Bibliography: Democracy (page 449 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Scott D. Scheer, Marjorie Mayo, Donald G. Unger, Priscilla Leder, Mary M. Leue, Jane Thompson, Chester S. Williams, Association for Education in Journalism and Mass Communication, J. W. Studebaker, and Clive Harber.

Independent Sector, Washington, DC. (1987). The Constitution and the Independent Sector. Working Papers. Proceedings of the Spring Research Forum (New York, New York, March 19-20, 1987). A collection of 33 working papers for presentation at a research forum on the Constitution and the independent sector is presented. Thirteen sections cover: (1) the Constitution–"The Metapolitical Role of Voluntary Organizations in the United States" (Hall), "The Evolution of the Law of Nonprofit Organizations" (Hansmann); (2) management issues–"Effective Managers of Nonprofit Organizations" (Heimovics and Herman), "The Decision Making and Allocation Process in Corporate Philanthropy" (Useem), "Recruitment, Management, and Retention of Volunteers–From a Volunteer's Perspective" (Finlay); (3) economics–"The Independence of the Independent Sector" (Rose-Ackerman), "Nonprofits in a Mixed Economy" (Weisbrod), "Toward a New Economics for the Nonprofit Sector" (Gassler); (4) tax reforms effects on giving and volunteering–"Individual Giving Under the Tax Reform Act of 1986" (Lindsey), "Tax Reform and Volunteering" (Schiff); (5) philanthropy abroad–"Themes in International Research on the Nonprofit Sector" (Anheier), "Voluntarism in France: Sketches from Life, Pictures of Research" (Ferrand-Bechmann), "Charitable Giving by Individuals in Great Britain" (Brophy); (6) philanthropic activities of the wealthy–"Varieties of Philanthropic Logic among the Wealthy" (Schervish and Herman), "The Values of the Wealthy" (Boris); (7) philanthropic activities among minorities–"The Charitable Giving and Voluntarism of Black Americans" (Carson), "Giving to Jewish Philanthropic Causes" (Silberstein, Ritterband, Rabinowitz, and Kosmin); (8) legal issues–"The Buck Trust" (Dale),"The Combined Federal Campaign" (Dale), "Legal Issues Involving Competition by Nonprofits with Small Business" (Hopkins); (9) voluntary organizations–"A Community Institutional Response to a Crisis in Social Service Funding: The Twin Cities Case" (Galaskiewicz), "An Information System for Public-Private Decision-Making" (Von Elm), "Changing Public/Private Roles in Human Services" (Musselwhite and Salamon); (10) competition–"Entrepreneurial Activities of the Nonprofit Sector" (Young), "Commercial Activities in Human Service Organizations" (De Vita Salamon); (11) history and values–"The Public and Independent Sectors: Separate Strategies or Partnership?" (Chambers), "Philanthropy and Social Values" (Paul and Ahrens); (12) women in philanthropy–"Lady Bountiful and Her Good Works?" (Odendahl), "Philanthropic Activities of Wealthy Women" (Ostrander), "Older Generation, Younger Generation: Transitions in Women's Volunteer Lives" (MacLeod); and (13) the Constitution and the independent sector–"The Constitution and Voluntary Organizations" by (Wyszomirski), "Democracy and Voluntarism" (Van Til), "Groping for Groups: The Case of Non-Profits" (Soifer). Descriptors: Competition, Decision Making, Donors, Educational Finance

