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This article features comments on Benjamin Barber's scholarship - including Strong Democracy: Participatory Politics for a New Age (1984) and Jihad vs. McWorld (1995) - by Richard Battistoni, Mark B. Brown, John Dedrick, Lisa Disch, Jennet Kirkpatrick and Jane Mansbridge.

This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its marginal status, we examine emerging understandings of how civic education can be done effectively. In the essay's final section, we describe the main features of the civic curriculum we are developing and how it can be used to develop the ideals and practices of education for democratic life.

This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its marginal status, we examine emerging understandings of how civic education can be done effectively. In the essay's final section, we describe the main features of the civic curriculum we are developing and how it can be used to develop the ideals and practices of education for democratic life.

This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its marginal status, we examine emerging understandings of how civic education can be done effectively. In the essay's final section, we describe the main features of the civic curriculum we are developing and how it can be used to develop the ideals and practices of education for democratic life.

This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its marginal status, we examine emerging understandings of how civic education can be done effectively. In the essay's final section, we describe the main features of the civic curriculum we are developing and how it can be used to develop the ideals and practices of education for democratic life.

The author, who has studied & lived with the Yaqui for over thirty years, considers two articles on Yaqui to contain erroneous information. An article by Jean B. Johnson (\"A Clear Case of Linguistic Acculturation,\" American Anthropologist, 1943, 45, 427-34.) overstates the influence of Spanish on Yaqui. Johnson also makes some mistakes relative to the transposition of prepositions. Jacqueline Lindenfeld's sample was not representative of the language & did not present a full picture of the native speakers (\"Semantic Categorization as a Deterrent to Grammatical Borrowing: A Yaqui Example,\" International Journal of American Linguistics, 1971, 37, 6-14.) Several of her comparative equivalents were in error (equality/similarity). J. Atkinson

This dissertation examines the contribution of private philanthropy to the development of a functioning democratic civil society in the United States of America. First, the concept of civil society is traced from the Scottish Enlightenment to the late 20$\\rm\\sp{th}$-century to demonstrate its salience to democratic theory. Then evidence charting the development of the charity economy from 1978 to 1992 is presented to illustrate the growth and types of 501 (c) 3 charities, the types and habits of private donors, and the relationship of private giving to other income sources for charities that produce goods and services. Finally, the role of philanthropic foundations in the charity economy from 1987 to 1992 is explored through the interpretation of survey data collected by the Foundation Center and by means of an original panel study including 61 New Jersey private foundations filing returns with the Internal Revenue Service during tax years 1980, 1985, and 1990. The evidence shows that the structure of private donations at the aggregate level is relatively stable both in terms of its share of the Gross Domestic Product and the institutional preferences of private donors. Religious institutions receive the largest share of private donations. Philanthropic foundations are unique among private donors to the extent that their endowments allow them to make relatively large awards. Furthermore, foundation grants are overwhelmingly awarded to secular organizations. Educational institutions receive the largest share of foundation grants. Finally, the evidence shows that donations from foundations grew relatively faster than those from individuals, corporations or bequests from 1978 to 1992. The research findings suggest that private philanthropy plays an important but limited role in civil society. The evidence shows that many charities rely on a mixture of private donations, government payments and market-based income to produce goods and services. Government and the market economy also contribute to the vitality of civil society. The formation of public policy that is concerned with the vitalization of civil society should not only recognize the capacities and limits of private philanthropy to attend to the common welfare, but it should also take into consideration the critical role that the institutions of democratic governance play in forming and sustaining civil society.

The paper describes the applicability and acceptability of a selective intervention—Motivation, Assessment, and Planning (MAP)—for high school students that was developed based on the principles of motivational interviewing (MI) and tailored to the unique needs and strengths of students taking accelerated coursework, specifically Advanced Placement (AP) and International Baccalaureate (IB) classes. In addition to detailing the intervention in terms of MI spirit, processes, and relational and technical skills, we report applicability and acceptability data from a second iteration of MAP implementation in eight AP/IB programs in a Southeastern state during spring 2018. We analyzed quantitative and qualitative acceptability data from 121 high school freshmen (97 from AP and 24 from IB courses), as well as the seven MAP coaches who were trained using the Motivational Interview Training and Assessment System (Frey et al. 2017). To gain perspectives from the intended end users of the refined MAP, 12 school counselors and school psychologists who were not trained in MAP evaluated the intervention and provided qualitative and quantitative data on applicability and acceptability. All three stakeholder groups (students, coaches, and school mental health staff) rated and described the intervention as highly acceptable and appropriate for addressing the social-emotional needs of adolescents in AP/IB classes.