Issues of patronage : the Denver Civic Center sculptures

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Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

The Pittsburgh district civic frontage

I. The community: Pittsburgh the year of the survey, by E. T. Devine. Pittsburgh: an interpretation of its growth, by R. A. Woods. Coalition of Pittsburgh's civic forces, by A. T. Burns.--II. Civic conditions: Civic improvement possibilities in Pittsburgh, by C. M. Robinson. Thirty-five years of typhoid, by F. E. Wing. The housing of Pittsburgh's workers, by Emily W. Dinwiddie and F. Elisabeth Crowell. Three studies in housing and responsibility: Skunk hollow, by Florence L. Lattimore. Painter's row, Tammany hall, by F. Elisabeth Crowell. The aldermen and their courts, by H. V. Blaxter and A. H. Kerr. The disproportion of taxation in Pittsburgh, by S. M. Harrison.--III. Children and the city: Pittsburgh schools, by Lila Ver P. North. The playgrounds of Pittsburgh, by Beulah Kennard. The public library, by Frances J. Olcott. Pittsburgh as a foster mother, by Florence L. Lattimore.--Appendices.

The Effects of Civic Education on Political Knowledge

Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education contributes to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a two year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels two years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts.

The Relation Between Civic Education and Political Attitudes and Behavior

It is generally assumed that civic education efforts will have a positive effect on the political attitudes and behaviors of adolescents and young adults. There is less agreement, however, on the most effective forms of civic education. In the present study, we distinguish between formal civic education, an open classroom climate and active learning strategies, and we explore their effect on political interest, efficacy, trust and participation. To analyze these effects, we rely on the results of a two-year panel study among late adolescents in Belgium. The results indicate that formal civic education (classroom instruction) and active learning strategies (school council membership and, to a lesser extent, group projects) are effective in shaping political attitudes and behavior. An open classroom climate, on the other hand, has an effect on political trust. We conclude that there is no reason to privilege specific forms of civic education, as each form contributes to different relevant political attitudes and behaviors.

Development of a test methodology for evaluating crash compatibility and aggressiveness. Test report 1: 1975 Honda Civic CVCC-to-NHTSA test device.

National Highway Traffic Safety Administration, Washington, D.C.

National system of highways and landscape designing. Address delivered before the American civic association at Washington, D.C., on December 31, 1915,

Mode of access: Internet.

A 1993 Honda Civic CX into a 50% left offset barrier in support of CRASH3 damage algorithm reformulation. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

A non-deformable crabbed impactor into a 1990 Honda Civic SI in support of CRASH3 damage algorithm reformulation. Final report.

National Highway Traffic Safety Administration, Washington, D.C.