This study examines an educational intervention, which attempts to create experiential learning opportunities, to gain an understanding of the effects of teachers’ and students’ development as active democratic citizens. The educational intervention comes in the form of a youth program entitled ‘Day of Information for a Lifetime of Action’ (DILA). The research answers the following question: does an experiential approach to the delivery of the Grade 10 Civics Curriculum such as DILA affect the development of active democratic citizens - as characterized by civic identity, civic engagement, and civic competence? And if so, how does it influence the students' understanding of their role in a democratic society, their self-reported likelihood of future civic engagement and their self-reported ability to be civically effective?

At the centre of our urban areas, there is the market spaces, arcades and department stores, which have always been the driving force for urban design and central spaces for socialisation. In the 21st century, the enclosed shopping mall concept, an initial American architectural invention, spread to metropolitan areas across the world, where it is an unparalleled engine of commerce. The problem with shopping malls, is that they, as Michael Beyard explains, suffer from island syndrome and tend to be oversized boxes with blank facades (Beyard et al. 2006: 5). The fundamental problem retail space produce in our urban context is that they are turned inwards towards vast climatic controlled spaces. This creates borders and a social space that has no interaction with the community it intends to serve. This dissertation investigates the manifestation of an alternative retail typology in the neighbourhood of Silverton, East of Pretoria. The proposal does not intend to recreate the mall in essence, but to follow the theoretical premise as guideline in order to produce an appropriate retail typology that is representative of the context of Silverton. Intending to produce an architecture that is contextual and inclusive the theoretical premise is a critical analysis of the "box-typology" that explores method of rethinking retail Architecture in the context of South Africa. / Markte, arkades en afdelingswinkels word oor die algemeen in die middel van stedelike gebiede aangetref en dien as die dryfveer vir stedelike ontwerp en sosialisering. Die oorspronklik Amerikaans geinspireerde "ingeslote inkopiesentrum" argitektoniese konsep, het verder spoedig deur metropilitaanse gebiede reg deur w?reld versprei, waar dit 'n onvergelykbare dryfveer van handel geword het. Volgens Michael Beyard (2006:5) is die probleem met inkopiesentrums agter dat hulle mank gaan aan diev sogenaamde eiland sindroom en geneig is om oorgrote dose met le? fasades te wees. Die onderliggende probleem met kleinhandelspasies in stedelike gebiede is verder dat hulle inwaarts neig met streng beheerde klimaststoestande wat grense en 'n sosiale ruimte skep waar geen interaksie met die gemeenskep wat dit poog om te dien, kan plaasvind nie. Hierdie verhandeling ondersoek die manifestasie van 'n alternatiewe kleinhandel tipologie in die voorstelike gebied van Silverton, oos van Pretoria. Die voorstel wat gemaak word poog nie om 'n winkelsentrum te herskep nie, maarvolg die teoretoiese uitgangspunt as riglyn om 'n kleinhandel tipologie te skep wat verteenwoordigend is van die konteks van Silverton. Dit poog verder om 'n argitektuur te skep wat beide kontekstueel en inklusief is binne dieteoretiese uitgangspunt van 'n kritiese ontleding van die "boks-tipolgie wat alternatiese denke en metodes vankleinhandel Argitektuur binne die Suid-Afrikaanse konteks tot gevolg het. MALL- STAD - SILVERTON- HANDEL - PUBLIEK / Mini Dissertation (MArch (Prof))--University of Pretoria, 2016. / Architecture / MArch (Prof) / Unrestricted

The project is a civic hall in the center of Gnesta, a small municipality connected to Stockholm by the commuter rail.It treats the question of whether the civic hall is built for – or by the inhabitants. / Medborgarnas hus i Gnesta är beläget precis vid pendeltågsstationen och fungerar därför som en representativ byggnad samtidigt som den ska vara en central mötesplats för invånarna. Projektet är en undersökning av begreppet medborgarhus. Är det någonting som byggs för medborgarna, eller av medborgarna?

This study examined the relationship between service-learning and civic engagement in the 2- year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings of the paired-samples t tests suggest that students experienced significant gains in four of the seven dimensions of civic engagement after participating in service. Students in comparable courses in subject matter but without service-components were also surveyed, yielding 117 matching pre- and post-surveys. A comparison of the mean differences between pre- and post-responses of the non-service-learners and service-learners suggests that the service-learners had a higher tendency than the non-service-learners to participate in the majority of assessed civic engagement activities. The data were sorted by subject area to allow for an analysis of the service-learners and the non-service-learners in comparable courses. Those results, however, were inconclusive, and no clear trends emerged. ANOVAs and independent-samples t tests were used to determine the relationship between gains in civic outcomes and select variables. The findings suggest that the type of service-learning activity, the duration of the service experience, the participant-perceived quality of the service experience, the amount of required student reflection, and the teacher’s frequency of use of active and passive instructional strategies significantly moderate the relationship between service participation and a number of measures of civic engagement.

