skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

What does Justice Demand of Whom?

Ethics, Global Ethics, Meaning of Justice 0 comments

Ruins of Bulla Regia, Bulla Regia - Tunisia
Picture taken by Jonathan Acuña (2019)

What does Justice Demand of Whom?

Getting what is due to everyone


         Justice suggests that “everyone [is] getting what’s due to them” (The Open University, 2020a), but how true is this statement? Millions of people across the world complain that they do not get what is due to them because of their local or national governments, corruption in authorities, power groups, and so on. Their adventure to get what is due to them is plunging them to the deepest woe especially when a motley procession of debonair, white-collared authorities talk to pacify them, and then their words are taken away by the wind and nothing happens whatsoever. When all this takes place, one gets to reflect on what justice really means.

         “There are many different descriptions of justice” (The Open University, 2020b), but what is it? Well, justice can be defined as what is good with everyone without harming others; it is the equity and fairness any human should be treated regardless of their race, creed, social status, age, or wealth. Justice also has to do with equal access to social services a society (through its institutions) can provide its citizens with no distinction. Moreover, justice has to do with the balance between what is good and wrong, and this wrongness has to do with how one affects others or how these others are affecting me and mine. Probably there are many more ways of defining this elusive, rather indomitable ethical construct called justice, but in the end the road takes us back to what is due to them.

         What does justice demand of whom? To give a fair answer to this question, it is essential to visit the construing of justice and the currency of justice. In construing justice, it is necessary to analyze “the level of equality, fairness, deservedness or reciprocity” (The Open University, 2020a) people are exposed to and expect to have from fellow citizen, government authorities, or any other stakeholder. Based on how justice is construed, injustice, in the eyes of who are treated unfairly, is dainty in its way of mistreating them to a point where they feel social systems are plunging their hooks into them to protect the privileged. What is due to them becomes a way to make people feel angered and respond with outrage because their rights are not being met.

         “What is being distributed justly” (The Open University, 2020a) is linked to the currency of justice. For the underprivileged the only thing they shy at is the sight of unjust distribution of what they demand from their governments or social structures: “material goods and resources, liberties, welfare, ... equal life opportunities” (The Open University, 2020a), and so on. These individuals feel that injustice may be creeping from behind in coquettish ways to gobble up what is due to them. Justice, in this particular context, is not something societies are saving for leaner times; justice must be close knit to the social tapestry that guarantees basic human rights for everyone.

         In mankind’s exultation for the declaration of human rights, it looks like the underprivileged repeatedly say to justice, begone from me forever. While we extol the Declaration made by UN on December 10, 1948, the world continues to witness that people are deprived of them. Consider how Afghan girls are not allowed to get any education especially in areas under Taliban control; it is a basic right that is not being respected nor is it made respected by UNICEF. What about the right to assembly in Maduro’s Venezuela or in Ortega-Murillo’s Nicaragua? We find citizens who cannot come together and collectively express, promote, pursue, and defend common interests. There should be political freedom, but the Organization of American States (OAS) cannot guarantee this right for all inhabitants in the Americas. These are just two examples that show us that people do not get what is due to them because of their local or national governments, corruption in authorities, power groups, or the lack of political pressure mechanisms to make rights come true for all.

References

The Open University. (2020a). Global Ethics and Justice. Retrieved November 5, 2020, from FutureLearn.Com: https://www.futurelearn.com/courses/global-ethics/3/steps/905604

The Open University. (2020b). What is Justice? Retrieved November 3, 2020, from FutureLearn.Com: https://www.futurelearn.com/courses/global-ethics/3/steps/905603

 


What Does Justice Demand of Whom? by Jonathan Acuña on Scribd


Saturday, November 07, 2020



0 responses to "What does Justice Demand of Whom?"


