Thesis (M.Sc. (Natural Resources Management))--Mahidol University, 2006. / LICL has E-Thesis 0010 ; please contact computer services.

Thesis (M.Sc. (Natural Resource Management))--Mahidol University, 2007. / LICL has E-Thesis 0022 ; please contact computer services.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (M.S. in environmental science)--Washington State University, August 2009. / Title from PDF title page (viewed on Aug. 5, 2009). "School of Earth and Environmental Science." Includes bibliographical references (p. 147-154).

The aim of this thesis is to serve as a comprehensive review of the literature on placemaking in higher education. To our knowledge, no comprehensive review of placemaking in higher education currently exists. We aim to fill this gap in the literature by answering two main questions: First, how is placemaking is implemented on college/university campuses and their surrounding communities? Second, what are the effects of these placemaking efforts? This literature review was conducted through a systemic search of three databases, in addition to references and general search engines. This review highlights the sparse, yet diverse, literature on this topic. Findings highlight how universities today strive to achieve cohesiveness within their campuses and in their surrounding communities.

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No description available.

abstract: Universities and community organizations (e.g., nonprofit organizations, schools, government, and local residents) often form partnerships to address critical social issues, such as improving service delivery, enhancing education and educational access, reducing poverty, improving sustainability, sharing of resources, research, and program evaluation. The efficacy and success of such collaborations depends on the quality of the partnerships. This dissertation examined university-community partnership (UCP) relationships employing stakeholder theory to assess partnership attributes and identification. Four case studies that consisted of diverse UCPs, oriented toward research partnerships that were located at Arizona State University, were investigated for this study. Individual interviews were conducted with university agents and community partners to examine partnership history, partnership relationships, and partnership attributes. The results revealed several aspects of stakeholder relationships that drive partnership success. First, university and community partners are partnering for the greater social good, above all other reasons. Second, although each entity is partnering for the same reasons, partnership quality is different. University partners found their community counterparts more important than their community partners found them to be. Third, several themes such as credibility, institutional support, partner goodwill, quality interpersonal relationships have emerged and add descriptive elements to the stakeholder attributes. This study identifies aspects of UCPs that will be contextualized with literature on the subject and offer significant contributions to research on UCPs and their relational dynamics. / Dissertation/Thesis / Doctoral Dissertation Community Resources and Development 2015

Essa pesquisa trata da investigação da formação na docência no curso Pré-Vestibular Comunitário Prof. Wellington Ricardo, com sede na periferia da cidade do Rio de Janeiro, e busca avaliar como os docentes deste curso, imbuídos da construção de um ensino popular, articulam e desenvolvem diferentes saberes e práticas que passam a se constituir como características importantes de sua constituição como professor. O estudo tem como objetivos conhecer o pensamento dos docentes deste curso a respeito do que é ser professor e o seu papel na sociedade, e também verificar de que maneiras esses docentes aprimoram sua formação e a sua prática como professores atuando no WR. Para tanto, alguns elementos foram considerados, como: a história escolar dos professores do curso, sua formação inicial, bem como os fatores de contexto relacionados a diferentes vivências junto à equipe do WR que influenciam nessa aprendizagem. Os pressupostos metodológicos utilizados neste estudo se coadunam com aqueles desenvolvidos pela chamada crítica imanente e investem na possibilidade da construção de uma teoria dialética da formação de professores, visando contribuir para a constituição não-metafísica do sujeito. Este trabalho endossa a perspectiva que a comunicação inconsciente influencia, de modo muito mais efetivo e prático, do que a comunicação verbal (racionalizada pelos indivíduos), o entendimento sobre o processo de formação do magistério. A vivência proveniente da inserção desses docentes numa comunidade não-totalizante e sem hierarquias permite que competências e habilidades que dificilmente seriam possíveis num curso de formação ou numa estrutura formal de ensino fossem edificadas e difundidas com sucesso. Desse modo, pode-se constatar na pesquisa, o incremento de uma nova forma de pensar e atuar politicamente, inventada pelos docentes WR. Assim, os docentes do curso reconstroem em seu dia-a-dia uma nova maneira de fazer e viver a política. Essa reconstrução passa necessariamente pelo investimento que fazem no estabelecimento de relações de amizade e de vínculos sólidos entre seus participantes. Uma nova forma que investe na participação horizontal e valorização da solidariedade e da autonomia, que passa, por isso, a produzir uma espécie de cultura pedagógica, que serve como apoio para a formação política e também profissional dos próprios docentes. / This research deals with research training in teaching the course Pré-Vestibular Comunitário Prof. Wellington Ricardo, based on the outskirts of Rio de Janeiro, and sought to determine how teachers of this course, imbued with the construction of a teaching popular, articulate and develop alternative knowledge and practices that began to be constituted as important features of its constitution as teacher. The study aims to know the thinking of teachers of this course is about what being a teacher and their role in society, and also determine the ways in which these teachers improve their training and practice as teachers working at WR. For this, some elements were considered, such as: the school history of professor, his initial training as well as context factors related to different experiences developed in WR that influence this learning. The methodological assumptions used were consistent with those developed by the so-called immanent critique and invest in the possibility of constructing a dialectical theory of teacher education, to contribute to the formation of non-metaphysical subject. This study endorses the view that the unconscious communication influences, so much more effective and practical than verbal communication (rationalized by individuals), the understanding of the formation process of teaching. The experience from the insertion of such teachers in a community-not all-encompassing and without hierarchies allows skills and abilities that would hardly be possible in a training course or a formal structure to be built and distributed successfully. Thus, one can find in the research, the fostering of a new way of thinking and acting politically, invented by teachers WR. Thus, teachers of the course in rebuilding their day-to-day a new way of living and making politics. This reconstruction is necessarily the investment they make in establishing relations of friendship and strong ties between its participants. A new way to invest in horizontal participation and enhancement of solidarity and autonomy, which is therefore to produce a kind of educational culture, which serves as support for political education and also training of teachers themselves.

Known for its dramatic beauty and valuable natural resources, Appalachia has undergone significant technological, economic, political, and environmental changes in recent decades. Home to distinctive traditions and a rich cultural heritage, the area is also plagued by poverty, insufficient healthcare and education, drug addiction, and ecological devastation. This complex and controversial region has been examined by generations of scholars, activists, and civil servants―all offering an array of perspectives on Appalachia and its people. In this innovative volume, editors William Schumann and Rebecca Adkins Fletcher assemble both scholars and nonprofit practitioners to examine how Appalachia is perceived both within and beyond its borders. Together, they investigate the region's transformation and analyze how it is currently approached as a topic of academic inquiry. Arguing that interdisciplinary and comparative place-based studies increasingly matter, the contributors investigate numerous topics, including race and gender, environmental transformation, university-community collaborations, cyber identities, fracking, contemporary activist strategies, and analyze Appalachia in the context of local-to-global change. A pathbreaking study analyzing continuity and change in the region through a global framework, Appalachia Revisited is essential reading for scholars and students as well as for policymakers, community and charitable organizers, and those involved in community development. / https://dc.etsu.edu/etsu_books/1152/thumbnail.jpg