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These panel papers address various ways to meet the needs of changing communities in achieving the goal of reducing crime and revitalizing communities. Weeding out crime and seeding target areas with social services and economic revitalization calls for a range of strategies, as identified by the panelists. The following papers are included: (1) "The Context" (Bailus Walker, Jr.); (2) "Economic Shifts That Will Impact Crime Control and Community Revitalization" (Cicero Wilson); (3) "The Context of Recent Changes in Crime Rates" (Alfred Blumstein); (4) "Community Watch" (Amitai Etzioni); (5) "Revitalizing Communities and Reducing Crime" (Robert L. Woodson, Sr.); (6) "Cooling the Hot Spots of Homicide: A Plan for Action" (Lawrence W. Sherman); (7) "Communities and Crime: Reflections on Strategies for Crime Control" (Jack R. Greene); (8) "Crime Prevention and Crime Deterrence" (David Kennedy); (9) "Revitalizing Communities: Public Health Strategies for Violence Prevention" (Deborah Prothrow-Stith); (10) "Lawyers Meet Community. Neighbors Go to School. Tough Meets Love: Promising Approaches to Neighborhood Safety, Community Revitalization, and Crime Control" (Roger L. Conner); (11) "Dynamic Strategic Assessment and Feedback: An Integrated Approach to Promoting Community Revitalization" (Terence Dunworth); (12) "Community Crime Analysis" (John P. O'Connell); and (13) "What Do We Do Next? Research Questions and Implications for Evaluation Design" (Jan Roehl). An appendix contains author biographies. (SLD)

These 31 papers illustrate and reflect on the application of autobiographical/life history techniques in research and teaching in higher and adult education institutions in the United Kingdom and from Western and Eastern Europe. The papers are: "Writing and Rewriting Writer Identity" (Aitchison et al.); "In Search of the Meaning of Education" (Antikainen et al.); "Life History in Research Careers" (Blaxter et al.); "Automathsbiographies" (Briggs); "To Become a Researcher" (Bron); "Life History and Personal Values in the Selection and Training of Professionals" (Clifford); "Maths Life Histories" (Cobden, Thumpston); "Using Life Histories on a 'Ways into Work' Course" (Costley, Thompson); "From Chambermaids to Graduates" (Daggett); "Adult Education and Life History" (Davis);"Hidden Histories" (Delfanne); "Biographical Research in Adult Education" (Egger); "New Methods for Life Course Analysis of Students' Lives" (Farnes); "Starting a Personal Profile" (Griffiths); "Histories and Horoscopes" (Hamilton); "Cleaners Tell Their Life Stories" (Harnsten); "An Eighteenth-Century Poet Reveals Himself as an Educator" (Jones); "Narratives and Identity in Higher Education" (Lea); "Secret Worlds of the Way We Talk" (Lewis); "'The Swift Course of My Life'" (Mace); "Hearing Voices, Changing Lives" (Mann); "Life History and Creative Writing" (Michelson); "'Autobiography Unit': A Case Study" (Monaghan); "Life History, Disability, and Special Education" (Potts); "Crossing Cultural Divides" (Preece); "Using Lifelines" (Pryor et al.); "Life History and Motivation for Adult Education" (Schrader-Naef); "Quilting a Life History" (Sellers); "Adult Learning in a Time of Transition" (Shelley); "Accrediting Selves?" (Stuart); "The Importance of Identity and Difference in Relation to the Life Histories of Learners" (Sukhnandan); "Life Histories in a Historical Context" (Thapar); "Women, Education, and Class" (Thomas); "How Did I Get Here? An Account of Routes and Decisions Affecting Entry into and Experiences of Higher Education" (Thombs et al.); "Exploring Educational Life Histories" (Thomson); "Whose Story, Whose Terms? Some Problems of Reflectivity in Life History Research" (West); and "The Influence of Some Life Experiences on the Perceived Value of Action Learning Sets in the Development of Personal and Managerial Skills in a Higher Education Environment" (Williams). (YLB)

With an increase in Synchronous online learning, there is a shift in how current teaching practices are impacted and what is important to students and student learning. Synchronous teaching is not taking face-to-face strategies online, instead, it requires intentional design and thoughtful planning. To that end, this paper discusses pedagogical strategies for designing online spaces that create, cultivate and sustain social presence. Literature and research that support the connection between social presence and student learning will be shared, including the presenters' recently published text "Effective Learning Environments in Higher Education Online Settings: Establishing Social Presence." The framework presented in this text separates Social presence into three themes: social climate, membership in a learning community, and students feeling real. In this paper, authors elaborate on how instructors can build community in online courses. [For the full proceedings, see ED652228.]

This document is a collection of 17 papers on theoretical issues in health education presented at the Dorothy Nyswander International Symposium. The introduction, entitled "Theory and Practice in Health Education: A Synthesis," attempts to highlight some of the features of these papers and their relevance for health education practice. The papers show a diversity in subject matter and scope and include such subjects as health education in the medical care setting, community organization, and educational diagnosis. Several papers examine various theoretical concepts and their applicability to health education practice. The papers emphasize people and the predominant position they play in decisions about their own health actions. Another common characteristic of the papers is the emphasis on precision in the delineation and analysis of whatever aspects of health education are under consideration (defining health education, causes affecting the individual or group behavior, analysis of data, program planning and methods, evaluation, training, and administrative framework). Yet another characteristic of the papers is the emphasis on theory or the ways to use theory in the practical implementation of programs. (BD)

Focusing upon the central problems of effective community practice in town and country areas, the four speeches in this collection emphasize some key analytical notions in what has been termed an interactional or activity field conception of community. Among the ideas emphasized are the complexity/integration and the coordination/integration of community structure and the coordinating association and the service agency as key organizations in community development. The four papers are titled and sub-titled as follows: (1) "Community Development: Dialectics in Practice and Theory" (Technology and Community Structure; Community Structures and Processes; Multiple Fields and Goal-Structure Interaction; Community Coordination and Development Models); (2) "Two Basic Structures in the Development of the Modern Community" (Community Coordinating Structures; The Service Agency; Basic Structures, Development Models, and Goal Attainment); (3) "The Multi-County Area as a Community" (The Social Field Perspective; The Emerging Rural-Urban Locality; Two or More Fields in a Multicounty Area; Type of Field and Nature of Integration; Integration of the Multicounty Area); (4) "The Community Association and Comprehensive Development" (Structural Dimensions; New Structures and Projects; The Coordination of Organization; Use of External Resources; Local Development and Community Theory). (JC)

