Relevant bibliographies by topics / Civic

Academic literature on the topic 'Civic'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Civic.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Civic"

1

Mason, Diana J. "Civil Civic Dialogue." AJN, American Journal of Nursing 105, no. 6 (June 2005): 11. http://dx.doi.org/10.1097/00000446-200506000-00001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Swope, Bob. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Meredith, Susan. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kaiman, Charles. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Blevins, Brooke, Karon LeCompte, and Sunny Wells. "Innovations in Civic Education: Developing Civic Agency Through Action Civics." Theory & Research in Social Education 44, no. 3 (July 2, 2016): 344–84. http://dx.doi.org/10.1080/00933104.2016.1203853.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

BİLGİN, Mert. "Civil Society and Civic Consciousness." Doğuş Üniversitesi Dergisi 1, no. 5 (January 27, 2004): 59–70. http://dx.doi.org/10.31671/dogus.2019.307.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lang, Clarence. "Civil Rights Versus “Civic Progress”." Journal of Urban History 34, no. 4 (March 12, 2008): 609–38. http://dx.doi.org/10.1177/0096144207313674.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Adler, L. "CIVIL UNIONS AND CIVIC WARS." GLQ: A Journal of Lesbian and Gay Studies 11, no. 4 (January 1, 2005): 627–29. http://dx.doi.org/10.1215/10642684-11-4-627.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Maiello, Carmine, Fritz Oser, and Horst Biedermann. "Civic Knowledge, Civic Skills and Civic Engagement." European Educational Research Journal 2, no. 3 (September 2003): 384–95. http://dx.doi.org/10.2304/eerj.2003.2.3.5.

Full text
Abstract:
In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.
APA, Harvard, Vancouver, ISO, and other styles
10

Saveleva, Olga E. "American National Standards for civics as a factor in education for civic engagement." Tambov University Review. Series: Humanities, no. 3 (2022): 622–36. http://dx.doi.org/10.20310/1810-0201-2022-27-3-622-636.

Full text
Abstract:
Russian Federal Educational Standards 2021 place high demands on schoolchildren as individuals with a number of traits and competencies necessary for an active citizen. It seems ex-pedient to study not only domestic, but also international experience of civic education. The United States is an example of countries with high levels of civic engagement, which can be seen in the collective and individual participation in protests and picketing, volunteering and a devel-oped network of various public organizations. The purpose of the research is to study the US Na-tional Standards for Civics and reveal how fully they cover all the components of civicism as a complex characteristic of a person. Component analysis of the concept of citizenship and civic engagement was used in the study of scientific and methodological literature on civic education. In the course of the study, a list of nine determinants (components) of a person’s civic engagement was compiled. It is shown that all nine components are reflected in the Standards to varying degrees. The most pronounced components are critical thinking, theoretical knowledge related to social and political literacy, as well as motivation to unite and participate in civil actions. To a large extent, the Standards are aimed at practice-oriented knowledge and skills and at ensuring that students understand their personal benefits from participating in socio-political processes. It has been determined that civic education in US schools is one of the basic factors influencing the high degree of civic engagement in American society, which can be seen in the first decades of the 21th century. The study can be used for subsequent comparative analyzes of education systems, as well as for a more detailed study of the entire system of factors of civil activity of the population.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Civic"

1

Moraro, Piero. "Civil disobedience and civic virtues." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2886.

