Presentation at the 5th Global Science Conference on Climate-Smart Agriculture.
Title: Social Learning Approaches in Climate Smart Village Development: Guinayangan Philippines case
Speaker: Rene R. Vidallo
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
The document discusses Education for Sustainable Development (ESD). It aims to open awareness of globalization, nurture problem-solving skills, and provide education for all as a human right. ESD has three components - environment, economic, and social. It affects sustainability through an educated citizenry for implementation, decision-making, and improving quality of life. The UN Decade of ESD from 2005-2014 aimed to integrate sustainability principles into education worldwide.
Dialogic Design for Foresight : DwD WorkshopPeter Jones
This document summarizes a design workshop that took place to discuss future challenges of increasing urbanization in Southern Ontario by 2030.
1) The workshop used a structured dialogic design approach to guide a democratic dialogue toward effective action. 18 participants from diverse backgrounds discussed the challenges.
2)
The document summarizes eight traits of the new media landscape according to an analysis by Mizuko Ito. The traits are: 1) Innovative due to rapid development of new technologies, 2) Everyday as media has become pervasive leading to "continuous partial attention," 3) Appropriative referring to remix culture, 4) Networked as technologies are increasingly interconnected, 5) Convergent with ideas playing out across many channels, 6) Global allowing international communities, 7) Generational with generations defining themselves through media, and 8) Unequal referring to the digital divide. The focus should be on emerging cultural practices with technologies, not just the tools themselves.
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each other’s forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local community’s vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
Implications of delivering science and social inclusion activities, Tricia Je...Brussels, Belgium
The document discusses the implications of delivering science and social inclusion activities through the SiS Catalyst project. The 4-year project, funded by the European Commission, engaged children as agents of change for science and society. It emphasized that children are societal actors and that education systems and key players must take responsibility to evolve practices and priorities to be more inclusive. The project highlighted the need for genuine listening that empowers children and leads to cultural shifts to better incorporate social inclusion in science communities and agendas.
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
The document discusses Education for Sustainable Development (ESD). It aims to open awareness of globalization, nurture problem-solving skills, and provide education for all as a human right. ESD has three components - environment, economic, and social. It affects sustainability through an educated citizenry for implementation, decision-making, and improving quality of life. The UN Decade of ESD from 2005-2014 aimed to integrate sustainability principles into education worldwide.
Dialogic Design for Foresight : DwD WorkshopPeter Jones
This document summarizes a design workshop that took place to discuss future challenges of increasing urbanization in Southern Ontario by 2030.
1) The workshop used a structured dialogic design approach to guide a democratic dialogue toward effective action. 18 participants from diverse backgrounds discussed the challenges.
2)
The document summarizes eight traits of the new media landscape according to an analysis by Mizuko Ito. The traits are: 1) Innovative due to rapid development of new technologies, 2) Everyday as media has become pervasive leading to "continuous partial attention," 3) Appropriative referring to remix culture, 4) Networked as technologies are increasingly interconnected, 5) Convergent with ideas playing out across many channels, 6) Global allowing international communities, 7) Generational with generations defining themselves through media, and 8) Unequal referring to the digital divide. The focus should be on emerging cultural practices with technologies, not just the tools themselves.
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each other’s forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local community’s vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
Implications of delivering science and social inclusion activities, Tricia Je...Brussels, Belgium
The document discusses the implications of delivering science and social inclusion activities through the SiS Catalyst project. The 4-year project, funded by the European Commission, engaged children as agents of change for science and society. It emphasized that children are societal actors and that education systems and key players must take responsibility to evolve practices and priorities to be more inclusive. The project highlighted the need for genuine listening that empowers children and leads to cultural shifts to better incorporate social inclusion in science communities and agendas.
This document summarizes a meeting about collective human-information interaction (CHI2) between researchers from various universities in the GW4 partnership. The meeting aimed to identify opportunities for interdisciplinary CHI2 research across the universities. Specifically, the goals were to investigate how people can create and share knowledge to help address societal problems, and to foster a research community around this area. Key topics discussed included understanding collective behavior, human interaction with social media and information, using collective values and information for decision-making, and identifying signatures in large datasets. The document provided an agenda for sessions on these topics, with presentations on applications like emergency response, social media analysis, and energy use reduction.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
The Complexities of Physical Restrain in Residential Child Care: A Call to Ac...CELCIS
The document discusses physical restraint in residential child care from multiple perspectives. It aims to facilitate consideration of the issue and further efforts to reduce unnecessary physical restraint. Physical restraint is a complex issue with no easy answers, as it must balance preventing harm while not traumatizing children. It discusses how trauma histories of both children and staff impact the issue, and how ensuring a containing environment can reduce the need for restraint. The document calls for an open dialogue and engagement of head, heart and hands to thoughtfully address this challenging problem.
