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Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; Nationally, the term 'responsible citizenship' is understood as a 'status' and a 'role'. As a social status, citizenship implies being a member of Maltese society, in which citizens are entitled to share equal rights and responsibilities. Entitlement brings with it a sense of loyalty to one's country. Citizenship as a status is guaranteed by the constitution of the Republic of Malta Article 23(1) and (2). Understood as a role, citizenship involves social identity as an expression of social life in the political community which endows individual citizens with the practice of fundamental (civil) rights and functional (political and social) rights. Articles 33 to 48 in the Maltese constitution provide the safeguarding framework for these rights. The relevant term for citizenship in Maltese language is cittadinanza inasmuch as it refers to citizenship as a status, and hajja civika or tkun cittadin responsabbli in terms of citizenship roles and functions. Change and development in contemporary society, marked particularly by the process of cultural interdependence and globalisation, are extending the notion of citizenship. Citizenship is no longer defined in its former national or territorial sense. Contemporary Maltese society is grappling with such a complex notion. Following developments in Europe, the teaching and learning process in the Maltese educational system is adopting a European and global identity of citizenship in view of an expanding multicultural context in Europe and the world. While acknowledging the importance of political citizenship based on knowledge of rights and political institutions, the position in Malta is to promote active and participatory citizenship among Maltese students ; N/A

On weekday afternoons, dismissal bells signal not just the end of the school day but also the beginning of another important activity: the federally funded after-school programs that offer tutoring, homework help, and basic supervision to millions of American children. Nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students' math and reading skills, these programs also have a profound impact on parents. In a surprising turn—especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated—government-funded after-school programs have quietly become powerful forces for political and civic engagement by shifting power away from bureaucrats and putting it back into the hands of parents. In State of Empowerment Carolyn Barnes uses ethnographic accounts of three organizations to reveal how interacting with government-funded after-school programs can enhance the civic and political lives of low-income citizens.

Reviews the literature on higher education, focusing on bibliographies (eg, Educational Resources Information Center [ERIC]), Web sites, books, & journals. 7 References.

"The popular 1998 reformasi movement that brought down President Suharto's regime demanded an end to illegal practices by state officials, from human rights abuse to nepotistic investments. Yet today, such practices have proven more resistant to reform than people had hoped. Many have said corruption in Indonesia is 'entrenched'. We argue it is precisely this entrenched character that requires attention. What is state illegality entrenched in and how does it become entrenched? This involves The state and illegality in Indonesia studying actual cases. Our observations led us to rethink fundamental ideas about the nature of the state in Indonesia, especially regarding its socially embedded character. We conclude that illegal practices by state officials are not just aberrations to the state, they are the state. Almost invariably, illegality occurs as part of collective, patterned, organized and collaborative acts, linked to the competition for political power and access to state resources. While obviously excluding many without connections, corrupt behaviour also plays integrative and stabilizing functions. Especially at the lower end of the social ladder, it gets a lot of things done and is often considered legitimate. This book may be read as a defence of area studies approaches. Without the insights that grew from applying our area studies skills, we would still be constrained by highly stylised notions of the state, which bear little resemblance to the state's actual workings. The struggle against corruption is a long-term political process. Instead of trying to depoliticize it, we believe the key to progress is greater popular participation. With contributions from Simon Butt, Robert Cribb, Howard Dick, Michele Ford, Jun Honna, Tim Lindsey, Lenore Lyons, John McCarthy, Ross McLeod, Marcus Mietzner, Jeremy Mulholland, Gerben Nooteboom, J Danang Widoyoko and Ian Wilson. This book is the result of a series of workshops supported, among others, by the Australian-Netherlands Research Collaboration (ANRC)."An intriguing ... and thought-provoking volume on the nexus between the state and illegality. It treats illegality not as an abnormality, but as an integral aspect of statecraft and social life. The book advances theoretical discussions, embedding them in rich empirical material that sheds light on the ways in which people in different localities and sectors in Indonesia use, make sense of, and negotiate illegality. It will benefit students and scholars fro ...

'Facts, Not Fear: A Parents' Guide to Teaching Children About the Environment' by Jane S. Shaw and Michael Sanera is reviewed.