Full text
Abstract:
This thesis examines the concept of civil disobedience, and the role the latter can play in a democratic society. It aims to offer a moral justification for civil disobedience that departs from consequentialist or deontological considerations, and focuses instead on virtue ethics. By drawing attention to the notion of civic virtues, the thesis suggests that, under some circumstances, an act of civil disobedience is the very act displaying a virtuous disposition in the citizen who disobeys. Such disposition is interpreted in light of a duty each individual has to respect her fellow citizens as autonomous agents. This grounds, in turn, a moral obligation to respect the law. The central claim of the thesis is that the obligation towards the law is fulfilled not only through acts of obedience but also, under different circumstances, through acts of disobedience. The status of non-violence as a necessary component of civil disobedience is questioned, and it is argued that a degree of force or violence may be permissible in civil disobedience, when it is compatible with the duty to respect others’ autonomy. Subsequently, the thesis offers an analysis of ‘reasonableness’ as a civic virtue, and by comparing three different approaches to the issue of reasonable disagreement among democratic citizens, it defends the deliberative approach as the most suited for treating fellow citizens as autonomous agents. The last two chapters focus on the importance, for an act of civil disobedience, of the agent’s willingness to accept the legal consequences of her law-breaking behaviour. It is argued that a civil disobedient has an obligation to face the prospect of being punished for the breach of the law. However, in considering the behaviour of a virtuous civil disobedient who appears at her criminal trial, it is also claimed that she should plead not guilty and aim to persuade her fellow citizens that she does not deserve to be punished, because what she did does not constitute a criminal wrong. In doing so, this thesis depicts civil disobedience not as a merely permissible form of behaviour, but as a morally praiseworthy conduct within a democratic community.
APA, Harvard, Vancouver, ISO, and other styles
2

Comber, Melissa Kovacs. "Civic skills and civic education an empirical assessment /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2418.

Full text
Abstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Public Affairs. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
APA, Harvard, Vancouver, ISO, and other styles
3

Maxson, Brian Jeffrey. "Civic Humanism." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vickers, Matthew. "Civic image and civic patriotism in Liverpool 1880-1914." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:e2896eed-ee1d-4a58-8c52-10e80ebe6219.

Full text
Abstract:
The late Victorian and Edwardian period saw ritual become increasingly important in political life. Towns and cities were involved in conscious efforts to construct and project attractive images of themselves. These images were intended to encourage a sense of civic patriotism. Ceremonies, honorific titles, public events and civic architecture were essays in the invention of tradition. However, historians have applied the concept of the invention of tradition unevenly. Previous research has dwelt on the construction of images. Perceptions of official images and responses to them have been overlooked. This thesis employs a model which recognises images as processes with foundaitons in human relationships. It evaluates images in terms of intentionality, power, context and participation. The participative dimension is of particular importance, because images aimed to instil a sense of civic patriotism which would encourage citizens to make emotional and financial investments in their communities. Liverpool attained the status of a city in 1880. The civic ideology of the city was dominated by images of commerce and by notions of Imperial duty and public service which celebrated commercial virtues. Many aspects of urban life were shaped by civic image. This study does not confine itself to public events and pageantry, instead it explores such spheres as municipal art policy, Liverpool's public health record, the attempts to extend the city boundaries, civic hagiography, the foundation of the University, women and the ideal of citizenship and the influence of football on civic identity to demonstrate the importance of images in the city's social, political and institutional history. The purpose of the thesis is three-fold: to suggest that civic image opens new perspectives on Liverpudlian history, to discover why there were more conscious attempts to construct civic image and to restore participation to the study of civic image by unravelling the connections between image and patriotism.
APA, Harvard, Vancouver, ISO, and other styles
5

Huuskonen, S. (Susanna). "Teachers as civic actors: narratives on civic activity experiences." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201303121097.

