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Abstract
The author's purpose in this brief discussion piece is to suggest and describe a new ethos for engineering education and practice based on the themes of maintenance. Appreciating maintenance—the essential act and responsibility of repairing, restoring, renewing, refurbishing, and caring—can strengthen the link between engineering and civic goals in society, and could ultimately help boost the civic competencies of engineering.

Attempts to map the political development of individuals inevitably become involved with the relative contribution of different socialization agencies throughout the life cycle. Research has focused to a large extent on the family and to a much lesser degree on other agents such as the educational system. At the secondary school level very little has been done to examine systematically the selected aspects of the total school environment. To gain some insight into the role of the formal school environment, this paper will explore the relationship between the civics curriculum and political attitudes and behavior in American high schools.A number of studies, recently fortified by data from Gabriel Almond and Sidney's Verba's five-nation study, stress the crucial role played by formal education in the political socialization process.[None of the other variables] compares with the educational variable in the extent to which it seems to determine political attitudes. The uneducated man or the man with limited education is a different political actor from the man who has achieved a high level of education.1Such conclusions would not have greatly surprised the founders of the American republic, for they stressed the importance of education to the success of democratic and republican government. Starting from its early days the educational system incorporated civic training. Textbooks exposing threats to the new republic were being used in American schools by the 1790's. By 1915, the term "civics" became associated with high school courses which emphasized the study of political institutions and citizenship training.2

Dissatisfaction with existing governments, a broad shift to "post‐representative democracy" and the rise of participatory media are leading toward the visibility of different forms of civic participation. "Participatory civics" uses tools of participatory media and relies on theories of change beyond influencing representative governments to seek change. This article offers a framework to describe participatory civics in terms of theories of change used and demands places on the participant, and examines some of the implications of the rise of participatory civics, including the challenges of deliberation in a diverse and competitive digital public sphere.

Introduction -- A complaint to the authorities : what it is, and what it can tell us -- Development of the Soviet mechanism of complaints : a request for justice in the context of the socialist project -- Request for justice through the late Soviet mechanism of complaints : how and to whom? -- Post-Soviet transformations of the mechanism of complaints -- New mechanism of complaints in action : what's changed?

"Civics for new Americans is designed to form a consecutive course with the two books of English for foreigners, by Sara R. O'Brien."--Foreword. ; Mode of access: Internet.

Research on civic development in schools has identified a number of promising practices for increasing civic knowledge and interest among youth. This study examines the relationship between the most promising practices and increased political engagement as a young adult, using the likelihood of voting as a proxy. By assessing nationally representative survey data using a linear probability model, I explore whether youth who take civics in high school are more likely to vote as young adults. Results show a significant positive association between taking a civics course and extracurricular participation in high school, and likelihood of voting as a young adult, even after adjusting for other determinants of civics education and voter turnout. This paper explains the significance of these findings and makes the case for the importance of high school civic education and for further exploration of the factors involved in the process.

Frontmatter -- Contents -- List of Tables -- List of Figures -- Acknowledgments -- 1. Introduction -- 2. Studying the Newcomers -- 3. A Matter of Numbers: Immigrant Demographics and the Electoral Process -- 4. Are the Newcomers Exceptional? The Applicability of Traditional Models to Immigrant Political Participation -- 5. From Newcomers to Settlers: Immigrant Adaptation and Political Participation -- 6. Were They Pushed? Political Threat, Institutional Mobilization, and Immigrant Voting -- 7. Beyond the Ballot Box: Nonvoting Political Behavior Across Immigrant Generations -- 8. The Future of Immigrant Political Participation: Directions in Policy and Research -- Appendix -- Notes -- Bibliography -- Index

Does civics education increase political knowledge among 14-year-olds? If not, what does? As it is widely held that competent democratic citizenship requires at minimum a basic level of political knowledge, civic education for American youth has long been considered an important mission of America's schools (Dewey, 1916; Merriam, 1934; Nie et al., 1996; Niemi & Junn, 1998; Galston, 2001). Despite increases in the twentieth century in overall education levels, political knowledge of Americans, particularly young adults, remains low (Delli Carpini & Keeter, 1996). For decades, conventional wisdom among political scientists, driven by the research of Langton & Jennings (1968), was that civics education has little effect on political knowledge (Campbell 2006). In recent years, however, researchers have begun challenging this consensus, publishing studies that suggest civics education has some positive, if modest, effect on political knowledge (Niemi & Junn, 1998; Torney-Purta, 2002; Hartry & Porter (2004); Pasek et al., 2008).

The book is the fruit of five years of on-site research on citizenship in the Arab world. It takes a broader legal perspective to the multifaceted reality of nationality and citizenship. The methodology employed builds on the interdisciplinary approach of comparative legal studies, and brings in theories, concepts and insights from anthropology, political science, Arab and Islamic studies, linguistics and sociology. The work relies on a broad range of Western and Arab references, and all sources and documents were directly accessed in their original languages; this is particularly relevant for Arab legislation (all in-text reference has been translated by the author, and the original has been inserted using scientific transliteration).

"Preprinted from the American political science review, vol. XVI, no. 1, Feb. 1922." ; Mode of access: Internet.

This open access book discusses how national citizenship is being transformed by economic, social and political change. It focuses on the emergence of global markets where citizenship is for sale and on how new reproduction technologies impact citizenship by descent. It also discusses the return of banishment through denationalisation of terrorist suspects, and the impact of digital technologies, such as blockchain, on the future of democratic citizenship. The book provides a wide range of views on these issues from legal scholars, political scientists, and political practitioners. It is structured as a series of four conversations in which authors respond to each other. This exchange of arguments provides unique depth to current debates about the future of citizenship.