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The Community Forestry Program in Nepal is a global innovation in participatory environmental governance that encompasses well-defined policies, institutions, and practices. The program addresses the twin goals of forest conservation and poverty reduction. As more than 70 percent of Nepal's population depends on agriculture for their livelihood, community management of forests has been a critically important intervention. Through legislative developments and operational innovations over three decades, the program has evolved from a protection-oriented, conservation-focused agenda to a much more broadbased strategy for forest use, enterprise development, and livelihood improvement. By April 2009, onethird of Nepal's population was participating in the program, directly managing more than one-fourth of Nepal's forest area. The immediate livelihood benefits derived by rural households bolster strong collective action wherein local communities actively and sustainably manage forest resources. Community forests also became the source of diversified investment capital and raw material for new market-oriented livelihoods. Community forestry shows traits of political, financial, and ecological sustainability, including emergence of a strong legal and regulatory framework, and robust civil society institutions and networks. However, a continuing challenge is to ensure equitable distribution of benefits to women and marginalized groups. Lessons for replication emphasize experiential learning, establishment of a strong civil society network, flexible regulation to encourage diverse institutional modalities, and responsiveness of government and policymakers to a multistakeholder collaborative learning process.

Sustaining place in the global age -- Place basics : concepts, research, literature -- Place strengthening through history and heritage -- Tackling sprawl: community design, sustainablilty, and place -- Nature and place : the role of natural environments in strengthening commitment to place -- Pedestrian places -- Place building through art and celebration -- Learning by design : communities that teach -- Strengthening place through sharing institutions -- Multigenerational communities : places that sustain and cherish children, families and the elderly -- Energy and sustainable place making -- The new politics of place -- Renewing our place commitments

The paper suggests a dialogue between role theory and foreign policy learning literature. I argue that role theory, when conceptualized in the interactionist tradition of George Herbert Mead, can contribute analytical clarity to the literature on policy learning. By specifying role theory to account for various modes of "role taking," the constitutive social effects of individual or organizational learning for a given community become apparent. Furthermore, an interactionist reading of role theory advances the concept of "role taking" by complementing it with "role making." While the former connects societal expectations and individual or collective self-expectations and behavior, the later conceives learning as the interaction between individual creativity and societal expectation in the process of "as-if role taking." The illustrative cases of role making and taking reveal the creative effects of role making while accounting for the constraining impact of institutions and communal expectations. I conclude that role theory and (foreign policy) learning are powerful explanatory tools, but only if they are integrated to bridge the gap between agent and structure. Adapted from the source document.

Urban gardens are spreading in many cities across Europe, with community gardening being a fundamental form of urban agriculture. While the literature reveals the essential role that community gardens can play in terms of learning and education, no studies have investigated the training needs for participants in community gardens to ensure their successful development. The goal of this article is to evaluate the training requirements of urban community gardens to ensure their successful implementation and their contribution to sustainability in European cities. Two questionnaires of users' needs analysis were designed and implemented in Berlin, Bologna, Budapest, and Cartagena. The results unveiled the need to re-enforce the training in the formation and community building phases of community gardens towards ensuring the creation of an engaged gardening community to maintain activity, particularly for top-down activities (e.g., research-related gardens). Users claimed their need for being trained on crop management skills (e.g., maintenance, bed preparation, organic practices) and on communication skills to further disseminate their activity, thereby increasing the potential for citizen engagement. Such requirements could be overcome with the creation of urban gardens networks, where experiences and knowledge are shared among practitioners. Policy recommendations are provided based on the outputs of this study. ; This research was funded by the European Union's Lifelong Learning Programme (LLP), sub-programme Grundtvig for adults learning: 526476-LLP-1-2012-1-IT-GRUNDTVIGGM, 2012-2014. This research has received funding from the European Union's Lifelong Learning Programme (LLP), sub-programme Grundtvig for adults learning: 526476-LLP-1-2012-1-IT-GRUNDTVIGGM, 2012–2014.

Service learning (SL) is a form of community-centered experiential education that places emerging health professionals in community-generated service projects and provides structured opportunities for reflection on the broader social, economic, and political contexts of health.

Experiential learning has emerged as a best practice in higher education and professional development programs. This article describes the 100-hour training requirement of an undergraduate degree program at a mid-sized public research university in the northeastern United States. The four tiers of the training program include: (1) foundational training, (2) professional development, (3) community engagement, and (4) concentration-specific training. Each tier is assigned a minimum number of hours that students must complete in order to meet the requirements of the program. The tiered structure focuses students' activity, ensuring that they engage in experiences that support the development of each of the content areas deemed important for student success as they transition from the academic to the professional realm. This paper illustrates a new way of integrating experiential learning into emergency management curriculum through a 100-hour training requirement, and demonstrates the benefits this type of educational experience can have for the students and the larger community. Beyond educational theory, external training opportunities professionalize students to the practical knowledge of the field and into a culture of continuous learning. It also offers the potential to serve the broader community, reflecting the value that higher education can have in their communities.