Full text
Abstract:
This thesis researches teachers as civic actors. The thesis begins with defining civic activity with the help of related terms. Next civic education is discussed first from a historical perspective and then in today’s context. The roles of socialization and schools in civic education will be contemplated in order to situate the teacher as a civic actor to a surrounding context. Teachers as civic actors are then studied from the critical pedagogy point of view and lastly from a practical perspective. In the end of the theoretical part civic activity’s role in teacher education is discussed and two examples of previous studies on teachers as civic actors are presented. The aim of the research is to study the characteristics of teachers as civic actors both from the theoretical point of view and through empirical research. The methodological choice is analysis of narratives and as data there are narratives written by teachers who have been active during their studies. It can be concluded that teachers who are civic actors promote civic activity through being a role model to their students and other people around them. These teachers are, as Giroux would define, transformative intellectuals, who are critical thinkers and active agents of change. They believe in themselves, want to influence decision-making and voice their opinions in wide societal debate. Teachers as civic actors emphasize action through their example, and encourage their students to participate as well. In practice they accomplish this by creating opportunities for being active by introducing or generating arenas for influencing. Open discussion is another important tool; these teachers inspire their students to think critically and use their voice by hosting debates and using real life references that the students can relate to. Both the theoretical and the empirical part demonstrate that civic activity is important for the growth of teachers as civic actors. The civic activity experiences of the participants have transformed them as people, but also as teachers and organizational experts. They narrate that they undeniably are better teachers today because of being active and argue that the skills they acquired through organizational activities are in use every day as teachers as well. Today civic activity still has only a tiny role in teacher education even though it should prepare teachers that will raise children and youth to become future-oriented active citizens. Based on the theory and the findings of the research it can be concluded that teacher education should have a bigger effect on the future teachers in regards to being active. Teacher education should provide for the needs of future generations by ensuring that future teachers are well equipped civic actors. Teacher students need to be introduced to various arenas of influencing in and outside the faculty by their teacher educators. More importantly, they need to be encouraged to participate in action, think critically, and have belief in their ability to influence. Today’s active teacher students are tomorrow’s teachers as civic actors
Tämän tutkielman aiheena ovat opettajat kansalaistoimijoina. Tutkimus alkaa kansalaisvaikuttamisen määrittelemisellä lähikäsitteiden avulla. Seuraavaksi tarkastellaan kasvatusta aktiiviseen kansalaisuuteen ensin historiallisesta ja sen jälkeen nykypäivän näkökulmasta. Sosiaalistamisen ja koulujen roolia aktiiviseen kansalaisuuteen kasvattamisessa pohditaan, jotta saadaan käsitys siitä asiayhteydestä, missä opettaja kansalaistoimijana toimii. Sen jälkeen aiheeseen otetaan kriittisen pedagogiikan ja käytännön näkökulmat. Teoreettisen osan lopussa tarkastellaan kansalaisvaikuttamisen roolia opettajankoulutuksessa ja esitellään kaksi esimerkkiä aikaisemmista tutkimuksista. Tutkielman tavoitteena on tarkastella sekä teorian että empirian avulla, mitä ominaisuuksia on opettajilla, jotka ovat kansalaisvaikuttajia. Tutkimusmenetelmänä on narratiivinen analyysi ja aineistona sellaisten opettajien narratiiveja, jotka ovat olleet aktiivisia kansalaisvaikuttajia opintojensa aikana. Yhteenvetona voi sanoa, että opettajat, jotka ovat kansalaisvaikuttajia, innostavat esimerkkinsä kautta oppilaitaan ja muita ihmisiä ympärillään kansalaisvaikuttamiseen. Nämä opettajat ovat, kuten Giroux kuvaa, transformatiivisia intellektuelleja, jotka ajattelevat kriittisesti ja ovat aktiivisia muutoksen edustajia. Opettajat, jotka ovat kansalaisvaikuttajia korostavat käytännön toiminnan merkitystä ja kannustavat oppilaitaan osallistumaan. Käytännössä he luovat mahdollisuuksia aktiivisuudelle esittelemällä ja järjestämällä erilaisia vaikuttamisen kanavia. Avoin keskustelu on myös tärkeä työkalu; nämä opettajat inspiroivat oppilaitaan järjestämiensä väittelyiden avulla ajattelemaan kriittisesti ja ilmaisemaan mielipiteitään. Sekä teoreettinen, että empiirinen osa tutkielmaa osoittavat, että kansalaisvaikuttaminen on tärkeä osa kasvussa aktiivisuutta kannustavaksi opettajaksi. Osallistujien kansalaisvaikuttamiskokemukset ovat muokanneet heitä ihmisinä, mutta myös opettajina ja järjestötoimijoina. He kertovat olevansa epäilemättä parempia opettajia nyt aktiivisuutensa takia. He perustelevat, että ne taidot mitä he oppivat kansalaisvaikuttamisen kautta ovat olleet hyödyksi opettajan ammatissa. Nykyään kansalaisvaikuttamiselle on vain pieni rooli opettajankoulutuksessa, vaikka sen kuuluisi kouluttaa opettajia, jotka kasvattavat tulevaisuuden aktiivisia kansalaisia. Teorian ja tutkielman tulosten perusteella voi todeta, että opettajankoulutuksella pitäisi olla suurempi osa tulevaisuuden kansalaisvaikuttajien valmentamisessa. Opettajankoulutuksen tulisi esitellä erilaisia vaikuttamisen mahdollisuuksia ja kanavia opiskelijoille tiedekunnan sisällä ja sen ulkopuolella. Tärkeintä olisi, että opettajaopiskelijoita kannustetaan osallistumiseen ja kriittiseen ajatteluun ja saadaan heidät uskomaan, että he pystyvät vaikuttamaan. Tämän hetken aktiiviset opettajaopiskelijat ovat tulevaisuuden kansalaisvaikuttajia
APA, Harvard, Vancouver, ISO, and other styles
6