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

This volume presents the proceedings of a conference on higher education non-traditional and interdisciplinary programs. The papers are grouped into 13 categories. The categories, together with some of the topics treated by the papers grouped within them, are as follows: (1) "Assessing Experiential Learning" (integration into a traditional four-year institution, new directions, new collaborations, 10 years of portfolio program assessment at Lewis and Clark State College, Fairleigh Dickinson University's portfolio process, assessment standards); (2) "Changing the Culture of Teaching and Learning" (student self-assessment; the political geography of higher education; cultures for emancipatory curricula; Lynchburg College, Virginia; an evolving write to learn program); (3) "Creating Learning Communities" (coping with change, faculty reward systems, collaboration, adult learners, Marist College Cluster, teaching in prison); (4) "Decentering the Teaching Process" (client-centered courses, student directed learning, and team learning); (5) "Defining Ways of Knowing" (intuition, the culture of knowing, reconciliation, the liberal arts); (6) "Developing Effective Teaching Techniques in Interdisciplinary Programs" (connections across disciplines, analyzing student evaluations, teaching debate and the canon, secular study of religion, team teaching, interdisciplinary study through the modern novel, problem based learning, the Dyad Seminar, learning journals); (7) "Developing New Methods, Models and Markets" (graduate study, critical thinking, advanced writing, textual studies, nontraditional doctorate, pre-service teachers course, adult education market, human cognition and predispositions, adaptive behavior); (8) "Integrating the Arts and Sciences" (arts and sciences and the visual arts, history, drawing, integrating creative writing and science in the classroom); (9) "Linking Technology with Nontraditional/Interdisciplinary Education" (creating learning communities, distance graduate education, videotaping, interstate authorization of distance education, State University of New York via satellite, assessment, a quantitative reasoning course); (10) "Meeting the Needs of Special Constituencies" (politics of education, effective management education, assessment, the weekend format, learning spirals, returning women, preparing non-access adults for middle class jobs, adult learners, critical thinking, Cambridge College, educational opportunities, assisting inner-city families); (11) "Providing Quality Programs Off Campus" (humanities programs, program "how to" , models); (12) "Serving Corporate Needs Through Partnership Models" (program models, follow-up analysis, prior learning assessment); and (13) "Understanding the Politics of Nontraditional/Interdisciplinary Education" (home economics, student service, gaining support for nontraditional programs, an analytic framework, Cazenovia College, New York). References follow many of the papers. (JB)

Individually and collectively, institutions of higher education possess considerable resources--human, fiscal, organizational, and intellectual--which are critical to addressing significant social issues. Additionally, these institutions are physically rooted in their communities. Therefore, investing in the betterment of their immediate environments is good for both the community and the institution. However, it is recognized that higher education institutions often fall short of making a real impact in their home communities. Therefore, a conference was convened to examine the current and evolving role of higher education institutions, particularly those operating within the context of coalitions, consortia and state systems, to catalyze change on issues affecting communities and society as a whole. Specifically, the focus of the conference was to develop and strengthen an understanding of how higher education might work more effectively with communities and it is believed that consortia or collaboratives of higher education institutions, along with community partners, can learn from one another. The papers offered in this monograph are the result of the Wingspread Conference on "Higher Education Collaboratives for Community Engagement and Improvement", conducted on October 27-29, 2004, in Racine, Wisconsin. The conference, the second of a three-part series, was sponsored by the National Forum on Higher Education for the Public Good at the University of Michigan School of Education, the Johnson Foundation, Atlantic Philanthropies, and the W.K. Kellogg Foundation. The papers presented in this monograph are: (1) Reflections on Community-Campus Partnerships: What Has Been Learned? What are the Next Challenges? (Barbara A. Holland); (2) Reflections on the Wingspread Experience (Bruce L. Mallory); (3) Higher Education Collaboratives for Community Engagement and Improvement: Faculty and Researchers' Perspectives (Ira Harkavy); (4) Challenges to Community-Higher Education Partnerships: A Call to Action (David Cox and Sarena Seifer); (5) Mission and Community: The Culture of Community Engagement and Minority Serving Institutions (Maurice C. Taylor, Brighid Dwyer, and Sandra Pacheco); (6) Research Universities Working Together to Serve Multiple Communities: The Committee on Institutional Cooperation Engagement Initiative (John C. Burkhardt and Rachel Lewis); and (7) Partnering with the Old North State (Judith Welch Wegner). "Partnerships for Engagement Futures", an introduction by Ryan E. Smerek, Penny A. Pasque, Bruce Mallory, and Barbara A. Holland, is included. Individual papers contain tables, footnotes, and references.

This paper questions whether public concerns about educational quality and slow economic development in Appalachia are being addressed adequately and suggests that the problem of lagging educational performance is rooted in the social and economic environment within which schools operate. Recent high unemployment in south central Kentucky and its relationship to low educational attainment in the region is examined and research is cited which suggests that opinion-shaping leaders and power brokers who enter the region as a socioeconomic elite are very important to progressive, modernizing educational change. Thus, the significance of change to the community, such as a new industrial plant, is linked to whether it brings a significant component of educated, administrative personnel with aspirations congruent with the requirements of a modernized society. These people exert influence by way of example (before parents and children), and through participation in school-support activities, educational administration, and political action. The paper recommends reconsideration of development policies that welcome labor-intensive businesses with large numbers of unskilled jobs. Instead, it is suggested that a new emphasis on education--not on working to establish seniority in low-skill jobs--should be seen as the way out of poverty, and that policies should welcome industries that employ more educated people. It is concluded that there is a need "progressive" firms to the community. Five references, three tables, and one map are included. (TES)

This report contains a summary and six papers from a symposium to examine and define citizenship education for adults and to consider the curriculum implications for adult basic education, English as a second language, and adult special education. The summary report gives an overview of symposium activities and discussions, with particular emphasis on consensus concerning a definition of citizenship education, and the closing comments from three participants synthesizing the symposium themes. In the first paper, adult education activities in the field of citizenship are summarized under four headings: citizenship education and the immigrant, citizenship education for the general population, national and community development, and communications between French and English Canadians. The purposes of citizenship education are considered in the next presentation. The third paper provides a definition of citizenship education. Citizenship education in the context of immigrant education is commented on in the fourth paper with a special focus on religious education. The fifth presentation offers an argument against nationally focused citizenship education. Further definitions of citizenship education in Canada are discussed in the final paper. (YLB)

Rural Africa includes some 80% of the African population; its people are poverty stricken, illiterate, ill-sheltered, and ill-nourished. These circumstances make rural development absolutely vital. However, past rural development policies have failed to take into consideration the structure and division of labor in the farm family, the traditional philosophy of the African decision making process, and the metaphysical world of the African peasant. Other obstacles to efficient rural development include conflict of interest and competition among the many agencies which labor to initiate rural development programs, as each institution operates on the assumption that its activities are sufficient to effect total change in the living conditions of the African farm family. Moreover, the technicians who act as change agents are highly susceptible to commands from their bureaucratic superiors and are, therefore, less responsive to the needs of the African rural family. The Comilla District Integrated Rural Development Programme (Bangladesh) offers an alternative model for rural development, as it incorporates a manager and a model farmer who act as internal, rather than external, change agents, attending external classes and then disseminating information at weekly village meetings. An integrated approach to rural development demands acceptance by governmental agencies of involvement of all social strata in planning and implementation. (JC)

A collection of papers, from the Centre for the Development of Human Resources in Rural Asia (CENDHRRA) Evaluation Seminar (1980) in Bandungan, Central Java, provides guidelines for evaluation of rural development projects of non-governmental organizations (NGOs). The first part of the report contains a summary of group discussions on different aspects of evaluation, including placement of development projects within broader national policies; evaluation purposes, objectives and procedures; utilization of evaluation results; and perspectives on specific aspects, such as profiles of rural projects, listing development indicators, and in-built evaluation through reporting systems. A section on recommendations to CENDHRRA concerns CENDHRRA's role in helping project evaluations. The second part contains five case studies of projects; summaries of two resource papers; and sections on incidental thoughts on evaluation, evaluation apprehensions, difficulties of evaluating NGO projects, and CENDHRRA's evaluation services. Case studies cover evaluation of a scholarship program for social leadership training (Indonesia); an in-built participative evaluation of the Usaha Bersama movement (people joining together in socioeconomic activity to achieve a certain objective) (Java); community-based integrated rural development (South Korea); a Merapi Slopes drinking water project (Indonesia); and the utilization of community health services (Philippines). Summarized resource papers discuss a system for project evaluation through reports and a community-level information statistics system. (MH)

