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The growing demand for participatory community development approaches has greatly influenced the need to involve community people as active partners, rather than passive recipients of programs, projects and services. Participatory approaches operate on the premise that the local people are the ultimate change agents of their own communities and that their culture is an asset to their own development. For Indigenous communities, their Indigenous cultural and knowledge systems serve as tools for sustainable collaboration.This article discusses how the ili-based community organising concept was developed by non-government organisations while working with the Igorot Indigenous Peoples in Northern Philippines. Ili is an Igorot word for 'home' or 'the land of one's birth', considered to be the Igorots' source of identity, belonging and life direction. The ili-based concept uses traditional knowledge, values and practices to facilitate the formation of People Organisations (POs). The concept is part of a wider research project on community development amongst the Igorot Indigenous Peoples of Benguet Province, Philippines.

This article examines how newspapers reporting on climate change have covered and framed Indigenous peoples. Focusing on eight newspapers in Canada, the USA, Australia, and New Zealand, we examine articles published from 1995 to 2015, and analyze them using content and framing analyses. The impacts of climate change are portrayed as having severe ecological, sociocultural, and health/safety impacts for Indigenous peoples, who are often framed as victims and "harbingers" of climate change. There is a strong focus on stories reporting on the Arctic. The lack of substantive discussion of colonialism or marginalization in the reviewed stories limits media portrayal of the structural roots of vulnerability, rendering climate change as a problem for, rather than of society. Indigenous and traditional knowledge is widely discussed, but principally as a means of corroborating scientific knowledge, or in accordance with romanticized portrayals of Indigenous peoples. Widespread disparities in the volume, content, and framing of coverage are also observed across the four nations.

The Shimshal Nature Trust is an indigenous institution rooted in a thriving and dynamic culture that links the local ecology and society. It has deployed identity, traditional knowledge, science, and institutional innovation to adapt to outside challenges without destroying local commons management. This paper reviews scholarly debate on natural resource management and uses resilience theory to examine this complex adaptive system. Two disturbances to Shimshal resilience prompted by a national park and a new road are traced. Shimshali responses include social processes of learning, knowledge systems, and renewal. Ways in which adaptive renewal cycles involve Revolt, a short, fast reaction, and Remember, a larger, slower cascade, are put in perspective. Simple and powerful qaulities that guide change are highlighted. We conclude that the Shimshal Nature Trust creates a resilient interface between the outside and inside worlds. Government, donors, and academics can participate in contextualized action-learning cycles that result in more informed and negotiated contributions to local institutions for commons management.

"Bereits um 1800 verbannte die Rumfordsche Kochmaschine das offene Herdfeuer. Ziel war ein sparsamer Umgang mit dem immer knapper werdenden Feuerholz. Das offene Herdfeuer verschwand unter Eisenringen, statt Funkenhut bekam der Herd einen Rauchabzug. Erst jetzt lohnte es sich, die ganze Küche weiß zu streichen und die weiße Farbe, die in die Küchen der nördlichen Hemisphäre einzog, wurde zum symbolischen Zeichen für den Einzug von Wissenschaft und Hygiene, die nun das 'traditional knowledge' samt Rauch- und Geruchswolken ersetzten. Seit Mitte des 19. Jahrhunderts begannen wohlmeinende Ärzte, die Fehl- und Mangelernährung des gemeinen Volkes als ein Problem zu kommentieren. Frauenrechtlerinnen, die berühmt wurden für ihre Suppenküchen, die nicht nur jedermann offen standen, sondern auch volkstümliche Suppengerichte anboten, schrieben Kochbücher, in denen Fette, Eiweiße samt Kohlenhydrate und - nach dem Ersten Weltkrieg - auch Vitamine und Spurenelemente die Hauptrolle spielten. Die alte Kochkunst als ein Vermögen, nach Augenmaß und Gefühl die richtige Dosis zu bestimmen, verschwand. Sie wurde durch eine zu erlernende Küche ersetzt, deren Maßstäbe von den Experten aus Medizinalinstituten und Kliniken stammten. Nicht mehr das Haptische und die richtigen Proportionen bestimmten nun die Kochkunst, sondern die in Chemielaboren errechnete optimale Zusammensetzung eines Gerichts. Mit dem Verschwinden des alten Wissens und seiner sinnlichen Seiten schwand auch der Sinn für die soziale Bedeutung der Mahlzeit als Ritual und herkömmlicher Umgang mit dem Leiblichen." (Autorenreferat)

Long-standing research on disaster risk has tended to focus on physical science and directly connected and observable cause and effect between hazard and impact. More recently, work has extended into questions of complex causation and social construction, where cause and effect are disarticulated over space and time and coloured by an observer's viewpoint and perception. This has drawn in multidisciplinary and interdisciplinary approaches, including recognition of local or traditional knowledge. The chapter explores this transition and the ways in which the search for a more complete understanding of risk production and human action has brought both increased understanding and greater uncertainty to those who seek to use science for action. By drawing together viewpoints from social and physical science perspectives the chapter identifies four fundamental properties of knowledge production in the context of disaster risk and international development: (1) uncertainty is prevalent throughout disaster research; (2) as knowledge has grown, so awareness of the uncertainties that constrain this knowledge has also grown; (3) uncertainties are likely to remain into the future and so must be embraced; and (4) managing the presentation of uncertainty is a challenge for scientists working with policy-makers and the public, who look to science to reduce uncertainty.

This article critically examines claims that "local community" and "local/traditional knowledge" are vital contributions to safeguarding socio-economic stability and securing sustainable resource uses in times of stress. The empirical focus is on Central Vietnam, but the argument is relevant in a broader context. The article specifically questions approaches to disaster risk reduction and climate change adaptation that see "local community knowledge" as a vital means to achieving resilience in socio-ecological systems. We argue that rural villages in Central Vietnam are characterised by highly dynamic local actors who eagerly exploit new income opportunities arising both from internal and external sources. Although a wide range of knowledge is available about how to cope with adverse climate and environmental conditions, this knowledge is hardly "resilience" and "equilibrium" oriented. Rather, it is found to be anthropocentric, externally oriented, sometimes opportunistic, and ultimately oriented towards an urban lifestyle—traits that are strongly rewarded by the Vietnamese state. We conclude that, at present, local aspirations may not necessarily be part of the solution, but may form part of a social and political complex that exacerbates risk, particularly for weaker population segments. Instead, new and non-state actors should play a larger role.

Human rights and intellectual property protection are two distinct fields that have largely evolved separately. Their relationship needs to be re-examined for a number of reasons. First, the impacts of intellectual property rights on the realization of human rights such as the right to health have become much more visible following the adoption of the TRIPS Agreement. Second, the increasing importance of intellectual property rights has led to the need for clarifying the scope of human rights provisions protecting individual contributions to knowledge. Third, a number of new challenges need to be addressed concerning contributions to knowledge, which cannot effectively be protected under existing intellectual property rights regimes. This article examines the different aspects of the relationship between intellectual property rights, human rights, and science and technology related provisions in human rights treaties. It analyzes existing knowledge protection-related provisions in human rights treaties. It also examines some of the impacts of existing intellectual property rights regimes on the realization of human rights. Further, it analyzes the recently adopted General Comment 17 on Article 15(1)(c) of the International Covenant on Economic, Social and Cultural Rights (ICESCR) and proposes an alternative broader reading of this provision focusing on traditional knowledge.

El presente documento realiza un estudio preliminar del capítulo XX relativo a propiedad intelectual del Acuerdo MERCOSUR – UE de libre comercio, MERCOSUR logró en este capítulo que la UE hiciera tabla rasa respecto de los anteriores acuerdos de libre comercio. Se arribó a un resultado equilibrado, que refleja las concesiones de ambas partes.

