80 research outputs found

    Rebuilding the Appalachian Economy From the Ground Up: Towards A Holistic Organizational Framework for Community and Economic Development in Rural Extractive Areas

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    Central Appalachia specifically and rural extractive areas more generally face some of the most challenging socio-economic realities in North America. Community-based organizations (CBOs) are an important tool for addressing these challenges. As governments intensify efforts to mitigate climate change, and as fossil-fuel industries contract, extracted communities are experiencing economic, cultural, and environmental upheaval. Many leaders call for a “just transition” away from fossil-fuels, which would make local extraction communities whole. However, achieving a truly just transition away from fossil fuels is extraordinarily challenging, and many extracted communities were never whole to begin with. I argue CBOs are the crucial vehicle through which effective community and economic development (CED) outcomes can materialize for distressed rural communities. Yet CBOs do not receive nearly enough funding, policy-focus, or high-level partnership. Technical assistance provided to CBOs is often ineffective, especially in rural settings. Evaluation systems for measuring rural CBO effectiveness are inadequate. My research is primarily geared toward practitioners and aspiring practitioners. Findings, program designs and evaluative structures put forward herein are based on experience with Coalfield Development, a 501(c)3 non-profit organization I founded in southern West Virginia in 2010. Coalfield Development has essentially served as my research field lab. This dissertation provides four sections detailing organizational capabilities which local CBOs can develop and implement towards the goal of a just transition and improved quality of life for their unique rural place. In doing so, support is needed from funders and policy-makers in order to succeed. Much better evaluative systems are needed, as well, which could improve resource allocation decisions in these greatly under-invested communities and could also improve organizational effectiveness. The four capabilities and corresponding sections of this dissertation are: capacity building for rural CBOs incubating and investing in employment social enterprises human development for people facing barriers to employment and community-based real-estate revitalization In this dissertation, I use mixed-methods to draw insights and best-practices from more than a decade of interventions through Coalfield Development including case studies, focus groups, surveys, cost-benefit-analyses, program designs and program evaluations. My research illustrates and articulates the value of all four capabilities, finding them each as essential components for CBOs working in extracted local economies. While this research is based in central Appalachia it is intended to be useful to practitioners, policymakers, funders, local leaders and researchers in other rural fossil-fuel communities throughout the world

    Le postcolonialisme et le postmodernisme à l’épreuve de la contemporanéité

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    -Postcolonialisme et féminisme -Postcolonialisme et postmodernisme face aux nouveaux profils littéraires -Postcolonialisme et postmodernisme pour une étude comparée -Postcolonialisme au prisme des Lettres et Sciences Humaines et Sociale

    Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

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    This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

    Dissolving the dichotomies between online and campus‑based teaching: a collective response to The Manifesto for teaching online

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    This article is a collective response to the 2020 iteration of The Manifesto for Teach-ing Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically pro-vocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digi-tal, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

    Dissolving the dichotomies between online and campus-based teaching: a collective response to The manifesto for teaching online (Bayne et al. 2020)

    Get PDF
    This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

    DiAP nel mondo | DiAP in the world. International Vision | Visioni internazionali

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    International openness is one of the fundamental characteristics of the DiAP Department of Architecture and Design, which sees its members active in 57 bilateral collaboration agreements (without counting the Erasmus agreements) with countries in which today there is a demand for architectural design that looks at Italy as a model, not only for studies of historical architecture, but also for contemporary architecture designed in the existing city and for the new building, including complex landscape and environmental systems
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