Every country of the world including Nigeria needs to imbibe the idea of innovative technology in a bid to sustain cities and communities with a view to raising the standards of living of the citizens and attending to the many challenges facing cities and communities. These challenges make it extremely difficult or impossible to fix socio-economic development and inhibiting improved standard of living of the people and outlook of cities and communities. Adults need to be carried along in sustainable development through all the laudable programmes of adult education, interjecting them with technological innovations. Technology stimulates creativity which brings along with it innovation. Lack of adequate training in technology robs adults of creativity. The paper thus looks at how introducing technological innovations into adult education would stimulate creativity in people thereby making them innovative in all areas of life so as to achieve sustainability. The paper recommends that adult education should be more funded by Nigerian government, that technological education should be introduced into all programmes of adult education, remove every hindrance to technological education from every adult learner and education should be made accessible to all so that sustainability would be achieved not only in cities and communities but in individuals and getting communities ready for future generations. [For the full proceedings, see ED597456.]

As university institutions have grown, the university and community relationship has again become obscure and troubling. Today, no one has to defend the thesis that adults can learn. We have turned our attention to how, when, and at what price. Over the last twenty years, postsecondary education has witnessed a shift from elite to mass education. Adult public education, mostly of a remedial nature, was largely a failure prior to the mid-fifties. But by that time in Canada and the U.S., the private sector (industry, armed services, etc.) had created teaching and learning systems that sometimes dwarfed the public sector in scope, results, and costs. During this same period, the mistaken view of education as an investment was accepted and transmitted to developing countries. What has been thrown into perspective now is the distinction between learning and education and how the two are related. Education, a social endeavor, is the way society responds to the capacity of its members to learn. The Canadian university must create its own community not identified by a single place, the student's age, or the instructional process. It must cease to evaluate conventional students for society. The university should focus on where, how, why, and what learning is taking place. (CSS)

As part of an ethnographic study of one rural school-community relationship, this paper explores how school and community leaders conceive of the purpose of schooling in their community, delineates the educational policies and practices that support this purpose, and offers insight into the implications of such a purpose. Adding to the rural education research debate over the role of school districts in perpetuating rural youth outmigration, this research considers one school district's approach to mitigating the brain drain through policies and practices emphasizing local careers and job skill development. Based on district and state policy analysis, interviews with local leadership, and observational data, this study suggests a critical consideration of educational equity is needed when rural schools prioritize community development. This paper is intended to begin a conversation on the conceptualization of rural school-community relationships and educational equity in communities where population loss is an economic and an educational crisis.

Stories contain the wisdom of the world, teaching cultural values. Story builds community, celebrates cultural diversity, and preserves cultural identity. Where truth has been suppressed, story is an instrument of epiphany. Storytelling builds literacy skills, and develops metaphorical understanding. A storytelling center in Canada had been a cultural institution for 23 years and had cultivated the art and craft of storytelling in the members of its storytelling guild. When the center faced permanent closure, members were devastated. The theoretical underpinnings for this research study were narrative theory, place theory, and knowledge communities. The purpose of this study was to explore member perceptions of story, storytelling, and leadership. A phenomenological study was conducted to investigate the moment of this lived experience. Individual interviews with 9 participants and 2 focus groups of 3 participants each were conducted with members of the storytellers' guild. Audio recorded focus groups and individual interviews provided verbatim transcripts. Data analysis was inductive to discover categories and themes. Key findings indicated three dominant themes emerged: home, vision, and story. Findings also indicated that story strengthens both content retention and language acquisition. For the purposes of this paper, findings about story will be discussed.

Learning to read and write is a fundamental right. Yet official figures by the National Bureau of Statistics indicate that 38% of African adults are illiterate. This study ascertained the level of literacy of Igbo-Ora community and the effects on community development. Mixed methods of survey were applied. A questionnaire of 32 items was used to collect data and information on the literacy level and socio-economic development of the community. The instrument applied for the National Assessment of Adult Literacy as applied by the National Center for Education Statistics in one of its studies was modified and applied. It provided the basis for a measure of the literacy level of the sampled 25-year-olds and above. It measures the prose, document and quantitative types of literacy. The 750 copies of the questionnaire were randomly distributed and were returned and analysed via this framework. Additionally, three Baales were interviewed on the history and level of literacy of their parts of the community. The high level of illiteracy demonstrated has enormously affected the socio-economic development of the community. This study argues for sustainable literacy for sustainable development. It recommends that to enhance the literacy level, all governments must make logical guidelines, as well as improve funding for the relevant agencies of governments saddled with the execution of the mass literacy programme. Similarly, literacy-inclined groups and other related NGOs must increase their activities and drives to highlight the significance of literacy. Furthermore, the State Universal Basic Education Board must strengthen its efforts to ensure no child is left out of the mass literacy initiative. [For the full proceedings, see ED597456.]

This paper presents a partial mapping of the field of rural literacies that has emerged following the publication of Edmondson's "Prairie Town" (2003) and Donehower et al.'s "Rural Literacies" (2007). These two texts presented the idea that rural places and spaces can be used to think about literacy practices in the context of larger educational and regional/community development issues. But the question remains, what exactly is rural literacy? Our answer relates to the kinds of questions that have been taken up by literacy studies scholars working in rural contexts over the past decade. In this paper we examine a number of contemporary studies of literacy/literacies in rural contexts and offer a framework for the analysis of rural literacies scholarship.

This paper discusses the use of gender analysis to ensure that economic development policy has equitable consequences for women and men, and describes the role of nonprofit community organizations in promoting such analysis. Gender analysis assumes that role differences between men and women are socially defined and therefore open to change. Planners of a public policy initiative must understand the sexual division of labor and the differences in access to benefits and resources in specific situations. Questions that are key to gender analysis, or to any social analysis, focus on who does what; who has access to or control of resources and benefits; what factors influence activities, access, and control; and who is included at each project stage as informants, decision makers, service providers, and beneficiaries. Social and gender analyses ensure that more of the benefits of development accrue to the disadvantaged than the privileged, and that benefits are socially sustainable beyond the term of a project. In the past 12 years, a number of nonprofit community-based organizations have emerged that focus on women and economic development programs. Their activities include job placement and training programs, advocacy for nontraditional jobs, microenterprise training, and loan programs. As an example of the process of moving from practical needs to strategic action, the Coal Employment Project helped Appalachian women break into coal mining--nontraditional for women but one of the few decent-paying jobs in the mountains. (SV)

Ways in which community "visioning" can be used to generate support and action for community education are described in this paper. Six steps in the community visioning process are discussed: (1) preparing; (2) conducting a workshop; (3) obtaining community feedback; (4) action planning; (5) recruiting, implementing, and following up; and (6) evaluating and celebrating. The community visioning model presents an alternative to the traditional needs-based or deficit-planning process in the following ways: it is proactive, future-oriented; and it views the community educator as a facilitator. Two figures are included. (Contains 21 references.) (LMI)