Humanitarian advocacy aims to influence policies and actions that better address the needs of vulnerable populations. It encompasses efforts made before, during, and after crises to protect rights and access to assistance. Advocacy goals include ensuring respect for humanitarian principles, protecting affected communities, and supporting an effective humanitarian system. Advocacy approaches can be direct with policymakers or indirect by building public support. Strategies consider objectives, target audiences, appropriate messages and tactics, and monitoring frameworks. Challenges to advocacy include balancing operational risks with speaking out, and representing population needs amid crowded policy environments.
The document discusses key concepts in agricultural extension including definitions, types of education, features and principles of extension education, the extension educational process, teaching and learning processes, innovation diffusion, adoption process, and categories of adopters. It notes that extension education is a non-formal education method aimed at inducing behavioral changes for increased knowledge, skills, and income. The document also provides background on influential figures in extension such as the "Fathers of Extension" J.P. Leagans and K.N. Singh.
This document discusses various psychological theories of learning including behaviorism, cognitivism, constructivism, and their major proponents such as Skinner, Piaget, and Bruner. It contrasts objectivist and constructivist approaches to learning and instruction. Objectivism is grounded in behaviorism and information processing theories, viewing knowledge as something transmitted to students. Constructivism believes learning is an individual process of constructing knowledge based on experiences. The document provides examples of learning theories within these approaches such as cognitive information processing, social constructivism, and multiple intelligences theory.
Social learning, communication, engagement and ICT4agILRI
This document discusses challenges related to natural resources like water and land management that are "wicked problems" with no clear solution and competing stakeholder interests. It advocates for more participatory and collective approaches to research and communication using ICTs, where local communities are engaged as co-researchers in understanding problems and solutions from different perspectives. This helps catalyze social learning processes where people learn from each other through interaction. The document questions if current ICT4ag approaches are sufficiently social and participatory, and asks how technologies can better support inclusive, collective decision-making around development challenges.
Will we be smart enough soon enough - putting civic intelligence into practi...Douglas Schuler
The document discusses the concept of civic intelligence, which refers to how smart collectivities are in relation to solving shared problems through civic means. It provides some definitions of civic intelligence and asserts that while civic intelligence exists, it may not be adequate to address growing global and local problems. Examples are given of projects that demonstrate civic intelligence, including sustainable prisons, the Beehive Design Collective, and the Liberating Voices project. The document discusses using pattern languages to organize civic intelligence projects and promote citizen engagement and activism. It concludes that assessing aspects like inclusion, creativity, collaboration, and addressing fundamental problems could be useful for comparing and measuring civic intelligence.
Leanne Cameron, IRC/ELI Service Learning Presentation 2013Leanne Cameron
This document summarizes a presentation on using service-learning to motivate language learning. It introduces the International Rescue Committee refugee resettlement program in Sacramento and its English language institute partnership with Sacramento State. The presentation reviews research showing mostly anecdotal evidence that service-learning benefits language learners. It then proposes a research project to study how tutoring refugees through the English language institute impacts students' language motivation and investment in their L2 identity.
TakingITGlobal is an online social network for youth focused on social good. It provides opportunities for learning, capacity building, cross-cultural awareness, and self-development through information and communication technologies. Its mission is to inspire, inform, and actively involve youth in shaping the world. The site allows youth to discuss global issues, take action through projects and petitions, and connect with others through various interactive features and tools.
The document discusses advocacy and provides information on what advocacy is, why it is done, who does advocacy, challenges to advocacy, and examples of UNOY's advocacy work. Specifically, it defines advocacy as efforts to influence policymakers, discusses lobbying and campaigning as advocacy activities, and notes advocacy can be done for, with, or by stakeholders most affected by policies. It also outlines challenges like evaluating effectiveness, ensuring involvement of all stakeholders, and understanding targets. UNOY's advocacy work is described as aiming to promote youth peacebuilding at the UN and EU through participation in events and meetings with policymakers.