Post a Comment

Newer Post Older Post Home
View mobile version
Subscribe to: Post Comments (Atom)

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Visitors

    Costa Rica

    Costa Rica
    My Home Country

    500 Pots and counting

    500 Pots and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adventure Fiction (1)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Anansi (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (1)
    • Animal-Machine (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archetypes (1)
    • Artificial Intelligence (2)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • autonomous learning (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Betrayal (1)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Book Critique (2)
    • Book of Job (1)
    • Bookmarking Sites (1)
    • Brave New World (1)
    • Bureaucracy (2)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (2)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (2)
    • Character Development (1)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Classroom Management (2)
    • Classroom Practice (1)
    • Cloud Reader (1)
    • CLT (1)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognitive Load (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (1)
    • Communicative Language Teaching (3)
    • Communities of Practice (1)
    • Community of Practice (8)
    • Comparative Mythology (1)
    • Comparative Religion (2)
    • Competency-Based Learning (9)
    • Conformity (1)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Content Assimilation (1)
    • Content Design (1)
    • CoP (3)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • critical skills (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (6)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Deborah Tannen (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Deontology (1)
    • Desire (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Didactics (4)
    • Digital Inequality (1)
    • Digital Pedagogy (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dualism (1)
    • Dystopia (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (1)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • ELL (17)
    • Elohim (3)
    • ELT (42)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Professional Development (1)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (1)
    • English Grammar (3)
    • English Language Teaching (2)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Escape from Freedom (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Judgments (1)
    • Ethics (43)
    • Ethics Analysis (2)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Executives' School (9)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fear (1)
    • Feedback (5)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (4)
    • Forums (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • George Orwell (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Grading Ranges (1)
    • Grammar (3)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • History (2)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Pedagogy (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Ideology (1)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (1)
    • Independent Practice (1)
    • Individuation (1)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Instructional Design (3)
    • Integration of Technology into Teaching (10)
    • Interventions in ELL (1)
    • Irony (2)
    • Isaac Asimov (1)
    • Italian Literature (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Mysticism (1)
    • JotForm (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (7)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (13)
    • Knight Templars (1)
    • La gran miseria humana (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Learning (14)
    • Language Series Comparative Analysis (1)
    • Language Teaching (8)
    • Latin American Literature (1)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (9)
    • learner autonomy (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Design (2)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (2)
    • Literary Criticism (23)
    • Literature (35)
    • LMS (6)
    • Lord’s Prayer (1)
    • LOTI Profile (5)
    • Love (2)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Meaning of Justice (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • microcelebrities (1)
    • Microlearning (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Allegory (1)
    • Moral Cannibalism (1)
    • Moral Lesson (1)
    • Moral Responsibility (1)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Motivation (2)
    • Music and Learning (1)
    • Myth of Evil (1)
    • Mythological Archetypes (1)
    • Mythology (1)
    • Narrative Structure (2)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (1)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Nouns in English (1)
    • Novice Teachers (2)
    • Nudos (1)
    • Objective Writing (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online Instruction (55)
    • online learning (44)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (4)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Oscar Wilde (1)
    • Padre Luis Coloma (1)
    • Paper.li (1)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (1)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Personal Learning Networks (2)
    • Phileas Fogg (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (1)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Popol Vuh (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (1)
    • Professional Competencies (1)
    • Professional Development (9)
    • Professional Growth (1)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Resilience (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (9)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teaching (59)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • Roland Barthes (3)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Scaffolding (1)
    • Schema (1)
    • Scholasticism (1)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (4)
    • Secret Societies of the Middle Ages (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Shadow (1)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (3)
    • Social Criticism (1)
    • Social Media (29)
    • Social Networking in Education (3)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (1)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supervision (1)
    • Sustainability (1)
    • Symbolic Philosophy (1)
    • Symbolism (2)
    • Syntax (2)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (1)
    • Teacher Agency (1)
    • Teacher Development (23)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (1)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (1)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • Templars (1)
    • Temporality (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Theophoric Names (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (1)
    • Thomistic Grace (1)
    • Tolkien (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Utilitarianism (1)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Visual Literacy (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (10)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

    Blog Archive

    • ►  2025 (77)
      • ►  December (6)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ▼  2020 (54)
      • ▼  November (4)
        • Deontology or Utilitarianism?
        • Comprehending Human Rights
        • What does Justice Demand of Whom?
        • Doing Global Ethics
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft