Feel Free to Change Your Mind. A Response to The Potential for Deliberative Democratic Civic Education

Walter Parker responds to Hanson and Howe\u27s article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize a school’s assets in the direction of democratically enlightened political engagement

The Benefication of a Low-Grade, Montana Scheelite Ore

The increasing importance of tungsten as an industrial metal and the recent discoveries of extensive deposits of low-grade tungsten ores in Montana led to the investigation which is reported in this paper. The purpose of this investigation was to determine if a saleable concentrate could be obtained from one of these low-grade, Montana scheelite ores

Proposed New Military Live Load for Highway Bridges in the United States

This thesis presents the results of a mathematical analysis of various live load combinations on highway bridge spans up to 304.8 meters (1,000 feet) total lengths. The analysis included continuous beams, but only the results for simple beams is presented. The analysis was performed using an independently developed Microsoft EXCEL spreadsheet computation, based on superposition and classical mechanics. In this thesis, several actual bridge live loadings and several hypothetical live loadings were analyzed and compared to the American Association of State Highway and Transportation Officials Load and Resistance Factor Design method. Also considered was the new bridge design method adopted by the Louisiana Department of Transportation in March 2015. The evolution of bridge design loads is discussed, and the concept of the Military Load Classification is introduced and adapted to the bridge design analysis. The results of the analysis are presented, compared and interpreted for use in future bridge design

Autumn Leaves : Waltzes

https://digitalcommons.library.umaine.edu/mmb-ps/2046/thumbnail.jp

Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

The high school government course is arguably the main site of formal civic education in the country today. This article presents the curriculum that resulted from a multiyear study aimed at improving the course. The pedagogic model, called Knowledge in Action, centers on a rigorous form of project-based learning where the projects are weeks-long simulations. The first section introduces the course and the study, the second describes the methodology and design principles, the third describes the political simulations that are the spine of the course, and the fourth examines implementation and design issues that emerged across the years. The latter are concerned with the centrality of simulations, the selection of core content and skills for deeper learning, and the ongoing struggle to help students learn from texts. Readers are invited to adopt or adapt any of the design elements to suit their needs