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When class, language, and cultural differences abound between community residents and universities, it is particularly important for service-learning coordinators to take a step back from "helping" and work toward "understanding" through community-based research. Through an in-depth discussion of the evolution of this project and our successes and failures doing service learning for the past six years in rural Nicaragua, we argue that research is an essential component of any international service–learning partnership not only for much needed assessment purposes but also for its relationship building potential both inside and outside of the host community.

Argues that the non-Jewish individuals who attempted to help their Jewish counterparts survive the Holocaust left behind important lessons for contemporary churches as they respond to the Christian moral failure during the Holocaust & seek to be morally stronger today. Eight areas are addressed: (1) attitudes toward Jews; (2) character formation; (3) Christian community; (4) piety & spirituality; (5) the Bible; (6) religious tolerance; (7) patriotism; & (8) Christian moral leadership. Adapted from the source document.

This paper is about how Grameen Bank (GB) women borrowers engage in participatory democracy through attendance and discussion at their weekly centre meetings, proposing and approving loans, forming groups, selecting group chairs, and centre chiefs of Grameen Bank. Its collateral free group based micro-financing constitutes a fundamental process of democracy and is a vital source of citizenship and democratic education. These processes and skills facilitate power-sharing and improve one's sense of political efficacy, democratic engagement and increase an individual's sense of commonality. Moreover, the Grameen Bank Sixteen Decisions' campaigns provide citizenship learning to rural marginalized people. GB these activities generate women's leadership development opportunities in the community.

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET.Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement.Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of thecommunity and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk ...

This conversation outlines an undergraduate research project that I designed and implemented during the fall of 2020 and the spring of 2021 in an online Sociology of the Arts class at Queensborough Community College in New York City. The project involves original student research on the impact of the COVID-19 pandemic on three community-based arts organizations and the communities they serve. To showcase the problems and possibilities that emerged in assigning the project, I engage the contrasting and complementary lenses of Pierre Bourdieu's structurally based theories of culture, capital, and social reproduction on the one hand and the pedagogical strategies that emerge from humanistic sociology on the other. The conversation concludes with reflections on issues faced by educators committed to teaching an interdisciplinary and humanistic sociology at the community college level and the ways experiential learning strategies can help students develop community connections and agency through the arts.

"The chapter analyzes teaching where the goal is to enable students at the
Armed Forces Staff College to master unforeseen events. The students are all participants
in a program for joint operations in which different military branches are placed
together to solve complex tasks. How can the supervisor contribute to increased
samhandling when facing the unforeseen? The goal is for students to be able to cope
with the roles that exist in a normal NATO headquarters and to learn how to use
NATO's operational planning strategy. The group supervisor becomes a form of
master who greatly influences the approach of students to the training community.
From a sample of one hundred students, five groups consisting of four to five students
of both sexes, with varied defense-force affiliations, backgrounds and experience
were selected to be interviewed. A total of 23 informants participated in the
interviews. In addition, observations were carried out. Apprenticeship Learning as a
method is appropriate to prepare the students better for samhandling in anticipation
of the unforeseen. The way the supervisor manages his or her role has a great deal of
impact on samhandling and learning outcomes. The supervisor's insight and expertise
in what is needed to make groups work together is decisive. Strengthening and
developing samhandling in exercises is a suitable educational method for military
forces in meeting unforeseen events, provided that it is done properly."

