Analysen:<br> THRÄN, D.; SOYEZ, K.: Charakteristika des ländlichen Stoffhaushaltes <br> WOLF, B.; KLONOWER, R.: Regionale Material- und Energieflußrechnungen <br> KALK, W.-D.; PRYSTAV, W.; HÜLSBERGEN, K.-J.; BIERMANN, S.: Nährstoffbilanzen in brandenburgischen Landwirtschaftsbetrieben <br> KOLLER, M.; HERMANN, T.; PLICKERT, S.: Potenziale der ländlichen Restabfallentsorgung <br> <br>Handlungsfelder:<br> FRITSCHE, U.R.; HARTARD, S.: Stoffstromanalyse und Regionalentwicklung - Untersuchungen zur Stoffökonomie in Neuruppin und Freiburg <br> BAIER, D.; SOYEZ, K.: Stoffstrommanagement an Konversionsstandorten <br> BLÜMLEIN, B.: Regionale Produkte und regionale Initiativen <br> <br>Perspektiven:<br> OBERNOSTERER, R.; LAMPERT, Ch.; BRUNNER, P.H.: Der Stoffhaushalt ländlicher Regionen im urbanen Schatten <br> THRÄN, D.: Nachhaltigkeitsindikatoren für den ländlichen Stoffhaushalt <br> BACCINI, P.: Biomassehaushalt in neuen urbanen Systemen

Thesis (M. Arch.)--University of Hong Kong, 1995. / Includes bibliographical references.

No description available.

Americans are reminded daily that their society did not emerge from some dark ancestral past but was deliberately created ID a revolutionary, ideological act. In formal state activities and more banal 'flaggings', Americans demonstrate their commitment to the national creed of human freedom, self-government, individualIsm and mutual self-help. Such abstract concepts associated with American civic nationalism, however, require translation into expressive forms that are made to mean something to Americans. It is my thesis that geography, and especially geographical scales, contribute to the provisIOn of that functIOn in the constitution of Amencan national identities. Extendmg recent work in human geography, social theory, and discourse analysis, this thesis analyses banal nationalism in the Saturday Evening Post in the first half of the Cold War to show how national identities can emerge from processes of cultural production. I discuss the social construction of domestic, local, natIonal, and global scales in the Post and the articulation of national IdentitIes through these geographical scales. I analyse the symbols and meanmgs of national identities that each of these scales articulate, as well as identIfying changes and contmuities III those identities over the course of the early Cold War period. The result is a deeper understanding of how civic nationalism operates in American society and how geography is central to that process.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 110-115).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 110-115). Also available in print.

Thesis (M.Arch.)--University of Hong Kong, 1995. / Includes bibliographical references. Also available in print.

The reason for my research is that youth who experience marginalization do not have their experiences represented in their civics classrooms, which leads to a lack of civic engagement overall (Kane, Ng-A-Fook, Radford & Butler, 2017; Claes, Hooghe, and Stolle, 2009). I identify cosmopolitanism (Hansen, 2010; Banks, 2009; Pinar, 2009) and pedagogies of digital citizenship (Choi, 2016; Coleman, 2008) as potentially useful orientation and processes to better support marginalized youth in Urban Priority High Schools (UPHS). In this study, I use discourse analysis to analyse the “curriculum as plan[ned]” (Ontario Ministry of Education civic curriculum documents) with and against the narrative inquiry of the “lived curriculum” in an Urban Priority High School (Aoki, 1993; 2003). The findings of my study include that although the Ontario grade 10 civics curriculum (Ontario Ministry of Education, 2018) has possibilities of a cosmopolitan orientation because of some of the language used and concepts introduced in the Citizenship Education Framework and goals, this curriculum cannot be considered cosmopolitan. There are no overall or specific expectations that have students consider their own identity formation and subjectivity (Pinar, 2009), reflective openness (Hansen, 2010), and cultural, national and global identifications (Banks, 2009). While the curriculum as planned was found to be lacking in expectations that align with cosmopolitanism, the findings of my study underscored how digital citizenship projects that invite students to grapple with issues of significance of the self and the Other open up productive spaces of civic engagement for marginalized students. Digital spaces allowed students to narrate their lived experiences that underscored the significance of embracing a cosmopolitan identity in a mandatory course that otherwise does not serve them and illustrates the urgency of these curriculum opportunities if education is working in the name of equity and supporting each youth to become active citizens.

No description available.