Master\u27s Project: Strengths, Engagement and Voices: A Story of Community

This project focused on the rural town of Cambridge, VT and the perceptions, ideas, and efforts of some of its members to create a sustainable and thriving environment for the entire community. The project built on previous community engagement efforts and utlized community engagement practices that centered on relationships and focused on community conversations by sharing stories, identifying community strengths and needs, and creating a social network to support positive change. The project also included my participation in a local government appointed Community Engagement Team. Over the course of a year, these efforts yielded insights about community engagement processes and practices while supporting Cambridge community members to identify a variety of challenges and opportunities to create a more vibrant and sustainable community

Ecoso exchange newsletter : ecological, sociological and political discourse 2/42; Dec. 1996

This issue of Ecoso is mainly about citizenship and the labour movement. Contents: Page 1. A Charter for All Children 2. Unions and Citizenship by Peter Gibbons (AMEU) 4. Unions and Citizenship by Jenny Drabby (VTHC) 5. VUT Forum on Social Democracy 6. News from the Crow Collection 7. The Last Battle, the Clerk's Union in the 1980's 8. Thanks for Enhancing the Collection's Comprehensiveness 9. Kensington - Celebrating Community Memory 10. Reflecting on 25 Years Child Care by Ruth Crow 11. Vietnamese Youth Theatre in a New Land 12. Information About Ecoso Newslete

Special Libraries, December 1961

Volume 52, Issue 10https://scholarworks.sjsu.edu/sla_sl_1961/1009/thumbnail.jp

Spartan Daily, October 27, 1986

Volume 87, Issue 42https://scholarworks.sjsu.edu/spartandaily/7499/thumbnail.jp

Special Libraries, December 1954

Volume 45, Issue 10https://scholarworks.sjsu.edu/sla_sl_1954/1009/thumbnail.jp

Experiences of Education for Democratic Citizenship in Italian Schools in Recent Years: Research Lines. In: INVALSI–CIDREE. Building Democracy in Europe Through Citizenship: EducationEuropean Year of Citizenship Through Education: General Assembly 2005 CIDREE, Frascati 17th November 2005

The research assumes the definition of Education for Citizenship proposed by the Council of Europe: “is a set of practices and principles that aim to make young people and adults better equipped to participate actively in democratic life by assuming and exercising their rights and responsibilities in society” . The main questions of the research are borrowed from the area ‘Curriculum Teaching and Learning’ of the ‘Tool for quality assurance of EDC in schools’ : - Is there evidence of an adequate place for EDC in the school’s goals, policies and curriculum plans? - Is there evidence of students and teachers acquiring understanding of EDC and applying EDC principles to their everyday practice in schools and classrooms? - Are the design and practice of assessment within the school consonant with EDC? The information/data-base is –mainly- the on-line documentation of schools (good) practices, collected by National Institute for the Documentation of Innovation and Research in Education and by other organizations. Evidences. In italian schools, according to the examinated documents, EDC seems to be - an educational principle firmly sustained - a teaching content relevant in specific educational activities - carried on already from nursery schools; developed by the whole school within compulsory education; mainly an initiative of one or few teachers in secondary school, added to social studies classes - developed thanks to the “meeting and melting” of different interests: - from inside (specific problems or care) - from external institutions (ministerial or international, mainly european) - from external organizations and groups (local authorities, non-profit organizations, lobbies) - focused on the development of an active, participate, overnational citizenship that leads to a social and political status more than a legal one - crosscurricolar and interdisciplinary activity in nursery and primary schools; while in secondary schools it often moves from one specific subject to the others (pluridisciplinary approach) - carried on by active teachers working together and with experts and militants from outside the school too. - Developed through active teaching/learning strategies including discussions, teamworks, workshops, researchs and scientific, literary and artistic productions (monographs, exhibitions, shows, multimedia), simulations and fieldworks - aimed to the dissemination, implementation and sharing of values and awareness, information and knowledge of citizenship; the practice of skills and competences is focused on specific activities or on daily life - evaluated more by qualitative appreciations on the experience, its contents and values, than using structured and formal instruments - concluding, it’s more a teaching/learning topic than a daily school practice Suggestions. The report suggests that EDC is a complex, multilevel and integrated action strategy within the school and in interaction with society. So, starting from daily school practice and rules, EDC should be developed throught crosscurricolar activity and as social and civics studies subject and with specific projects, together. Concluding, the author proposes a plan of action-researches aimed to develop EDC practice in italian schools, using the strategy and methodology suggested by the Council of Europe in the quoted ‘Tool for quality assurance of EDC in schools’. That is a bottom-up approach and not only a top-down one

Information Outlook, August 1997

Volume 1, Issue 8https://scholarworks.sjsu.edu/sla_io_1997/1007/thumbnail.jp

Propaganda managed democracy: the UK and the lessons of Iraq

How does power shape ideas and ideologies today? Who controls the information on which public discussion rests? How is power used to exclude critical thought in politics, the media, universities, state policy-making? Has neo-liberal globalisation introduced a new era of state duplicity, corporate manipulation of truth and intellectual conformity? Are we entering a new age of unreason? The Socialist Register 2006 examines contemporary public debate and policy-making, scientific and social scientific research, statistics, the media, the business 'community', the World Bank, humanitarian 'aid', the role of the theatre. What standards of intellectual integrity exist today? After postmodernism, is it still possible for truth to prevail over half-truths and lies