Facilitating Sustainable Agriculture: Participatory Learning and Adaptive Management in Times of Environmental Uncertainty, edited by N.G. Roling and M.A.E. Wagemakers.Interactions Between Agroecosystems and Rural Communities, edited by Cornelia B. Flora.

"This volume offers systematic analysis of China's growing engagement in global governance institutions over the past three decades. During this period, China has gone from outsider to observer to insider. The volume is based on studies of Chinese involvement in a wide cross section of regimes, including trade, finance, intellectual property rights, foreign aid, and climate change. The contributions show that China's participation in global governance reflects the mutually interactive processes of China's own socialization into the global community and the simultaneous adaptation of global institutions and actors to China's growing activism. Both China and the international system are internally complex. Hence, Chinese engagement varies across economic regimes, yielding different results in terms of Chinese compliance, its influence on regimes, and the extent of cooperation and conflict in addressing challenges in international society. The chapters reveal that China is neither purely a savior nor scofflaw of the global economic system, and while China is a defender of the status quo in some areas, it is a reformer in others, and occasionally a revisionist in still other spheres. A detailed analysis of many areas of global governance, this volume will be essential reading for students and scholars of international relations, Chinese studies and global governance."--Provided by publisher.

Abstract
Limitations on membership and participation in host societies sharply constrain refugee young people's civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese private school in Beirut. We conceive of this school as a 'borderlands' and find that it supports civic membership and participation in three ways: through adaptations to the Lebanese structures, curricula, and languages of schooling; through pedagogies focused on pragmatism; and through opening limited spaces for students to practice civic skills. We argue that the borderlands space created by this school holds lessons for both refugee and national teachers and school systems seeking to foster civic learning among refugees.

Microcredit has been considered one of the most significant innovations in the field of development in the last thirty years. It provides collateral free financial resources to the poor worldwide. It plays an important role in poverty eradication, socio-economic development, livelihood diversification and women empowerment especially in the developing and under-developed nations. It has contributed positively to the natural resources management by forming social capital, creating alternate income and diversifying livelihoods of the resource dependent rural people. Natural resource management, in general, and fisheries resources management in particular, are currently undergoing a major paradigm shift. In recent years, the notion of government as the only decision-making authority has been replaced by multi-scale, polycentric governance, which recognizes that a large number of stakeholders in different institutional settings contribute to overall management of resources. Improving the management of natural or common pool resources and empowering local communities, community-based management has become a common strategy in the last two decades. Community-Based Organizations are grassroots institutions that involve rural communities in co-management. Several factors influence the functioning and sustainability of these CBOs which contribute to the management of common-pool resources in Bangladesh. To address the complexities of socio-cultural systems and sustainable natural resource management, managers, practitioners, and theoreticians widely rely on social learning. The evidence of social learning is apparent in collaborative participation and group actions where individuals meet, interact, share ideas, learn collectively and take collective decisions. They adjust the management approaches and change their perceptions according to their social learning in natural resources management. The purpose of the research was to assess the role of microcredit in improving rural livelihoods (mainly fishing households), ...

Bangladesh Open University (BOU) runs both formal and non-formal education (NFE) programmes using open and distance learning (ODL) mode where broadcast media (radio-TV) plays a vital role. BOU extensively uses electronic media for its 19 open-NFE (ONFE) programmes from the inception to provide information to mass people as a part of its awareness building activities. Radio has been very useful media because it is operationally low-cost and easily accessible; that's why - open universities/distance education institutes in different countries have been using the community radio (CR) for ONFE with local dialects. The Ministry of Information, Government of People's Republic of Bangladesh already approved 14 CR initiators for installation and operation of community radio in Bangladesh first time to provide livelihood related information to the rural communities in an understandable way on agriculture, education, health, disaster, women and child issues, market price, services, etc. It is reported that 13 out of 14 are from NGOs because they are very active in implementing the ONFE at the community level; only one license has been issued to Agriculture Information Services, a government body, in the name of "Krishi Radio". Through issuing license for CR, government just opened the door of the third tier broadcasting in the country to spread the scope of the NFE through distance learning and NGOs will use broadcast media in an innovative way for implementing the NFE. This also created the opportunity for developing public-private partnership (PPP), say between BOU-NGO, model for distance learning and a platform of the alternative approach that is the 'School of NFE'. This step of the broadcasting will be of great value for the BOU to use community radio for expanding ONFE from its Regional Resources Centres (RRCs) under PPP model with the local NGOs. This paper discusses these issues and finally recommend for the expansion of ONFE in the country using community radio as low-cost and effective media. // Paper ID: 95