Marcum, Ann Marie. "Multi-Scalar Perspective in Civic Architecture: Arlington Civic Center." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51686.

Full text
Abstract:
In the field of urban planning, environmental psychology studies human relationship to places and settings, which are then categorized as the public's identities, attachments, and dependencies. Of interest to city planning, these findings can also be utilized in a design methodology. By giving particular attention to civic programs, this thesis presents a model for multi-scalar architecture and construction of place meanings. With urban, political, and historic networks contributing to place categories, ecological evolution provides developmental trajectories that can then be manifested through architectural design in civic and cultural institutions within city centers. From site selection through the design and execution of the project, the precedence is led by the people of past, present, and future, and the spaces they celebrate. The following is about the County of Arlington Civic Center, a multi-scalar perspective and design.
Master of Architecture
APA, Harvard, Vancouver, ISO, and other styles
7

BENNETT, MATTHEW PAUL. "CIVIC CROSSROADS: A DEMOCRATIC CIVIC ARCHITECTURE FOR SUBURBAN AMERICA." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053374599.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bennett, Matthew P. "Civic crossroads a democratic civic architecture for suburban America /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1053374599.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Walkuski, Christy B. "Civic Narratives: Exploring the Civic Identity of Community College Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1488979292765753.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mace, William. "Resilient civic republicanism." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849631/.

Full text
Abstract:
Advanced liberal democracies today can be conceptualised ontologically as complex dynamic systems, characterised by increasing interconnectedness and interdependence. Neoliberal globalisation has been a key driving force behind this systemic evolution. This thesis claims that emerging global trends, such as climate change, illustrate the flaws in the dominant political philosophy of procedural liberalism. Freedom, understood as non-interference within this model, has permitted social fragmentation, atomisation and degradation of socio-political institutions. As a result, the latter are argued to rely on top-down impositions of the common good to facilitate adaption to new socio-political challenges, which undermine democracy. This calls for a need to find a political philosophy that can foster adaption to new circumstances, whilst maximising the democratic empowerment of individuals in the Western world. This thesis constructs a unique civic republican model based upon a revision of the scholarship of Michael Sandel, termed resilient civic republicanism (RCR). It contends that this is an appropriate political philosophy for the 21st century, in virtue of its capacity to underpin a resilient democratic socio-political institutional model in the face of contemporary challenges. This is due to being based on an alternative conception of liberty, freedom as self-government, which reinforces principles such as public deliberation, civic virtue, civic spaces, and federalism. These are subsequently argued to foster the self-reflection and adaption that resilience demands. By facilitating the acknowledgement of mutual self-realisation and collective responsibility, in that today one’s self-realisation is dependent on others, RCR can reconcile the imposition of new obligations (deemed necessary to attend to systemic challenges) with individual empowerment. Hence the claim that RCR would not result in socio-political institutions being corrupted by contemporary developments. The thesis therefore maintains that RCR can preserve liberty, and accommodate new constraints being imposed by emergent social and political changes within a democratic institutional model, in contradistinction to procedural liberalism.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Civic"

1

Peterson, Andrew. Civic Republicanism and Civic Education. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

1942-, Fullinwider Robert K., ed. Civil society, democracy, and civic renewal. Lanham, MD: Rowman & Littlefield Publishers, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Horster, Marietta, and Anja Klöckner, eds. Civic Priests. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110258080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wise, George. Civic Astronomy. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2678-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Foundation, Social Market, ed. Civic conservatism. London: Social Market Foundation, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Museum, Isamu Noguchi Garden, and Socrates Sculpture Park, eds. Civic action. Long Island City, NY]: Noguchi Museum, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rowe, Peter G. Civic realism. Cambridge, Mass: MIT Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Amitai, Etzioni, ed. Civic repentance. Lanham: Rowman & Littlefield Publishers, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hirst, Terry. Civic education. Nairobi: Mazingira Institute, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Clemmitt, Marcia. Civic Education. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2017. http://dx.doi.org/10.4135/cqresrre20170203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Civic"

1

Lange, Dirk. "Civil Society and Civic Education." In International Encyclopedia of Civil Society, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99675-2_135-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jordan, Bill. "Civic Relationships and Civil Society." In Collective Action, 49–55. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003307136-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Franco, Raquel Campos, Lili Wang, Pauric O’Rourke, Beth Breeze, Jan Künzl, Chris Govekar, Chris Govekar, et al. "Civil Society and Civic Education." In International Encyclopedia of Civil Society, 170–77. New York, NY: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93996-4_135.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ashford, L. J. "Civil War and Civic Strife." In The History of the Borough of High Wycombe, 119–53. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003403265-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Peck, Sarah. "Civil society and civic space." In The Companion to Development Studies, 143–48. 4th ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429282348-30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Carol D., and Na'ilah Nasir. "Civic Engagement and Civil Discourse." In Handbook of Moral and Character Education, 323–45. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003374077-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kidd, Quentin. "Civic Socialization and Civic Participation." In Civic Participation in America, 117–43. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230339699_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Biekart, Kees, and Alan Fowler. "Interrogating Civic Space: Applying a Civic-Driven Change Perspective." In EADI Global Development Series, 27–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23305-0_2.

Full text
Abstract:
AbstractThroughout the world, we recognise a tendency for civic space to be limited by governments and private sector actors. A common reason is to reduce the advocacy pressure of civil society groups on their interests. But the issue seems to be more complex than just a tendency of ‘shrinking civic space’ which is undermining development. We see the influence of historical latency on civic agency and actors within socio-political processes, contributing to a renaissance of nationalisms as being a key problem. The question arises how civic agency is deployed to counteract these initiatives, and how latent civic resistance is being mobilised. A framework of civic-driven change is applied to analyse the political potential of these forces, and in this way also to ‘interrogate’ civic space. Is this really a useful tool for analysing opportunities for social resistance, or is it rather a way to depoliticise civil society discourse?
APA, Harvard, Vancouver, ISO, and other styles
9

Peterson, Andrew. "Civic Virtue." In Civic Republicanism and Civic Education, 77–97. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kuzio, Taras. "Civic, ethnic, or civic-ethnic states." In Russian Nationalism and the Russian-Ukrainian War, 37–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003191438-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Civic"

1

Susanto, Erwin, and Nadya Putri Saylendra. "Civic Education as Empowerment of Civic Activism." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Aragon, Pablo, Adriana Alvarado Garcia, Christopher A. Le Dantec, Claudia Flores-Saviaga, and Jorge Saldivar. "Civic Technologies." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3430888.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stiver, Alexandra, Leonor Barroca, Marian Petre, Mike Richards, and Dave Roberts. "Civic crowdfunding." In British HCI 2015: 2015 British Human Computer Interaction Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2783446.2783585.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Aitamurto, Tanja, Kaiping Chen, Ahmed Cherif, Jorge Saldivar Galli, and Luis Santana. "Civic CrowdAnalytics." In AcademicMindtrek'16: Academic Mindtrek Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2994310.2994366.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tunstall, Jonathan. "Critical Civic Rap Pedagogy: 21st Century Civic Education." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2013188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cecil, Catherine. "Cambodian Civic Participation and COVID-19." In International Research Symposium on How did a Health Crisis Translate to an Economic Crisis? The Impact of the COVID-19 Pandemic. ALLIED PUBLISHERS PVT. LTD., 2021. http://dx.doi.org/10.62458/camed/oar/symposium/2021/127-132.

