipation car has two flags, which show the names of two other prominent abolitionist publications, "Herald of Freedom" and "American Standard."
The car is followed by the "Repealer" pulling "Liberty Votes and Ballot Boxes." "Repealer" is thought to refer to "the Irish insurgent movement," which supported the repeal of the Legislative Union. Many abolitionists allied with this cause.
The trains are seen approaching a station. In the distance, two other trains, "Van" and "Clay," crash into one another, an allusion to Martin Van Buren and Henry Clay, presidential hopefuls of the time.
The main purpose of the abolitionist movement was to free all slaves and put an end to segregation and racial discrimination. Abolitionists differed from other anti-slavery advocates, calling for immediate emancipation (versus gradual) and complete eradication of slavery (instead of just restricting slavery to certain areas). Although such feelings had emerged during the American Revolution, the movement did not truly begin until the 1830s. The ideas gained popularity in both politics and Northern churches, fueling animosity between the North and South.
Creator
An entity primarily responsible for making the resource
Thayer & Co's. Lith Boston.
Date
A point or period of time associated with an event in the lifecycle of the resource
1844
Rights
Information about rights held in and over the resource
Source: History.com. (n.d.). Abolitionist Movement. History.com. Retrieved October 4, 2012, from <a href="http://bit.ly/REkIlg">http://bit.ly/REkIlg</a>
Format
The file format, physical medium, or dimensions of the resource
Medium: Lithograph.
Source
A related resource from which the described resource is derived
https://cdn.loc.gov/service/pnp/cph/3b10000/3b16000/3b16300/3b16371r.jpg
Relation
A related resource
For Further Exploration Please Visit <a href="http://bit.ly/REkIlg">http://bit.ly/REkIlg</a><br /><br />Link: Library of Congress <a href="http://www.loc.gov/pictures/item/2008661453/">http://www.loc.gov/pictures/item/2008661453/</a>
Publisher
An entity responsible for making the resource available
Library of Congress
Contributor
An entity responsible for making contributions to the resource
Thayer & Co's. Lith Boston.
Language
A language of the resource
English
Type
The nature or genre of the resource
Music
Identifier
An unambiguous reference to the resource within a given context
Abolitionist, Emancipation, Hutchinsons, Slavery
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
United States
Abolitionist
Emancipation
Hutchinsons
Slavery
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bc7ec9a0d7d8747f72f9277aea83b356
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<h3><strong>Public Service Through the Spoken Word (G-4)</strong></h3>
Description
An account of the resource
Radio Free Asia also has a website that serves as an alternative way of reaching its potential audience. This website offers enriched content and detailed coverage of all of the key issues ongoing in Vietnam, with a primary focus on democracy, civil society and human rights. Although Vietnam has one of the region’s highest Internet penetration growth rates, the nation blocks the Radio Free Asia website and thereby prevents its approximately 40 million Internet users from accessing a source of independent and vital information unless such users circumvent the censorship by using secure browsers and virtual private networks (VPNs).
Based on Radio Free Europe/Radio Liberty, Radio Free Asia (FRA), was established in the 1990’s, with the aim of promoting democratic values and human rights, and diminishing the Communist Party control of China. RFA is funded by a grant from the U.S. Agency for Global Media (formerly the "Broadcasting Board of Governors"), an independent agency of the United States government. In 2017, RFA and other networks, such as Voice of America, were put under the newly created U.S. Agency for Global Media, an independent federal agency. RFA is the only station outside of China that broadcasts in the Uygur-language. As a result, Radio Free Asia has been recognized for playing a vital role in exposing Xinjiang re-education camps. The New York Times considers RFA to be one of the few reliable sources of information about Xinjiang.
RFA broadcasts news and relevant information to the nations of China, Tibet, North Korea, Vietnam, Cambodia, Laos, and Burma.
RFA adheres to the highest journalistic standards of objectivity, accuracy, and fairness, as defined in the code of ethics for its reporters and editors. In countries and regions with little or no access to accurate and timely journalism, as well as alternative opinions and perspectives, RFA’s nine language services fill a crucial gap. RFA aims to retain the greatest confidence among its audiences and to serve as a model on which others may shape their own emerging journalistic traditions.