Originally put together for The Club of Budapest\'s "Design Me A Planet" conference, this PowerPoint presentation summarizes not only what The Memnosyne Foundation is about, but how integral philanthropy can be implemented in general.
In other words, it explains what differentiates Integral Philanthropy: Traditional philanthropy seeks to alleviate a symptom. Integral Philanthropy views an individual project as a systemic remedy- The people’s transformation into Conscious Cultural Creators, (people who have become consciously aware of how their choices are creating their current culture economically, spiritually, environmentally, etc.), via the project, is the permanent empowerment sought.
This document discusses international development education and inclusive education policies in the country of Lesotho. It provides background on global agreements regarding education for all. As a Peace Corps volunteer in Lesotho, the author worked to implement inclusive education policies for students with disabilities in primary schools. This was attractive due to existing traditions of supporting all community members and lack of resources for special schools. Challenges included beliefs that some disabilities were contagious or cursed. The author overcame challenges by understanding the local history, language and culture. Inclusive education was well-supported by Lesotho's collectivist culture and female teacher workforce. The document advocates for educational approaches that are decided locally while facilitating international idea sharing.
The document discusses how youth work practice is evolving in the digital age. It defines youth work as helping young people learn about themselves through voluntary, enjoyable activities. Youth work traditionally occurs in physical spaces like youth centers, but now also happens online. The relationship between youth workers and young people is key. Youth workers use social media like Facebook to promote events, share information, and communicate with young people. However, they must consider rules around safeguarding and their job responsibilities. Using social media allows for increased sharing and discussion, but requires navigating challenges to established practices. Activity theory and pragmatism provide frameworks for understanding how digital tools mediate learning experiences within social contexts.
Ossiannilsson the next normal/s building forward differently for wellbeing...Ebba Ossiannilsson
This document discusses the impacts of the COVID-19 pandemic on education and the need to build a more resilient and sustainable education system going forward. Some key points discussed include:
- The pandemic exposed vulnerabilities but also revealed human capabilities and potentials. Decisions made now will impact education futures.
- COVID-19 has changed how we think about education, the economy, and society. It presents an opportunity to transition to a greener, more inclusive and resilient future.
- Going forward, education must be built differently with a focus on well-being and empathy. Lessons from the pandemic show the importance of resilience, flexibility, and prioritizing human connections.
Farming for Health: Proceedings of the Community of Practice Farming for HealthElisaMendelsohn
This document provides an introduction to the proceedings of the Community of Practice Farming for Health meeting held in November 2007 in Ghent, Belgium. It discusses the concept of a Community of Practice, describing it as a group that learns together through shared domains of interest and practice. The Community of Practice Farming for Health is introduced as focusing on the domain of using farming activities to benefit health and bringing together practitioners and researchers from different countries to exchange knowledge and experiences. An overview is given of the structure of the book, which contains presentations, case studies and discussions from the meeting.
Sustainable community development from whats wrong to whats str.docxmabelf3
Sustainable community development: from what's wrong to what's strong | Cormac Russell | TEDxExeter: Link to video
Asset Based Community Development (Philippines): Link to video
Truly sustainable economic development: Ernesto Sirolli at TEDxEQChCh: Link to video
Remember it is important to listen to the people of the community about what they want rather than to decide to make your own plan. You have involve them and empower them. Look what assets they have and by asset it can be their skills too which you can utilize to bring positive change in the community.
Community development
SWK301
SEMINAR 6.
