Suchergebnisse

The post-Cold War decades have witnessed a surge of regionalism in East Asia, demonstrated by the proliferation of multilateral cooperative mechanisms to deal with economic, political and security issues of common interests and concerns in the region. At the core of the network of regional institutions, the Association of Southeast Asian Nations (ASEAN) is transforming itself into a regional community in an attempt to reaffirm its relevance in the changing regional environment. The formation of the ASEAN Community compels the revision by member states of their respective national strategies in response to the requirements of - and with view to benefiting from - a higher level of intra-grouping cooperation. In this context, this thesis examines the theoretical and empirical factors underpinning Vietnam's policy towards and participation in ASEAN political and security cooperation within the framework of the evolving ASEAN Political-Security Community (one among three pillars of the ASEAN Community). The aim is to construct an intellectual foundation for Vietnam's strategy towards the ASEAN Community. It argues for Vietnam's continued and deepened engagement in the ASEAN Community on the basis of a national strategy which is informed by a synthesis of realism and constructivism and guided by the pragmatism embedded in the Vietnamese political culture. Such a policy approach is not only relevant to the existing conditions of Vietnam but also compatible with the prevailing approaches to security and community building in the region. The thesis concludes that an increasingly important role in the ASEAN Community - as an end in itself and as a means to developing more substantial and stable bilateral relationships with major powers who are participating in the ASEAN-centred cooperative frameworks - is what Vietnam has been striving for, and that it should continue to be at the core of its foreign strategy in the decades to come. Thus, this thesis contributes to Vietnam's foreign policy deliberation and consideration ...

This deliverable reports on activities pursued in the context of Task 5.4. "Community Building", which is a part of WP5 "Language Resource and Service Sustainability". It also contains a summary of the "Innovation" and "Sustainability" events to be organized by the project once every year. Task 5.4 deals with raising awareness on the potentials of Linguistic Linked Open Data (LLOD) driven language resources and services, beyond the consortium and related initiatives. It is complementing the dissemination strategy of Prêt-à-LLOD, which is described in Section 2 of the deliverable on the Project Dissemination Report (D6.1.1). A way to achieve this goal is to contribute to the extension of existing standards, or even in the creation of new ones, if needed. Partners of Prêt-à-LLOD have intensively explored their relations to the relevant ISO and W3C committees. Further, discussions with the Text Encoding Initiative (TEI) community have been initiated. Such activities aim to establish a community extension across standardisation bodies. Prêt-à-LLOD standardisation activities are reported in detail for the first year of the project in the deliverable D5.1 "Report on Vocabularies for Interoperable Language Resources and Services". From year 2 on they will be reported in the corresponding versions of the deliverable for task 5.4: D5.4.2 and D5.4.3. A second type of activities consisted in organizing LLOD-specific hackathons or datathons and in contributing to spring and summer schools, complementing thus the T6.1 dissemination activities (see D6.1.1) with in-depth training activities. A third type of community building efforts consisted of presenting the methodologies and results of Prêt-à-LLOD in industry events, especially those relevant to the WP4 use cases. Concerning the Government use case, Prêt-à-LLOD also contributed to a specific workshop organized in the context of the Connecting European Facilities (CEF) activities, as well as to an event organized by the European Publication Office. Finally, Prêt-à-LLOD is ...

This book looks at the explosion of municipal buildings across Australia in the mid 20th century and the role these buildings played in developing a sense of community. This book shows how innovative, modern design helped to make modern Australia

AbstractGrassroots community organizations have made encouraging gains in
revitalizing some of our nation's low‐income neighborhoods. But to
sustain their activities, they need more effective and comprehensive
support from foundations, local government, and other nonprofit
organizations.

Along with the description of contemporary societies, including the indication of clear tendencies towards "individualisation" of lifespan, focusing on subjects that observe themselves with reflection, an issue appears regarding the creation of a community, including the educational one. A peculiar outline of the reflexive modernity is recognised on the basis the ways how individuals achieve social integration. Despite the differentiating forms of social and cultural life, the foundation of the accomplishment of self and the society,is still "community", which constitutes an encouragement to enter the issue of social (dis)integration, an inspiration allowing to bestow a defined sense on democracy, and socialization processes. Therefore, the need to consider the issues of communities arises, including their confirmation in education. To present a path for social integration, with the full awareness that in modern societies the "common good" ideal is being lost, one should be accompanied by indications regarding education itself. One may reduce them to how the community constituted due to and within education, ensured the integration of all entities concerned, and helped accomplish democracy. ; Along with the description of contemporary societies, including the indication of clear tendencies towards "individualisation" of lifespan, focusing on subjects that observe themselves with reflection, an issue appears regarding the creation of a community, including the educational one. A peculiar outline of the reflexive modernity is recognised on the basis the ways how individuals achieve social integration. Despite the differentiating forms of social and cultural life, the foundation of the accomplishment of self and the society, is still "community", which constitutes an encouragement to enter the issue of social (dis)integration, an inspiration allowing to bestow a defined sense on democracy, and socialization processes. Therefore, the need to consider the issues of communities arises, including their confirmation in education. To present a path for social integration, with the full awareness that in modern societies the "common good" ideal is being lost, one should be accompanied by indications regarding education itself. One may reduce them to how the community constituted due to and within education, ensured the integration of all entities concerned, and helped accomplish democracy.

AbstractThe following "dialogues" were adapted from panel discussions that took place at the National Civic League's 103rd National Conference on Governance. The subject of the October 1997 conference was the role of philanthropy in building community.

In spring of 2020, as the coronavirus spread across the world and governments dithered over what to do, I began talking with my co-workers about unionising our office. We work as journalists at a New York-based media company, and the last time we faced a major global crisis, executives throughout our industry fired a record number of people to keep profits up. I believed they would likely do the same this time around (they did)and that we would be better protected if we organised. Workers in the United States enjoy few protections. In most cases, we can be fired at will, which is a frightening prospect sharpened further by the fact that our ticket to modern medicine is usually through employer-provided health insurance. Practically speaking, if you lose your job in the allegedly freest country in the world, you lose your doctor. A frightening prospect in a pandemic. I wanted to understand whether anyone else believed, as I did, that if we consolidated our individual power, we would better withstand the economic fallout of Covid-19. Through collective bargaining, we could potentially prevent mass layoffs, or at least codify stipulations for severance, and resolve the issues we'd faced at work prior to the pandemic, too. What follows describes and reflects on the process I took with my co-workers to unionise our office, which I believe serves as an example of how community building intersects with trade unionisation, because both rely on one-to-one relationships between individuals. My hope is that it contributes to the demystification of the unionisation process and offers one potential starting point for others who want to unionise their workplaces. I believe that's an urgent need for our modern era, in which a new billionaire is minted more frequently than daily, while the rest of us get scraps.

Alta California had been claimed by the Spanish Empire since the 16th century. However, Spain professed little interest in the region until the second half of the 18th century when North American holdings seemed threatened by European rivals. Thus, it dispatched contingents of soldiers and Franciscan missionaries into what is now the state of California in order to establish a viable presence in the region mainly by persuading indigenous Californians, through intimidation and spiritual proselytizing, to become loyal Spanish subjects. When California Indians proved difficult to convert, the Spanish established pueblos—civilian and secular municipalities in San José, Los Angeles, and Branciforté, which is now embraced by Santa Cruz. Subsequently, well-connected Spanish subjects received enormous grants of land largely in the central coast of California—grants of land that would be transformed into ranchos generally concentrating on cattle raising. When an independent Mexico took control of California in the early 1800s, the missions were secularized, the pueblos stagnated, and the ranchos relatively prospered, fueled by the labor of indigenous and mestizo/a people. Mexico's reign in California lasted but a generation or so before the US–Mexican War ushered in American rule, soon accompanied by the Gold Rush and eventual statehood in 1850. While recognized as white by the US government, Mexican Californians quickly encountered racialized forms of political/legal discrimination, cultural oppression, and labor exploitation. Nevertheless, Mexican communities persisted in the Golden State—communities reinforced by migrants from Mexico but ever vigilant to the suspicion, hostility, and legal repression surrounding them. By the end of the 20th century, Mexican Americans in California often shared neighborhoods with migrants from Central and South America pushed from their countries of birth by poverty and political oppression. In California, as elsewhere, Latino/as have worked hard to establish and maintain community bonds. One of the more interesting and underappreciated ways they have done so is through play; that is, the formation of ethnic-based sports teams and leagues. In the process, they have cheered on individual Latino/s athletes who have garnered neighborhood, regional, national, and international fame, while maintaining sometimes tense relationships with local professional sport franchises such as the Los Angeles Dodgers and the at present Oakland Raiders.

The University of Hong Kong provides on-going education for teachers and education professionals within the Faculty of Education through a Masters degree in Information Technology in Education or MSc[ITE]. The MSc[ITE] offers a flexible modular structure enabling students to progress according to their own pace. The course is delivered in a face-to-face mode supplemented by an online course room - Interactive Learning Network (ILN) which supports collaborative learning. ILN is a community-building environment designed to scaffold virtual education communities of practice where teachers and students work together as teams and engage in reflective, collegial patterns of work. ILN facilitates cognitive and social scaffolding, enabling participants to become progressively more involved in the community and to sustain their commitment and interests. This environment is designed to support programmes that rely on pedagogies that emphasize the emergence and growth of autonomous collaborative learning, rather than teacher-directed delivery of learning materials. This paper describes and analyses community building online in the foundation module for the MSc[ITE] and introduces models to assist in the design and evaluation of online learning communities. ; published_or_final_version ; Centre of Information Technology in Education, University of Hong Kong and Education and Manpower Bureau, the Government of the Hong Kong SAR