RFA is a private, nonprofit corporation, funded by the U.S. Congress through the U.S. Agency for Global Media (USAGM), which is an independent federal government agency that oversees all U.S. civilian international media. In addition to providing oversight for RFA's radio broadcasts and the like, the USAGM works with RFA to ensure the professional independence and integrity of its journalism.
"Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive, and impart information and ideas through any media and regardless of frontiers." — Article 19, The Universal Declaration of Human Rights
Subject
The topic of the resource
Radio Free Asia
Creator
An entity primarily responsible for making the resource
Radio Free Asia.org, USA.gov, U.S. Agency for Global Media (USAGM)
Date
A point or period of time associated with an event in the lifecycle of the resource
1990s - present
Source
A related resource from which the described resource is derived
https://www.rfa.org/about/
https://www.usa.gov/federal-agencies/radio-free-asia
https://rsf.org/en/radio-free-asia
https://www.rfa.org/about/info/mission.html
Rights
Information about rights held in and over the resource
Radio Free Asia, USA.gov, Article 19 of The Universal Declaration of Human Rights, U.S. Agency for Global Media (USAGM)
Publisher
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Radio Free Asia, USA.gov, U.S. Agency for Global Media (USAGM)
Contributor
An entity responsible for making contributions to the resource
USA.gov
Language
A language of the resource
English (online articles and Radio Free Asia.org website and others discussing Radio Free Asia).
However, all RFA broadcasts are solely delivered in local languages and dialects, which include Mandarin, Tibetan, Cantonese, Uyghur, Vietnamese, Lao, Khmer, Burmese, and Korean.
Type
The nature or genre of the resource
Radio Free Asia (RFA) is a private, nonprofit corporation. The United States Agency for Global Media Chairman, Kenneth Weinstein, serves as the chair of RFA’s corporate board.
Radio Free Asia operates under a Congressional mandate to deliver uncensored, domestic news and information to China, Tibet, North Korea, Vietnam, Cambodia, Laos, and Burma, among other places in Asia with poor media environments and very few, if any, free speech protections.
Dataset
Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lincoln-Douglas debates
Subject
The topic of the resource
<h4><a href="https://vmps.omeka.net/exhibits/show/public-service-spoken-word/public-service-spoken-word">Return to Public Service through the Spoken Word</a></h4>
Description
An account of the resource
<p><strong>The Lincoln-Douglas debates </strong>can be <span>can be defined as a series of seven debates between incumbent S</span>enator<span> </span>Stephen A. Douglas, as the Democratic Party candidate,<span> </span>and Republican challenger<span> </span>Abraham Lincoln, Republican Party candidate for the U.S. Senate from Illinoiw during the 1858<span> </span>Illinois<span> </span>senatorial campaign, principally concerning the issue of<span> </span><span>slavery</span><span> </span>extension into the territories.<br /><br />Lincoln and Douglas decided to hold one debate in each of the nine congressional districts in Illinois. Both candidates had already spoken in Springfield and Chicago within a day of each other, so they decided that their joint appearances would be held in the remaining seven districts. Each debate lasted 3 hours. The format was that one candidate spoke for 60 minutes, then the other candidate spoke for 90 minutes, and then the first candidate was allowed a 30-minute rejoinder. The debates previewed the issues that Lincoln later faced after his victory in the 1860 presidential election. Illinois was a free state, and the main issue discussed in all seven debates was slavery in the United States, particularly its future expansion into new territories.</p>
<p><span> </span><span>The slavery extension question had seemingly been settled by the</span><span> </span><span>Missouri Compromise</span><span> </span><span>nearly 40 years earlier. The</span><span> </span><span>Mexican War, however, had added new territories, and the issue flared up again in the 1840s. The</span><span> </span><span>Compromise of 1850provided a temporary respite from sectional strife, but the</span><span> </span><span>Kansas-Nebraska Act</span><span> </span><span>of 1854—a measure which was sponsored by Douglas—brought the slavery extension issue to the forefront once again. Douglas’s bill in effect repealed the</span><span> </span><span>Missouri Compromise</span><span> </span><span>by lifting the ban against slavery in territories north of the 36°30′ latitude. In lieu </span><span>of the ban, Douglas offered</span><span> </span><span>popular sovereignty, the doctrine which states that the actual settlers in the territories should decide the fate of slavery in their own land, being the central focus of such settlers, and not Congress. </span></p>
