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Major investments have been made in recent decades in the development of community forestry. Drawing on two contrasting cases - Nepal (multiple purpose, relatively low value upland forests) and Cameroon (humid lowland forests of high commercial value) - this paper argues that policy development has involved many unknowns, necessitating a learning process orientation and considerable flexibility. This involves substantial cost, but the benefits may be significant, as regards both rural livelihoods and the proper husbandry of hitherto under-managed resources. (Nat Resour Perspect/DÜI)

AbstractObjectiveThe aim was to assess the reported family relationships during the COVID‐19 pandemic and the association between these relationships and individual, interpersonal, and country‐level income in eight Middle East and North Africa (MENA) countries.BackgroundCOVID‐19 causes fear of infection, loss of loved ones, and economic problems that may affect family relationships.MethodsData were collected from eight MENA countries using an online survey (July–August 2020). The dependent variable was change in family relationship during COVID‐19, and the independent variables were individual, interpersonal, and country‐level factors represented by sociodemographic factors, COVID‐19 status, financial impact (whether participants lost or had reduced wages) and country income. Multilevel logistic regression analysis was conducted.ResultsThere were 1854 responses, mean (SD) age of 30.6 (9.9) years, 65.8% were female, 3.4% tested COVID‐19 positive, and 20.8% reported lost/reduced wages. Family relationships were more likely to improve or remain unchanged (84.3%) for participants who had a history of COVID‐19 (adjusted odds ratio [AOR] = 3.54, 95% confidence interval [CI]: [1.25, 10.01]). However, family relationships were more likely to not improve for those who knew someone who died of COVID‐19 (AOR = 0.76, 95% CI [0.58, 0.99]) and those with lost/reduced wages (AOR = 0.69, 95% CI [0.52, 0.94]).ConclusionFamily relationship improved or remained unchanged for those who tested positive for COVID‐19 and did not improve for those who lost wages or lost someone due to COVID‐19.ImplicationsPolicy makers should develop strategies to provide social and financial support to employees to reduce the losses and adverse social impact caused by the pandemic.

Chapter 8. Escaping the past?Chapter 9. Projecting an image: New Labour, the EU and the wider world; Chapter 10. Conclusion; Epilogue: New Labour after Blair: British European discourses 2007-10; Appendix 1: Coding scheme; Appendix 2: A coded speech; Bibliography; Index.

Organizational learning / M. Leann Brown and Michael Kenney -- Learning and food security in the European Union / M. Leann Brown -- The US Congress and the Cuban embargo / Paolo Spadoni -- Epistemic communities and the Russian energy sector / Eric A. Morgan -- US telecommunications policy / Michael Zarkin -- Lesson drawing, policy transfer, and social learning / Michael J. Oliver -- An ecology of learning / David C. Ellis -- Organizational learning processes in Colombian drug trafficking networks / Michael Kenney -- Organizational learning and terrorist groups / Brian A. Jackson -- Changing church / William Campbell -- Getting it right or wrong / Lynn Eden -- Unlearning war / Karen Guttieri -- Learning problems in foreign aid agencies / Goran Hyden -- What have we learned about organizational learning? / M. Leann Brown

Recent developments in virtual reality (VR) technologies offer new opportunities for teaching management courses. The objective of this article is to present one way to use VR to teach operations management. In partnership with a global manufacturer, we integrate virtual environments of the manufacturers' real factories in a course assignment. The assignment was used in two graduate operations management courses. Theoretically, we draw on the concept of immersion. To evaluate the effects of VR on students' learning experiences, we use focus groups and a survey. We find that VR can be implemented cost-efficiently in operations management courses and present one way to do it. Considering effectiveness, we find that students generally perceive that VR improves their learning experience. The presented VR assignment provides students a guided discovery learning, which is active. However, we also find several limitations with the current technology, which can be overcome in future implementations. Teachers can use the idea and findings presented here to innovate their own teaching by the means of readily available and low-cost VR technologies.

The end of slavery in North America presented an opportunity for African Americans in Jacksonville, Florida to reinvent themselves. The reconstruction era brought about new social, political, and economic opportunities for African Americans living in Jacksonville. Despite the failure of Reconstruction and the implementation of Jim Crow, Jacksonville gave birth to a vibrant African American aristocracy. Jacksonville's Black elite comprised of doctors, lawyers, morticians, religious leaders, business people and other professionals. Jacksonville's Black elite thrived in the early half of the twentieth century, many of them used their knowledge and skills to contribute to the social and economic development of Jacksonville's African American community. During this period, Jacksonville's African American aristocracy provided their community with legal protection, healthcare, vocational training, employment opportunities, goods, and other critical services such as life insurance and burial. This study centers on a historical African American cemetery cluster that was established during the early twentieth century by Jacksonville's Black aristocrats. This cemetery cluster consists of four cemeteries which include: Pinehurst, Mount Olive, Sunset Memorial, and Memorial. This cluster is located on the Northside of Jacksonville city, along the intersecting roads of 45th street and Moncrief road, and contains an estimated 70,000 African American burials. I argue that this cemetery is reflective of the social, political, and economic changes undergone by Jacksonville's African American community.

