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This paper is based on a series of qualitative (semi-structured) interviews conducted by the author with representatives of Polish civic organisations in southeastern Lithuania (the towns of Eišiškės, Jašiūnai, Pabradė, Šalčininkai, Švenčionys, Švenčionėliai, and Turgeliai). Data was collected from January 2013 to June 2014 as part of a research project to investigate ethnic, civic, regional, and local identities of ethnic minorities in southeastern Lithuania. The project was carried out by the Institute for Ethnic Studies at the Lithuanian Social Research Centre and was funded by the Research Council of Lithuania. The paper discusses the role of voluntary organisations operating in Southeastern Lithuania in mobilising the Polish community. The author investigates the activity of Polish organisations as they maintain and construct the identity (ethnic, civic, local and regional) of local community. Part of the research strategy is to recognise the content and means by which these organisations appeal to collective memory to create and affirm Polish identity. An analysis of interview data shows that the activities of organisations predominantly target the Polish community and their aims are to promote and foster Polish culture, language, and history. The Polish civic and political organisations and their leaders play active roles in identity building and mobilising the Polish Community in southeastern Lithuania. Referencing and recalling collective memories of the Polish ethnic group is an important tool for building a collective identity that lack local and regional dimensions.

[Departement_IRSTEA]Ecotechnologies [TR1_IRSTEA]MOTIVE; This paper describes a cooperative MANET protocol dedicated to intelligent transport systems, named CIVIC (Communication Inter Véhicule Intelligente et Coopérative). The CIVIC protocol is an auto-configuration inter-vehicle communication protocol, which supports adhoc and infrastructure networks, contains reactive and proactive routing components, and adapts different wireless standards. It is a context-aware protocol reacting to vehicle status, road traffic, and geographic environment. It supports location-based communication. To improve the accuracy of GPS, it integrates a localization solution called LCD-GPS (Low Cost Differential GPS). It has been implemented and experimented on the LiveNode sensor developed by our lab. At the end of this paper, an application project MobiPlus is introduced.

[ES] En Torrent, el barrio Camí la Noria siempre ha destacado por ser una zona vulnerable y problemática debido a que está situada al otro lado de los límites de la ciudad. Por lo tanto, en este trabajo, además de dar una solución de regeneración urbana, se focalizará en realizar un centro cívico que fortalezca la identidad barrial del lugar, además de reforzar el rol social y educativo de sus alrededores., [EN] In Torrent, the Camí la Noria neighborhood has always stood out for being a vulnerable and problematic area because it¿s located on the other side of the city limits. Therefore, in this work, in addition to providing an urban regeneration solution, it will focus on creating a civic center that strengthens the neighborhood identity of the place, in addition to reinforcing the social and educational role of its surroundings., [CA] A Torrent, el barri Camí la Nòria sempre ha destacat per ser una zona vulnerable i problemàtica pel fet que està situada a l'altre cos - tat dels límits de la ciutat. Per tant, en aquest treball, a més de donar una solu - ció de regeneració urbana, es focalitzarà en realitzar un centre cívic que enfortisca la identitat de barri de el lloc, a més de reforçar el paper social i educatiu dels seus voltants.

