Service Learning and Community Engagement: A Comparison of Three National Contexts

One of the presumptions of a well-functioning, viable democracy is that citizens participate in the life of their communities and nation. The role of higher education in forming actively engaged citizens has long been the focus of scholarly research, but recently an active debate has emerged concerning the role of service as a third core function of institutions of higher learning. Service learning (SL), a teaching approach that extends student learning beyond the classroom, is increasingly seen as a vehicle to realize this third core function. By aligning educational objectives with community partners’ needs, community service is meant to enhance, among other objectives, reciprocal learning. Although the term and its associated activities originated in the United States (US), theoretical debates linking civic engagement and education extend far beyond the US context. Nevertheless, research on SL as a distinctive pedagogical approach remains a nascent field. A significant gap exists in the literature about what this pedagogical approach seeks to achieve (in nature and in outcomes) and how it is construed in non-western contexts. Using a comparative analysis across three widely different contexts, this article explores the extent to which these differences are merely differences in degree or whether the differences are substantive enough to demand qualitatively different models for strengthening the relationship between higher education and civil society.     

Rural Development Policy: Study Case Green Wine Networks

In the international arena, regions are facing several challenges, such as economic disparities compared to other regions, lack of employment opportunities, economic gaps and standards of development. Even if we live in a globalized system, many less-developed regions lack a clear image of the possibility to create a planning draft for a reliable regional development. In this context, it is necessary to address few basic hypotheses that would help us to understand the methodological approach of the given project. The first basic hypothesis deals with: What is the feasibility of the implementation of a strategic planning of development which will be able to promote regional policy agenda in a reliable manner? What would be the validation of theoretical approaches dealing with the creation of a model of cooperation at regional and inter-regional levels? Is it possible to apply this model at different stages of economic development? How can we make the development strategies sustainable and eco-friendly? The project tries to answer in a theoretical but also in a practical manner, the existing challenges at regional levels. Some solutions could even consist in the creation of a model of territorial cooperation that put in accordance, in a cohesive manner, the common interests of such areas. The core study of the present research is a context analysis that helps the targeted less-developed regions to understand, through systematic steps, the geopolitical features and the effective methodology necessary to enhance all their local excellences and to transform them into real opportunities for rural development, not only at local levels but also at the global level. The study deals with the concern increasing competition between regions and the global challenges makes cooperation inevitable in homogeneous areas in territorial and cultural terms. In such a context, coherently with the increasing globalization and its challenges (economic and environmental), the study aims to strengthen the image of the territories of the Adriatic (our specific case study), such as enhancing their specificity in the international markets and driving them towards sustainable development which is considered as the main factor of socio-economic growth.     

Plasticity in Early Alzheimer's Disease: An Opportunity for Intervention

The scientific evidence of plasticity, or the brain's dynamic ability to alter its organization and activation throughout one's lifetime, has increased significantly over the last decade. This analytic review evaluates selected evidence regarding the persistence of plasticity in people with early-stage Alzheimer's disease (AD). Functional neuroimaging provides persuasive evidence of plasticity throughout aging as well as the early stages of dementia, including the possibility of a heightened response during the prodromal period of AD. Behavioral outcomes research demonstrates the ability of people with early-stage AD to relearn previously forgotten information or otherwise improve cognitive abilities following a cognition-focused intervention. Both of these bodies of evidence support the existence of compensatory processes at work, even in the presence of dementia-related pathology. This retained ability of the brain to adapt to neurodegenerative disease in an attempt to maintain function may provide a valuable opportunity for intervention, particularly in the prodromal or earliest stages of AD.     

World Health Organization Regional Assessments of the Risks of Poliovirus Outbreaks

While global polio eradication requires tremendous efforts in countries where wild polioviruses (WPVs) circulate, numerous outbreaks have occurred following WPV importation into previously polio‐free countries. Countries that have interrupted endemic WPV transmission should continue to conduct routine risk assessments and implement mitigation activities to maintain their polio‐free status as long as wild poliovirus circulates anywhere in the world. This article reviews the methods used by World Health Organization (WHO) regional offices to qualitatively assess risk of WPV outbreaks following an importation. We describe the strengths and weaknesses of various risk assessment approaches, and opportunities to harmonize approaches. These qualitative assessments broadly categorize risk as high, medium, or low using available national information related to susceptibility, the ability to rapidly detect WPV, and other population or program factors that influence transmission, which the regions characterize using polio vaccination coverage, surveillance data, and other indicators (e.g., sanitation), respectively. Data quality and adequacy represent a challenge in all regions. WHO regions differ with respect to the methods, processes, cut‐off values, and weighting used, which limits comparisons of risk assessment results among regions. Ongoing evaluation of indicators within regions and further harmonization of methods between regions are needed to effectively plan risk mitigation activities in a setting of finite resources for funding and continued WPV circulation.     

Respect‐based Control and Anger as Determinants of Children's Socio‐emotional Development

Shortly after the birth of their infants, teenage working‐class mothers were assessed on attitudes toward the need for deference to family authority (respect‐based control) and anger. Their children's internalizing and externalizing problems and self‐esteem were assessed approximately 12 years later. High respect‐based control was linked to higher levels of externalizing problems in boys, regardless of level of maternal anger. Mothers who were low in anger and high in respect‐based control had children who exhibited higher levels of self‐esteem. Respect‐based control predicted inconsistent rule enforcement, but not lack of warmth or harsh parenting. Arguments are made for distinguishing among various forms of control (e.g., authoritarian, psychological, behavioral, and respect‐based) as well as the affective context in which they are administered in order to achieve an adequate understanding of the socialization process.     

RACE AND THE EDUCATIONAL EXPECTATIONS OF PARENTS AND CHILDREN: The Case of South Africa

South Africa, a country that is highly stratified by race, is an important location for studying the relationship between race and educational expectations. Using a longitudinal data set, we examine the educational expectations of black (African), colored (mixed race), and white (European ancestry) parents and children in Cape Town, South Africa. We find that parents and children have high educational expectations regardless of race, but black parents and children have higher educational expectations than coloreds and whites once socioeconomic and other factors are controlled. We also find that parents' and children's expectations tend to agree more and are more closely correlated among coloreds and whites than blacks. We test two explanations for the educational expectations of parents and children, finding more support for the status attainment perspective among coloreds and whites than blacks and support for the family social capital perspective among blacks and coloreds only.     

Career mobility and satisfaction of women administrators in postsecondary education: A review and research agenda

The purpose of this article is to examine the formal and informal organizational and environmental structures and processes that influence the opportunities, achievements, and satisfaction of women administrators in postsecondary education. A model is developed that synthesizes the research from human capital and structural approaches to occupational mobility and applies it to university contexts. Emphasis is placed on the structural factors, including organizational characteristics, and membership in formal and informal networks. A set of hypotheses is derived from this model. Gaps in current literature and research and proposed avenues for future research are discussed.     

Connecting with Sara: Facilitating attachment

This paper investigates the value and meaning of the attachment that forms within the therapeutic relationship. It follows the progress of a now 53‐month‐old African American homeless child as she is given the opportunity to form a human attachment through the use of Attachment and Object Relations theories. This paper integrates the work of developmental, attachment, and object relations theorists such as Mahler, Stern, Bowlby, Greenspan, Winnicott, and Fonegy. The child's story is illustrated through the use of documented history as told by the mother to the therapist and through clinical material from the child's therapeutic sessions.

This paper also examines what it means to be a culturally competent and responsible social worker. Research into parenting practices, beliefs, and skills among homeless, African American single women is discussed and integrated into a theory of practice.