This study undertakes the explanatory of a transition from a conventional teaching and learning mode delivery into an Open Distance and e-Learning blended delivery method. The researchers analyses the constraints and hindrances that catapult the sustainable implementation of this existential and contemporary transition. The fundamental objective is predicated seamless transition that integrate requisite digital and technology oriented leaner resources and capabilities from a socio-economic perspective. A positivist paradigmatic stance and philosophy within quantitative inquiry methodology, guided by the positivist philosophical framework, was undertaken and research instrument based on descriptive examination was answered by approximately 212. The findings indicates a diverse degree of insights in terms of student characterisation on the current transition by illuminating inequalities amongst students' in digital resources and online infrastructure access. The implication in the inquiry reiterate the bespoke prioritization by the pedagogical decision makers of digital resources and a conducive environment for the leaner experience and success in reaching their dreams. Second, the inquiry illuminate the significant prioritization of the social capital inequalities that characteristics that the students within the higher learning community of practice. Future related studies to investigate he intangible constraints such as student's behaviours, intentions, motivations and orientations' in a transitory era.

PurposeMichigan State University developed an undergraduate, academic specialization in sustainability based on the learning paradigm. The purpose of this paper is to share initial findings on assessment of systems thinking competency.Design/methodology/approachThe 15‐week course served 14 mostly third and fourth‐year students. Assessment of learning arose through one short answer exam, one interactive small group dialogue exam, homework assignments, completion of an online community engagement tutorial, and completion of a final reflective project (either in a group or individual).FindingsThe range of assessments enabled the authors to provide "frequent and ongoing feedback," "a long time horizon for learning," and "stable communities of practice." Students had multiple opportunities to demonstrate their learning progress in a variety of forms and contexts across multiple intelligences.Research limitations/implicationsDespite attempts to actively promote the kind of frequent and authentic assessment advocated in the literature, the authors' results suggest the need for a consistent and valid assessment measure with an agreed upon rubric and stable assessment across multiple reviewers.Practical implicationsThe authors recommend that the proper activities and rubrics exist to match a program's competencies before implementing the approach.Social implicationsThe examples described in the paper provide some concrete assignments and approaches linked to the pedagogy of teaching and learning amenable to many other educational institutions in support of the UN Education for Sustainable Development effort.Originality/valueThe authors' approach provides a unique attempt at implementing and assessing a competency‐based approach to implementing the learning paradigm to foster sustainability systems thinking.

This is a writing story about becoming. It is therefore about change and about identifying myself—deconstructing myself—as learner always: "Getting smart" "getting lost" and "getting real" eventually as doing what we consider to be the ideal; moral perfectibility and learning as both function and fiction. It is a Deleuzian stumbling nomadic and rhizomatic inquiry into creating community through not and supplements and the displacement of terms: Subject/subjectivity/reconstruction/deconstruction/intersubjectivity/ co-construction/co-deconstruction…—being under erasure. Sentence (de) construction might therefore be sometimes a bit stumbling too. Thinking Deleuze and Derrida and a little bit of Dewey together: DDD + assemblage. A deconstructive auto ethnography, autobiography, youto(o)biography: Writing community, school and ultimately research together hopefully picking up speed in the middle.

Front Matter -- Half Title Page -- Title Page -- Copyright Page -- Table of Contents -- Illustration -- Preface -- Introduction -- Part One: Urban Design, Planning, and Architecture -- From Desert Architecture to Community Planning in Acre -- Directing Urban Design and Planning in Tel Aviv -- Part Two: Use Plans: Controversies Big and Small -- Planning and Building from Israel's Early Days to the Present -- Hearing Objections under Israel's Planning and Building Law -- Part Three: Community Development and Planning -- Community Organizing and Neighborhood Planning in Jerusalem -- Neighborhood Planning in Jerusalem -- Program Building and Reconciliation in East Jerusalem -- Part Four: Making City Planning Work -- Learning and Practicing the Politics of Planning -- Urban Design in the Shadows of Politics -- Planning in an Arab Municipality -- Part Five: Health Planning -- HIV/AIDS Planning and Education in the Ethiopian Immigrant Community -- Public Health, Epidemiology, and Planning in the west Bank and Gaza -- Part Six: Policy Analysis and Planning -- The Development of Environmental Planning in Israel -- Planning in the Housing Ministry -- Economic Analysis in Urban Planning -- Part Seven: National, Regional and Urban Planning: The Long View from the Top -- A Visionary Planner -- Directing the Division of National and Regional Plans -- Being Director of Planning in the Ministry of Housing and Building -- Back Matter -- Conclusion -- References -- Index -- Back Cover.