Sagawa, Shirley, Ed.; Halperin, Samuel, Ed. (1993). Visions of Service: The Future of the National and Community Service Act. This publication contains 36 short essays on the reauthorization of the National and Community Service Act. It begins with two introductory papers: "Visions of Service: The Future of the National and Community Service Act" (Sagawa, Halperin) and "Historical Background: An Overview" (Sagawa). Section I, Why Service?, contains 15 essays: "A Mandate for Liberty" (Barber); "The Challenge of Community Building" (Dirks); "Large-Scale Community Service: Two Considerations" (Etzioni); "A Source of New Leaders" (Myers); "How the National and Community Service Act Can Help Advance Education Reform" (Gomez); "Needed: A More Compelling Mission and Stronger State Organizations" (Kielsmeier); "It's a Worrisome Thing…" (Parsons); "Making Service-Learning the Center of the Debate on School Reform" (Townsend); "Moving in from the Margins" (Wutzdorff); "Our Vision of Youth Service" (Young People for National Service); "America 2000 and Service-Learning: A Promising Partnership" (Youth Service America Interns); "Youth Service: Pervasive, Local, Empowered, Positively Driven, Personally Invested" (Calhoun); "Youth Service Is Also about Changing Adults" (Halperin); "Educating for Service" (Hesburgh); and "The Heroic Search" (Sawyer). Section II, What Is Service?, has three essays: "What Is Wrong with This Picture?" (Chi); "The Critical Link between Service and Advocacy" (Hausner); and "Youth Service: The Best Solution-Strategy Around" (Wolf). Section III, Who Shall Serve?, consists of four essays: "Community Service and Student Financial Aid" (Gupta); "Linking Young and Old through Intergenerational Service Programs" (Scannell); "A Vision of Opportunity and Diversity" (Schmiegelow); and "Challenging Conventional Wisdom about Racial and Social Class Integration in Service Programs" (Stoneman). Five essays are found in Section IV, Where Are We Headed?: "Summer and Service: Transforming Youth Service into a Movement" (Briscoe); "Youth Service: Building Community" (Burkhardt); "Toward National Service as an Institution" (Eberly); "Community Service and the Transformation of the American University" (Harkavy); and "Not Only Bowls of Delicious Soup: Youth Service Today" (Karasik). Section V, How Shall We Get There?, contains nine essays: "A More Connected and Empowered Approach to Service" (Basl); "National and Community Service: Strengthening the Next Phase" (Clark); "On Advancing Community Service" (Coolidge); "A Critical Look at Educational Effectiveness" (Kong); "Incandescent Youth" (Landrum); "A Step in the Right Direction" (Quinn); "Incentives for High Quality in Service-Learning" (Schine); "The Second Half of the American Dream" (Sherraden); and "Bookends of a Strong Democracy: The National Service Trust Fund and the Social Security Trust Fund" (Brown).   [More]  Descriptors: Adult Education, Citizenship, Citizenship Education, Citizenship Responsibility

Scheer, Scott D.; Unger, Donald G. (1998). Russian Adolescents in the Era of Emergent Democracy: The Role of Family Environment in Substance Use and Depression, Family Relations. Russian adolescents (N=159) were surveyed at a school near Moscow. Purposes were (1) to explore the relationship of Russian family environment with adolescent substance use and depression; (2) to use cross-national research methods for replicating U.S. studies. Many findings were similar, but others may be unique to Russian youth. Descriptors: Adolescents, Depression (Psychology), Drinking, Family Environment

Association for Education in Journalism and Mass Communication. (1996). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (79th, Anaheim, CA, August 10-13, 1996). Communication Theory and Methodology Division. The communication theory and methodology section of the Proceedings contains the following 20 papers: "Political Adwatches and the Third-Person Effect" (Ekaterina Ognianova and others); "Understanding Adopters of Audio Information Services" (Kimberly A. Neuendorf and others); "A Principal-Agent Approach to the Study of Media Organizations: Toward a Theory of the Media Firm" (Philip Napoli); "Self-Perceived Knowledge and the Third-Person Effect: Media Influence During the O.J. Simpson Trial" (Michael B. Salwen and Paul D. Driscoll); "A Dialogue with the State" An Ellulian Conception of Media Hegemony and Human Agency" (Rick Clifton Moore); "Third-Person Perception and Support for Censorship of Sexually Explicit Visual Content: A Korean Case" (Changhyun Lee and Seungchan Yang);"Arousing Messages: Reaction Time, Capacity, Encoding" (Annie Lang and Robert F. Potter); "The Media and Voter Turnout: An Investigation of People's Willingness to Vote in the 1992 Presidential Election" (Nojin Kwak); "Amount of Invested Mental Effort and Learning from Media: A Conceptual Review" (Tom Kelleher); "Situational Influence of Political Involvement on Information Seeking: A Field Experiment" (Stacey Frank Kanihan and Steven H. Chaffee); "Let's Talk about What We're Watching: Parental Behavior towards Children's Gender and Age Regarding Television Viewing" (Kristine Kay Johnson and others); "A Model of Affect and Expertise: An Examination of Their Roles in Media Effects Research" (Li-Ning Huang and others); "The Interplay between Affective States in News Processing: An Examination of the 'Warmer' Side of Audience Activities" (Mei-Ling Hsu); "Willingness to Speak Out and the Spiral of Silence: A Meta-Analysis" (Carroll J. Glynn and others); The Bias of Political Science in the Study of Mass Media and Democracy" (Erik P. Bucy and Paul D'Angelo); "Paring Down to the Bare Bones of Communication Phenomena with Cognigraphics: An Elemental Analysis of Headline Impact on Ad Recall" (Fiona Chew and others); "A Comparative Assessment of the Effects of Exposure to Media Reports and Political Ads on Voter Learning and Voting Intention" (Mahmoud A.M. Braima and others); "Taking on the Tube: An Examination of Parents' Media Behavior, Attitudes and Discussion Regarding Television" (Erica Weintraub Austin and others); "Consideration for Choosing Triangulation as Mass Communication Research Method" (Donna A. Allen); and "Prime Time Stereotyping on the New Television Networks" (B. Carol Eaton). Individual papers contain references.   [More]  Descriptors: Audience Analysis, Censorship, Democracy, Headlines

