Convergence & Competition: United Ways and Community Foundations - A National Inquiry

This U.S. report summarizes key findings of the research that was commissioned to support the active dialogue among leaders of United Ways and other community foundations about their respective roles in community philanthropy and what the options for strategic co-existence -- if not full-fledged cooperation -- will look like in the coming years

Baby boomers attending a community college: Influences, challenges, and social networks

The purpose of this qualitative research study was to determine how Baby Boomers make meaning out of disorientating dilemmas and challenges as they enroll in community college for career training. The dilemmas include: retirement, layoffs, shrinking job market, returning to school, and dwindling retirement accounts. Understanding Baby Boomers\u27 processing of this new event can help colleges provide tailored course work, support services, and social networks. Through the voices of ten participants and the guiding framework of Mezirow\u27s transformational theory as well as theories of student engagement and validation, the following themes emerged: * Economic conditions influenced Baby Boomers to attend community college and they pursue new careers based on passion and purpose. * The community college provides a welcoming feeling of inclusion for the Boomer age student through its culture and through support of the faculty; however, rising expectations of Boomers were expressed. * Boomers form social networks with fellow adult students that support and validate them as students. * Transformation learning in Boomers is evident in their changed attitude in the classroom. Their process of making meaning out of their dilemmas aligns in part to 10 steps of Mezirow\u27s theory. Suggestions for practice are meant to strengthen existing programs and create new practices to serve this cohort. Community colleges are in a position to connect with Boomers in a meaningful way by being the primary vehicle to unleash the social capital and talent that our communities and employers need (Zeiss, 2006)

Learning for more just relationships : Narratives of transformation in white settlers

In Canada, progress towards reconciliation with Aboriginal Peoples has been slow, in part because of a lack of emphasis on interpersonal reconciliation—changes in the beliefs, attitudes, and behaviours of non-Aboriginal Canadians. Physical distance, prejudicial public discourses, and insufficient, ineffective education for the public pose barriers to renewed relationships between settlers and Aboriginal Peoples. Drawing from transformative learning theory and pedagogy for the privileged, this narrative inquiry examines critical events in the lives of eight white settlers living in Mi’kmaw territory in Nova Scotia. The study uncovers factors which have prompted some Euro-Canadians to take up their responsibility for reconciliation and enabled them to stand as allies with the Mi’kmaq. The transformation process in settler allies was catalyzed by a combination of personal, intrinsic, and extrinsic events. New relationships between settlers and the Mi’kmaq were founded around shared interests or goals, and friendships provided an important foundation for learning. Hearing the personal stories of Mi’kmaw people challenged stereotypes and misinformation about Aboriginal Peoples. Settlers’ learning was further supported by immersion in Mi’kmaw communities or contexts, time spent on the land, and mentoring by Mi’kmaw people. Allies reported that the satisfaction they derived from relationships with Mi’kmaw people as well as a desire to do good and see justice done sustained these relationships over the longer term. The study suggests that a lengthy period of awareness raising and confidence building followed by opportunities for informal, experiential learning and face-to-face interactions are key elements in settler decolonization

Stories and Storytelling in Extension Work

Deep budget cuts, increased accountability, and the growth of anti-government and anti-intellectual sentiments place Extension systems in a defensive position. In response, we\u27re engaging in organizational change exercises, restructuring, regionalizing, rewriting mission statements, and developing strategic plans. We\u27re spending considerable time counting and measuring our efforts to defend the public impacts and value of our work. In this article we argue that we also need to become better storytellers by learning how to craft and strategically communicate stories that capture important truths about the public value, meaning, and significance of our work

Researching the Intersection of Local and Academic Knowledge on Gender: Academics Working With Community-Based Women’s Organizations

Recognizing the key role women’s organizations contribute to adult learning, this roundtable discussion will explore issues and opportunities that grow out of partnerships between academic researchers and community-based organizations. Participants are invited to share their experiences of researching in such a collaborative environment

