Browsing by Subject "community"
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Item Art as Activism: Displacement Prevention in the Twin Cities(2016-12) O’Donnell, StephanieThis research uses the history of urban development and media representation as context for understanding current racial equity gaps and growing fears of gentrification and displacement in Minneapolis and Saint Paul neighborhoods. It emphasizes the importance of narrative in the process of changing power structures, and explores the community-building work of artist, Wing Young Huie, and arts organizations, Mixed Blood Theatre and Juxtaposition Arts. During times of change, art can strengthen neighborhood resilience by giving communities control over the telling of their own stories.Item Black Families, Minority Families, and Public Policy.(1988) Brewer, Rose M.Item Black Leadership: On the Dawn of the 21st Century.(1988) Nelsen, Vivian JenkinsItem Changing Metropolitan Regions(1972) Borchert, John R.Item A Citizen's Guide: Environmental Review and Local Government Decision-Making(Minnesota: Department of Administration, 2005-12) Minnesota Environmental Quality Board; Loeding, April; Downing, Gregg; Larsen, Jon; Wells, JohnItem Community based intervention effects on older adults’ physical activity and falls (Ready Steady 3.0)(2024-03-08) McMahon, Siobhan K; Lewis, Beth; Guan, Weihua; Hayes, Shannon; Wang, Qi; Rothman, Alexander J; skmcmaho@umn.edu; McMahon, Siobhan KLess than 14% of older adults perform physical activities recommended by the CDC and WHO, which include fall reducing exercises.The purpose of the Ready Steady 3.0 trial was to test the main and interaction effects of two types of behavior change change strategies within an 8-week physical activity intervention, on physical activity (PA) and falls. The two types of behavior change strategies interpersonally oriented (e.g., peer to peer learning and sharing of barriers and problem solving) or intrapersonally oriented (e.g., setting personal goals and creating action plans), based on theory and evidence. To test their effects, 309 adults ≥ 70 years old were randomized to 1 of 4 conditions in a 2 × 2 full factorial trial. All participants received two core intervention components: the Otago Exercise Program adapted for small groups and a PA monitor. All interventions were delivered during 8 weekly, small group, meetings in community settings. The primary outcome of PA, measured objectively, and secondary outcomes of falls and the quality of life were assessed at four time points: baseline and post-intervention: 1 week, 6 months, and 12 months. The data collected for Ready Steady 3.0 will be shared to enhance its understanding and to make it available for pooling of data with multiple trials to extend scientific findings beyond those available from a single study,Item Community Involvement in the Whittier Neighborhood: An Analysis of Neighborhood Conditions and Neighborhood Change.(Center for Urban and Regional Affairs, University of Minnesota, 1980) Smith, Rebecca Lou; Anding, Thomas L.Item Community Participation in Community Day Secondary Schooling for Orphaned and Vulnerable Students in Malawi in an Era of Shrinking Community(2017-09) Kaunda, ZikaniABSTRACT The purpose of this dissertation is to interrogate the meanings of “community” “participation,” and “community participation” concepts that are central to international development and national policy discourses in Malawi concerning Community Day Secondary Schools (CDSS) and the support for orphaned and vulnerable students’ (OVSs) schooling. The dissertation examines how community participation in OVS’s schooling is understood by various stakeholders, and how it is understood in relation to CDSSs in particular. It also explores, from various stakeholders’ views, whether and how community participation should play a role in supporting the schooling of OVSs, and how various interpretations of community participation may or may not enable OVSs to access and persist in secondary school. The study also contrasts and compares various international development frameworks for understanding the meaning of and debates about community participation and its impact on marginalized children. This research utilizes critical and interpretivist theoretical frameworks and qualitative methods of inquiry to understand how community participation is experienced across communities and organizational scale (community, school, district, national, and international). The study is designed as a multi-sited comparative case study, in which I ground my interrogation of existing perceptions and meanings of the concepts and institutionalized relations of power related to community participation in the secondary education of OVSs in two CDSSs in the northern and southern regions of Malawi. This allowed me to critically examine international and national discourses of community participation and how they engage (or fail to engage) with diverse stakeholders’ lived experiences and practices at the school and community level.Item Community-Based Economic Development in Minnesota: An Update.(Center for Urban and Regional Affairs, University of Minnesota, 1985) Lussenhop, ThomasItem Community-based Economic Development Organizations in Minnesota.(Center for Urban and Regional Affairs, University of Minnesota, 1984) Freeman, Jeffrey D.Item Community-Based Residential Facilities in the Twin Cities Metropolitan Area: Location and Community Response.(Center for Urban and Regional Affairs, University of Minnesota., 1975) Friedlob, Alan S.; Anding, Thomas L.Item A Consultancy Approach to Sustainable Agriculture: Creating Meaning through Engagement, Communities of Practice, and Holistic Systems Thinking(2012-01-24) Morawiecki, TeresaToday’s conventional agricultural practices are created to meet our society’s global demand for food and energy products. However, these conventional practices have begun to create concern for the environment and human health. As a result, a related discipline, known as sustainable agriculture has been created within agriculture itself. Sustainable agriculture is a new concept in that much of society is not familiar with it or understands it. I propose a socially conscious framework that encourages connections, relationships, and knowledge building within sustainable agriculture to create growth and expand its current practice. Harnessing the disciplines of engagement, communities of practice and systems thinking, I encourage the use of consultants to guide sustainable agriculture communities and key players to develop and strengthen the social aspects of their community. I utilize the ADDIE model (analyze, design, develop, implement and evaluate) to guide the community through the development of the social aspects of agriculture towards successful implementation. The result will ultimately enable sustainable agriculture communities to grow their practice by creating agricultural products that positively impact the economic, environmental and social aspects of our lives.Item Directory of Nonprofit Organizations of Color in Minnesota, Third Edition, February 1997.