Woodruff, Barbara Bilson, Ed.; And Others (1991). Inside English: Journal of the English Council of California Two Year Colleges, Volume 18, Numbers 1-4, October 1990-May 1991, Inside English. With each issue focusing on different themes, volume 18 of "Inside English" looks at he revitalizing literature, teaching as a subversive activity, writing at all levels, and the English classroom of the 1990's. In addition to regular columns on the English Council of California Two-Year Colleges (ECCTYC) and legislative concerns, the following feature articles are included: (1) "The 1990 ECCTYC Literature Conference: On Humpty Dumpty, James Joyce, and Transforming Teaching" (Karin B. Costello); (2) "From Movies to the Page: Using Film to Teach Literature" (Patrick Kennedy); (3) "Teaching and Acting "Rosencrantz and Guildenstern Are Dead': Roles and Responsibilities and Life on the Margins" (Judith Ackley); (4) "At the ECCTYC Lit Conference: Focusing on the Wrong Side of the Issues" (Michelle Pagni); (5) "In Defense of Theory: An Exploration of Fear and Defensiveness" (Bernard Goldberg); (6) "A Curriculum for the Nineties: Developing a Social Conscience through Literature" (Kathleen Murphy); (7) "Risk-Taking and Writing: Disputatious Classrooms" (H. W. Seng); (8) "Striking Fire in Our Students and Ourselves: Our Work in Story and Song" (John Lovas); (9) "Talking and Listening: Let's Hear It for Oral Reading" (Joseph Collignon); (10) "The Illusion of Progress: Where Are We Going? Where Have We Been?" (Mike Guista); (11) "Deconstruction and Demograhics: 'The Center Cannot Hold'–Or Can It?" (Phyllis Mael); (12) "Literacy and the Classroom: What an English Teacher Should Teach" (Sandra Christenson); (13) "College Survival English: Building Communication Skills AND Self-Esteem" (Ulrica Bell-Perkins and Diane R. Holt); (14) "Ideology, Pedagogy, and Politics: Writing As Confusion OR What and Why We Teach" (Gordon Taylor); (15) "Writing the Research Paper: Using Questions to Direct Research" (Diane Jefferson); (16) "Paraphrasing Right and Left" (Joseph Collignon); (17) "How to Teach English 1A: Nine Easy Steps" (Jack Jackson); (18) "Writers and Their Readers: Wrestling with the Audience" (Anne Huber Stark); (19) "Using Grants for the English Department: Bridging the Barriers between Full- and Part-Time Faculty" (Peter Sotiriou); (20) "The Amateur in the Classroom: Democracy and the Humanities" (Leo Braudy); (21) "A Double Con Game in the Classroom? A Kinder, Gentler English Teacher" (Carol Wershoven); (22) "Computres in the Classroom: The Wave of the Future" (James R. Musgrave); (23) "Collaboration and Computers: Choreographing the Computer Classroom" (Marjorie Ford); (24) "Dream Houses: Reality and Expectations in the 250 Classroom" (Janet Goldberg); (25) "The Developmental Writing Classroom: Sweathogs" (Dolores LaGuardia); (26) "The English as a Second Language Classroom: The Story, the Students, and their Sentences" (Mike Riherd); (27) "The Blessing and the Plague of Spell-Check: The New Technopropisms" (Helen Heightsman Gordon); (28) "Asking for Artifacts: The Beneits of In-Class Essay Writing and Holistic Scoring" (Lenny Bailey); (29) "Wild Word Soccer: Child's Play for Serious Learning" (Madeleine Lowew Puccioni); (30) "Mutual Benefits: Advanced Comp Students Connect with High School Writers" (Sister J. Adele Edwards).  Descriptors: Basic Skills, College English, Community Colleges, Computer Assisted Instruction