Locating Community Development
‘Community work’ is used as a generic term for much of the work people do in communities, however-
‘community development aims to transform unequal, coercive and oppressive structures …..’ (Kenny, 2015)
*
Rothmans typology…Community DevelopmentSocial Planning
Social ActionGoalsCapacity building, network building, self help, process orientated.To solve a particular problem. Task orientatedSocial change
Institutional change
Power shiftsAssumptionsPeople need community. The community holds the answers to it’s issues.There are substantive problems that experts can fixSociety is unjust and unequal. Power must be challengedStrategies for changeInvolvement of broad range of people to determine and address their own issuesGather data about issue and make decisions about most logical course of actionConsciousness raising and mobilizing of people to take action against the causes of oppressionCharacteristics, tactics used Consensus, communication, discussion among diverse groupsConsensus or conflictConflict, direct action, confrontation, negotiation.Practitioner rolesFacilitator, networker, event management, group worker, Expert, researcher, analyst, social policy worker, project managerAdvocate, organiser, media liaison, event management
Rothmans typology
*
Popple’s Models of Community Work Practice ModelStrategyMain role/title of workerExamples of work/agenciesKey textsCommunity CareCultivating social networks and voluntary services. Developing self-help concepts.Organizer / VolunteerWork with older people, persons with disabilities, children under 5 years oldBeresford & Croft (1986); Heginbotham (1990); Mayo (1994)Community organisationImproving co-ordination between different welfare agenciesOrganizer / Catalyst / ManagerCouncils for Voluntary Service, Racial Equality Councils, SettlementsAdamson et al. (1988); Dearlove (1974); Dominelli (1990)Community developmentAssisting groups to acquire the skills and confidence to improve quality of life. Active participation.Enabler / Neighbourhood Worker / FacilitatorCommunity groups, Tenants groups, citizens organisations…..Association of Metropolitan Authorities (1993); Barr (1991)Social/community planningAnalysis of social conditions, setting of goals and priorities, implementing and evaluating services and programmesEnabler / Facilitator.
Guest Lecture Northampton March 2010 Becoming CriticalTim Curtis
Slide from Professor Margaret Ledwith's guest lecture to Social & Community Development students and staff at the University of Northampton on 2nd March 2010
The document discusses promising practices for addressing the needs of older adults in the criminal justice system. It argues that corrections alone cannot solve the problem and that a multisystem, holistic approach is needed. This involves reawakening compassion, empowering communities, providing long-term healthcare and social services, addressing social determinants, and reforming policies. Promising practices for older adults include geriatric case management, culturally responsive services, safe environments, assessment of needs, accommodations, dementia and palliative care, complementary therapies, family support, peer models, victim advocacy, and protection of rights.
The Accelerating Impact of CGIAR Climate Research for Africa (AICCRA) project works to deliver a climate-smart African future driven by science and innovation in agriculture.
AICCRA does this by enhancing access to climate information services and climate-smart agricultural technology to millions of smallholder farmers in Africa.
With better access to climate technology and advisory services—linked to information about effective response measures—farmers can better anticipate climate-related events and take preventative action that help communities better safeguard their livelihoods and the environment.
AICCRA is supported by a grant from the International Development Association (IDA) of the World Bank, which is used to enhance research and capacity-building activities by the CGIAR centers and initiatives as well as their partners in Africa.
About IDA: IDA helps the world’s poorest countries by providing grants and low to zero-interest loans for projects and programmes that boost economic growth, reduce poverty, and improve poor people’s lives.
IDA is one of the largest sources of assistance for the world’s 76 poorest countries, 39 of which are in Africa.
Annual IDA commitments have averaged about $21 billion over circa 2017-2020, with approximately 61 percent going to Africa.
This presentation was given on 27 October 2021 by Mengpin Ge, Global Climate Program Associate at WRI, during the webinar "Achieving NDC Ambition in Agriculture" organized by CCAFS, FAO and WRI.
Find the recording and more information here: https://bit.ly/AchievingNDCs
This document summarizes a meeting about collective human-information interaction (CHI2) between researchers from various universities in the GW4 partnership. The meeting aimed to identify opportunities for interdisciplinary CHI2 research across the universities. Specifically, the goals were to investigate how people can create and share knowledge to help address societal problems, and to foster a research community around this area. Key topics discussed included understanding collective behavior, human interaction with social media and information, using collective values and information for decision-making, and identifying signatures in large datasets. The document provided an agenda for sessions on these topics, with presentations on applications like emergency response, social media analysis, and energy use reduction.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
The Complexities of Physical Restrain in Residential Child Care: A Call to Ac...CELCIS
The document discusses physical restraint in residential child care from multiple perspectives. It aims to facilitate consideration of the issue and further efforts to reduce unnecessary physical restraint. Physical restraint is a complex issue with no easy answers, as it must balance preventing harm while not traumatizing children. It discusses how trauma histories of both children and staff impact the issue, and how ensuring a containing environment can reduce the need for restraint. The document calls for an open dialogue and engagement of head, heart and hands to thoughtfully address this challenging problem.