The rule of law in Sierra Leone is still not firmly established after the war (1991-2002). While the Sierra Leone Special Court only treated the war crimes of top leaders, the Truth and Reconciliation Commission (TRC) strove for an amnesty of a large number of mid-range commanders, who had exposed their deeds in public and asked for forgiveness. As a lesson for peace processes elsewhere, international agencies should assist in transparent cooperation between TRCs and Special Courts and support post-war governments in designing the two institutions as building blocks for the establishment of the rule of law to ensure that impunity does not become entrenched in politics in the long term. Sixteen years after the end of the war, only very few victims received compensation whereas ex-combatants were provided with vocational training and startup capital. As a lesson for future engagement of international agencies after wars, any bias towards perpetrators should be avoided by providing all-encompassing support - for reparations and compensations of war victims equally with DDR programmes, reintegration of displaced people and returning refugees as well as reconstruction of the economy. In rural Sierra Leone, local chiefs organised collective agricultural work, which facilitated interaction and exchange between IDPs and refugees, victims, ex-combatants and perpetrators of war crimes. Combined with ceremonial reconciliation, this led to reintegration and community cohesion. No external intervention was needed. International agencies should learn for such post-war engagement to let local reconciliation and reconstruction happen where it works well and avoid interference. However, indiscriminate projects that bring the different groups of youth together are crucial and need support to foster reintegration. The general attitude and behaviour of large population groups in Sierra Leone are still shaped by aid dependence, often resulting in their refusal to take responsibility for community projects or start their own initiatives for the benefit of communities. As a lesson, humanitarian and development agencies should define a clear exit strategy, communicate it to the receiving groups from the outset and stick to the strategy without making exceptions. This also requires a clear strategy of transferring responsibility to domestic authorities and societal agencies.

AbstractResilience, specifically community resilience, has a range of definitions but several core elements, including social cohesion and collaboration. Importantly, community‐driven goals and approaches tend to be more effective. The CREATE Resilience project centered on co‐creating a community vision of resilience, specifically as it relates to natural hazards and climate change by focusing on a positive narrative. By engaging youth, artists, municipal officials and community members in a variety of activities, including surveys, story‐gathering and photovoice exhibits, forums, artist‐created murals, and ripple effect mapping (REM), the project increased knowledge of weather and climate, risks from local hazards, and strategies for mitigation, while leading the community in thinking about what resilience means. This article describes the project, its use of science, art, and community to co‐create a vision of resilience for three communities, the components of engagement and their intent, and the evaluation of impact for participants. As determined through surveys and REM, the CREATE project was effective due to the mixture of art, science and community engagement, which provided a range of opportunities for personal connection and learning related to the science and priorities around hazards and mitigation, helping participants with meaning‐making about local hazards and assets, and allowing for a sense of familiarity and interconnectedness. Creating a shared vision of resilience is an effort that engages, connects, and motivates a community around common values and goals, and the approaches implemented through the CREATE project may offer ideas other communities can adopt in efforts to improve resilience.

After a long history of vertical programming, specialisation and disintegration, general practitioners are now being urged to take on wider commissioning and public health responsibilities. The support structures are not in place, and integration of primary care with good public health practice is new territory. Innovation can be found in unlikely places. The Brazilian government has a 20-year history of a nationwide, integrated, comprehensive, community health programme that seamlessly bridges two important interfaces – between the community and primary care, and between primary care and public health. Some elements of this approach could be translated into the UK and would likely bring about improved clinical care, cost savings, improved understanding of local epidemiological variations and therefore commissioning. Understanding this approach is the first step to a new way of integrated commissioning, spanning and not reinforcing traditional clinical domains.