Neumann, Henry (1918). Moral Values in Secondary Education. Bulletin, 1917, No. 51, Bureau of Education, Department of the Interior. The purpose of this bulletin is to stimulate the thought of teachers in discovering their innumerable opportunities for quickening the conscience and clarifying the moral vision of their pupils. The attention of teachers is here directed also to the other reports of the commission, in which are elaborated many of the ideas presented in this report. No series of reports, however, could compass the rich opportunities of the secondary school for developing the ethical life of young people. To consider moral values in education is to fix attention upon what should be the paramount aim. A schooling that imparts knowledge or develops skill or cultivates tastes or intellectual aptitudes, fails of its supreme object if it leaves its beneficiaries no better morally. In all their relationships present and future, that is, as schoolmates, as friends, as members of a family, as workers in their special vocations, as Americans, as world citizens, the greatest need of boys and girls is character, the habitual disposition to choose those modes of behavior that most do honor to human dignity. Not simply to learn to tell the truth or to respect property rights, but to realize in ever more vital ways that the worth of life consists in the endeavor to live out in every sphere of conduct the noblest of which one is capable–this it is which gives education its highest meaning. Stated in terms of national service, the aim of the secondary school should be to equip pupils as fully as possible with the habits, insights, and ideals that will enable them to make America more true to its best traditions and its best hopes. To strengthen what is most admirable in the American character and to add to it should be the goal toward which all the activities are pointed. Hence the best contribution that any school can offer is to enrich the understanding of what is required for right living together in a democracy, to encourage every disposition toward worthy initiative and cooperation, and to provide all opportunity for the practice through which these habits and attitudes are most surely ingrained. It would be a mistake for the high school to place its main reliance upon any single method, as if character could be developed chiefly by imparting moral wisdom or even by instilling special habits or holding up lofty ideals. Intelligence, habits, ideals, all three, are required. Without habits, ideals degenerate into sentimentalism; without moral understanding and ideals, habit becomes dead routine incapable of growth into new and better ambitions. Any one of these without the other two would leave important aspects lacking. (Contains 20 footnotes.) [A report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]   [More]  Descriptors: Teaching Methods, Human Dignity, Personality, Values Education

Kallenbach, Silja, Ed. (1996). Can We Really Make a Difference?, Change Agent. This issue is intended as a collection of teaching and learning resources. It presents news, issues, information, ideas, activities, and discussion questions on social justice. Articles that focus on learning how to make a difference areas follows: "What Is Civic Participation Anyway?"; "The Hundredth Monkey: When You're Not Sure, Keep Washing Your Sweet Potatoes"; "Who Makes the Decisions that Affect You?"; and "What Is the Right Question Project? What Does It Do for People? How Does It Work?" These articles deal with making a difference in the local community: "Politicians 'Walk-a-Mile' in the Shoes of Welfare Recipients"; "Persistence Pays Off: Enrique Helps Draft a Law in California to Protect Low-Literacy Workers"; "Students Fight for Public Transportation; "Students Speak Out for Adult Education in Vermont"; "Community-Building in an English as a Second Language Classroom"; "Community Garden"; "What Support Do Students Need in Order to Make a Difference?"; "Taking Action against Violence"; and "Controlling Our Economic Destiny: An Update on the Mountain Women Soap Company." Articles on voting and advocacy are as follows: "Voter Power"; "The Long Struggle for Women to Get the Right to Vote"; "Voter Education in the Asian Community"; "Unveiling the Mysteries of Voting"; "What If Rosa Parks Shot the Bus Driver?"; "A Key to Combining Voter Education and Economics"; "An Adult Basic Education Class Moves into the Rhode Island State House"; "Quiz: How Does Your Political Knowledge Compare with that of Other Americans"; "Immigrant Students Advocate for Adult Education"; and "Education Gives Us Wings." The final series of articles deals with selected presidential election issues: "The Economy Is Doing Well, But What about the Average Worker?"; "New Bedford Students Question Decision-Makers About the Economy"; "Is Big Money Doing Away with Real Democracy?"; "Just How Much Does Foreign Aid Cost Us?"; "National Issues Forum: Seeing All Sides of the Issue of Crime"; "Myths and Facts about Gun Control and Crime"; "Students Speak Out on Crime"; "Immigrants under Attack: Is New Legislation Punishing Immigrants Unjustly?"; "The Rights and Responsibilities of Citizenship"; and "Myths and Facts about Immigration."   [More]  Descriptors: Activism, Adult Basic Education, Advocacy, Citizen Participation