Humanitarian advocacy aims to influence policies and actions that better address the needs of vulnerable populations. It encompasses efforts made before, during, and after crises to protect rights and access to assistance. Advocacy goals include ensuring respect for humanitarian principles, protecting affected communities, and supporting an effective humanitarian system. Advocacy approaches can be direct with policymakers or indirect by building public support. Strategies consider objectives, target audiences, appropriate messages and tactics, and monitoring frameworks. Challenges to advocacy include balancing operational risks with speaking out, and representing population needs amid crowded policy environments.
The document discusses key concepts in agricultural extension including definitions, types of education, features and principles of extension education, the extension educational process, teaching and learning processes, innovation diffusion, adoption process, and categories of adopters. It notes that extension education is a non-formal education method aimed at inducing behavioral changes for increased knowledge, skills, and income. The document also provides background on influential figures in extension such as the "Fathers of Extension" J.P. Leagans and K.N. Singh.
This document discusses various psychological theories of learning including behaviorism, cognitivism, constructivism, and their major proponents such as Skinner, Piaget, and Bruner. It contrasts objectivist and constructivist approaches to learning and instruction. Objectivism is grounded in behaviorism and information processing theories, viewing knowledge as something transmitted to students. Constructivism believes learning is an individual process of constructing knowledge based on experiences. The document provides examples of learning theories within these approaches such as cognitive information processing, social constructivism, and multiple intelligences theory.
Social learning, communication, engagement and ICT4agILRI
This document discusses challenges related to natural resources like water and land management that are "wicked problems" with no clear solution and competing stakeholder interests. It advocates for more participatory and collective approaches to research and communication using ICTs, where local communities are engaged as co-researchers in understanding problems and solutions from different perspectives. This helps catalyze social learning processes where people learn from each other through interaction. The document questions if current ICT4ag approaches are sufficiently social and participatory, and asks how technologies can better support inclusive, collective decision-making around development challenges.
Will we be smart enough soon enough - putting civic intelligence into practi...Douglas Schuler
The document discusses the concept of civic intelligence, which refers to how smart collectivities are in relation to solving shared problems through civic means. It provides some definitions of civic intelligence and asserts that while civic intelligence exists, it may not be adequate to address growing global and local problems. Examples are given of projects that demonstrate civic intelligence, including sustainable prisons, the Beehive Design Collective, and the Liberating Voices project. The document discusses using pattern languages to organize civic intelligence projects and promote citizen engagement and activism. It concludes that assessing aspects like inclusion, creativity, collaboration, and addressing fundamental problems could be useful for comparing and measuring civic intelligence.
Leanne Cameron, IRC/ELI Service Learning Presentation 2013Leanne Cameron
This document summarizes a presentation on using service-learning to motivate language learning. It introduces the International Rescue Committee refugee resettlement program in Sacramento and its English language institute partnership with Sacramento State. The presentation reviews research showing mostly anecdotal evidence that service-learning benefits language learners. It then proposes a research project to study how tutoring refugees through the English language institute impacts students' language motivation and investment in their L2 identity.
TakingITGlobal is an online social network for youth focused on social good. It provides opportunities for learning, capacity building, cross-cultural awareness, and self-development through information and communication technologies. Its mission is to inspire, inform, and actively involve youth in shaping the world. The site allows youth to discuss global issues, take action through projects and petitions, and connect with others through various interactive features and tools.
The document discusses advocacy and provides information on what advocacy is, why it is done, who does advocacy, challenges to advocacy, and examples of UNOY's advocacy work. Specifically, it defines advocacy as efforts to influence policymakers, discusses lobbying and campaigning as advocacy activities, and notes advocacy can be done for, with, or by stakeholders most affected by policies. It also outlines challenges like evaluating effectiveness, ensuring involvement of all stakeholders, and understanding targets. UNOY's advocacy work is described as aiming to promote youth peacebuilding at the UN and EU through participation in events and meetings with policymakers.
Originally put together for The Club of Budapest\'s "Design Me A Planet" conference, this PowerPoint presentation summarizes not only what The Memnosyne Foundation is about, but how integral philanthropy can be implemented in general.
In other words, it explains what differentiates Integral Philanthropy: Traditional philanthropy seeks to alleviate a symptom. Integral Philanthropy views an individual project as a systemic remedy- The people’s transformation into Conscious Cultural Creators, (people who have become consciously aware of how their choices are creating their current culture economically, spiritually, environmentally, etc.), via the project, is the permanent empowerment sought.