This paper presents an analysis of community and parental involvement in education. Sample programs and activities have been selected from the schools recognized as excellent by the Assistant Secretary for Educational Research and Improvement School Recognition Program. Numerous brief case studies highlight interesting and creative ways in which schools, parents, and community volunteers increased the quality of education in many schools across the nation. The introduction cites program summaries in parent and community participation. The next section addresses preparing parents and community for school improvement. This is followed by information on creating and managing school volunteer programs. Research from successful schools during the years 1986-90 is presented in the form of brief examples of parental and community involvement. The next section which outlines the partnership approach, is followed by a section on involvement in community services. A summary concludes the document. (Contains 19 references.) (RR)

People working together on community projects benefit both themselves and the community. Quality Circles (Theory Z) is an example of this principle at work in industry. Employees who are involved in the decision-making process turn out a lower-cost, higher-quality product. This concept could prove valuable in small schools if students were permitted to participate in community development activities. There are many community development programs which are effective. One example is the Building Our American Communities (BOAC) program of the Future Farmers of America. In this program, students nominate projects from which to choose, appoint committees to study their possible success, and through consensus select one to work on. If these steps are followed, a successful outcome is assured which will benefit the students, the school, and the community. (DC)

A modified Delphi technique was used to identify topics in international agricultural education considered by eight experts on agricultural education to be areas needing research. All eight (100%) of the experts completed the first-round mail questionnaire, and seven (87.5%) completed the second and third rounds. Survey category areas were as follows: administration/supervision; curriculum development; communications/delivery methods; pedagogy/instructional methods; evaluation/accountability; youth/adult organizations; personnel staff development/inservice/preservice; community resource development; supervised occupational experience programs; research/development activities; facilities/equipment; women in agriculture development; and funding. A summary of topics receiving unanimous acceptance is as follows: role of technical assistance; nonformal programming factors; comparative studies; public/private linkages; effective institutional structures; developing nations' resource constraints; linkages with developing nations' agricultural universities; international agriculture knowledge of secondary students; foreign language requirements; indigenous practices and new subject matter; primary agricultural education in developing nations; internationalizing curricula; experiential international ag ed; human resource development; international agricultural knowledge in degree programs and K-12; developing nations' communication linkages; mass media; using indigenous knowledge; agriculture texts for developing nations; technology transfer; follow-up of innovative programs; analysis of ag ed in developing nations; evaluating adoption of ag innovations; case studies of successful programs; youth leadership skill needs; young and adult farmer skill needs; foreign graduate student research; supplemental experiences for foreign students; alternatives to long-term degree training; cross-cultural teaching; motivators of extension workers; participation of all segments in agricultural development; role of ag ed in institution building; ties between domestic and international ag students in U.S. universities; and involvement of women in development. (Contains 17 references.) (MN)

This paper examines changes in federal policy that have encouraged economic development by American Indian tribes, and presents examples from New Mexico. The Indian Reorganization Act of 1934 guaranteed federal provision of education and other services to the tribes, but the newly reorganized tribal governments were regulated almost exclusively by the Bureau of Indian Affairs (BIA). In the 1950s, aspects of federal wardship were terminated and Native Americans were relocated to urban areas. In the 1960s, Indian Community Action Programs of the Office of Economic Opportunity (OEO) allowed tribes to initiate their own reforms, forcing tribal governments to become more structured and to create their own bureaucracies. The OEO also provided training for tribal leaders and established consortia with major universities to provide technical assistance. The 1970s saw the beginning of the self-determination era. Job training for Native Americans was increased, tribes were allowed to contract services from the BIA, and the policy of Indian preference in hiring for Indian programs was strengthened. In the 1980s the Supreme Court ruled in favor of tribes imposing severance taxes on extracted minerals, but sagging world prices for strategic minerals and massive federal cutbacks in programs and services highlighted the boom-and-bust nature of tribal economics. Major program areas administered by Pueblo tribal consortia are listed, and barriers to tribal economic self-reliance are outlined. (SV)