1990年代のバブル経済崩壊により，日本は中流社会から格差社会へと移行し，さらに社会グループの急増により，多文化社会に突入した。この傾向は社会公正の論争を牽引しているが，責任ある市民の期待を担う青年の多数は公共問題に無関心で，公共，政治活動に従事していない。2015 年6 月，政府は政策を一新しようと，被選挙権年齢を20歳から18歳に引き下げた。しかし未だ単一文化同一性は中央集権政府に統制され，青年は社会から疎外され，引きこもるか社会的政治的暴力に走りがちである。社会の承認，恩恵のない社会参加不可能な状況下で，個人，社会の統合はあり得ない。本研究はまず単一文化同一性，社会格差の下で，青年が直面する問題を捉える。次に心理社会学的立場から，統合の壁となる個人と社会の関係を分析する。最後に公正に影響を及ぼす文化的意味，道徳的価値を分析する。開放的，包含的社会を重視した市民社会を構築するのに，この方法は有意義であろう。, Japan’s burst bubble economy in 1990’s caused its ‘Middle Class’ society to a ‘society of disparity’. Furthermore, a drastic rise in the number of social groups reveals that Japan is faced with a multicultural society. This trend invokes a critical issue concerning equity in the society. Japanese youth are expected to be responsible future citizens, however, many of them are disinterested in civic issues and are uncommitted to civic and political participation. In June 2015, the Japanese government lowered the age of voting rights from 20 to 18 to include more fresh ideas of young people. However, mono-culture identity controlled by the centralized government and its education system in postwar Japan still hinders Japanese youth to develop critical thinking and creativity. As a result they tend to be alienated from the society and tend to be cocooned or socially, politically violence. Japanese youth are marked as underrepresented, disadvantaged group and do not have access to full participation in society due to social stratification. Under the circumstance, there is no personal or social integration. This paper first identifies the significance of the problems that Japanese youth are faced with, in relation to mono-culture identity. Secondly, it examines the relationship between these two obstacles for personal and social integration from a psycho-sociological perspective. Thirdly, it analyzes the meaning of culture and moral values that may affect equity. Finally, it attempts to find ways to help Japanese youth increase their civic and political engagement. This approach within a specific culture would help construct a civil society that stresses openness and inclusion of everyone.

Representative democracy gives voters the right to influence who governs but its influence on policy making is only indirect. Free and fair referendums give voters the right to decide a policy directly. Elected representatives usually oppose referendums as redundant at best and as undermining their authority at worst. Democratic theorists tend to take electing representatives as normal and as normatively superior. The nominal association of popular decision making and populism has strengthened this negative view. Public opinion surveys show substantial support for holding referendums on important issues. Two major theories offer contrasting explanations for popular support for referendums; they reflect populist values or a commitment to the civic value of participation. This innovative paper tests an integrated model of both theories by the empirical analysis of a 17-country European survey. There is substantial support for all three civic hypotheses: referendum endorsement is positively influenced by attitudes towards participation, democratic ideals and whether elected representatives are perceived as responsive. By contrast, there is no support for populist hypotheses that the socioeconomically weak and excluded favour referendums and minimal support for the effect of extreme ideologies. The conclusion shows that most criticisms of referendums also apply to policy making by elected representatives. While referendums have limits on their use, there is a democratic argument for holding such ballots on major issues to see whether or not a majority of voters endorse the choice of their nominal representatives.

Kids all over the world, including Europe, are using diversified online platforms to meet their everyday goals in various purposes such as education, entertainment, consumption, interaction, creation and so on. Young people’s widespread engagement with modern technologies helps them to learn in the media and through the media that has resulted to turn them into digital citizen. However, in Finland, mediacentric youth generation is still not interested in participating civic matters online. Therefore, the aim of the study is to frame this civic non-participatory tendency in the manuscript of the article titled ‘Youth online in Finland: civic non-participation’. Moreover, the reflection paper is for moving forward the discussion of the manuscript’s certain issue by constructing a model of civic media education as a pedagogical solution of civic non-participation. This study is a part of EU KIDS ONLINE 2019, basically focused on Finland where 1350 Finnish youth respondents represented the age group of 9 to 17. EU KIDS ONLINE is a Europe based survey which has been conducted in 21 European countries. The aim of this survey is to ensure youth’s safety in web platform by evaluating their uses and experiences of online activities. Finally, this statistical research has created opportunity to work more on Finnish youth and their civic activity from qualitative perspective. In addition, it also may help the policy makers to implement new form of civic media education in Finnish pedagogy.