[ES] La fuerte crisis socio-ambiental del mediterráneo español ha puesto de manifiesto el fracaso de las políticas pesqueras habituales, basadas casi exclusivamente en criterios biológicos y económicos. Nuevos enfoques centran su atención en el sistema pesquero como un complejo sistema socio-ecológico que, además de las operaciones propias de esta actividad, comprenda los vínculos que se establecen entre las personas y el medio ambiente de su territorio, planteando así modelos colaborativos para introducir a los pescadores como actores centrales de un proceso de cambio que garantice la sostenibilidad de mares y costas. Frente a formas de gestión centralistas, autoritarias y verticales, estas aproximaciones llevan a formular alternativas a los supuestos implícitos en la ¿tragedia de los comunes¿ y a trazar nuevos modelos pesqueros basados en la co-gestión y la puesta en valor del conocimiento ecológico local y tradicional. Instituciones como la FAO o la Comisión Europea, recogido también por la recién aprobada Política Pesquera Común, reconocen el valor que tienen para la sostenibilidad ¿económica, social y ambiental- los conocimientos y formas de hacer de los pescadores a pequeña escala, aunque su integración real en la elaboración y toma de decisiones apenas se aprecia. Con este estudio se pretende analizar los rasgos específicos de los conocimientos y prácticas tradicionales de los pescadores artesanales del Mediterráneo español, así como contrastarlos con el conocimiento experto, especialmente el de los biólogos marinos que trabajan en ese ámbito. Con ello se busca una mayor integración entre ambas formas de conocimiento y experiencia que pueda facilitar formas más sostenibles y eficaces de gestión colaborativa entre pescadores, expertos y administración. ; The strong social and environmental crisis of the Spanish Mediterranean has highlighted the failure of common fisheries policy (CFP), based almost exclusively on biological and economic criteria. New approaches are focused on the fishery system as a ...

