Whose Rebellion? Reformed Resistance Theory in America: Part I

Students of the American Founding routinely assert that America\u27s civic leaders were influenced by secular Lockean political ideas, especially on the question of resistance to tyrannical authority. Yet virtually every political idea usually attributed to John Locke was alive and well among Reformed political thinkers decades before Locke wrote the Second Treatise. In this two-part essay, we trace just one element of the Reformed political tradition: the question of who may actively and justly resist a tyrant. We focus on the American experience but begin our discussion by considering the early Reformers

Whose Rebellion? Reformed Resistance Theory in America: Part II

Students of the American Founding routinely assert that America\u27s civic leaders were influenced by secular Lockean political ideas, especially on the question of resistance to tyrannical authority. In the first part of this series, we showed that virtually all Reformed writers, from Calvin to the end of the Glorious Revolution, agreed that tyrants could be actively resisted. The only debated question was who could resist them. In this essay, we contend that the Reformed approach to active resistance had an important influence on how America\u27s Founders responded to perceived tyrannical actions by Parliament and the Crown

Whose Rebellion? Reformed Resistance Theory in America: Part II

Students of the American Founding routinely assert that America\u27s civic leaders were influenced by secular Lockean political ideas, especially on the question of resistance to tyrannical authority. In the first part of this series, we showed that virtually all Reformed writers, from Calvin to the end of the Glorious Revolution, agreed that tyrants could be actively resisted. The only debated question was who could resist them. In this essay, we contend that the Reformed approach to active resistance had an important influence on how America\u27s Founders responded to perceived tyrannical actions by Parliament and the Crown

Supporting more able and talented pupils in primary schools

"This survey evaluates the effectiveness of strategies used by primary schools and local authorities to support and challenge more able and talented pupils. Overall, most more able and talented pupils are not challenged enough and too few pupils achieve above the expected levels at the end of key stages 1 and 2. Provision for more able and talented pupils varies too much across Wales. In the few primary schools with the best provision, thorough analysis of data and assessment outcomes helps to identify more able and talented pupils. In these few schools, more able and talented pupils are supported through a range of additional provision and their progress tracked and monitored carefully. Parents understand the school’s approach to providing additional support for more able and talented pupils. More able and talented pupils gain most in schools that promote individualised or personalised approaches to learning and they benefit particularly from having control over how and what they learn. However, in the majority of primary schools, more able and talented pupils are not identified and do not receive appropriate support. Teachers in these schools do not have the expertise to identify, support or track the progress of more able and talented pupils. Transition arrangements between primary and secondary schools often do not provide enough continuity and progression in the education of more able and talented pupils. Few local authorities use data to monitor the progress of more able and talented pupils or promote the sharing of best practice between schools. School improvement officers rarely discuss more able and talented pupils during their visits to schools." - page 1

Rattlesnake Religion

We tried to trap rabbits lit ants on fire with matchstick