Together with history, culture represents one of the most basic aspects of the fabric of everyday life. It gives us a sense of identity and tells us who we are, where we come from and where we are going. Cultural policy broadly defines the meaning of social practice, and deals with subjectivity and identity, thereby playing a central role in the building of a sense of self. In the era of globalization, culture transcends borders between countries and can play the role of the connective tissue of the "imagined nation". It is used in the voluntary and organic approach to defining the nation. While the organic approach emphasizes the role of culture in highlighting the specificity of the nation, voluntary discourse focuses on the culture's universal value. This paper will analyze how culture is being used as a resource in the construction of the contemporary Macedonian nation. (author's abstract)

This overview can be summarized as a systematic literature study regarding deliberately arranged teaching about democracy and civic in social education. There is immersive research about deliberation since the 1990´s around deliberative democracy and in which way this model can be used in a classroom with the purpose of forming students into good citizens. The results of this kind of research have been contentious for example some types of researches points towards that some school programs have more advantages in a classroom deliberation than others. Other methods have shown that deliberative dialogues in the classroom is beneficial for developing broader knowledge among the students. Therefore, this study will be focused on gathering and categorizing different types of studies regarding deliberative education amongst students. There has also been an emphasis on showing how this research defines the concept of deliberative education. This overview categorizes studies with an emphasis on classroom climate, studies that focus on the teacher’s role as well as studies that focus on the student. The research will show what view the teachers and students have about deliberative education. Such as what positive images and experiences are there and what problems can be found with deliberative education. What effects does deliberative education have on knowledge, values and involvement and is the view unambiguous or is it contradictory. This paper enriches further studies by show holes in the research. Society is in constant change and there are new demands on the knowledge mediation. By compiling results and conclusions this overview can show holes in the research or at least give inspiration to further studies. Since the deliberative dialogues requires different opinions and perspective it can be seen as a method among others to include students to share each other's differences. This can be seen as important especially in regards of future classrooms with a larger variation of people from different backgrounds, both ethnically, culturally, and religiously.

International audience; The communication between users of digital media and public or non-profit organization involved into an open data policy are represented through a democratic way with upwards and downward flows; implying an evolving participation of citizens and a progressive openness of a company’s database. Under this perspective, various tasks have been employed. The mission of this paper is to define and analyze the tasks – related to certain cultural factors – in an open data policy as well as their level of importance. This action will help determine which communication process is suitable in such utopian relation. We conducted an empirical case study research design. Subsequently, a qualitative and a quantitative data analysis were performed. The authors present a cultural context of civic engagement as well as a communicational model between the players enrolled in democratic exchanges taking place in an open data environment. Our research reveals the main characteristics of information flows and of the communication relations established among the company Transports Publics Genevois (TPG), a civic community of experts and the end users of the mobile application "UnCrowdTPG". Organizations involved into an open data project could communicate mainly through two cultural factors: "Knowledge", establishing content oriented communication; and "Trust", constituting a relation oriented communication.

El artículo recoge un estudio de caso único sobre los primeros resultados del análisis cualitativo del proyecto PJM (Youth Media Participation), desarrollado en Argentina, Egipto, Finlandia e India. PJM es apoyado por la Academia de Finlandia (2009-11). Se analizan tres tipos de información provenientes de niños y jóvenes: entrevistas focalizadas en Egipto, India y Finlandia (24 en cada país); cuestionarios para recolección de datos estadísticos de Argentina, Egipto, India y Finlandia (1.200 por país, 4.800 totales); y diarios de medios para una publicación adicional sobre «Un día de medios» (500 totales, 100 obtenidos en Argentina, Egipto, India, Finlandia y Kenia respectivamente). Se indagaba, mediante el estudio exploratorio, nuevos enfoques a preguntas de investigación sobre la participación de niños de distintos países en medios. El proyecto PJM se inició con entrevistas focalizadas en Finlandia y Egipto. Este artículo se centra en la parte cualitativa y exploratoria del proyecto: entrevistas focalizadas para ratificar las preguntas originales de investigación, explorar múltiples formas de participación mediática y crear el cuestionario necesario para investigaciones posteriores. El proyecto busca mejorar nuestra comprensión de la alfabetización mediática y sus vínculos con la participación en los medios y actividad cívica.This article focuses on a single case study; the first findings of a qualitative part of the Youth Media Participation (YMP) project in Argentina, Egypt, Finland and India (2009-11) on 10-18 year-old children’s participation through media. Youth Media Participation is funded by the Academy of Finland (2009-11). It collects and analyses three kinds of data from children and young adults; 1) focused interviews collected in Egypt, India and Finland (24 in each country), 2) a questionnaire for statistical data collected from Argentina, Egypt, India and Finland (1,200 in each country, N: 4,800) and 3) media diaries for a separate publication about «One Day of Media» (100 collected in Argentina, Egypt, India, Finland and Kenya, N: 500). The purpose was to undertake an exploratory study to find new ways to approach research questions on children’s participation through media in different countries. The YMP project was launched with focused interviews in Finland and Egypt. This paper focuses on the qualitative, explorative part of the project: the focused interviews that were used to test the original research questions, to explore the many forms of media participation, and to create the questionnaire needed in further research. The project aims at enhancing our understanding of media literacy and its connections to media participation and civic activity.