This document discusses international development education and inclusive education policies in the country of Lesotho. It provides background on global agreements regarding education for all. As a Peace Corps volunteer in Lesotho, the author worked to implement inclusive education policies for students with disabilities in primary schools. This was attractive due to existing traditions of supporting all community members and lack of resources for special schools. Challenges included beliefs that some disabilities were contagious or cursed. The author overcame challenges by understanding the local history, language and culture. Inclusive education was well-supported by Lesotho's collectivist culture and female teacher workforce. The document advocates for educational approaches that are decided locally while facilitating international idea sharing.
The document discusses how youth work practice is evolving in the digital age. It defines youth work as helping young people learn about themselves through voluntary, enjoyable activities. Youth work traditionally occurs in physical spaces like youth centers, but now also happens online. The relationship between youth workers and young people is key. Youth workers use social media like Facebook to promote events, share information, and communicate with young people. However, they must consider rules around safeguarding and their job responsibilities. Using social media allows for increased sharing and discussion, but requires navigating challenges to established practices. Activity theory and pragmatism provide frameworks for understanding how digital tools mediate learning experiences within social contexts.
Ossiannilsson the next normal/s building forward differently for wellbeing...Ebba Ossiannilsson
This document discusses the impacts of the COVID-19 pandemic on education and the need to build a more resilient and sustainable education system going forward. Some key points discussed include:
- The pandemic exposed vulnerabilities but also revealed human capabilities and potentials. Decisions made now will impact education futures.
- COVID-19 has changed how we think about education, the economy, and society. It presents an opportunity to transition to a greener, more inclusive and resilient future.
- Going forward, education must be built differently with a focus on well-being and empathy. Lessons from the pandemic show the importance of resilience, flexibility, and prioritizing human connections.
Farming for Health: Proceedings of the Community of Practice Farming for HealthElisaMendelsohn
This document provides an introduction to the proceedings of the Community of Practice Farming for Health meeting held in November 2007 in Ghent, Belgium. It discusses the concept of a Community of Practice, describing it as a group that learns together through shared domains of interest and practice. The Community of Practice Farming for Health is introduced as focusing on the domain of using farming activities to benefit health and bringing together practitioners and researchers from different countries to exchange knowledge and experiences. An overview is given of the structure of the book, which contains presentations, case studies and discussions from the meeting.
Sustainable community development from whats wrong to whats str.docxmabelf3
Sustainable community development: from what's wrong to what's strong | Cormac Russell | TEDxExeter: Link to video
Asset Based Community Development (Philippines): Link to video
Truly sustainable economic development: Ernesto Sirolli at TEDxEQChCh: Link to video
Remember it is important to listen to the people of the community about what they want rather than to decide to make your own plan. You have involve them and empower them. Look what assets they have and by asset it can be their skills too which you can utilize to bring positive change in the community.
Community development
SWK301
SEMINAR 6.
Locating Community Development
‘Community work’ is used as a generic term for much of the work people do in communities, however-
‘community development aims to transform unequal, coercive and oppressive structures …..’ (Kenny, 2015)
*
Rothmans typology…Community DevelopmentSocial Planning
Social ActionGoalsCapacity building, network building, self help, process orientated.To solve a particular problem. Task orientatedSocial change
Institutional change
Power shiftsAssumptionsPeople need community. The community holds the answers to it’s issues.There are substantive problems that experts can fixSociety is unjust and unequal. Power must be challengedStrategies for changeInvolvement of broad range of people to determine and address their own issuesGather data about issue and make decisions about most logical course of actionConsciousness raising and mobilizing of people to take action against the causes of oppressionCharacteristics, tactics used Consensus, communication, discussion among diverse groupsConsensus or conflictConflict, direct action, confrontation, negotiation.Practitioner rolesFacilitator, networker, event management, group worker, Expert, researcher, analyst, social policy worker, project managerAdvocate, organiser, media liaison, event management
Rothmans typology
*
Popple’s Models of Community Work Practice ModelStrategyMain role/title of workerExamples of work/agenciesKey textsCommunity CareCultivating social networks and voluntary services. Developing self-help concepts.Organizer / VolunteerWork with older people, persons with disabilities, children under 5 years oldBeresford & Croft (1986); Heginbotham (1990); Mayo (1994)Community organisationImproving co-ordination between different welfare agenciesOrganizer / Catalyst / ManagerCouncils for Voluntary Service, Racial Equality Councils, SettlementsAdamson et al. (1988); Dearlove (1974); Dominelli (1990)Community developmentAssisting groups to acquire the skills and confidence to improve quality of life. Active participation.Enabler / Neighbourhood Worker / FacilitatorCommunity groups, Tenants groups, citizens organisations…..Association of Metropolitan Authorities (1993); Barr (1991)Social/community planningAnalysis of social conditions, setting of goals and priorities, implementing and evaluating services and programmesEnabler / Facilitator.