Mayo, Marjorie, Ed.; Thompson, Jane, Ed. (1995). Adult Learning, Critical Intelligence and Social Change. This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition" (Paula Allman, John Wallis) offers a specific challenge to postmodernism in relation to adult learning. "Are We Not More Than Half the Nation?" (Julia Swindells) argues that focus on the relationship between independent working men's movements and adult education has tended either to exclude or distort recognition of the importance of women's education. "Cultural Struggle or Identity Politics" (Tom Steele) argues that the seed of a cultural struggle in Britain after World War II found fertile ground among adult educators. "Radical Adult Education" (Hilda Kean) explores the tradition of working-class reading to examine the way in which socialists and feminists saw education as a mechanism for the development of the self. "Piecing together the Fragments" (Martin Yarnit) focuses on the education of adults as a vital part of the whole national apparatus of education and training. "Competence, Curriculum, and Democracy" (David Alexander, Ian Martin) reflects the authors' experience of the current process of professionalism within the field of adult and community education in Scotland. "Really Useful Knowledge" (Katherine Hughes) describes the history of the Ruskin Learning Project. "All Equal Now?" (Rebecca O'Rourke) reflects on some concerns about the changing context for radical adult education. "Feminism and Women's Education" (Jane Thompson) looks at the contribution of feminism to recognition of "really useful knowledge.""Making Experience Count" (Wilma Fraser) focuses on programs that emphasize reflection on experience. "The Dying of the Light?" (John McIlroy) offers a radical look at trade union education. "Learning in Working Life" (Keith Forrester) outlines difficulties in provision of educational programs by trade unions. "Popular Education and the State" (Keith Jackson) explores the contribution adult education might make "in the community.""Beyond Subversion" (Mae Shaw, Jim Crowther) argues that broad dissatisfaction with the current orthodoxy provides an opportunity for a radical agenda to be reasserted. "Training the Community" (John Grayson) focuses on the field of tenant training. "Seizing the Quality Initiative" (Cilla Ross) identifies ways in which radical adult education practice can be redefined and remade. "Amman Valley Enterprise" (Sonia Reynolds) describes adult education and community revival in the Welsh valleys. "Formal Systems" (Chris Duke) focuses on those who adhere to a radical vision while working within the formal organization. "Adult Learning in the Context of Global, Neo-Liberal Economic Policies" (John Payne) looks at experiences in the London Borough of Wandsworth and in Nicaragua. "Popular Education in Northern Ireland" (Tom Lovett) describes the Ulster People's College. (Each article contains references.)   [More]  Descriptors: Adult Education, Adult Learning, Community Education, Critical Thinking

Bordelon, Suzanne (1998). Gertrude Buck's Approach to Argumentation: Preparing Women for a More Active and Vocal Role in a Democracy, Journal of Teaching Writing. Explores Gertrude Buck's approach to argumentation demonstrating the intellectual and social significance of her work and showing how she introduced a democratic ethics encouraging Vassar women to take a more active and public role in society. Focuses on one of Buck's instruments of teaching writing, "A Course in Argumentative Writing" (1899), and what the instrument tells us about Buck herself. Descriptors: Females, Higher Education, Persuasive Discourse, Sex Role

Harber, Clive (1998). Desegregation, Racial Conflict and Education for Democracy in the New South Africa: A Case Study of Institutional Change, International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education. Examines the experience of one school in South Africa that has not only desegregated its intake but has also attempted to democratize its management structures in order to teach democratic values through experience and in particular to foster a climate of mutual respect among students so as to decrease racial distrust. Contains 8 references. Descriptors: Access to Education, Apartheid, Black Education, Case Studies