This guide accompanies the following article: Daniel H. Nickolai, Steve G. Hoffman, and Mary Nell Trautner. 2012. 'Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work', Sociology Compass 6(3):205–18.Authors' introductionThe marketing of higher education refers to a structural trend towards the adoption of market‐oriented practices by colleges and universities. These organizational practices blur the boundary between knowledge‐driven and profit‐driven institutions, and create tensions and contradictions among the three missions of the 21st‐century university: knowledge production, student learning, and satisfying the social charter. In this article, we highlight the historical contexts that nurtured the marketing of higher education in the US and Europe and explore the dilemmas that arise when market logics and business‐oriented practices contradict traditional academic values. We demonstrate that managing these dilemmas is a contested process of policing borders as institutional actors struggle to delineate the proper role of the university in a shifting organizational climate.Authors recommendArum, Richard and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses. Chicago, IL: University of Chicago Press.A book that asks a fundamental question in higher education: "How much are students actually learning?" The results do not reflect well on the institution. Arum and Roksa conduct longitudinal tests of critical thinking and analytic reasoning skills on a cohort of students at a variety of universities and colleges. They find that a majority of respondents demonstrate little to no improvement in learning outcomes. Even students who improve show modest gains. The authors' analysis of student surveys suggests that a major culprit is a combination of low rigor in the curriculum, a lack of effort among students, and the overly modest expectations of instructors.Barnett, Ronald. 2010. 'The Marketised University: Defending the Indefensible.' Pp. 39–51 in The Marketisation of Higher Education and the Student as Consumer, edited by M. Molesworth, R. Scullion and E. Nixon. New York: Routledge.Barnett suggests that debates about the effects of marketization on higher education often reflect pre‐existing ideologies about the nature of markets in general. He presents numerous arguments in favor of the conception of students as consumers. For example, the increased power students receive in choosing where and from who to take classes may encourage accountability and actually improve the learning experience as students take a more active role in charting their own course through their education. Barnett also reminds readers that different institutions create different contexts and the extent to which market models of higher education are applicable are largely dependent on these different contexts.Berman, Elizabeth Popp. 2012. Creating the Market University: How Academic Science Became an Economic Engine. Princeton, NJ: Princeton University Press.An in‐depth historical sociology of the entrepreneurial university, this book explores when and why academic science become increasingly tethered to commercial interests over the last four decades. Berman focuses primarily on patenting trends and the political history of patenting law, as well as the development of biotech entrepreneurship and the emergence of university‐industry incubators. She argues that the trend toward an entrepreneurial model were largely driven by the ideals of government officials about the importance of translating scientific and technological innovation into economic growth, along the way creating the organizational environment necessary to enable market‐oriented research to flourish.Kleinman, Daniel Lee. 2003. Impure Cultures: University Biology and the World of Commerce. Madison, WI: University of Wisconsin Press.Kleinman provides an in‐depth look into the daily work culture of a plant pathology lab at the University of Wisconsin. This participant observation study includes ambitious critiques of the dominant agency‐oriented approaches within science and technology studies by focusing on issues of structural constraint and institutional power. This study is especially good at demonstrating how university biologists are deeply, athough indirectly, constrained by commercial interests. The influence is not easily found in conflicts of interest or day‐by‐day decision making of scientists, who by and large conduct themselves ethically and in the fashion predicted by Mertonian norms of science. Instead, the culture of commerce impacts an array of daily lab practices, including the baseline epistemological assumptions around what is a "significant" finding. In the world of plant pathology, a successful trial is determined in relation to the metrics established by the field's resource dependency on the agro‐chemical industry.Leslie, Larry L. and Gary P. Johnson. 1974. 'The Market Model and Higher Education.'The Journal of Higher Education 45:1–20.This landmark article is among the first to interrogate the use of a market model as it applies to higher education. The authors trace several key legislative measures that altered federal funding practices and gave students discretion in choosing which schools would receive the most funding. While the authors draw similarities between market practices and the process of funding higher education through students, they also question the extent to which a market model of higher education is applicable. Drawing a contrast between higher education funding practices and a perfectly competitive market model, they provide an important critique of a funding system still in use today.McMillan, Jill J. and George Cheney. 1996. 'The Student as Consumer: The Implications and Limitations of a Metaphor.'Communication Education 45:1–15.This article warns of the dangers involved in recasting students as consumers. McMillan and Cheney synthesize arguments about the traditional goals of education and how treating students as consumers can threaten traditional classroom relations and alienate students from the learning process. Implicit in their discussion is an argument for more traditional classroom approaches to fostering democratic citizenship skills through critical analysis and communal sharing of ideas. They explicitly reject the notion of education as a product (rather than a process) and the demand for professors to deliver the product in the most entertaining and efficient manner.Owen‐Smith, Jason and Walter W. Powell. 2002. 'Standing on Shifting Terrain: Faculty Responses to the Transformation of Knowledge and Its Uses in the Life Sciences.'Science Studies 15:3–28.An interview‐based study of 80 scientists from two university campuses, this paper provides a typology of faculty identities and research strategies at the nexus of academic and commercial research within the life sciences. The typology includes "old" and "new school" orientations to commercial research as well as hybrid categories somewhere between these two extremes, such as "engaged traditionalists" and "reluctant entrepreneurs." Eschewing simplistic analyses that either condemn or glorify the commercial engagements of academics, Owen‐Smith and Powell point out that these various positions have created both novel fault lines and innovative research within the life sciences.Radder, Hans. 2010. The Commodification of Academic Research: Science and the Modern University. Pittsburgh, PA: University of Pittsburgh Press.This book is an edited collection of essays on the history, extent, and contemporary impacts of commodification on academic research in the US and Europe. Most of the essays converge at the intersection of science studies and research policy, but are written by an impressively eclectic group of authors pulled from philosophy, sociology, government studies, epidemiology, genomics, and bioethics.Vallas, Steven Peter and Daniel Lee Kleinman. 