This book assembles over 50 papers from the 7th Triennial European Research Conference of the European Society for Research on the Education of Adults (ESREA), which was held from the 4th to the 7th of September 2013 at Humboldt-University in Berlin. The title of the conference was "Changing Configurations of Adult Education in Transitional Times". Many authors within this volume refer to this title and the thematic outline within the call for papers. Furthermore, conferences are also a general "seismograph" that show the issues currently dealt with in a research community and also the terms that are employed frequently at one specific point of time. Papers included in the proceedings are: (1) Introduction (Bernd Käpplinger, Nina Lichte, Erik Haberzeth, and Claudia Kulmus); (2) Transitions around and within ESREA (Henning Salling Olesen); (3) Welcome Address at the ESREA Triennial Research Conference 2013 in Berlin (Bernd Käpplinger); (4) Non-traditional adult students in Higher Education: the development of Plurilingual Repertoires (Susana Ambrósio, Maria Helena Araújo e Sá, and Ana Raquel Simões); (5) Voice, interaction and transformation: identifying transformation in the diverse meanings and contexts of the language of biographical learning interviews (Rob Evans); (6) University and lifelong learning. A research on "non traditional stories" and learning identities (Andrea Galimberti); (7) Graduating at older age--what are the expected, surprising and unwanted outcomes? (Ulpukka Isopahkala-Bouret); (8) Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science? (Laure Kloetzer, Daniel Schneider, Charlene Jennett, Ioanna Iacovides, Alexandra Eveleigh, Anna Cox, and Margaret Gold); (9) Unskilled Work and Learner Identity--Understanding unskilled work as a certain condition for perceiving oneself as an educable subject (Sissel Kondrup); (10) Engaging Universities and Adult Education: The Paulo Freire Chair at the University of Seville (Emilio Lucio-Villegas); (11) Testing as Reflecting? Preliminary findings from a study involving personality testing in CVET (Henriette Lundgren); (12) Issues of recognition and participation in changing times: the inclusion of refugees in higher education in the UK (Linda Morrice); (13) Writing & University internship: an educational path (Loredana Perla and Viviana Vinci); (14) Agency and future life trajectories in accounts of Access to Higher Education students in England (Anna Piela, Hugh Busher, Nalita James, and Anna-Marie Palmer); (15) Functional Illiterates and their Confidantes: A new Approach to the Question of Non-Participation in Adult Education (Wibke Riekmann and Klaus Buddeberg); (16) Inclusion and exclusion in continuing education for adults: the case of young people with a low level of education in Spain (Francesca Salvà-Mut, Elena Quintana-Murci, and Danielle Desmarais); (17) Recognition of prior learning: valuing learning through transitions for individual and collective purposes? (Fátima Antunes and Paula Guimarães); (18) Pedagogy versus Medicinea training and narrative care project in medical-healthcare contexts (Micaela Castiglioni); (19) The learning process of health--impacts of the configuration of the workplace health promotion (Sylvana Dietel); (20) The role of intrinsic training motivation for self-perceived work ability and working past retirement age (Paula Thieme, Michael Brusch, and Victoria Büsch); (21) Quality in continuing education: Which aspects matter from the participant's point of view? (Kirsten Aust, Stefanie Hartz, and Bernhard Schmidt-Hertha); (22) Adult Education and Transformative Learning (Elmira Bancheva, Maria Ivanova, and Alexander Pojarliev); (23) Adult Transitions in transitional times: configurations and implications for Adult Education (Chiara Biasin); (24) Blended Counselling: Advising Prospective Students with Vocational Qualifications on Their Way to University (Stefanie Brunner, Stefanie Kretschmer, and Olaf Zawacki-Richter); (25) Knowledge Transfer in Career Guidance--Empirical and Theoretical Research Findings (Clinton Enoch); (26) Successful outcomes in Vocational Education and Training Courses and Mathematics: How Pedagogy and Expectations Influence Achievement (Bronwyn Ewing, Grace Sarra, Tom Cooper, Chris Matthews, and Glen Fairfoot); (27) Profession and context: training teachers in a systemic, co-operative and auto/biographic view (Laura Formenti); (28) How Internet Based Participatory Culture Can Be Co-opted To Develop Teachers' Technological Skills (Filippo Gilardi and James Reid); (29) What are the Factors that Affect the Training of Adult Employees in the Universities of Mid-Egypt on ICT (Mohamed H. Hendy); (30) Workers' training using the e-learning methodology through entrepreneurs confederations in Spain (Rafael M. Hernández-Carrera); (31) New Configurations of Guidance and Counselling--From Support for Individual Decisions to a Governance Tool? (Bernd Käpplinger); (32) Reconstructing Professional Identity in Transition of Working Life (Helena Koskinen); (33) New Challenges for Teaching and Learning in German University Education (Ines Langemeyer and Ines Rohrdantz-Herrmann); (34) Training managers: a case study of a French corporate university (Simon Mallard and Jerome Eneau); (35) A new professional occupation in adult's education: the RVC Professional (Catarina Paulos); (36) Work motivation and employee motivation methods in managerial work (Anna Piirainen); (37) The peer groups bridging the disciplines and social contexts in higher education (Arja Piirainen); (38) From social educators imaginary to social educators training: lessons learned in a Grundtvig partnership project (Flavia Virgilio); (39) To Value Adult Education--Organisational learning, Adult Learning, and the Third Sector (Henning Pätzold); (40) Sociocultural community development as a strategy for adult education: the conceptions and practices of its practitioners (Ana Maria Simões); (41) Changing configurations in the governance of adult education in Europe: discussion of some effects of the Lisbon Strategy in Portugal (Rosanna Barros); (42) Adult education and community development in the city: Critical geography meets critical pedagogy (Christine Durant and Behrang Foroughi); (43) Unveiling of new Development Perspectives on Migration Critical research as an approach for discovering latent future possibilities (Malte Ebner von Eschenbach); (44) Education Decisions of Employed Persons: The Influence of Adult Education Vouchers (Erik Haberzeth and Claudia Kulmus); (45) Emancipation instead of discipline (Anja Heikkinen); (46) We make the road by walking--collective knowledge building and action (Lars Holmstrand and Gunilla Härnsten); (47) Adult Learning through Participation in the Economic (and Political) Environment (Martin Kopecký); (48) Invisible colleges in adult education in Portugal: contribution mapping (Ricardo R. Monginho); (49) The Rise and Fall of Research on the History of Adult Education in Contemporary Hungary: Trends and Issues of Historical Research Work from 1993 to 2013 (Balázs Németh); (50) The Limits and Divisions of Adult and Continuing Education in 20th Century Modern Europe. Historical and Political Dimensions and Patterns (Balázs Németh); (51) Violence Interrogates adult education today. A radical and critical reflection (Maria Grazia Riva); and (52) About the changes and challenges of adult education in Poland in the years 1989-2013 (Hanna Solarczyk-Szwec, Anna Matusiak, and Agata Szwech). An author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Community development depends on capable, visionary local leaders and on informed and active citizens. Thus, in the long run, education for all citizens may be the most critical ingredient to the success of rural community development programs. Schools can further contribute to the development of rural communities by providing an explicit community focus to educational programs. This paper describes the declining economics of rural America in the 1980s, manifested in lost farms, closed businesses, unemployment and underemployment, eroding tax bases, and the inability of local governments to provide needed services. These changes are not just cyclical, but part of a broader restructuring of the national economy. Community capacity to alter this process can be affected by investment in education, with students benefitting through higher earnings and communities benefitting from improved schools and the increased productivity of better educated individuals. Schools can also make explicit contributions to community development by delivering quality education to all students, expanding their mission to include meeting the community's broader educational needs; teaching about the community and how it works; focussing on modern technology; leadership skills, and entrepreneurial abilities; and increasing public awareness of community educational needs. This paper contains 34 references. (DHP)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.

This publication captures the thoughts, suggestions, and concerns Canadians expressed through an engagement process on behalf of the Government of Canada to animate discussion on Canada's innovation and learning challenges. The chapters provide summaries of what different groups had to say in relation to these key challenge areas and themes set out in strategy papers: research and development and commercialization; learning and immigration systems; skills; taxation and regulation; and community innovative capacity. Chapters 2-9 summarize what was said by people in Canada's regions; young Canadians; aboriginal groups; business associations, labor and economic development organizations, and sector councils; industry sectors; small and medium-sized businesses; the academic community; and provincial and territorial governments. Chapter 10 highlights the major suggested actions and recommendations brought forth or endorsed through the endorsement process in these areas: strengthening the learning process; building an inclusive and skilled work force; enhancing the innovation environment; improving research, development, and commercialization; and strengthening communities. The appendix presents a summary of the major goals, targets, and milestones laid out in Achieving Excellence and Knowledge Matters. A French language version is provided. (YLB)

Many states have already begun the task of creating a more "seamless" education system that stretches from kindergarten through the undergraduate years (K-16). Support for this integration of the education system is growing, although the obstacles are recognized as formidable. A conference was held to discuss ways of bring such a seamless system into being. Conference participants deliberated about five key issues previously identified as relevant to the pursuit of the seamless system, and each of the five roundtables was stimulated by background papers prepared for the conference. The five papers, presented in an appendix, are: (1) "Equity: Why Is K-16 Collaboration Essential to Educational Equity?" (Kati Haycock); (2) "Governance: Governance and the Connection between Community, Higher Education, and Schools" (Ira Harkavy); (3) "Standards: Bridging the Great Divide between Secondary Schools and Postsecondary Education" (Michael Kirst and Andrea Venezia); (4) "Teachers: Improving Teacher Preparation: Research, Practice and Policy Implications" (Arturo Pacheco); and (5) "Community: Inter-Level Educational Collaboration for Civic Capacity Building: The Role of Local Education Funds" (Wendy D. Puriefoy). (SLD)

This document contains 14 papers from an annual symposium on research in adult education for African Americans and Latin Americans. Representative papers include the following: "Congressman Adam Clayton Powell Jr., Keeping the Faith and Representing the Race--From the Pulpit to Politics" (Roudell Kirkwood); "Religious Education and Slavery: Strange Bedfellows of the Antebellum South" (Garth Gabriel Gittens); "Mother Leafy Anderson: Exploring a Mystery of Native American and African Spirituality" (Janice L. Woodhouse); "Opening the Door To Make Space: A Literature Review of the Qualitative Method of Life History" (Denise L. Hatcher); "Expanding the Small Space: Rasstafari and Knowledge Production" (Cathy Stanley); "Teaching for Transformation: Student Learning through Ritual, Reggae and Literature" (Cathy S. Stanley, Derise Tollliver, and Ellen McMahon); "Border Crossings: Writing across the Boundaries of Language and Culture at Work" (Melina L. Gallo); "Community Organizing: Pedagogy of Co-Learning" (Regina Curry); "Color Is Only Skin Deep But Knowledge Production Goes to the Bone: A Counter-Story of Continuing Professional Education (CPE)" (Laurel Jeris); and "The Role of Continuing Professional Education in Lifelong Learning: The RRRR [Reflection, Reciprocal Learning, Research/Resource, and Responsibility] Method" (Catherine Brady, et al.). Papers include abstracts and references. (KC)