Guest Lecture Northampton March 2010 Becoming CriticalTim Curtis
Slide from Professor Margaret Ledwith's guest lecture to Social & Community Development students and staff at the University of Northampton on 2nd March 2010
The document discusses promising practices for addressing the needs of older adults in the criminal justice system. It argues that corrections alone cannot solve the problem and that a multisystem, holistic approach is needed. This involves reawakening compassion, empowering communities, providing long-term healthcare and social services, addressing social determinants, and reforming policies. Promising practices for older adults include geriatric case management, culturally responsive services, safe environments, assessment of needs, accommodations, dementia and palliative care, complementary therapies, family support, peer models, victim advocacy, and protection of rights.
The Accelerating Impact of CGIAR Climate Research for Africa (AICCRA) project works to deliver a climate-smart African future driven by science and innovation in agriculture.
AICCRA does this by enhancing access to climate information services and climate-smart agricultural technology to millions of smallholder farmers in Africa.
With better access to climate technology and advisory services—linked to information about effective response measures—farmers can better anticipate climate-related events and take preventative action that help communities better safeguard their livelihoods and the environment.
AICCRA is supported by a grant from the International Development Association (IDA) of the World Bank, which is used to enhance research and capacity-building activities by the CGIAR centers and initiatives as well as their partners in Africa.
About IDA: IDA helps the world’s poorest countries by providing grants and low to zero-interest loans for projects and programmes that boost economic growth, reduce poverty, and improve poor people’s lives.
IDA is one of the largest sources of assistance for the world’s 76 poorest countries, 39 of which are in Africa.
Annual IDA commitments have averaged about $21 billion over circa 2017-2020, with approximately 61 percent going to Africa.
This presentation was given on 27 October 2021 by Mengpin Ge, Global Climate Program Associate at WRI, during the webinar "Achieving NDC Ambition in Agriculture" organized by CCAFS, FAO and WRI.
Find the recording and more information here: https://bit.ly/AchievingNDCs
This presentation was given on 27 October 2021 by Sabrina Rose, Policy Consultant at CCAFS, during the webinar "Achieving NDC Ambition in Agriculture" organized by CCAFS, FAO and WRI.
Find the recording and more information here: https://bit.ly/AchievingNDCs
This presentation was given on 27 October 2021 by Krystal Crumpler, Climate Change and Agricultural Specialist at FAO, during the webinar "Achieving NDC Ambition in Agriculture" organized by CCAFS, FAO and WRI.
Find the recording and more information here: https://bit.ly/AchievingNDCs
This presentation was meant to be included in the 2021 CLIFF-GRADS Welcome Webinar and presented by Ciniro Costa Jr. (CCAFS).
The webinar recording can be found here: https://youtu.be/UoX6aoC4fhQ
The multilevel CSA monitoring set of standard core uptake and outcome indicators + expanded indicators linked to a rapid and reliable ICT based data collection instrument to systematically
assess and monitor:
- CSA Adoption/ Access to CIS
- CSA effects on food security and livelihoods household level)
- CSA effects on farm performance
The document discusses plant-based proteins as a potential substitute for animal-based proteins. It notes that plant-based proteins are growing in popularity due to environmental and ethical concerns with animal agriculture. However, plant-based meats also present some health and nutritional challenges compared to animal proteins. The document analyzes opportunities and impacts related to plant-based proteins across Asia, including leveraging the region's soy and pea production and tailoring products to Asian diets and cultural preferences.
Presented by Ciniro Costa Jr., CCAFS, on 28 June 2021 at the Asian Development Bank (ADB) Webinar on Sustainable Protein Case Study: Outputs and Synthesis of Results.
Presented by Marion de Vries, Wageningen Livestock Research at Wageningen University, on 28 June 2021 at the Asian Development Bank (ADB) Webinar on Sustainable Protein Case Study: Outputs and Synthesis of Results.