2008. 'Contradiction, Convergence and the Knowledge Economy: The Confluence of Academic and Commercial Biotechnology.'Socio‐Economic Review 6:283–311.This is an interview‐based study of biotech science that develops a theory of the "asymmetrical convergence" that characterizes the two sides of the university‐industry relation. Vallas and Kleinman describe the work situations of university and commercial scientists to show that there has been a convergence of norms and practices across academic and corporate institutional domains. The authors show that the open discovery ideals of academic science have been increasingly integrated the entrepreneurial values and practices imported from the private sector. Simultaneously, commercial laboratories brought scientific practices and concepts into their workplaces. However, the convergence is asymmetrical, in the sense that both fields of practice are dominated by the profit motive and bottom‐line economic development rather than the communal norms of public science.Online materialsResearch Commercialization and SBIR Centerhttp://center.ncet2.org/This web‐based organization provides an online venue for faculty and students to take virtual workshops and webinars on how to engage in research capitalization and entrepreneurial training. The site includes a variety of resources for faculty and graduate students looking to transition into industry jobs. This site also provides researchers interested in the marketization of higher education a glimpse into a cottage industry that has emerged to provide training services for academics looking to capitalize their research and pedagogy.The Institute for Triple Helix Innovationhttp://www.triplehelixinstitute.org/thi/ithi_drupal/An organization focused on facilitating cross‐sector (academia, industry, and government) collaborations in the production and dissemination of scientific research aimed at economic growth. Another example of a cottage industry established to promote research capitalization and professional networks aimed at knowledge transfer and research capitalization.Documentary, "College Inc." (2010)http://www.pbs.org/wgbh/pages/frontline/collegeinc/This 55‐minute video from PBS' Frontline series examines the emergence of, demand for, and debates surrounding the consequences of for‐profit universities such as the University of Phoenix. Available streaming online until October 19, 2012, thereafter only as DVD purchase. Supplemental materials on the College, Inc. webpage include: (1) a teaching guide with lesson plans, discussion questions, student handouts, and lesson extensions; (2) responses from the colleges and universities highlighted in the video; (3) articles, reports, and documents related to for‐profit education; (4) transcripts of interviews conducted with numerous investors, reporters, lobbyists, and college presidents; and (5) a transcript and audiocast of the full program.Documentary, "Declining by Degrees: Higher Education at Risk" (2005)http://www.decliningbydegrees.org/This 120‐minute video from PBS examines the impact of market forces in higher education, specifically discussing factors such as declining government support for public education, changes to student loan programs, the pressure to attract students, college rankings, and college sports. The documentary shows viewpoints from administrators, students, and faculty. A companion book is available for purchase through the program's webpage.Sample syllabusThe "Marketization of Higher Education" article can be successfully incorporated in several types of undergraduate and graduate courses, including Introductory Sociology, Sociology of Education, Organizations and Institutional Change, and Science and Technology.For introductory or education‐focused courses, the article provides a succinct history of the relationship between higher education and the broader society while demonstrating how social institutions respond to social and cultural expectations/needs in different historical and national contexts. The article includes a short summary of the historical and contextual differences in the European and American models of higher education.For more advanced students of organizations, the article provides a case study demonstrating how macro level institutional changes influence organizational climate and social actors' perceptions of their own work. Further, advanced or graduate seminars in education may choose to highlight the various debates about the role of (higher) education in an increasingly knowledge‐based economy.Focus questions
 Discuss examples of how market logics may have influenced your coursework, choice of classes, or commitment to a class.
 What do you think about the informal economy and buying and selling course notes and study materials?
 Discuss examples in which you put more or less effort into a class based on your perception of the course's bottom‐line benefit to your post‐graduation career and/or income.
 How might the pressures faced by professors to bring in research funds from industry or venture capital influence their work and commitment to the classroom? In your experience, does this seem to be more common within those subject areas where knowledge capitalization is fairly common, such as biotech or computer science? Or, can we see the influence of knowledge capitalization in humanities or social sciences too?
 To the extent that students have adopted an understanding of higher education as a commercial exchange, in which they are customers who pay for grades, etc., what might be some ways in which we could change that perception? What changes would faculty need to make in order to change student attitudes? Administrators? Students themselves?
Seminar/Project ideasExploring Institutional BoundariesInterview a few other undergraduate students plus at least one faculty. Ask students questions such as why they decided to come to college, how they decided which college to attend, what they like and do not like about their college education, and what they hope to get out of their college experience. Ask faculty to provide their perspective on why they became a professor, what they like about their job and what they dislike, and what they see as the purpose of college and what students should get out of the college experience. In what ways do faculty and student perspectives converge, and how do they differ? Do any of the differences suggest blurring boundaries between missions of the university (knowledge production, student learning, and satisfying the social charter)?Marketization in Your College/UniversityDo a content analysis of official university admissions brochures, websites, and videos. What messages does the college want you to get from these materials? In what ways might the marketization of higher education be evident in such materials? If the university makes historical materials available, ask students to compare such materials over time to discern an increase in marketization, and how such processes are manifested. Do admissions materials for undergraduates and graduate students emphasize the same things? What differences do you note? Why do you think such differences do or do not exist?