Presented are papers delivered at a 1976 Colorado environmental law conference. Included in the publication are the conference schedule, the text of nine papers, background information on authors, and bibliography listings for each paper. Titles and topics of the papers are the following: (1) Water Resources Development and the Environment discusses water law in Colorado, water resources, and federally reserved water rights; (2) A Panorama of Environmental Laws presents an overview of laws dealing with radiation, noise, historical preservation, pesticides, and wildlife; (3) Federal Freedom of Information Act asks, "Who must disclose what, and to whom?" and "What information qualifies as confidential?"; (4) NEPA: Introduction and Current Developments discusses the National Environmental Policy Act; (5) Development on Federal Lands presents information on overlapping state and federal agencies; (6) Land Use Control in Colorado--Impact on Community Development surveys state legislation involving land use; (7) Air Quality Control discusses regulation of real estate development; (8) National Flood Insurance Program summarizes current developments in insurance coverage regulations; and (9) Water Quality Control discusses regulation of real estate development and water quality standards. (Author/DB)

The paper traces the legislative history and philosophical assumptions of the Rural Development Act of 1972, one of the most important pieces of rural development legislation to be enacted. This paper examines Title I of the Act, which transformed and amended the Consolidated Farmers Home Administration Act of 1961 to encompass more rural development programs, and added major new loans and grants for rural industrialization. An overview of rural industrialization research examines the economic, community, and agricultural effects of this development, consistently indicating that industrialization does produce more jobs in the nonagricultural sector of the economy. Several studies also report, though, that only a small number of the jobs are filled by unemployed local persons; most are taken by people from outside the area. Rural industrialization guarantees very little in terms of overall community improvement, and, because of the quantity of small towns (there are about 300 in Missouri alone), answers for most communities must come from other sources. More than anything else, the need in rural development acts is for a far more critical analysis of the legislation before it is passed. (KM)

The continuing transition of rural development from its old to present day form is discussed, treating varied perceptions of its goals and the continuing resolution of approaches through legislation and appropriations. Some of the goals are community development, human resources development, natural resources preservation, and a more equitable distribution of benefits. The rural development dynamics to accomplish these goals include appropriations, the projects developed by State Agricultural Experiment Stations, and community improvement research. The Rural Development Act of 1972, the first concrete legislative commitment for a joint research-extension effort toward solving rural development problems, includes programs for education, research, credit and other financial assistance, and planning. The paper also cites some rural development crises--lack of organization of development efforts, the underdevelopment process and lack of alternatives (especially in relation to the land grant universities), food and energy shortages, and the depletion of natural resources. Overall, though, the assumption is made that despite a slow start and lack of strong viable support, rural development will continue as a program of interest and action for some time to come. (Author/KM)

This paper reviews various studies of media development patterns, all pointing to mass media growth's association with urbanization. The development and use of mass media differs greatly among urban, suburban, and rural areas. However, media development patterns are similar among countries, differing in the stage but not the pattern of media development. As modernization occurs, the media spread from larger urban centers to smaller towns and eventually into rural areas. When media development and availability are equal in urban, rural, and suburban areas, media use is similar. Greater media availability means greater media use, in time and in numbers of media, no matter what the geographic area. The choice and use of media definitely relate to one's place of residence and interest in community. Media choices are also influenced by social context and daily living and work patterns. Although personal and demographic factors such as income, education, and literacy are associated with mass media use, these variables have little predictive power in explaining urban, suburban, and rural communication pattern differences. In fact, mass media availability and relevant content can supersede the barriers of illiteracy in rural areas of developing nations. Research needs are suggested. (Author/TO)

This paper argues that the goal of community development should be to provide more than material gains such as fast economic growth. The paper provides two case studies from Ethiopia which demonstrate how proper implementation of community development processes and principles might lead to successful attainment of tangible and intangible development goals. During the past two decades, there has been growing doubt about the efficacy of community development. The criticism is often based on the notion that community development is designed to produce only tangible results or material progress. Intangible objectives might include social and psychological development, human resource development, or institutional development. Certain key elements or principles of community development are described and it is noted that if these are observed, they will make successful implementation of a development program more attainable. The formation of a community development association and the development of a small cooperative store and weaving industry are described. These two cases, both from Ethiopia, are offered to demonstrate community development's potential for the third world. (TES)

Rural communities are often dependent upon their agricultural bases, which have undergone drastic changes. For communities to remain viable as economic units certain measures must be taken. Strategic planning can assist communities in assessing their situations and in developing plans and implementation schedules. Initially used in the business and corporate worlds, strategic planning can be used by education, including continuing higher education and the Extension Service to deliver efficient, effective programs. The purpose of this paper is to present a strategic planning model designed to fit small-town community development in group situations. This model focuses on rural communities with populations of 1500 or less and was piloted in three areas of Nebraska. Cooperation between small towns and communities is also part of the model. Non-residential cooperative extension personnel have no preconceived notions about the community and hence can remain objective and neutral in delivering the program. The following six steps constitute the strategic planning process as it is applied to small community development in a group setting: (1) determining who should be involved in the process; (2) determining the geographic area and its needs; (3) analyzing the external environment affecting the area; (4) assessing the area's strengths and weaknesses; (5) analyzing competing areas; and (6) examining potentials for growth and development, assumptions for success, and development of objectives with an action plan. This paper contains 11 references. (ALL)

This paper details the work of Demos and the Learning and Skills Development Agency to examine how new institutional structures for supporting lifelong learning can develop in ways that best support community-based learning activities in the United Kingdom. Three seminar background papers and notes are provided, each followed by seminar notes. "Communities, Learning, and Contemporary Society" asks how community is defined in practice and compares these working definitions against the principles and criteria used by central government and policymakers and explores the forms of community that might best develop a lifelong learning agenda in ways that can tackle deprivation. "Local Organizations and Community Learning" examines examples of best practice and innovation in engaging local communities and certain case studies. It explores what role various providers play in stimulating and shaping community-based learning activity; how responsiveness to community fits with their core objectives and statutory responsibilities; and whether new technologies offer new possibilities for outreach, provision of learning opportunities, and community-based decision making. "Learning Communities--A Framework for Funding, Planning, and Accountability" addresses the role of local and national frameworks and seeks to identify key strategic priorities for policymakers. It asks what role these structures play in blocking or stimulating community-based learning and seeks to identify connections between education and other key areas of local and national policy. (YLB)