A stable finding of research on civic participation is the correlation between overall educational attainment and various attributes that are relevant to democracy, such as propensity to be active, to vote, and to hold views on important public issues. But research since the 1990s has suggested that we should be cautious about this inference. The most important question is that raised by the findings of Nie et al. (1996) on the USA, showing that rising overall levels of education, while probably making populations more liberal, did not make them more likely to vote. Even that conclusion may be too general, because research by, for example, Campbell (2004) and Nie and Hillygus (2001) shows that the content and style of an educational course are relevant. More problematic still are questions about the nature of the citizens which education might help to create: is education democratically desirable because it makes people think, or because it makes people socially liberal (which is the general tenor of most of the writing on this topic)? The paper therefore asks, using British data, what kind of education matters for social attitudes and civic participation by adults? Several British data sources are used, mainly the 1958 and 1970 British birth cohorts, the British Social Attitudes Survey and the British Household Panel Study.

Resumen: En el presente trabajo se estudiará la construcción de la idea de ciudadano a partir de los manuales escolares de historia, instrucción cívica y urbanidad, constituye una manera de abordar la formación del ciudadano desde lo macroscópico (país/regiones/política) hasta la microescala de la Escuela-sociedad (familias). Los manuales se ubican como un espacio de tensión, que van a impactar sobre las familias, los ciudadanos, la escuela y la sociedad. En este trabajo se puede apreciar la manera cómo el Estado (sus instituciones), la iglesia, los partidos políticos (sus intelectuales y agentes) y los ciudadanos (padres de familia y sus hijos), recibieron, adoptaron o se resistieron a estas iniciativas, dispositivos y proyectos. Abstract: In this paper we will explore the citizens growing thinking from the textbooks of history, civics and civility, it‘s a way to study the citizen from the macroscopie (country/regions/politics) to school-society scale (family). The manuals are located as a tension space, which will impact on families, citizens, schools and society. In this research we can identify how the state (it‘s institutions), the church, politic (their intellectual and agents) and citizens (parents and children), recieved, adopted or resisted these initiatives, devices and projects. Maestría