This article is aimed at understanding the current state and necessity of transformation of traditional mechanisms for protecting the competitive environment under the influence of networking and the place of blockchain in the regulatory system in the context of applying new competitive tools (aggregators price algorithms) based on the experience of foreign countries, including the perspective and approaches of newest law enforcement (judicial) practice, taking into account the fact that its knowledge allowed and allows to successfully solve current problems of legal regulation in our country. The starting point of the research is network communication as a non-market type of communication. Based on analytical reflections on the information gathered from sources and literature from the list of references the author analyzes legal framework of competition protection developed in the new technological reality, takes into account the approaches of foreign countries and the Russian Federation that determine the acceptability of the application of blockchain in the field of legal protection of competition. The relevance, theoretical and practical significance of this research is due to the emergence of new tools (aggregators and price algorithms) of competitive market struggle in the light of application of a blockchain technology that might influence the competition. The author's results are presented, among others, in the idea of the possibility of "transfer" of anti-competitive actions (price manipulation and collusion, unequal sale / distribution of information / advertising, etc. conditions) to the niche occupied by price algorithms and aggregators of information, and the need to establish a new legal framework of these new market factors.

This article describes an interesting approach where the evaluators recognised the value of using local community knowledge and experience in evaluating a Government of India program for the development and empowerment of adolescent girls. The evaluators tried to integrate participatory and appreciative approaches and looked at the evaluation process through a gender and equity lens. The evaluators went beyond the mandate of evaluation and focused on building evaluation capacity by fostering ownership of the program among stakeholders and encouraging the community to be the active agents of change. Instead of traditional evaluation where evaluators are outsiders, we engaged the stakeholders in the evaluation. All the stakeholders, including the funding agency, a non-government organisation (NGO), the adolescent girls and the wider community were engaged in varying degrees—from defining the objectives, designing questions, data collection and data analysis in the context of their aspirations and expectations, so that it could be an occasion for recognition and celebration of their strengths. The local project implementers and the adolescent girls themselves re-evaluated their own responses and used them in a particular context to further empower themselves. We used principles of the strength-based approach and framed appreciative questions, which recognised the strengths of the community and NGO staff. This created a non-threatening environment, which stimulated open sharing of experiences. Further, this resulted in reinforcing the evaluation process by improving the quality and richness of data that the community produced itself, which would not have been the case in a traditional evaluation. Additionally, a gender and equity lens was used to conduct the evaluation in six multi-ethnic districts, populated with religious and linguistic minorities, and an indigenous population. The gender and equity lens allows recognising the systematic discrimination based on gender, caste and class. The evaluation was able to probe whether the program assessed time, mobility, poverty and accessibility constraints of girls, and accounted for intersectional discrimination.

Las nuevas tecnologías están generando una verdadera revolución que no sólo afecta al mundo productivo sino también a la propia formación, diversificándose así las fuentes del saber y democratizando la enseñanza. Estamos en una era que ofrece enormes posibilidades para generar, compartir y comunicar información y conocimiento, desapareciendo así las barreras espacio-temporales. El e-learning, particularmente, se está convirtiendo en una atractiva modalidad de formación con amplio arraigo social y con una presencia cada vez mayor en universidades tradicionalmente presenciales. Cada curso académico crece el número de ofertas formativas a través de este sistema de formación, quizás por la conciencia social de las ventajas que esta modalidad de aprendizaje incorpora y, sobre todo, teniendo en cuenta los retos inmediatos que plantea la sociedad de la información y el conocimiento y las necesidades derivadas del proceso de convergencia al Espacio Europeo de Educación Superior (EEES). Está claro, que la universidad de hoy, como motor de transformación y elemento estratégico del tejido socioeconómico, necesita más que nunca de la modalidad e-learning para preparar ciudadanos altamente competentes. En este artículo presentamos un estudio de caso, fruto de una investigación interuniversitaria más amplia y que tiene como propósito examinar las estrategias de implementación de e-learning en universidades con enseñanzas en modalidad presencial, centrándonos específicamente en una de las categorías de análisis: necesidades formativas e institucionales que se derivan de la docencia virtual. ; New technologies (ICT) are creating a revolution that affects not only the world of production but also the training itself. Thus, ICT are creating a diversification of sources of knowledge and a democratization of education. We are in an Era of enormous potential to generate, share and communicate information and knowledge, so the space-time barriers are disappearing. The e-learning, in particular, is becoming an attractive mode of training socially deeply rooted, and is gaining presence in traditional (presence-based) universities. Each academic year is growing the number of training offers through this training system, perhaps due to the social awareness of the advantages of this mode of learning and, above all, taking into account the immediate challenges posed by the information society and knowledge and the needs arising from the process of convergence to the European Higher Education Space (EHES). It is clear that today Universities, as a transformation engine and an economic strategic element, need, more than ever, the e-learning as to prepare highly competent citizens. In this paper, we present a case study from a broader inter-university research, aiming at examining the implementation strategies of e-learning in universities with on-campus teaching (presence-based universities), focusing specifically in one of the categories of analysis: training and institutional needs that are derived from virtual teaching. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada.

In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.

[full article and abstract in Lithuanian; abstract in English]
Companies are now operating in a globalized era, with constantly developing and rapidly growing infor­mation and communication technologies, with many transformations in communication forms and with intellectual capital- and knowledge-based competition aspects. Due to this, the choice of sales approaches is an essential part of the sales process, which determines the performance results, measured in terms of the efficiency of the companies, cooperation, market share, and other indicators. Before making decisions regarding the choice of the sales approach with which the end-user will be reached, or before making the decision to change the approach of sales, or after such a change, it is necessary for companies to assess the detailed impact thereof on their performance. This article highlights a holistic approach to decision-making related to the importance of choosing or modifying sales approaches, the importance of assessing the relationship between sales approaches and multi-threaded results on the needs of the market and operational efficiency, on the need of better access to markets and consumers, and successful business activities. After a systematic comparative analysis of the scientific literature, the theoretical model, which allows for estimating the relationship between business results and sales approaches through which end-users are reached, was created. The model was designed to rationalize the choices available when choosing the sales approaches. The relationship between sales approaches and results highlights the need for estimating qualitative variables, such as consumers, because they directly determine the company's quantitative performance by purchasing the product offered by the company. The theoretical model helps systematically see the whole complex assessment process and, in each case, depending on the purpose of the assessment, to choose the methods which will let achieve the best results of the evaluation, at the same time allowing the company an opportunity to choose the best selling approach that would meet their expectations. It is necessary to pay attention to the fact that evaluation is a continuous process, so after the results of the evaluation of the chosen sales approach are received, it is necessary to return to the decision-making process and evaluate if the originally set goal was reached.