(Center for Urban and Regional Affairs, University of Minnesota, 1997) Smith, Frederick W.Item Directory of Nonprofit Organizations of Color in Minnesota.(Center for Urban and Regional Affairs, University of Minnesota, 1992) Smith, Frederick W.Item Directory of Nonprofit Organizations of Color in Minnesota. Second Edition.(Center for Urban and Regional Affairs, University of Minnesota, 1993) Smith, Frederick W.Item Divided Minnesota: The Gulf of Race and Income in Minneapolis and Saint Paul(2005-11-03) Goetz, Edward G.Item “Does That Make Me the Police?”: Studying Toward Abolitionist Teacher Praxis(2023-06) Jefferson, NoahIn their scholarship on the connections between schools and prisons, education researchers have recently taken up the theoretical frameworks of abolition and abolitionist teaching, but have yet to conduct studies with abolitionist teachers. Drawing inspiration from praxis-oriented, critical ethnographic, and participatory research, as well as the long tradition of study groups in grassroots revolutionary struggles, this qualitative research takes up abolitionist teacher praxis, utilizing a study group with K-12 teachers to explore how they engage with abolitionist theory and how abolitionist theory informs their thinking and practice.The question driving this research is, how do abolitionist teachers think about abolition as it relates to their work as teachers? I recruited three teachers who were self-described abolitionists working in K-12 public schools in the Twin Cities area to participate in a study group focused on police and prison abolition. During eight group study sessions and two interviews with each participant, we discussed shared readings and talked about how abolitionist ideas informed our thinking about schools and our practice as teachers. I find that participants wanted to create a culture of community in their schools and classrooms, but felt unsure of how they could teach without replicating policing. To make sense of this dilemma, I take up abolitionist theorizing on policing. An understanding of policing as a form of power aimed at the fabrication of capitalist social order helps explain why policing and community are antithetical and why schools are contradictory spaces. I argue that when teachers work to build a communal social order, they are not doing the work of policing. I also find that participants felt a tension between teacher authority and classroom community. I argue that when teachers draw on competent rather than coercive authority, and when they emphasize relationships over rules, they help build, rather than contradict, classroom community.Item Elements of an Engaged University: Minnesota Youth Community Learning (MYCL) Initiative of the Konopka Institute for Best Practices in Adolescent Health at the University of MInnesota (Final Evaluation Report)(Center for Applied Research and Educational Improvement, 2007) Sheldon, TimothyThere is a threefold purpose to this final evaluation report: to describe the evaluation activities that have taken place during the grant period, to summarize the key findings of the evaluation, and to offer some conclusions based on the perspective of an outside evaluator. The report and is organized around the evaluation questions (below) that were posed by the W. K. Kellogg Foundation. To what extent have MYCL Initiative activities been successful? What are the perceived benefits (and challenges) of community/University partnerships? How might MYCL activities become the building blocks for long-term community engagement? What are some distinguishing features and essential elements of an engaged institution? How can engagement be sustained as central to the university mission and system?Item Empathic Imagination: Performing Interracial Intimacy in Contemporary Women's Drama(2016-06) Na, Eunha“Empathic Imagination: Performing Interracial Intimacy in Contemporary Women’s Theatre” interrogates the centrality of emotion in the representation of race and gender relations, focusing on contemporary drama. It investigates American women’s theatre from the 1980s to the present as key sites by which to examine empathy, a social feeling often seen as a necessary basis for liberal multicultural communities. Through examination of works by writers including Velina Hasu Houston, Suzan-Lori Parks, Diana Son, and Lynn Nottage, the dissertation argues that these plays reveal the fractured and illusory nature of an empathic community, where the desire for interracial affinities is intertwined with failures and anxieties that these plays make palpable through various performance strategies.Item Fire Affects Ecophysiology and Community Dynamics of Central Wisconsin Oak Forest Regeneration(1990) Reich, Peter B; Abrams, Marc D; Ellsworth, David S; Kruger, Eric L; Tabone, Tom JIn order to understand better the ecophysiological differences among competing species that might influence competitive interactions after, or in the absence of, fire, we examined the response to fire of four sympatric woody species found in intermediatesized gaps in a 30-yr-old mixed-oak forest in central Wisconsin. Selected blocks in the forest were burned in April 1987 by a low-intensity controlled surface fire. The fire had significant effects during the following growing season on community structure, foliar nutrient concentrations, and photosynthesis. Acer rubrum seedling density declined by 70% following the fire, while percent cover increased several-fold in Rubus allegheniensis. In general, leaf concentrations of N, P, and K were increased by the fire in all species, although the relative enhancement decreased as the growing season progressed. Daily maximum photosynthetic rates were 30-50% higher in burned than unburned sites for Prunus serotina, Quercus ellipsoidalis, and R. allegheniensis, but did not differ between treatments for A. rubrum. Mean sunlit photosynthetic rates and leaf conductances were stimulated by the burn for all species, with the greatest enhancement in photosynthesis measured in Q. ellipsoidalis. Leaf gas exchange in R. allegheniensis was most sensitive to declining leaf water potential and elevated vapor pressure gradient, with Q. ellipsoidalis the least sensitive. Fire had no discernable effect on water status of these plants during a year of relatively high rainfall. In comparison with other species, A. rubrum seedlings responded negatively after fire-both in terms of survival/reproduction (decline in the number of individuals) and relative leaf physiological performance. Fire enhanced the abundance of R. allegheniensis and the potential photosynthetic performance of R. allegheniensis, P. serotina, and particularly Q. ellipsoidalis. We conclude that post-fire stimulation of net photosynthesis and conductance was largely the result of enhanced leaf N concentrations in these species.
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