Association for Education in Journalism and Mass Communication. (1993). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (76th, Kansas City, Missouri, August 11-14, l993). Part XII: Foreign and International Media. The Foreign and International Media section of this collection of conference presentations contains the following 27 papers: "Cultural Orientation in Turkey: Are The Theorists Right about the Effects of Imported Cultural Products?" (Christine Ogan); "The Role of Mass Media in a Newly Emerging Democracy: The Latvian Case Study" (Bruce J. Evensen); "Global TV News in Developing Countries: CNN's Expansion to Egypt" (Joe S. Foote and Hussein Amin); "West German and U.S. Journalists: Similarities and Differences in the l990s" (David Weaver and others); "The Price Was Right–Or Was It? The l991 British Commercial Broadcasting Franchise Auction and the New ITV" (Susan Q. Johnson and Joe S. Foote); "Goodbye to the Global Village: Entertainment TV Patterns in 50 Countries" (Anne Cooper-Chen); "U.S. Communication Policies Regarding Foreign Ownership of Media Outlets and Producers" (Xuejun Yu); "Historic Images of Disability: Indian and European Comic Art Traditions" (Aruna Rao and Beth Haller); "'Newstrack'-Video News in India: Elite 'Westernized Popular Culture' and the Representational Politics of Class" (Pauline Chakravartty); "Class, Race and Poverty: Constructing a 'Third World' Other in Popular Films" (Pauline Chakravartty); "How Local Editors View Their Changing Communities: A Study of the Attitudes of British Weekly Editors" (Garrett W. Ray); "Constructing the Post-Colonial Woman in Kenya: A Textual Analysis of Nairobi's 'Daily Nation'" (Nancy Worthington); "National Sovereignty Reconsidered: The Human Rights to Communicate and Intrusive International Broadcasting" (Tim Gallimore); "Telecommunications Development in China: Recent Changes and Policy Implications" (Zhaoxu Yan); "Interpersonally Rich and Media Poor: A Descriptive Study of the Mass Media Use of 'Occupationally Elite' Mexicans" (Dennis W. Jeffers and others); "Journalism Frustration: Caught between the Two Masters–A Study of Critical Reporting in China" (Yanmin Yu); "Think Global, Act Local: India's Bangalore Technopolis" (Debashis Aikat and Arvind Singhal); "The Rise and Fall of the 'World Economic Herald,' 1980-1989" (Jinguo Shen); "Broadcast News in Japan: NHK and NTV" (Jay K. Miller); "Colonial Broadcasting: Philosophies in British Africa 1924-1968" (Paul R. van der Veur); "Reflections of Cultural Values: A Content Analysis of Chinese Magazine Ads from 1982 and 1992" (Hong Cheng); "Emergence of a Private Press in Socialist Tanzania: A Study of Media Worker Perceptions" (Paul Grosswiler); "Telecommunications Policymaking in Japan: A Case Study in Elite Power Group Conflict and Comprise" (Roya Akhavan-Majid); "A Crisis of the South Korean Media: The Rise of Civil Society and Democratic Transition" (Jae-kyoung Lee); "Press and Political Liberalization in Taiwan" (Kuldip R. Rampal); "The Sinking of La Cing, France's First General Commercial Network" (Alvi McWilliams); and "Australian Journalists, Confidential Sources and the Court Room: Toward an Evidentiary Privilege for Reporters" (Mark Pearson).   [More]  Descriptors: Audience Awareness, Audience Response, Developing Nations, Feminism

Mead, Walter B. (1988). The United States Constitution: A Non-Trivial Pursuit. Fifty-Three Radio Scripts. These 53 radio scripts present the history of the founding and ratification of the U.S. Constitution. Each script is designed to fit within a 2 to 2-1/2 minute time-frame. The titles are: "Introduction to Series" (Promotional Segment); "Did You Know: Our Present Constitution Is Our Second Constitution?"; "The First American President: Peyton Randolph"; "Our First Constitution: A 'League of Friendship'"; "Under Our First Constitution: The Disunited States"; "Congress Attacked by Its Own Army"; "Road to the Philadelphia Constitutional Convention"; "Daniel Shays Opens the Way to the Philadelphia Convention"; "Optimism in the Midst of Turmoil"; "Washington Reconsiders"; "A Developing America in 1787"; "Getting to Philadelphia: Arduous Travel"; "A Grand Entrance for a Great Man";"Philadelphia in 1787″; "A Small Gathering for a Major Event"; "Men of Extraordinary Talent"; "Mediocrity Amidst Merit"; "Profile of the Delegates"; "Faith of Our (Founding) Fathers"; "The Virginia Plan"; "A Silent Presiding Officer"; "Madison as Unofficial Convention Secretary"; "A Free Nation Conceived behind Closed Doors"; "A Long, Hot Philadelphia Summer"; "A Delegate's Walk to Constitution Hall"; "Business before Pleasure"; "In Commemoration of an Indian Queen"; "Philadelphia's Social Life"; "Ben Franklin: Citizen of the World"; "Madison's Rise from Rejection"; "Alexander Hamilton: A Misplaced Monarchist"; "Men with Strong Aristocratic Leanings"; "Three Defenders of Democracy"; "Men of Property Defining the Role of Property"; "Creating a Non-Democratic Republic: Checking the Popular Vote"; "A Republic Built upon the Commercial Spirit"; "A Government Designed after a Clock"; "A Republic Based on 3/5ths People: The Unresolved Problem of Slavery"; "Gouverneur Morris: Chief Draftsman of the Constitution"; "What–No Bill of Rights?"; "An Unconstitutional Constitution?"; "The Last Day of the Convention"; "Those Who Refused to Sign"; "Getting the Proposed Constitution to the States"; "The Pennsylvania Ratifying Convention: Intransigence and Violence"; "The Massachusetts Convention: Spirit of Reconciliation"; "Virginia's Ratification Debates: Quiet Reason versus Fiery Oratory"; "Some Famous Letters-to-the-Editor"; "The New York Debates: A Close and Crucial Vote"; "Reluctant Rhode Island"; "James Wilson: Founding Father Turned Fugitive"; "Robert Morris: Forgotten Patriot"; and "Securing Our Constitutional Liberties". Descriptors: Community Programs, Constitutional History, Program Content, Radio