Angesichts der Krise der repräsentativen Demokratie gewinnen radikaldemokratische Theorien zunehmend an Bedeutung. Das Handbuch bietet mit mehr als 80 Beiträgen von ausgewiesenen Expertinnen erstmals einen umfassenden Überblick zu Ansätzen, die unter Demokratie eine besonders intensive Form der Volkssouveränität verstehen. Neben Artikeln zu zentralen Begriffen und Beiträgen zu ideengeschichtlichen Vorläufern sowie wichtigen Kontroversen enthält er auch Porträts einflussreicher Vertreterinnen der radikalen Demokratietheorie, darunter Miguel Abensour, Etienne Balibar, Wendy Brown, Judith Butler, Ernesto Laclau, Jacques Rancière und Iris Marion Young.

Nature and development of young children's emerging peer-related social competence -- Social competence of young children: conceptualization, assessment, and influences / Samuel L. Odom, Scott R. McConnell, and William H. Brown -- Family roles in young children's emerging peer-related social competence / Jeanette A. McCollum and Michaelene M. Ostrosky -- Cultural influences on young children's social competence / Marci J. Hanson and Tanya SooHoo -- Friendships in early childhood: implications for early education and intervention / Virginia Buysse ... [et al.] -- Classroom influences on young children's emerging social competence / Diane M. Sainato ... [et al.] -- The critical nature of young children's emerging peer-related social competence for transition to school / Kristen N. Missal and Robin L. Hojnoski -- Strategies and tactics for peer-related social competence assessment and intervention -- Peer interaction interventions for preschool children with developmental difficulties / William H. Brown ... [et al.] -- Promoting young children's social competence in early childhood programs / Karen E. Diamond, Soo-Young Hong, and Alison E. Baroody -- Strengthening social and emotional competence in young children who are socioeconomically disadvantaged: preschool and kindergarten school-based curricula / Carol Webster-Stratton and M. Jamila Reid -- Social competence interventions for young children with challenging behaviors / Maureen A. Conroy, William H. Brown, and Melissa L. Olive -- Social competence interventions for young children with communication and language disorders / Naomi Schneider and Howard Goldstein -- Social competence interventions for young children with autism / Phillip S. Strain, Ilene S. Schwartz, and Edward H. Bovey II -- Social competence interventions for young children with severe disabilities / Erik Drasgow ... [et al.] -- Competent families, competent children: family-based interventions to promote social competence in young children / Susan M. Sheridan, Lisa L. Knoche, and Christine A. Marvin -- Placing children "at promise": future directions for promoting social competence / Gary N. Siperstein and Paddy C. Favazza

Student views of their teachers and schooling can influence motivation and interest in schooling as well as their approach to learning. This paper describes the results of an investigation of rural adolescents' views of their schooling. A total of 240 students from government and non-government schools in the South West of Western Australia were interviewed in small groups. They offered a diversity of responses and insights related to their views of teachers and teaching. Results indicate that what these young people needed from their schools was enough flexibility and choice to cater for this diversity, not only in terms of curriculum, but in the methods of teaching, and the scope of future potentials made available for them. Students were able to offer a range of thoughtful, clear descriptions of what worked and did not work for them at school and what needed to happen to make school meaningful and relevant to their lives and needs.

Although much has been written on the general subject of the President's pardoning power, there is still considerable confusion concerning the use of that power for the restoration of civil and political rights to persons who have been deprived of them as a punishment for crime. Particular questions frequently raised are: What rights are lost? How are they lost? How may they be restored? That the issue is a live one is supported by the fact that in the year 1938 no fewer than 203 pardons were granted by the President to restore civil rights.The confusion on the subject is due in large measure to the complexities of our federal form of government. This was clearly noted by Attorney-General Caleb Cushing in his opinion of July 9, 1856, in the case of Oliver Robbins of Sackett's Harbor, New York. Robbins was convicted in 1851, in the Circuit Court of the United States for the Northern District of New York, of an offense against federal law, and was sentenced to imprisonment in the penitentiary of New York. In 1852, he received from President Fillmore a general pardon.