This document assesses the environmental sustainability of plant-based meats and pork in China. It finds that doubling food production while reducing agricultural greenhouse gas emissions by 73% by 2050 will be a major challenge. It compares the life cycle impacts of plant-based meats made from soy, pea, and wheat proteins and oils, as well as pork and beef. The results show that the crop type and source country of the core protein ingredient drives the environmental performance of plant-based meats. The document provides sustainability guidelines for sourcing ingredients from regions with low deforestation risk and irrigation needs, using renewable energy in production, and avoiding coal power.
This document summarizes a case study on the dairy value chain in China. It finds that milk production and consumption have significantly increased in China from 1978 to 2018. Large-scale dairy farms now dominate production. The study evaluates greenhouse gas emissions from different stages and finds feed production is a major contributor. It models options to reduce the carbon footprint, finding improving feed practices and yield have high potential. Land use is also assessed, with soybean meal requiring significant land. Recommendations include changing feeds to lower land and carbon impacts.
This document summarizes information on the impacts of livestock production globally and in Asia. It finds that livestock occupies one third of global cropland and one quarter of ice-free land for pastures. Asia accounts for 32% of global enteric greenhouse gas emissions from livestock, with most emissions coming from India, China, Pakistan, and Bangladesh. Rapid growth of livestock production in Asia is contributing to water and air pollution through nutrient runoff and emissions. The document discusses opportunities for public and private investment in more sustainable and climate-friendly livestock systems through technologies, monitoring, plant-based alternatives, and policies to guide intensification.
Presentation by Han Soethoudt, Jan Broeze, and Heike Axmann of Wageningen University & Resaearch (WUR).
WUR and Olam Rice Nigeria conducted a controlled experiment in Nigeria in which mechanized rice harvesting and threshing were introduced on smallholder farms. The result of the study shows that mechanization considerably reduces losses, has a positive impact on farmers’ income, and the climate.
Learn more: https://www.wur.nl/en/news-wur/show-day/Mechanization-helps-Nigerian-farms-reduce-food-loss-and-increase-income.htm
Presentation on the rapid evidence review findings and key take away messages.
Current evidence for biodiversity and agriculture to achieve and bridging gaps in research and investment to reach multiple global goals.
The document evaluates how climate services provided to farmers in Rwanda through programs like Participatory Integrated Climate Services for Agriculture (PICSA) and Radio Listeners’ Clubs (RLC) have impacted women and men differently, finding that the programs have increased women's climate knowledge and participation in agricultural decision making, leading to perceived benefits like higher incomes, food security, and ability to cope with climate risks for both women and men farmers.
This document provides an introduction to climate-smart agriculture (CSA) in Busia County, Kenya. It defines CSA and its three objectives of sustainably increasing agricultural productivity and income, adapting and building resilience to climate change, and reducing and/or removing greenhouse gas emissions. It discusses CSA at the farm and landscape scales and provides examples of CSA practices and projects in Kenya. It also outlines Kenya's response to CSA through policies and programs. The document describes prioritizing CSA options through identifying the local context, available options, relevant outcomes, evaluating evidence on options' impacts, and choosing best-bet options based on the analysis.
1) The document outlines an action plan to scale research outputs from the EC LEDS project in Vietnam. It identifies key activities to update livestock feed databases and software, improve feeding management practices, develop policies around carbon tracking and subsidies, and raise awareness of stakeholders.
2) The plan's main goals are to strengthen national feed resources, update the PC Dairy software, build greenhouse gas inventory systems, and adopt standards to reduce emissions in agriculture and the livestock industry.
3) Key stakeholders involved in implementing the plan include the Department of Livestock Production, universities, and ministries focused on agriculture and the environment.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
Day2_Plenary_Rene R. Vidallo
1. Social Learning Approaches
in Climate Smart Village
Development
Experience from the Guinayangan CSV in
the Philippines
2. Dr. James Yen was conferred Copernican award with nine other
"modern revolutionaries" including Albert Einstein, Orville Wright,
Walt Disney, Henry Ford, and John Dewey in 1943
“The people are the
foundation of the nation.
Our only chance for a
lasting peace on earth: the
release of the strength of
the common man.”
“We work with the people
not out of pity but out of
respect for their potential
for growth and
development, both as
individuals and as
communities.”
- Dr. Yen
3. Social
learning
• Social learning is defined as the process through which groups of people
learn, by jointly defining problems, searching for and implementing
solutions, and assessing the value of solutions for specific problems
(Koelen and Das, 2002).