Leue, Mary M., Ed. (1988). SKOLE: The Journal of the National Coalition of Alternative Community Schools, 1988-1992, SKOLE: The Journal of the National Coalition of Alternative Community Schools. This document consists of all eight issues of the journal SKOLE published between 1988 and 1992. This journal contains original articles and reprints related to alternatives or innovations in education; critiques of other forms of education; theories of schooling, learning, and teaching; accounts of individual schools; and "how-to" articles. Major articles in these eight issues include: (1) "Traveling with Students" (Sandy Hurst); (2) "Children's Theater as Education" (Chris Mercogliano); (3) "Teaching Creative Drama in an Alternative School Setting" (Karen Stern); (4) "A New Look at Learning" (Daniel Greenburg); (5) "Tools Critical for the Success of Homeschooling" (Peter Ernest Haiman); (6) "Movement in Education: Part 2" (David Boadella); (7) "A Comparison of Home Schooling and Conventional Schooling: With a Focus on Learner Outcomes. Part III" (Brian D. Ray); (8) "Central Park East Secondary School Where Kids Are Found–And Not Lost!" (Deborah Meier); (9) "Central Park East: An Alternative Story" (Deborah Meier); (10) "Rebuilding: First Steps" (Theodore R. Sizer); (11) "To Live (And Thus Learn These Truths): Teaching The American Constitution" (Dave Lehman); (12) "Mom, How Do I Know I'm Awake" (children's philosophy) (Charlotte Landvoigt); (13) "An Education Money Can't Buy" (Gene Lehman); and (14) "Whaddya Mean, Free?" (philosophy of the free school movement) (Mary Leue); (15) "The Community School" (Emanuel Pariser); (16) "Coalition as Community" (Chris Mercogliano); (17) "Consumerism as a Deadly Art" (Charlene Liberata); (18) "Metropolitan School of Columbus – A Twenty Year Perspective on Alternative Schools" (Lucia Vorys); (19) Elements of the Holistic Education Vision"; (20) "The Difficulty of Building Coalitions in Holistic Education" (Ron Miller); (21) "The Free School: History of the Free School" (Mary Leue); (22) "From Gadfly to Mainstream: The New Orleans Free School Twenty Years Later" (Bob Ferris); (23) "An Experience in Froebel's Garden" (Elizabeth Cole); (24) "The Community School, Camden, Maine: Maine Alternative Gives Dropouts a Way Back" (Tom Verde); (25) "Kids, Democracy and Community" (Chris Mercogliano); (26) "Shared Spaces" (Betsy Mercogliano); (27) "Creativity" (Charlene Liberata); (28) "Peruvian Children" (Connie Frisbie-Houde); (29) "The Ecology of Childhood: A View of Summerhill School" (Mathtew Appleton); (30)"The Experience of Summerhill" (Albert Lamb); (31) "The Emergence of Arthur Morgan School" (Ernest Morgan); (32) "The Free School and the Planet School" (Keiko-san Yamashita); "How To Get an Education at Home" (Pat Farenga); "The Free School Community as Learning Resource for Conscious Living (Mary M. Leue).   [More]  Descriptors: Drama, Elementary Secondary Education, Experiential Learning, Field Trips