<p><span> </span></p>
<p><span>In 1854</span>,<span>Senator </span><span>Stephen Douglas of Illinois presented a bill destined to be one of the most consequential pieces of legislation in our national history. </span><span>Supposedly </span><span>a bill “to organize the Territory of Nebraska,” an area covering the present-day states of Kansas, Nebraska, Montana, and the Dakotas, contemporaries </span><span>referred to </span><span>it </span><span>as</span><span>“the Nebraska bill.” Today, we know it as the Kansas-Nebraska Act of 1854.</span></p>
<p><span>By the 1850s</span><span>, </span><span>there were </span><span>pressing </span><span>demands to </span><span>structure </span><span>the western territories. </span><span>The </span><span>land acquired from Mexico in 1848, the California </span><span>Gold Rush </span><span>of 1849, and the </span><span>unyielding movement </span><span>toward westward expansion forced farmers, ranchers, and </span><span>over-viewers </span><span>toward the Pacific. The Mississippi River had </span><span>indeed </span><span>long served as a highway for the north-south traffic, but the western lands needed a river of steel, not a river of water—</span><span>denoting </span><span>a transcontinental railroad </span><span>in order </span><span>to link the eastern states to the Pacific. Whic h led to the golden question of: What route would that railroad take?</span></p>
<p><span>Stephen Douglas, one of the railway’s chief </span><span>organizers and supporters</span><span>, wanted </span><span>to develop </span><span>a northern route through Chicago. However, the only problem with this idea is that would take the rail lines through the </span><span>dis</span><span>organized </span><span>territory of Nebraska</span><span>, which </span><span>was located </span><span>north of </span><span>the </span><span>1820 Missouri Compromise line</span><span>, </span><span>where slavery was prohibited. Others, mainly slaveholders and allies </span><span>of</span><span>, most specifically, </span><span>favored </span><span>a southern </span><span>railroad </span><span>route, perhaps </span><span>one that went </span><span>through the new stat</span><span>e</span><span>of Texas. Nevertheless, in order to pass his “Nebraska bill,” Douglas needed a compromise.</span></p>
<p><span> </span></p>
<p><span>On January 4, 1854, </span><span>Stephen</span><span>Douglas introduced a bill designed to </span><span>maintain common ground</span><span>. He proposed arranging the </span><span>extensive</span><span>territory “with or without slavery, as their constitutions may prescribe.” </span></p>
<p><span>This policy became known as “popular sovereignty,” and was policy that contradicted the Missouri Compromise, and leaving open even more, the question of slavery. However, despite Douglas’s proposal and efforts to meet northerners and southerners in the middle, even that was not enough to satisfy a group of dominant southern senators led by the state of Missouri’s David Atchison. These senators wanted to explicitly repeal the 1820 line. Douglas viewed the railroad line as the “onward march of civilization,” and thus, he agreed to the southern senators’ demands. Douglas told Atchison, “I will incorporate it into my bill, though I know it will raise a hell of a storm.” From that moment on, the Nebraska bill debate was no longer a discussion about organizing railway lines; it was all about slavery.</span></p>
<br /><br />
Creator
An entity primarily responsible for making the resource
US Government, Post Office Department, U.S. Senate
Date
A point or period of time associated with an event in the lifecycle of the resource
1958
Relation
A related resource
Senate.gov
Rights
Information about rights held in and over the resource
US Government, Post Office Department, U.S. Senate
Publisher
An entity responsible for making the resource available
US Government, Post Office Department, U.S. Senate
Contributor
An entity responsible for making contributions to the resource
US Government, Post Office Department, U.S. Senate
Format
The file format, physical medium, or dimensions of the resource
Photograph
https://upload.wikimedia.org/wikipedia/commons/c/cf/Lincoln_Douglas_Debates_1958_issue-4c.jpg
Language
A language of the resource
English
Type
The nature or genre of the resource
Debate
Identifier
An unambiguous reference to the resource within a given context
Abraham Lincoln, Lincoln-Douglas Debates, Illinois, Slavery, Unied States, Historic
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
United States
Source
A related resource from which the described resource is derived
https://www.senate.gov/artandhistory/history/minute/Kansas_Nebraska_Act.htm
Abraham Lincoln
Historic
Illinois
Lincoln-Douglas Debates
Slavery
Unied States