Products related to Community:
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The Multilevel Community Engagement Model : School, Community, Workplace Engagement and Service-Learning
In a culturally diverse and complex world, there is a need for a framework to help foster school, community, and workplace engagement for addressing immediate needs and issues that individuals, families, groups, and organizations experience across these different but interrelated domains of life.Introducing the Multilevel Community Engagement Model (MCEM), Muhammad Hassan Raza provides a comprehensive, inclusive, and culturally appropriate framework to systematically develop, implement, and evaluate programs in societies around the world. Helping to address important and immediate contemporary societal needs and issues and achieve positive and sustainable outcomes, The Multilevel Community Engagement Model provides an inclusive, engaged, and systematic framework to develop, implement, and evaluate programs covering various topics and issues, such as family and child development, intimate partner violence, women’s empowerment, child abuse and neglect, diversity issues in education, Intimate relationships, family life education, mental health, mass violence, business, organizational psychology, STEM, health and social services, and workplace communication.The MCEM framework offers step-by step practical guidance and real-life cases and examples across cultures and contexts to foster engagement of all relevant stakeholder groups and promotes diversity and inclusion throughout the MCEM program cycle. Acting as a comprehensive but easy to navigate roadmap, this is a useful resource for instructors, researchers, practitioners, and organizations globally for effectively working with all groups of students, families, groups, and organizations in school, community, and workplace inclusively.
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Introduction to Community Development : Theory, Practice, and Service-Learning
Historical context, theoretical grounding, critical issues perspective, and the "how-to" for community developmentThis collection of work by leading community development scholars presents students with a theoretical and practical introduction to the field.The text progresses seamlessly from a theoretical overview to a historical overview to three approaches to community development (ecological, interactional, and structural-functional), then explores the practice of community development along with technical assistance, action research, evaluation research, and the role of local organizations, local leadership, and coalitions.The book concludes with critical issues, such as rural development, inner-city development, youth in community development, health care, public schools, and sustainable development. Key features include:New community development intervention models, using examples from recent events to demonstrate the strengths and challenges of such models Community service-learning activities, providing useful examples and case studies of successful service-learning programs in communities A hierarchy of learning activities and exercises within each chapter, ensuring that students learn how to apply concepts to real-world issues Relevant cases of successful community development interventions, giving students examples of 'best practices'Major trends, challenges, and prospects for the future in community development, helping students identify key issues and opportunities Instructor Teaching Site: Password-protected resources contain learning modules, developed by the authors, which include exercises and activities which reinforce chapter content, and demonstrate application of concepts in real-life communities. Student Study Site: Open-access study materials include chapter self-quizzes to aid content learning. This comprehensive, introductory survey text is designed for upper-level undergraduate and graduate courses in Community Development, Urban Studies, Rural Development, and Introduction to Service Learning found in departments of sociology, public administration, management, and social work.
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Learning in a Time of Abundance : The Community Is the Curriculum
When enormous amounts of information are available at our fingertips, how do we learn the things we need to know?In a world overflowing with information, how can we adapt our learning methods to thrive? Dave Cormier, a pioneering figure in digital education, presents a thought-provoking manifesto in Learning in a Time of Abundance. A leading voice in digital learning, Cormier offers a fresh perspective on how we can face the uncertainty of a world where our challenges don't have clear answers amid an overwhelming digital landscape.Measuring knowledge through memorization and grades made more sense in a world where information was hard to come by. Cormier explores the cultural and teaching changes necessary to adapt in the digital age while emphasizing the importance of understanding how to navigate the vast sea of information we encounter every day, from answering questions like "Should my child play sports that often lead to concussions?" to "How should I chime in on that Facebook conversation on gender identity?" Delving into the history of traditional learning, Cormier addresses the pressing question of how we must transform our learning approaches to thrive in an era of endless information and complex decision making. This book is a must-read for those seeking guidance on how to adapt when we are overwhelmed by information overload. Whether it's understanding social media influences on children or making impactful decisions as citizens, Cormier empowers readers in the digital age to find their humility, trust effectively, and learn to apply their values in complex situations.
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International Community Development Practice
International Community Development Practice provides readers with practice-based examples of good community development, demonstrating its value for strengthening people power and improving the effectiveness of development agencies, whether these be governmental, non-governmental or private sector.The chapters focus upon the making of the community development profession and the eight core competences required of the professional practitioner, as outlined by the International Association for Community Development (IACD), whatever their job title or host agency, in order to be able to undertake community development.These are concerned with the ability of the practitioner to:Put ethics and values into practiceEngage with communitiesEnsure participatory planningOrganize for changeSupport learning for changePromote diversity and inclusionBuild leadership and infrastructureDevelop and improve policy and practiceFrom a policy perspective, the book will reassert the role of community development approaches as related to a wide variety of global challenges, including poverty amelioration, climate change, human rights, peace building and social, environmental, political and economic development.From a practice perspective, the book will reassert the importance of high levels of professional competence building upon decades of experience in the field around the world by development practitioners working in community work, social work, health, adult education, environmental protection, local economic development, urban design, cultural work and other disciplines concerned to support effective community development.
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Should it be called community school or high school? or community school or high school?
The name of the school should reflect its primary focus and purpose. If the school serves a specific community and is deeply integrated within it, then "community school" would be a more appropriate name. On the other hand, if the school's main emphasis is on academic achievement and preparing students for higher education, then "high school" would be a better fit. Ultimately, the name should accurately represent the school's mission and values to the students, parents, and community it serves.
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Is school a forced community?
School can be seen as a forced community in the sense that students are required to attend and participate in the school environment. However, it can also be viewed as a necessary community for learning and social development. While students may not have chosen to be part of the school community, it provides opportunities for education, social interaction, and personal growth. Ultimately, the perception of school as a forced community may vary depending on individual experiences and perspectives.