Civic responsibility is comprised of actions and attitudes associated with democratic governance and social participation. Students enrolled at institutions of higher education have the opportunity to transform their social interests into advocacy through personal connections with the community. Service learning is an effective method of increasing citizenship participation and civic responsibility by incorporating community service activities with academic coursework. This study used survey research to examine the civic attitude scores of service learning students at a large, public, mid-Atlantic state university. The research questions attained information on the associations among students who perform written and discussion reflection activities (outside of class and in-class) regarding civic attitude by gender, class year, and grade point average. The associations between interest in future service participation and civic attitude were also examined. The data were collected using surveys. Crosstabulation procedures and chi-square tests were used to analyze the data. It was found that students who performed discussion reflection activities and reflected outside of class had higher civic attitude levels and more interest in future service participation. / Master of Arts

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The thirteen essays in this volume demonstrate the multiplicity of connections between learning and politics in Renaissance Italy. Some engage explicitly with Hans Baron's "civic humanism" thesis illustrating its continuing viability, but also stretching its application to prove the limitations of its original expression. Others move beyond Baron's thesis to examine the actual practice of various individuals and groups engaged in both political and learned activities in a variety of diverse settings. The collective impression of all the contributions is that of a complex, ever-shifting mosaic of learned enterprises in which the well-examined civic paradigm emerges as just one of several modes that explain the interaction between learning and politics in Italy between 1300 and 1650. The model that emerges rejects any single category of explanation in favour of one that emphasizes variety and multiplicity. It suggests that learning was indispensible to all politics in Renaissance Italy and that, in fact, at its heart the Renaissance was a political event as much as a cultural movement. "In moving past the constraints imposed by the so-called Baron thesis, the essays in this volume allow for an innovative focus on Renaissance humanism as a set of 'practices' determined more by social structures and networks than by specific historical events. In so doing, a number of these studies open up new areas of scholarly exploration." - Scott Blanchard, Misericordia University / https://dc.etsu.edu/etsu_books/1149/thumbnail.jpg

This research investigates contemporary architecture's difficulty in distinguishing new civic buildings from commercial and other non-public building types. Historically, the desire to create a clear typological distinction for the civic has come and gone through periods of time and key practitioners. Through projects, the masters attempts to formulate strategies to speak of the civic in the contemporary condition. The research aims to consider architectural language and its use in the context of new public buildings to establish a sense of difference from dominant urban typologies, and be grounded within a contemporary reading of the civic. This project-based research features three principal resolved design projects - a Civic Centre in Mildura; Council Offices for the City of Hume, Broadmeadows; and a new 'civic school' in the Melbourne outer suburb of Mill Park. The design process undertaken for each project is subject to investigation of selected precedents, both contemporary and historical, and these are explored through an illustrated written chapter.

This dissertation is a historical examination of citizenship education in the United States, beginning in the late nineteenth century with the Progressive era, and extending into the 1970s with multiculturalism. It focuses on the thought of education scholars, historians, and. political theorists throughout the twentieth century. It examines their efforts to define citizenship in the United States, and how that idea should be presented to students in the classroom. In doing so, this dissertation examines the manner in which the events of the twentieth century dramatically influenced the collective understanding of what being a "good citizen" means in the United States; and it considers the consequences of these changes in relationship to how children have been taught to engage in social and political life. It begins with a discussion of civic learning under the educational philosophies of social pedagogy and social efficiency in the Progressive era. It continues with an examination of the consequences of World War I and the Great Depression on the thought of educational scholars concerning citizenship education. This is followed by an analysis of the transition from Progressive education to Essentialist education in the middle of the century, and the consequences this had on civic education in the Cold War and Civil Rights Movement. This dissertation concludes by considering how the events of the twentieth century have influenced citizenship education in the era of standardization and globalization. Ultimately, this study finds that our understanding of citizenship, as it is expressed in the school curriculum, is profoundly influenced by our collective understanding of civic ideals and the American identity. These ideals and this identity are an evolving construct that is, in turn, influenced by the ideas and events of the period. Therefore, what is often perceived as a decline in citizenship education in schools, is actually a shift in the values of citizenship.