Moving Forward on Racial Justice Philanthropy

This is the fifth volume of the Critical Issues Forum series, which aims to deepen the discourse around important progressive racial justice issues within philanthropy. As PRE celebrated our 10th anniversary last year and engaged allies within the nonprofit and philanthropic sectors to mark the occasion with us, we heard "Have you seen any progress?" repeatedly and knew it was important to take stock of what many of us have been collectively aiming to move for decades. Through focus groups, webinars and direct interviews, our team has sought to get a strong sense of both funders' and activists' perspectives on progress particularly over the past two decades. We have heard real frustration, especially as the needs are so critical and the level of urgency among activists and communities is so high. However, in spite of these very real concerns, we have also seen clear commitment and depth of understanding in other quarters. We are pleased that through funder case studies and activist essays about structural racism analysis, intersectionality and media justice, we're able to share real progress, even as each piece recognizes there is still much more to be done

Uniform Folk Theorems in Repeated Anonymous Random Matching Games

We study infinitely repeated anonymous random matching games played by communities of players, who only observe the outcomes of their own matches. It is well known that cooperation can be sustained in equilibrium for the prisoner’s dilemma (PD) through grim trigger strategies. Little is known about games beyond the PD. We study a new equilibrium concept, strongly uniform equilibrium (SUE, which refines the notion of uniform equilibrium (UE) and has additional properties such as a strong version of (approximate) sequential rationality. We establish folk theorems for general games and arbitrary number of communities. Interestingly, the equilibrium strategies we construct are easy to play. We extend the results to a setting with imperfect private monitoring, for the case of two communities. We also show that it is possible for some players to get equilibrium payoffs that are outside the set of individually rational and feasible payoffs of the stage game. In particular, for the PD we derive a bound on the number of “free-riders” that can be sustained in society. A by-product of our analysis is an important result relating uniform equilibrium and strongly uniform equilibria: we show that, in general repeated games with finite players, actions, and signals, the set of UE and SUE payoffs coincide

Can extremism guarantee pluralism?

Many models have been proposed to explain opinion formation in groups of individuals; most of these models study opinion propagation as the interaction between nodes/agents in a social network. Opinion formation is a complex process and a realistic model should also take into account the important feedbacks that the opinions of the agents have on the structure of the social networks and on the characteristics of the opinion dynamics. In this paper we will show that associating to different agents different kinds of interconnections and different interacting behaviours can lead to interesting scenarios, like the coexistence of several opinion clusters, namely pluralism. In our model agents have opinions uniformly and continuously distributed between two extremes. The social network is formed through a social aggregation mechanism including the segregation process of the extremists that results in many real communities. We show how this process affects the opinion dynamics in the whole society. In the opinion evolution we consider the different predisposition of single individuals to interact and to exchange opinion with each other; we associate to each individual a different tolerance threshold, depending on its own opinion: extremists are less willing to interact with individuals with strongly different opinions and to change significantly their ideas. A general result is obtained: when there is no interaction restriction, the opinion always converges to uniformity, but the same is happening whenever a strong segregation process of the extremists occurs. Only when extremists are forming clusters but these clusters keep interacting with the rest of the society, the survival of a wide opinion range is guaranteed.Comment: 20 pages, 10 figure

Anchoring Equitable Development: Anchor Institute-Led Models of Housing and Community Development to Strengthen Institutions and Communities

In April 2014, a convening of national housing equity experts was hosted in Jacksonville, Florida by the Jessie Ball duPont Fund. The convening's purpose was to gain insight from national stakeholders on affordable housing and equitable development challenges and opportunities in Jacksonville. From this two-day engagement, a number of major challenges and opportunities facing Jacksonville's housing development were clearly identified. Two of these findings directly inform this research effort.First, to meet the needs of Jacksonville's marginalized communities, an intentional focus on equity must stay at the forefront of community housing and development strategies. Second, if equity-focused development efforts are better aligned with health and/or educational stakeholders, affordable housing and equitable development could blossom in Jacksonville.Stable and affordable housing is essential to educational success and positive health outcomes for families and for communities. While the linkage between housing and educational and health outcomes is clear, educational and health stakeholders have not traditionally been deeply engaged in meeting housing need. Emerging initiatives across the country are countering this disengagement, demonstrating the important role that anchor institutions can play in supporting local housing needs. Community anchor institutions, such as educational entities (particularly higher education) and health care organizations can be powerful institutional resources to support equitable housing and community development. Throughout the nation, successful anchor institute-led housing interventions have been transformational in addressing community housing needs and community revitalization. These efforts have been most effective when equity goals are integrated into the design and implementation of anchor institute-led housing efforts.The following report provides select case studies with a strong social equity focus and comparability to Jacksonville. We identify lessons learned and summarize models which can be equally transformative in Jacksonville from these case studies. We also draw upon recent research and scholarship, and our own interviews with experts and practitioners. The goal of providing these lessons learned and model practices is to help inform, and potentially engage, various anchor institutes in Jacksonville -- organizations with resources that could help meet community housing needs and support equitable community development. This could help strengthen social, educational, economic and health outcomes for all of Jacksonville, including its most vulnerable residents