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What do you think of the community school?
I think the community school is a great initiative that brings together students, parents, and local organizations to create a supportive and inclusive learning environment. By involving the community in the education process, the school can address the specific needs and interests of the students and provide a more well-rounded education. Additionally, the community school can serve as a hub for various resources and services that benefit the entire community, not just the students. Overall, I believe the community school is a positive and effective approach to education.
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How is the LGBTQIA+ community represented in school?
The representation of the LGBTQIA+ community in schools varies widely depending on the location and the specific school. In some schools, there may be inclusive policies and support systems in place for LGBTQIA+ students, such as gender-neutral restrooms, LGBTQ+ student organizations, and inclusive curriculum. However, in many schools, LGBTQIA+ representation may be lacking, and students may face discrimination, bullying, and a lack of support from staff and peers. Efforts to improve LGBTQIA+ representation in schools include advocating for inclusive policies, providing LGBTQ+ education and training for staff, and promoting acceptance and understanding among students.
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The Thinking School : Developing a dynamic learning community
A modern-day reflective guide to detail how school leaders can develop a unique and expansive learning environment for teachers.The book is a practical manual that includes examples of activities that can be promoted to develop informal and formal teacher learning activities.Atwal argues that in the very workplaces where the core business is `learning’, the quality of staff learning in schools is poor and underdeveloped - there is significant room for improvement.This book is essential reading for all those interested in driving improvement in education in schools and anyone who has cared about children’s learning or teacher learning.
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Humanistic Values from Academic Community Perspective
Humanistic Values from Academic Community Perspective is authored by a range of international experts with a diversity of backgrounds and perspectives and provides a collection of ideas, examples and solutions on Humanistic Values in Academia, implementation and problems that occur in this area of consideration. This volume is a result of numerous discussions within the academic members to incorporate humanistic values like dignity, integrity, care, human rights etc. into our conduct composed of all the academic levels, beginning with students through staff, faculty and administration. Authors and contributors of this book assume the importance and crucial role of values in managing contemporary organizations emphasizing the fact that the oldest organizations managed by core values are not the globally known and acknowledged business corporation but the institutions like churches, armies and the universities.Numerous institutions of higher education are proud of their core values and present them to their employees, students, and stakeholders. The book is divided into four parts: I Introduction, II Humanistic values from academic perspective, III Humanistic values from student / faculty perspective and part IV Humanistic values from educational administrative perspective.We sincerely hope that the chapters presented in this volume will open new horizons for the understanding of humanistic values in academia and simultaneously it will provide inspiration and encouragement for further research in this area of study.
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Humanistic Values from Academic Community Perspective
Humanistic Values from Academic Community Perspective is authored by a range of international experts with a diversity of backgrounds and perspectives and provides a collection of ideas, examples and solutions on Humanistic Values in Academia, implementation and problems that occur in this area of consideration. This volume is a result of numerous discussions within the academic members to incorporate humanistic values like dignity, integrity, care, human rights etc. into our conduct composed of all the academic levels, beginning with students through staff, faculty and administration. Authors and contributors of this book assume the importance and crucial role of values in managing contemporary organizations emphasizing the fact that the oldest organizations managed by core values are not the globally known and acknowledged business corporation but the institutions like churches, armies and the universities.Numerous institutions of higher education are proud of their core values and present them to their employees, students, and stakeholders. The book is divided into four parts: I Introduction, II Humanistic values from academic perspective, III Humanistic values from student / faculty perspective and part IV Humanistic values from educational administrative perspective.We sincerely hope that the chapters presented in this volume will open new horizons for the understanding of humanistic values in academia and simultaneously it will provide inspiration and encouragement for further research in this area of study.
Price: 101.00 £ | Shipping*: 0.00 £ -
The Well-Connected Community : A Networking Approach to Community Development
There is a growing recognition of the importance of networking for the vitality and cohesion of community life.The Well-Connected Community provides theoretical insights and practical guidance for people working with and for communities.This new edition has been updated to reflect recent research, policy development and changes in practice and takes account of changing political and economic circumstances.
Price: 23.99 £ | Shipping*: 3.99 £
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What are the differences between comprehensive school and community school?
Comprehensive schools and community schools are both types of public schools, but they have some key differences. Comprehensive schools are non-selective and admit students of all abilities, whereas community schools may have selective admissions criteria. Comprehensive schools often offer a wider range of subjects and extracurricular activities, while community schools may have a more focused curriculum. Additionally, comprehensive schools are often larger and serve a more diverse student population, while community schools may be smaller and more closely tied to the local community.
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Is the LGBTQ community only one level below the furry community?
It is not accurate to categorize the LGBTQ community as being one level below the furry community. The LGBTQ community represents individuals with diverse sexual orientations and gender identities, advocating for equality and acceptance. On the other hand, the furry community consists of individuals who are interested in anthropomorphic animal characters and often participate in activities like creating artwork or dressing up in costumes. Both communities are distinct and should not be compared in terms of hierarchy.
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What are the wishes for a good school community?
A good school community is one where students, teachers, and staff feel safe, supported, and valued. Wishes for a good school community include open communication and collaboration between all members, a positive and inclusive environment that celebrates diversity, and a strong sense of belonging and connectedness. Additionally, a good school community should prioritize the well-being and success of all its members, and provide opportunities for personal and academic growth.
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What experiences have you had with the community school?
I have had the opportunity to volunteer at the community school, where I helped with tutoring students in various subjects. It was a rewarding experience to see the students improve their academic skills and gain confidence in their abilities. I also participated in organizing community events and fundraisers to support the school's programs and initiatives. Overall, my experiences with the community school have been fulfilling and have allowed me to make a positive impact in the lives of students and their families.
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