Since the outbreak of the Corona Virus Disease (Covid-19) case in March 2020, the government issued a policy to conduct distance learning. Conditions that require learning activities to be carried out online caused the children to to use applications to carry out learning activities. One of the obstacles in implementing distance learning activities is the lack of technology mastery by parents and children. This causes children to have difficulty in learning the material provided by the school. In this activity, training was conducted to use virtual learning applications as learning media with the target of active parents and students in TPA Ziyaadatul Hasanah, Duren Sawit. With this training, it is hoped that parents and students can use virtual learning applications. So that parents can guide their sons and daughters in conducting distance learning activity and students are not left behind due to internet connection problems. From the results of the questionnaire given to participants to measure understanding of the training, participants gained increased knowledge about virtual learning applications as proofed by the increase in scores obtained from the pre-test and post-test results. In the pre-test the average score obtained by the participants was 8.3 while in the post-test the average score was 9.45 out of a scale of 10. In terms of satisfaction, the average score given by the participants was in the range of 4.1 to 4.75 and belongs to the very good range. Based on the results of discussions with participants, participants expected that there would be further activities related to their problems to be provided by the community service team.ABSTRAKSejak merebaknya kasus Corona Virus Disease (Covid-19) pada bulan Maret 2020, pemerintah mengeluarkan kebijakan untuk melakukan pembelajaran secara jarak jauh (PJJ). Kondisi yang mengharuskan kegiatan pembelajaran dilakukan secara daring menyebabkan anak-anak harus menggunakan aplikasi untuk melakukan kegiatan pembelajaran. Salah satu kendala dalam pelaksanaan ...

"This unique compendium focuses on the acquisition and analysis of social media data. The approaches concern both the data-intensive characteristics and graphical structures of social media. The book addresses the critical problems in social media analysis, which representatively cover its lifecycle. The must-have volume is an excellent reference text for professionals, researchers, academics and graduate students in AI and databases"--

The Landscape of Rural Service Learning / Nicholas Holton, Karen McKnight Casey, Cynthia Fletcher, Charles Ganzert, John Hamerlinck, Steven A. Henness, Pam Proulx-Curry, J. Ashleigh Ross, Heidi A. Stevenson, Randy Stoecker, Sophie Tullier, Spencer Wood -- Return to Slaterville-Caroline : A Retrospect with Hope for the Future / Eva M. Hagenhofer -- Geographic Disparities in Access to Higher Education Service Learning / Randy Stoecker and Charity Schmidt -- Student Voice in Rural Service Learning / Sophie Tullier -- The Rural Service Learning Practitioner's Perspective / Ashleigh Ross and Randy Stoecker -- Beyond Service-Learning : Living Democracy in Rural Alabama / Blake Evans -- Food For Thought : A Product Model Service Learning Experience for Environmental Science Students at a Rural Campus of the University of Wisconsin Colleges / Lauren Wentz -- Service Learning and Rural Development in West Virginia : A Community Center Approach / Chris Baker and Corey Dolgon -- Naadamaage Kinomaagewin : Service Learning in Native American Studies / Martin Reinhardt -- Rural Service Learning as Participatory Action Research : Lessons from Central Pennsylvania. Brandn Green / Heather Feldhaus, Ben Marsh, and Carl Milofsky -- Guiding Students Toward Engagement : An Alternative Model Linking Service Learning with Community Based Research / M. Beth White and Spencer D. Wood -- Using a Group Community-Based Research Project in the Introductory Sociology Class as an Exercise in Public Sociology / Shelley Koch -- Striving for Service Learning Success in a Rural K-12 Tribal School / Judith Puncochar -- Our Work in Progress : Service Learning and Rural Communities Partnering in a College-Ready Writers Program / Marisa Sandoval Lamb and Flora Ann Simon -- Service Learning in the Rural Community College / Nicholas Holton -- Reasonable Care : Risk and Liability in Service Learning / Charles F. Ganzert -- Organic and Dynamic : How Systems Theories Can Inform Rural Service Learning Practice / Heidi A. Stevenson -- Rural Service Learning : Innovation in the Hinterland? / Nicholas Holton, Karen McKnight Casey, Cynthia Fletcher, Charles Ganzert, John Hamerlinck, Steven A. Henness, Pam Proulx-Curry, J. Ashleigh Ross, Heidi A. Stevenson, Randy Stoecker, Sophie Tullier, Spencer Wood