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published_or_final_version / Architecture / Master / Master of Architecture

SUMMARY Life in world–wide society defies different states and their citizens so that‘s why recently a great attention has been paid to civic education in many countries Lithuania included. Every nation has its own understanding of the concept of homeland. In 1988, the education for democratic citizenship was declared to be one of the most important aims of the reformed Lithuanian school. At the beginning of the educational reform the integrated curriculum of the civic education was created. The standards of civic development summarize the whole democratic education at comprehensive school. The aspects of democratic education have to pierce the whole school life; they are integrated into all subjects. The problem of education for democratic citizenship is very relevant in Lithuania for understanding democracy, democratic citizenship determines the practical activity of young person. It is necessary to help pupils develop their sense of democratic citizenship and to understand its significance for the political life of nation. When citizenship become the deliberate ideal, then it becomes an integral part of their morality and inner disposition as well as a motive of their practical activity. The aim of this work is to compare the efficiency of Lithuanian and other countries models of democratic education. The author seeks to relevant the theoretical background of democratic education, show the signification of the projects methods of democratic education, define the models of... [to full text]

Higher education institutions are continuously called upon by society to prepare students to be engaged citizens. Leadership is a core component to an individual being an actively engaged citizen. How do college students learn and develop leadership skills? How do college students learn and become civically engaged during their collegiate years? The purpose of this study was to identify campus environmental factors perceived to influence student leadership development and civic engagement that resulted in students’ perceived capacity to create positive social change. The study was conducted at a public four-year comprehensive higher education institution regionally located in the south central region of the United States. This qualitative study examined undergraduate students’ perceptions of personal leadership, influences on personal leadership development, and experiences with leadership and civic engagement. Following a naturalistic qualitative research method, interviews were conducted with ten undergraduate participants. Hoy and Miskel (2001) higher education organizations social system model and A Social Change Model of Leadership Development by the Higher Education Research Institute (1996) was used as conceptual frameworks for the study. The researcher determined from participant responses that peer and mentor relationships, community identity, personal identity, and democratic experiences were key environmental factors influencing student leadership development and civic engagement. Collegiate relationships with peers and faculty/staff mentors were a primary influential factor to participants’ university experiences resulting in their perceived knowledge of leadership and value for civic engagement. Identity as a campus community member and local community member was an environmental factor influencing participants’ commitment to civic engagement. Participants who were engaged in their personal cultural heritage articulated a deeper understanding of leadership and had a greater commitment to engaging with ethnically diverse populations. Participants who experienced the tenants of Democratic values in their academic and co-curricular experiences had a deeper sense of empowerment to create positive social change. The conclusions drawn from the researcher’s findings indicate the depth to which campus environmental factors influence student leadership development and civic engagement result in the level students’ build their leadership knowledge and capacity. The intent of the study was to gain an understanding of a campus environment through the constructed reality of individuals within the environment in order to determine factors that can be enhanced to improve leadership development and civic engagement.

The goal of this research was to better understand how farm families adapt to global environmental and political-economic change to secure their livelihoods and to build more resilient food systems. The dissertation reports on five iterative cycles of participatory action research that resulted in a diversity of pragmatic, conceptual and theoretical outcomes. I first examined how farmers adapted to the BSE (bovine spongiform encephalopathy) crisis in the Canadian Prairies, identifying three general adaptation types: ‘exiting’ from beef production or agriculture; ‘enduring’ through adaptations that seek stability; and ‘innovating’ to pursue new opportunities, including direct farm marketing and cooperatives as important forms of grassroots adaptation. Next, I reported on a five-year action research project that developed a “civic food network” in rural Manitoba, which emerged in large part as a response to the BSE crisis. This case study examined the tensions, politics and opportunities that arise through the intensely socially embedded relationships that underpin these grassroots innovations. I argue that CFNs must productively engage with difference if they are to reach their full potential for rural development and social change. Next, I examine the barriers that confront the local food movement, especially as they relate to food safety regulations. A series of short articles and videos are presented that were used to buttress the political efforts of our participatory action research team to advocate for scale-appropriate regulations in Manitoba. Next, I examined my PhD research as a whole to illustrate how participatory action research transgresses “academic” and “non-academic” knowledge and space to mobilize knowledge in intentional processes of social transformation. Through this research, we developed three Knowledge Mobilization strategies. These include: Using transmedia to exchange knowledge via multiple platforms and mediums; “setting hooks” to draw together diverse knowledge communities; and layering to deliver knowledge at varying levels of detail and complexity. Finally, through a performative autoethnographic script, I deconstruct graduate education, the dissertation and the professionalizing discourses that impede a vibrant “public scholarship” in Universities. As a whole, this participatory action research simultaneously argues for and also embodies democratic approaches to research and to agriculture and food practice and policy.

Thesis (M.Env.St.) -- University of Adelaide, Mawson Graduate Centre for Environmental Studies, 1998. / Three folded maps in pocket on back end paper. Bibliography: p. 111-125.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 87-90).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 87-90). Also available in print.

Master of Architecture / Department of Architecture / Richard Hoag / Sensory qualities of a place are those that help people perceive a place through their senses (Lynch 1976). Responsiveness of a place is its ability to provide the user with a wide range of choices and opportunities (Bentley et al 1985). This thesis demonstrates a study of sensory and responsive qualities of urban spaces through the description of two civic nodes in the city of Calcutta, India – the Dalhousie Square and the Salt Lake City Center. The demonstration technique adopted for the study uses Geographic Information System. This system, with the help of specialized computer software can manipulate, summarize, query, edit and visualize geographic information stored in a database. In this study site observations on the two civic nodes are presented as layers of information in Geographic Information System. The civic nodes selected for this study were built at different times. The Dalhousie Square is the historic city center of the city of Calcutta, built during the British rule (1776-1947) over India. The Salt Lake City Center is a mixed-use retail development designed by the Indian architect Charles Correa.

Plans in pockets bound with piece.