El artículo recoge un estudio de caso único sobre los primeros resultados del análisis cualitativo del proyecto PJM (Youth Media Participation), desarrollado en Argentina, Egipto, Finlandia e India. PJM es apoyado por la Academia de Finlandia (2009-11). Se analizan tres tipos de información provenientes de niños y jóvenes: entrevistas focalizadas en Egipto, India y Finlandia (24 en cada país); cuestionarios para recolección de datos estadísticos de Argentina, Egipto, India y Finlandia (1.200 por país, 4.800 totales); y diarios de medios para una publicación adicional sobre «Un día de medios» (500 totales, 100 obtenidos en Argentina, Egipto, India, Finlandia y Kenia respectivamente). Se indagaba, mediante el estudio exploratorio, nuevos enfoques a preguntas de investigación sobre la participación de niños de distintos países en medios. El proyecto PJM se inició con entrevistas focalizadas en Finlandia y Egipto. Este artículo se centra en la parte cualitativa y exploratoria del proyecto: entrevistas focalizadas para ratificar las preguntas originales de investigación, explorar múltiples formas de participación mediática y crear el cuestionario necesario para investigaciones posteriores. El proyecto busca mejorar nuestra comprensión de la alfabetización mediática y sus vínculos con la participación en los medios y actividad cívica., This article focuses on a single case study; the first findings of a qualitative part of the Youth Media Participation (YMP) project in Argentina, Egypt, Finland and India (2009-11) on 10-18 year-old children’s participation through media. Youth Media Participation is funded by the Academy of Finland (2009-11). It collects and analyses three kinds of data from children and young adults; 1) focused interviews collected in Egypt, India and Finland (24 in each country), 2) a questionnaire for statistical data collected from Argentina, Egypt, India and Finland (1,200 in each country, N: 4,800) and 3) media diaries for a separate publication about «One Day of Media» (100 collected in Argentina, Egypt, India, Finland and Kenya, N: 500). The purpose was to undertake an exploratory study to find new ways to approach research questions on children’s participation through media in different countries. The YMP project was launched with focused interviews in Finland and Egypt. This paper focuses on the qualitative, explorative part of the project: the focused interviews that were used to test the original research questions, to explore the many forms of media participation, and to create the questionnaire needed in further research. The project aims at enhancing our understanding of media literacy and its connections to media participation and civic activity.

El artículo recoge un estudio de caso único sobre los primeros resultados del análisis cualitativo del proyecto PJM (Youth Media Participation), desarrollado en Argentina, Egipto, Finlandia e India. PJM es apoyado por la Academia de Finlandia (2009-11). Se analizan tres tipos de información provenientes de niños y jóvenes: entrevistas focalizadas en Egipto, India y Finlandia (24 en cada país); cuestionarios para recolección de datos estadísticos de Argentina, Egipto, India y Finlandia (1.200 por país, 4.800 totales); y diarios de medios para una publicación adicional sobre «Un día de medios» (500 totales, 100 obtenidos en Argentina, Egipto, India, Finlandia y Kenia respectivamente). Se indagaba, mediante el estudio exploratorio, nuevos enfoques a preguntas de investigación sobre la participación de niños de distintos países en medios. El proyecto PJM se inició con entrevistas focalizadas en Finlandia y Egipto. Este artículo se centra en la parte cualitativa y exploratoria del proyecto: entrevistas focalizadas para ratificar las preguntas originales de investigación, explorar múltiples formas de participación mediática y crear el cuestionario necesario para investigaciones posteriores. El proyecto busca mejorar nuestra comprensión de la alfabetización mediática y sus vínculos con la participación en los medios y actividad cívica. This article focuses on a single case study; the first findings of a qualitative part of the Youth Media Participation (YMP) project in Argentina, Egypt, Finland and India (2009-11) on 10-18 year-old children’s participation through media. Youth Media Participation is funded by the Academy of Finland (2009-11). It collects and analyses three kinds of data from children and young adults; 1) focused interviews collected in Egypt, India and Finland (24 in each country), 2) a questionnaire for statistical data collected from Argentina, Egypt, India and Finland (1,200 in each country, N: 4,800) and 3) media diaries for a separate publication about «One Day of Media» (100 collected in Argentina, Egypt, India, Finland and Kenya, N: 500). The purpose was to undertake an exploratory study to find new ways to approach research questions on children’s participation through media in different countries. The YMP project was launched with focused interviews in Finland and Egypt. This paper focuses on the qualitative, explorative part of the project: the focused interviews that were used to test the original research questions, to explore the many forms of media participation, and to create the questionnaire needed in further research. The project aims at enhancing our understanding of media literacy and its connections to media participation and civic activity.