Leder, Priscilla, Comp.; And Others (1992). Essays from the Edge: Citizenship and the Outsider in Literature and History. This book of essays and poetry by participants in a National Endowment for the Humanities summer seminar explores the portrayal in arts and literature of the "outsider" or "alien" who is cut off from country and citizenship, either by choice or circumstance. The book is divided into seven categories. Part 1, "Preliminary," contains: (1) "Citizenship on the Highway and the High Seas" (Susan Hanson); and (2) "Baptism" (Daniel Stevens). Part 2, "Classical Greece," includes: (1) "Ode to the Men of Athens" (Deborah Seigman); (2) "Voices of Warning: The Role of the Chorus in 'Antigone'" (Susan Farris); (3) "Acting Beyond the Myth of the Citizen" (Phil Cook); and (4) "Sophrosyne in 'Antigone': Women, Family and Government" (Danette Bermea). Part 3, "The Renaissance," includes: (1)"'That Perfect Hatred': Anti-Semitism and the Banality of Evil in Shakespeare's 'The Merchant of Venice'" (Jim McGarry); (2) "The More You Know, The Moor You May Not Know" (Carey Christenberry); and (3) "The Silken Shield of Innocence" (Deborah Seigman). Part 4, "The Social Contract," includes: (1) "Obligations of the Individual Inside and Outside the Social Contract" (Karl Kevin Brown); and (2) "Slavery's Influence on the American Definition of Citizenship" (Amy Nelson Thibaut). Part 5, "Huckleberry Finn," includes: (1) "Huck, a Good Ol' Boy" (Dona Holloway); (2) "Deceit and Democracy: Huckleberry Finn as a Disturbing Presence" (Beverly Webster); and (3) "Go With the Flow" (Sandy Watts). Part 6, "Beloved," contains: (1) "She Haunts Me" (Paula Moeller); (2) "Beloved and Christian Citizenship: An Augustinian Analysis of Sethe and Stamp Paid" (Bill Gardiner); (3) "The Right of Dissent: Beloved's Baby Suggs and Sethe" (Kathryn Dierksen); (4) "Nobody Stopped Playing Checkers" (Teri Holmes); (5) "The Alienation Factor: Displacement Leading to Violence in 'Beloved'" (Millie Goode); (6) "The Meaning of Life" (Karl Kevin Brown); (7) "The Patchwork Quilt and Feminist History in 'Beloved'" (Cynthia Walling); and (8) "Outside the Outside: A Comparison of Walker's Maggie and Morrison's Denver" (Daniel Stevens). Part 7, "L'Envoi," contains: (1) "From the Shadows" (Millie Goode); and (2) "Bruce Mitty" (Carey Christenberry).   [More]  Descriptors: Authors, Books, Citizen Role, Citizenship

Studebaker, J. W.; Williams, Chester S. (1939). Forum Planning Handbook. Bulletin, 1939, No. 17, US Office of Education, Federal Security Agency. Plans and programs come in response to need. Citizens of our democracy have need of greater opportunities for truth-seeking under competent guidance. The people are hungry for increased understanding of the problems which beset them and their communities. They have a right to expect their institutions of education to give them help in their study and discussion of public affairs–of their problems. The idea of lighting up America's school buildings at night for the conduct of forum meetings where citizens may come to a better understanding of public affairs has caught the imagination of our people with particular force in the last few years. Our citizens have seized upon this idea, (and it is not by any means a new one, having its roots as a matter of fact, in our Revolutionary period) and have recognized in it one important way by which public education and private initiative might safeguard our democratic way of life. This popular enthusiasm in public forums is a matter of public record. Popular recognition of the importance and significance of free public discussion lies behind this handbook and motivates the planning of school-managed forums. During the last 3 years 580 local communities in 38 States have conducted public forum demonstrations. To assist in the conduct of these demonstrations, Federal emergency funds were made available by the Office of Education. The local systems contributed to the cost of the demonstration program and submitted detailed reports on the work accomplished and the problems encountered. The funds were spent in relatively few communities not to "get done" what is obviously a long-term job in adult education, but to demonstrate practical ways of doing the job. The success of the enterprise is to be judged in part by the extent to which local public education builds up community-wide programs of adult civic education based upon the body of experience created by the demonstrations. The authors have tried to put into brief and readable form that body of practical experience on which our agencies of public education may build permanent and growing programs for improved citizenship. Behind the handbook are thousands of pages of reports, the described experiences of hundreds of American educators who have experimented with tens of thousands of school-managed forums, and the recommendations of educators and civic leaders engaged in the Nation-wide program of demonstrations. Behind this handbook are records of some 36 State Forum Conferences conducted by the State Departments of Education. Into these pages goes material based on many thousands of letters, thousands of columns of newspaper editorial comment on local demonstrations, and scores of magazine articles. Appended are: (1) Index to forum demonstration centers; and (2) Reading list with annotations. Individual sections contain footnotes. (Contains 3 figures.) [Best copy available has been provided.]   [More]  Descriptors: Educational History, Guides, Federal Aid, Federal Programs

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