These proceedings contain 102 papers, 32 roundtables, and 5 symposia. Among the papers are "Weathered by Their Experiences" (Aiken); "Politics of Knowledge and Theory Construction in Adult Education (AE)" (Alfred); "Self-Directed Learning as a Political Act" (Andruske); "All Things Bold and Beautiful" (Armstrong); "Violence Against Women" (Baird); "Learning to Unlearn White Supremacist Consciousness" (Barlas et al.); "Ontology at Work" (Beckett, Morris); "Adult Literacy Classroom as a Social System" (Beder et al.); "Action Research on Documenting Learner Outcomes" (Bingman); "Voices from the Deep" (Boshier); "Contesting Criticality" (Brookfield); "Making Mathematics Come Alive" (Brown, Uhde); "Telling Stories and Creating Participatory Audience" (Butterwick, Selman); "Motivation in AE" (Carre); "Researchers as Co-Learners" (Castleden, Kurszewski); "Women's Development at the Margins" (Clark); "Road Map or Mosaic" (Daley); "One Year After Enrollment in Literacy Programs" (Ebert, Bingman); "Lifelong Learning" (Edwards, Usher); "Interdictions & Benedictions--AIDS Prevention Discourses in Vancouver, Canada" (Egan); "Is the Learning Organization for Real?" (Ellinger et al.); "Women Crafting New Work" (Fenwick, Hutton); "Leadership for Adult and Continuing Education (ACE)" (Fleming, Caffarella); "AE in the End of the Century" (Fragoso, Lucio-Villegas); "Research That Hurts or Research That Helps?" (Gorman); "Feminine Pedagogies and Graduate Adult and Higher Education for Women Students" (Gouthro, Grace); "Modern Practice of Canadian and US Academic AE During the Brief American Century (1945-73)" (Grace); "Extension and Grassroots Educators' Approaches to Participatory Education" (Grudens-Schuck); "Factors Influencing Active Learning in Small Enterprises" (Hawke); "Low-Income African American Women's Cultural Models of Work" (Hayes, Way); "Rethinking Violence and Learning" (Heald, Horsman); "Unpaid Piper Calls the Tune" (Heaney); "Global Consciousness of Human Resource Development and Organization Development Practitioners" (Hill); "Menacing Feminism, Educating Students" (Hill); "Life Situations and Institutional Supports of Women University Students with Family and Job Responsibilities" (Home, Hinds); "Wyrd Questions" (Hunt); "Edge of Empire" (Hunt); "Researching Adult Learners' Reading Histories and Practices" (Jarvis); "Race and AE" (Johnson-Bailey, Cervero); "Towards a Generic Approach to Assessment in ACE" (Jones); "Educational Technology That Transforms" (King); "Mediating Meaning-Making" (Kritskaya, Dirkx); "Comparison of National Education and Training Cultures" (Kuhn); "Critical Autobiography of Moral Learning Across Four Generations of the Woman's Christian Temperance Union" (Lander); "Beyond Transformative Learning" (Lange); "Training and the New Industrial Relations" (Law, Piercy); "Refocusing Faculty Development" (Lawler, King); "Constructing Pedagogic Identities" (Malcolm, Zukas); "Adult Learner-Centered Institutions" (Mancuso); "Reconstituting the Agora" (Martin); "Questioning Research as a Contextual Practice" (McIntyre, Solomon); "Lifelong Learning Goes to the Movies" (Miller); "Ever Widening Gyre" (Milton et al.);"Models of Community Development Practice" (Moore, Hill); "Promise--and Peril--of Web-Based Course Delivery in ACE" (Mott); "Aging and Learning in a Non-Western Culture" (Muhamad, Merriam); "Transformation Toward What End?" (Narushima); "Cultures of Teaching" (Nesbit); "Control, Learning, and Resistance" (Newman); "Lifelong Learning as Metaphor" (Nicoll); "Lessons from Central America" (Nolan); "Cultivating Imagination in AE" (Norman); "Botswana Rural Women's Transition to Urban Small Business Success" (Ntseane); "Role of AE and Skills Training in Promoting Planned Change and Localization" (Odoch); "Postmodern Morality in AE" (Plumb); "'When You Act Like an Adult, I'll Treat You Like One...'" (Pomerantz, Benjamin); "Teaching Perspectives Inventory" (Pratt, Collins); "Making the Curriculum Culturally Relevant" (Preece); "La Tertulia" (Puigvert et al.); "Introducing the Community Development Concept in the Ukraine" (Pyrch); "Beyond Participation and Stereotypes" (Quigley); "Researching the Implementation of Work-Based Learning Within Higher Education" (Reeve, Gallacher); "Research Neoliberal Reforms in Child Protection Agencies" (Reich); "Literacy and Attitudes" (Ribeiro); and "Making Assumptions" (Rocco). (YLB)

This proceedings of a conference held in May 2000 at Malaspina University-College (British Columbia) contains approximately 63 conference papers, abstracts of papers, and keynote speeches. The conference examined issues affecting rural communities, with major themes being rural education, health, human services, families, and the sustainability of rural communities. The conference aimed to foster an international network of rural scholars, which had its beginnings at a 1994 conference of the same name, held at James Cook University in Queensland, Australia. Topics of speeches and papers include history of U.S. rural women teachers, rural school reform, public policies affecting rural communities, adjustment of professionals relocating to rural areas, community health services and initiatives, rural community information services, rural studies programs, Aboriginal education in Canada and Australia, information technology use on farms and in rural schools and communities, rural health issues, community viability, rural economy, community development issues and programs, connections between rural schools and communities, and distance education. Profiles of keynote speakers and contact information for conference participants are included. (SV)

On October 22, 1998, Los Angeles City College's 70th anniversary, Dr. Mary Spangler was inaugurated as the 12th president of the college. In this, her message to faculty, staff, and family attending the event, Spangler revisits the college's past, citing historical highlights from each decade. She also focuses on the present state of the college, directing attention to its recognition by the Los Angeles Times as the only community college named in a recent article on college costs, listed with 18 major 4-year colleges and universities. With a population that is 14% African American, 21% Asian, 23% Caucasian, and 42% Hispanic, the 15,000 students at Los Angeles City College compose the most ethnically diverse community college in the country. Notable changes at present include organizational restructuring, block scheduling, workshops on hiring, strategic planning to prioritize needs, and program review. In looking at the college's future, Dr. Spangler cites "Vision for 2001," a declaration of commitment for cooperative learning established in 1996 at a college retreat to chart the direction for the next 5 years. Dr. Spangler's energies as president will focus on several key issues: expanding quality programs, improving the physical environment, decreasing dependence on state funds, and maintaining a sense of community. (AS)

Using a micro-ethnographic design employing interview and observational data, a year long collaborative study examined the impacts of economic and social change on child-rearing and community mobilization in Kenya. Subjects were 462 parents, grandparents, older siblings, preschool teachers, community leaders, and other professionals having caregiving relationships with children under 3. The study examined a variety of contexts: traditional/pastoral, rural/agrarian, plantation/tea and coffee estates, and urban. Particular research foci included: (1) ascertaining ways in which traditional support systems and child-rearing practices contribute to the effective care of young children; (2) gathering information on how to strengthen these systems and practices; (3) understanding the process and significance of community participation and parent involvement in early childhood care; and (4) examining the relevance of formal early childhood education to families maintaining traditional lifestyles. Results showed that increasing poverty and the problems associated with poverty have had the largest impacts on child rearing. Particularly in plantation and urban settings, changes in family composition were also significant. In these settings, many parents had limited support systems for care of children under 3. Participative ethnographic study is needed to better ascertain and understand child care needs of families. (Contains 30 references.) (JW)