Full text
Abstract:
INTRODUCTION Throughout Cambodia, a myriad of organizations tackle diverse issues, experiencing firsthand the multifaceted challenges the COVID-19 pandemic unleashed. These challenges extended beyond health, severely impacting the economy and complicating efforts in civic engagement. Research from the Last-West Management Institute (EWMI) highlighted that the economic ramifications of the pandemic were particularly concerning for the Cambodian population. The pandemic’s restrictions hindered the gathering of citizens for democratic participation, posing a significant obstacle to civil society’s efforts toward fostering positive change. In response, civil society adapted by evaluating citizen concerns, prioritizing health issues, and engaging smaller groups in civic activities to maintain interest and participation among the populace. As Cambodia grapples with the consequences of COVID-19, the nation confronts significant economic, social, and health-related challenges. The crisis has not only precipitated economic hardships but has also made the promotion of civic participation more challenging, reflecting the intricate link between public health and democratic engagement. This context was underscored in discussions with representatives from major United Nations (UN) agencies, academia, and the business sector, emphasizing the importance of incorporating perspectives from Cambodia’s civil society. These dialogues serve as a crucial platform for sharing insights and strategies, underscoring the collective effort required to navigate the pandemic’s multifaceted impact on society.
APA, Harvard, Vancouver, ISO, and other styles
7

Asad, Mariam, and Christopher A. Le Dantec. "Illegitimate Civic Participation." In CSCW '15: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2675133.2675156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Susilahati, Susilahati, Gunawan Santoso, and Imam Muhtadin. "Development of Civic Education Through Civic Skills at Primary School." In Proceedings of the 1st Pedagogika International Conference on Educational Innovation, PICEI 2022, 15 September 2022, Gorontalo, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.15-9-2022.2335936.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roof, David. "Civics for Secondary Educators: Exploring Teachers' Civic Identity and Agency." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890740.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gama, Kiev. "Crowdsourced Software Development in Civic Apps - Motivations of Civic Hackathons Participants." In 19th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006377005500555.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Civic"

1

Thompson, Charlie. State support for civic engagement. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/878.726.

Full text
Abstract:
Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of 2018, 42 states required students to take a course in civics and government, with 8 of those states requiring a full year of civics and 19 states requiring a civics exam to graduate, often resembling the U.S. citizenship test. Two states, New Hampshire and Pennsylvania, allow local education agencies to develop locally determined assessments of students’ civics knowledge or else require that students take the U.S. citizenship test. A growing number of states are encouraging civic learning and acknowledging that students can be active participants in civic life. This report describes how 10 states are implementing policies that increasingly support a new approach to civics education that engages students in inquiry, civic reasoning, and civic action.
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Chris A., and Kaylee R. Colter. Phoenix Civic Space Park. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0750.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Athanson, John W., James A. Taylor, William F. Diehl, Jr Summers, MacNevin Harry G., and Ken. Civic Action in SOUTHCOM. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada163540.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Scartascini, Carlos, and Razvan Vlaicu. Civic Engagement in the Americas. Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0001042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dillon, Michele, and Shannon Rogers. New Hampshire civic health index. University of New Hampshire Libraries, 2009. http://dx.doi.org/10.34051/p/2020.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Malott, David E. Military Civic Action in Colombia. Fort Belvoir, VA: Defense Technical Information Center, August 1985. http://dx.doi.org/10.21236/ada158207.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Benneworth, Paul Stephen. Civic and regional engagement and accountability. Center for Higher Education Policy Studies, 2017. http://dx.doi.org/10.3990/4.2589-9716.2017.04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mallory, Bruce, and Quixada Moore-Vissing. 2012 New Hampshire Civic Health Index. University of New Hampshire Libraries, 2013. http://dx.doi.org/10.34051/p/2020.193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dee, Thomas. Are There Civic Returns to Education? Cambridge, MA: National Bureau of Economic Research, March 2003. http://dx.doi.org/10.3386/w9588.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Guiso, Luigi, Paola Sapienza, and Luigi Zingales. Civic Capital as the Missing Link. Cambridge, MA: National Bureau of Economic Research, March 2010. http://dx.doi.org/10.3386/w15845.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Civic' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography