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Community-driven development (CDD) interventions rest on the principle of empowering communities. Yet, the gender-specific impacts of CDD, especially on empowerment, have not received due attention in evaluation and, more generally, in the theoretical and empirical literature. This report explores evidence of how the CDD approach can create and enhance participation and decision making when women, as well as men, are to be included in the "community" voice and choice. It reviews the theoretical and empirical literature and analyzes World Bank–supported CDD projects. Its intent is to help practitioners who implement CDD interventions more explicitly define, discuss, and integrate gender-relevant elements in the design of CDD projects; be more effective in implementing and monitoring features that may affect men and women differently; and identify meaningful indicators and information to assess gender impacts. Findings of this report include: i) it is important to bring it out empowerment explicitly in the results chain of the project; ii) the design of CDD projects could benefit from being informed by gender-specific needs assessments to identify the constraints that women face in the rural space; iii) It is useful to think of empowerment along the three categories of economic, political, and social empowerment to identify the mechanisms CDD interventions can leverage, and to identify direct and indirect effects; iv) the importance of defining in CDD projects which dimensions can be affected, through which channels, and how these effects can be measured; v) participation needs to be measured in a comprehensive way by the use of multiple indicators; vi) CDD interventions should better frame what they can impact both in the short and the long term, and vii) the learning potential of what works to increase women's empowerment can be improved through more systematic assessment, reporting and evaluation.

Optical communication systems are expected to find use in new applications that require more intelligent and automated functionality. Optical networks are needed to address the high speeds and low latency of 5G wireless networks. The analog nature of optical transmission and the complexity of operation and management remain an impediment to greater use of software controls. The optical community at large has proposed many possible applications and avenues for using and implementing artificial intelligence and machine learning to improve functionality of optical systems for communications. However, broad agreement has yet to be reached due to both technical and non-technical reasons. On August 2nd , 2019 The National Institute of Standards and Technology (NIST) Communications Technology Laboratory (CTL) hosted a Workshop on Machine Learning for Optical Communication Systems to bring together industry, academia and government in order to discuss the roll of AI and ML in optical communication systems. This document provides an overview and summary of the workshop.

Individuals with learning disabilities (LDs) are more likely to have a mental illness, yet few studies explore this association in emerging adulthood, a developmental period with an increased risk for mental illness. The purpose of the current study was to investigate psychological distress in emerging adults (15–29 years) with and without LDs. The 2012 Canadian Community Health Survey—Mental Health was used (n = 5630), and multiple and logistic regression models with survey weights were computed. Adjusting for demographic, psychosocial, and health covariates, there was no evidence for significant differences in psychological distress among emerging adults with vs. without LDs. However, age and sex were significant effect modifiers. Among emerging adults with LDs, both males (OR = 2.39 [1.01, 5.67]) and those aged 25–29 years (OR = 3.87 [1.05, 14.30]) had an increased odds of clinically relevant psychological distress in comparison to those without LDs. These findings suggest a need for improved awareness and support for prevention of psychological distress among emerging adults with LDs, especially for males and those in later emerging adulthood.

This article seeks to explain how knowledge, organizational forms, & societal institutions interact to shape the learning & innovative capabilities of firms. It focuses on education & training systems & types of labor markets as key societal institutions shaping work organization & the knowledge base of the firm. The paper argues that tacit knowledge, which is difficult to create & transfer in the absence of social interaction & labor mobility, constitutes a most important source of learning & sustainable competitive advantage in the knowledge economy. Institutions that are able to harness tacit knowledge as a source of learning are more likely to produce strong innovative capabilities. The analysis suggests that there are two alternative models of competence building that are favorable to learning & innovation: the "organizational community" & "occupational community" model. The paper looks at the cases of Japan, the high-technology clusters in the US & UK, & Denmark as illustrative examples. It argues that societies with different institutional arrangements will continue to develop a variety of organizational forms & learning strategies that privilege some sectors & discourage others. Institutionalized variation in patterns of learning & innovation therefore reproduce distinctive regional or national patterns of technological specialization. 3 Tables, 27 References. Adapted from the source document.

BANGLADESH OPEN UNIVERSITY Vice-Chancellor's Special Seminar 19 May 2005 The Commonwealth of Learning: What does it do? By: Sir John Daniel, President & CEO, Commonwealth of Learning // I shall begin by asking what development is. This will lead me to describe the framework in which the international community is trying to promote development, in particular the Millennium Development Goals agreed by the United Nations. As we examine these goals, familiarly referred to as the MDGs, we shall find that they call for action on a variety of fronts. // But what they all have in common is that their achievement will require a massive increase in human learning. This is self-evident in the case of the goals related to education, but it is equally true for the health goals, the poverty goals, the hunger goals and all the others. // This is a major challenge, because conventional approaches to education, training, teaching and learning simply cannot cope with the scale of the challenge. So what can we do? // In nearly all other areas of human endeavour technology has revolutionised the way we do things over the last three centuries. It has done so at an accelerating pace, with the result that today ordinary people in the industrialised countries have access, at low cost, to an abundance of quality goods and services that previous generations could hardly have dreamt of. // It is now time to spread the benefits of this revolution to education, which has historically resisted it. Indeed, in education an insidious link between quality and exclusivity has gained currency. Quality education is often defined by the numbers excluded from it. // In today's world this is nonsense. I shall show that new approaches, based on technology, have created a revolution in education by making it possible to expand access, improve quality and cut costs - and all at the same time. // But even these early efforts are not enough. Our four billion fellow human beings at the bottom of the economic pyramid do not enjoy most of the comforts of modern life that we take for granted. They have been ignored by the multi-national corporations that produce and deliver many of the goods and services that we enjoy. // They have also, if they live in rural areas, been largely ignored by government services and providers of higher education. // Can we change this dire situation? Can we bring the majority of our fellow inhabitants of the planet into the mainstream? I shall suggest tools for this purpose and show how the Commonwealth of Learning is making a modest contribution to this transformation.

In this comment piece, I explore the relevance of Tomczak's (2019) book Prison Suicide: What Happens Afterwards for those of us working and researching in the field of probation. I argue that many of the findings from Tomczak's research are relevant when thinking about how to enhance accountability and knowledge around the deaths of people under probation supervision.

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers' journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.

PurposeTo begin understanding how best to develop and train Emirati women so they can become more influential in business, government, and the community, research was conducted that explores the backgrounds and experiences of these women in learning environments. The purpose of this paper is to explore how college students are transformed through their learning experiences, and this paper reports on two categories: backgrounds (i.e. confidence, learning environment, lack of previous opportunities, and family support) and personal and professional development (i.e. confidence, personal responsibility for learning, and skills and competency development).Design/methodology/approachIn‐depth qualitative interviews (using the phenomenological methodology) were conducted with Emirati students at a women's college in Abu Dhabi.FindingsThis paper presents findings related to four of the ten stages in Mezirow's perspective transformation process: disorienting dilemma, critical assessment of assumptions, acquisition of knowledge and skills, and building competence and self‐confidence in new roles, behaviors, or relationships. This is a portion of the full study that demonstrates that these women have experienced ongoing transformational learning experiences during college.Research limitations/implicationsThe exploratory nature of this study and the self‐selection of participants limit the generalizability of this study.Originality/valueThis paper provides helpful insights for educators, scholars, and practitioners to help them more effectively design successful developmental programs for Emirati women in educational and non‐educational settings. Understanding more about their lives and journeys toward and during higher education can provide new perspectives that will be helpful in developing future competency‐building programs for Emirati women.

The activity aimed to arrange the learning materials for farmer based on the cattle production system. The learning materials or curriculum is developed based on system theory perspective. In the system theory, there are two approaches which are hard system and soft system. The hard system refers to a quantitative perspective with rigid indicators such as technology implementation, productivity, and efficiency. Meanwhile, the soft system considers problem-solving based on the level of understanding, attitude and participation, teamwork, and motivation. This community services focused on applying soft system approach to arrange learning materials through farmer participation. The Participatory Rural Appraisal (PRA) technique was conducted to stimulate farmers to identify their production problems and to prioritize the problem solving for learning materials. This article concluded that cattle farmers were able to identify and to prioritize the problem better through PRA stages.

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.

High schools are a microcosm of society. Students of different backgrounds, past experiences, and financial means are forced into close proximity and required to collaborate. How can administrators facilitate student experiences that result in a positive school culture? Hear how one researcher considered the development of a sense of community through the lens of an interdisciplinary arts project. The researcher examined students' experiences of flow, democratic learning, and deep learning of a minority culture on their feelings of community.