This paper identifies three different historical perspectives about citizens with developmental disabilities and their relationships to their fellow citizens and to state and federal governments. These perspectives are compared and contrasted as a basis for thinking about the future. A chart illustrates the perspectives of a distant past, a more recent past, and the present. For example, the perspective on individuals with disabilities has moved from a person possessed, to a person as a mechanism, to a person of the whole. Intervention efforts have moved from a hopelessness to intervene, to rehabilitating the person, to a dual focus on the person and the environment. The dominant political, legal, and economic values of America--liberty, equality, and community--are discussed, and the problems with individualistic utilitarianism when applied to individuals with disabilities are outlined. The paper proposes thinking about people's lives in a "communitarian" way, focusing on the interdependence of people and their duties to a common good. The roles of policymakers in the field of developmental disabilities in addressing the issues of interdependency are discussed, with recommendations in 13 categories including: generic agencies' roles, informal support, family-focused action, supported employment, financial sustenance, special education, quality assurances, self-advocacy, monitoring and protection, governmental structure, courts and judicial administration, research, and prevention. (19 references) (JDD)

This paper describes a program, Leadership Enhancement for the Active Retired (LEAR), designed to tap talented and active retired people in rural areas for leadership roles. In cooperation with a community college, two classes of older adults were recruited and trained. Participants were classified as to their leadership activity both prior to retirement, and after participating in the LEAR program. After interviewing all the participants and studying related literature, a model of leadership activity in older adulthood was formulated. Leadership in older adulthood stems from three main overlapping paths: (1) "focus in retirement" helps retirees focus their energy, time, skills, abilities and interests; (2) "past history of community leadership" will most likely lead a person to community leadership roles after retirement; and (3) "preparation for leadership" includes motivation, confidence building, relevancy of the program, awareness of community needs, specific leadership skills, and recruitment of participants prior to retirement. The follow-up of the LEAR participants demonstrated that senior adults can, through a well designed educational program, be encouraged to assume community leadership roles after their retirement. Over half of the participants in LEAR are currently in community leadership roles. The appendix contains the table of contents for the training manual for this program and a list of related publications. (KS)

Rural school and community renewal efforts may depend upon a reconceptualization of our democratic institutions and practices. During at least the last 130 years, we have come to judge our democratic institutions on the basis of whether they deliver the goods rather than develop our people. In the name of progress, efficiency, higher standards of living, and equal opportunity, our leaders have been willing to do nearly anything, and we have been willing to overlook nearly anything, so long as the goods have been delivered. Modern commercial practices exploit people and places in the pursuit of maximized profits. Having plundered the countryside and moved virtually the entire citizenry into the urban economy, multinational corporations are now beyond the control of any government and are moving toward the exploitation of the whole world. An alternative view of a good society is based on a conception of democracy in which human development rather than efficiency is the ultimate standard for evaluating systems of governance. As a foundation for rural renewal, this view acknowledges the interdependence of persons grounded in their particular place on earth. The purpose of education, then, is to learn to live in a place well, and educational practices for rural renewal focus on the local context, students' entrepreneurial skills, and community development. Examples of rural schools implementing these changes include Nebraska's Schools at the Center Initiative, Alabama's Program for Rural Services and Research, South Dakota Black Hills Special Services Cooperative, and South Dakota State University's Rural School and Community Renewal Program. (SV)

This proceedings contains approximately 100 conference papers and workshop summaries on rural health, education, and community development. The majority of the papers are concerned with conditions in rural Australia; about 20 examine rural issues in the United States; while a smaller number cover Canada, New Zealand, and European countries. A basic assumption of the conference was that rural education, health, and community and economic development can come together as a new area of study, creating new models for collaborative work on human issues in rural communities. Rural areas in both the developed and developing worlds are receiving more attention and funding than ever before. However, despite the varied and numerous programs in place in a number of countries, sparse collaboration across disciplines, cultures, and international boundaries fragments and limits the results of rural efforts. This conference was a necessary step toward collaboration and provided a thematic framework to begin to coalesce discipline-based presentations on rural issues. Such issues are related to education, health, culture, law and public policy, science and technology, social and environmental justice, communications and information equity, women's concerns, and sustainability and distance learning. A conference overview points out three major conference themes: creating community, the necessity of ethical and moral foundations, and the need for new forms of professional training and practice. The proceedings includes a list of delegates. (SV)

American rural communities are decaying, the underlying causes being chronic unemployment and inadequate infrastructure. The information age can cause the ultimate demise of rural America by further eroding local institutions or it can be its savior by revitalizing the sense of community. The link between community development and the information age is discussed. Electronic access to government services and online learning, tele-entrepreneurship, and using one's computer to get a better job are part of the solution to rebuilding rural community. The Internet, the National Resource Education Network (NREN), and the National Information Infrastructure (NII), which directs and makes policy for NREN and the Internet, are briefly described. Policy goals of the NII are discussed, particularly that it provide universal service to avoid information haves and have-nots. A proposed project that will deliver economic development services to all of Kansas is described, as are two successful rural information networks. In K-12 education, the two main issues are training teachers to use the Internet and the incorporation of Internet information into the curriculum so that it is relevant and useful. (TD)

The pedagogical triangle of teacher, learner, and subject matter has in its center a fourth element: the communication system. Each feature of the pedagogical triangle, and the communication system as well, relies on a very important cultural component. Problems occur when communication processes in a classroom are fragmented and related to different cultures and ideologies. There is quite a distance between the school's culture and the students' culture. Academic discourses provoke students' resistance because they are remote from their everyday preoccupations. There are differences between classical culture and the industrial culture called modernity or postmodernity. Models of teachings and pedagogical theories belong to a different cultures. The common culture needed to exchange information is lacking. Education is a part of the problem because it provides an inadequate basis for learning to create a new culture. Education should place a priority on creating a "virtual educational community" with a communication system based on a common culture. Key factors in achieving this virtual educational community include use of an inductive curriculum based on real social and cultural problem solving, student involvement, empathetic communication between students and teachers, and teacher emphasis on empowerment of students rather than on control. (Contains 24 references.) (JDD)

Historically black colleges and universities (HBCU's) and predominantly black colleges and universities (PBCU's) have an opportunity to empower their students and their institutions to develop "beloved communities" in which to exhibit innovations in human interactions and economic self-sufficiency. In this model, campuses would be used as research laboratories operating as "beloved communities" wherein microcosmic solutions to macrocosmic problems are developed. Steps in the empowerment of black universities and the nation include: (1) recognize that the throes of economic change are so drastic that social institutions have been decimated and are in need of redefinition and empowerment; (2) redefine social institutions using a credit model based on function and effect; (3) redefine the "American Dream" to prepare students for leadership roles in the work world they will face; (4) develop "work colleges" so that students work in college enterprises and graduate without debt; (5) empower churches in African American communities to be outreach centers for children; and (6) teach the values of inclusion, tolerance, excellence, persistence, decency, honor, and nonviolence. (JDD)

This conference proceedings contains an abbreviated conference program schedule, session abstracts, the plenary address and four selected papers addressing planning issues for institutions of higher education, and a final panel discussion. Abstracts are provided for all 17 sessions. The plenary session was given by Stephen J. Tractenberg, the president of George Washington University, and titled, "Quality Management--How Do You Make It Total?" The four additional papers presented in full are: "An Innovative Approach to Student Services" (David E. Hollowell from the University of Delaware); "University Impact on Community Development" (George Hampton and David Higham from the University of Medicine and Dentistry of New Jersey); "'The Open Institution' Redefining the Physical Plan for Community Colleges of the Next Generation" (Karen Anne Boyd and Raymond C. Bordwell); "Voice Processing in the University Setting" (Eric V. Ottervik from Adelphi University). The final selection presents a panel discussion moderated by John Rivers on "Creating a Quality Research Environment During a Time of Reduced Project Budgets." (JB)