Tandem antifibrotic actions of L-arginine supplementation and low protein diet during the repair phase of experimental glomerulonephritis

Tandem antifibrotic actions of L-arginine supplementation and low protein diet during the repair phase of experimental glomerulonephritis.BackgroundBased upon the central role transforming growth factor-beta (TGF-β) overexpression appears to play in renal fibrotic diseases, we have recently advocated reduction of TGF-β as a therapeutic target. As part of efforts to determine the strength of this approach, we have undertaken studies to quantitate the effects of currently used and promising therapies in terms of their potential to reduce markers of disease in anti-thymocyte-serum (ATS)-glomerulonephritis in the rat. Here we assess the therapeutic effect of L-arginine supplementation, which has been shown to reduce fibrosis in a number of hypertensive models, given alone or in combination with low protein diet and started 24 hours after disease induction.MethodsGlomerulonephritis was induced by intravenous injection of OX-7 monoclonal antibody into 200g Sprague-Dawley rats. Twenty-four hours later animals were placed in groups that were either untreated, treated with 1% L-arginine in drinking water or 6% protein diets or both. On the fifth day of disease 24-hour urine specimens were collected and systemic blood pressure was measured. On the sixth day rats were anesthetized. Kidneys were perfused, tissue was taken for PAS staining and glomeruli were isolated. Aliquots of glomeruli were used for RNA preparation and for culture to determine 72-hour production of TGF-β, fibronectin and plasminogen activator-type 1 (PAI-1), which were assayed by ELISA on culture supernatants. Measures of nitrate and nitrite (NOx) production included plasma NOx, urinary NOx and glomerular production of NOx in culture.ResultsAll disease measures except proteinuria and including matrix accumulation, TGF-β, fibronectin and PAI-1 production and mRNA expression for TGF-β, fibronectin and PAI-1 were significantly and similarly reduced by about 50% in groups treated with L-arginine or with low protein diet. Proteinuria was reduced in low protein treated but not in L-arginine supplemented rats. Neither systemic blood pressure nor measures of NO synthesis showed differences between groups that could be attributed to L-arginine supplementation. In contrast, disease-related increases in glomerular production of NOx were markedly reduced by low protein. Combined therapy resulted in small, but statistically significant decreases in most measures of disease.ConclusionsL-arginine supplementation reduces fibrotic disease in ATS-induced glomerulonephritis if started after disease induction. The absence of evidence for increased NO production related to L-arginine supplementation suggests that L-arginine is acting here through different pathways from those demonstrated in hypertensive models of disease. The data support the ideas that TGF-β reduction is a valid therapeutic target and that quantitation of TGF-β reduction is a useful approach for comparing antifibrotic drug candidates

Using Single-Case Participatory Action Research as a Methodology to Explore Appalachian Summer Camp Communities

Community educators have long known the value of direct experience in the learning process. Participatory action research extends this philosophy to the realm of research. This article examines the value of involving front line camp staff, members of the camp community in Appalachia as practitioner researchers with university scientists in studying the type and conditions of transformative learning in young adult camp staff. A young adult who was a camp community member assisted the researchers with methodology, data analysis, data interpretation, and dissemination of findings. This resulted in a more accurate, richer, and thicker description of the camp community member’s transformative learning experience. The benefits of involving practitioner researchers are examined, as well as promising practices for conducting participatory action research in community education environments

Growing Without Limitations: Transformation Among Young Adult Camp Staff

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have been conducted to determine how camp experiences lead to deep personal change in young adult staff. In this study, the authors used focus groups and an online survey to explore transformation among young adult camp staff. Specifically, they examined (a) how camp involvement promotes transformation in young adults, and (b) what conditions in the camp environment promote personal change. Staff reported that personal change at camp was related to the developmental outcomes they experienced around the dimensions of identity, skills development, and trust-based relationships that led to significant impacts on maturity, responsibility, and independence. Other factors were being exposed to and accepting a camp culture and a group identity, and developing supportive relationships with peers, supervisors, and campers that provided safety, belonging, membership, and self-validation