Equality of differences in learning communities

We are currently living in a multicultural society where its members show a great social and educational potential. However, ethnic discrimination still represents a strong limitation in our societies, and more specifically in Europe. Successful experiences such as the “Learning Communities” show that an equality of differences, that is to say everybody’s right to live their lives in a different way, helps to improve academic performance, instrumental learning, and reduces conflicts in college classrooms as well as in communities, neighborhoods or even in the municipality.Keywords: equality, difference, multiculturalism, dialogue.Vivimos en sociedades multiculturales cuyos miembros tienen un gran potencial social y educativo. Sin embargo, la discriminación étnica representa todavía una fuerte limitación en nuestras sociedades y, en concreto, en Europa. Experiencias de éxito como las “Comunidades de Aprendizaje” demuestran que la igualdad de diferencias, el igual derecho de todas las personas a vivir de forma diferente, mejora el rendimiento acadé- mico, el aprendizaje instrumental, y reduce los conflictos en el aula y en la comunidad, barrio o municipio.Palabras clave: igualdad, diferencia, multiculturalismo, diálogo

The re-emerging peasantry in Russia.'Peasants-against-their-own will', 'Summertime peasants'and 'Peasant-farmers'

Abstract This paper aims at conceptualising the re-emerging Russian peasantry by looking at objective characteristics (land use, production mode, and market relations) and subjective ones (peasant identity, land attachment, and cross-generational transfer of peasant culture) of the contemporary rural population, involved in individualized agricultural production. We argue that the post-Soviet transition in Russia is causing a re-emergence of the peasantry, albeit in a very fragmented manner. Three types of ‘peasants’ are being distinguished: (1) ‘peasants-against-their-own-will’, who were part of the former collective and state farms, continuing their production on subsidiary household plots; (2) ‘summertime peasants’ of urban origin, who produce on their dachas plots in the weekend and holidays; and (3) subsistence-oriented ‘peasant-farmers’. We conclude that land attachment of the post-Soviet peasantry has still a strong collective component, while peasant identity is weakly developed, as well as cross-generational transfer of peasant values. The re-peasantisation is therefore only partial, with fragmented communities, and a near-absence of social capital, which is necessary to defend rural and peasant communities in the long run

Studies on Jewish communities in Asia Minor

This thesis examines the evidence for Jewish communities in Asia Minor from the third century BCE through to the third century CE and beyond. The study begins with a discussion of the founding of the Jewish communities in Asia Minor, the nature of Roman support for these communities, and their religious concerns as they are revealed by the literary sources available to us. Chapters 2 to 4 present and analyse the evidence for five particular communities - those at Sardis, Priene, Acmonia, Eumeneia and Apamea. The evidence from archaeology, inscriptions, numismatics and literary sources is discussed in an attempt to draw together the material into a coherent account of the nature of Jewish communal life in these cities. Chapters 5 to 9 are thematic studies. The prominence accorded to women in some Jewish communities and in the cities of Asia Minor is discussed in Chapter 5. In Chapter 6 the use of the title(^a)'T'taro? for Yahweh and for pagan deities is analysed, along with the supposed link between Jewish communities and Sabazios. The existence of a number of "God-worshippers" in the synagogues of Asia Minor is discussed in Chapter 7. Chapter 8 discusses the provision of water sources in the synagogues of Asia Minor and relates this to Jewish purity concerns. Chapter 9 addresses the issue of Jewish communities and local and Roman citizenship and discusses the evidence which suggests that in some places Jewish communities were well integrated into city life.Concluding remarks draw out some of the implications of this study for our view of Diaspora Jewish communities. It seems clear that in Asia Minor Jewish communities were involved in and a part of the cities in which they lived whilst also retaining their identity as Jews. We can also recognise a significant diversity of Jewish life in Asia Minor, with local factors providing a strong formative influence on these communities. Yet they all saw themselves as worthy and legitimate heirs of Old Testament faith.I confirm that no part of the material offered has previously been submitted by me for a degree in this or in any other University

Can Extremism Guarantee Pluralism?

Many models have been proposed to explain the opinion formation in a group of individuals; most of these models study the opinion propagation as the interaction between nodes/agents in a social network. Opinion formation is a very complex process and a realistic model should also take into account the important feedbacks that the opinions of the agents have on the structure of the social networks and on the characteristics of the opinion dynamics. In this paper we will show that associating to different agents different kind of interconnections and different interacting behaviour can lead to interesting scenarios, like the co-existence of several opinion clusters, namely pluralism. In our model agents have opinions uniformly and continuously distributed between two extremes. The social network is formed through a social aggregation mechanism including the segregation process of the extremists that results in many real communities. We show how this process affects opinion dynamics in the whole society. In the opinion evolution we consider the different predisposition of single individuals to interact and to to modify each other's opinions; we associate to each individual a different tolerance threshold, depending on its own opinion: extremists are less willing to interact with individuals with strongly different opinions and to change significantly their ideas. A general result is obtained: when there is no interaction restriction, the opinion always converges to uniformity, but the same is happening whenever a strong segregation process of the extremists occurs. Only when extremists are forming clusters but these clusters keep interacting with the rest of the society, the survival of a wide opinion range is guaranteed.Extremists, Segregation, Opinion Dynamics

Hunting in Maine

Hunting remains a common practice for many people in the state of Maine. While the stories and traditions held by hunters differ from person to person and family to family. There are commonalities that aid in building the sense of community between hunters in the state of Maine. This hunting community is strengthened through the sharing of stories and the common traditions shared by many. These communities remain strong even as the Maine landscape and hunting legislation changes over time. Here a number of questions regarding hunting are explored through the lens of one family spanning multiple generations through oral interviews. This thesis analyzes the stories and interviews of this family to find commonalities in the hunting community and answer important questions like “why do we hunt?

Science in the New Zealand Curriculum e-in-science

This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. “Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment