scholarly journals Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya youth

2019 ◽  
Vol 13 (2) ◽  
pp. 42
Author(s):  
Saskias Casanova
Keyword(s):  
Cultural Practices ◽  
Yucatec Maya ◽  
Community Based ◽  
Indigenous Identity ◽  
Positive Adaptation ◽  
Familial Support ◽  
Resilience Process ◽  
Protective Processes ◽  
Collective Resilience ◽  
The U.S

Relatively little research has focused on the experiences of students and families of Yucatec-Maya origin in the U.S., and even less has focused on Yucatec-Maya youth and resilience, a normative process of positive adaptation despite exposure to adversity. Using Critical Latinx Indigeneities, which centers on Indigeneity across multi-national spaces, sociohistorical colonialities, and migrations, this study examines how Indigenous identity, familial linguistic and cultural practices, and resilience processes relate to one another for 10 (three girls) California-based Yucatec-Maya students. Through interview data, the themes that emerge expose discrimination as one form of adversity Yucatec-Maya students experience. There are three overarching themes related to the students’ collective resilience process and the emergence of resilient Indigenous identities: 1) their lived, linguistic, familial, and community-based experiences; 2) familial support and academic resilience; and 3) transformational welcoming spaces. These protective processes contribute to the students’ agency in [re]defining their resilient Indigenous identities in the U.S. 

Community-Based Analysis of the U.S. Legal System's Intervention in Domestic Abuse Cases Involving Indigenous Women

2002 ◽  
Author(s):  
Thomas Peacock ◽  
Lila George ◽  
Alex Wilson ◽  
Amy Bergstrom ◽  
Ellen Pence
Keyword(s):  
Domestic Abuse ◽  
Indigenous Women ◽  
Community Based ◽  
The U.S

Commentary Cultural Brokerage in the Newborn Nursery

2002 ◽  
Vol 24 (4) ◽  
pp. 53-54
Author(s):  
Lynn Deitrick
Keyword(s):  
Cultural Practices ◽  
Cultural Issues ◽  
Daily Lives ◽  
Northeastern State ◽  
Cultural Brokerage ◽  
The U.S

Cultural issues play an important part in our daily lives. Often, the cultural practices of immigrants differ from those of the U.S. community in which they now live. The cultural misunderstandings that can result occur in a variety of situations. This is the story of one such misunderstanding that happened a few years ago at a small suburban hospital nursery in a northeastern state.

Exploring links between empowerment and community-based arts and cultural practices: perspectives from Barcelona practitioners

2019 ◽  
pp. 15-31
Author(s):  
Ruben David Fernández Carrasco ◽  
Moisés Carmona Monferrer ◽  
Andrés Di Masso Tarditi
Keyword(s):  
Cultural Practices ◽  
Community Based

What We Can Learn from Developing Countries: The Community Based Rehabilitation Model

1996 ◽  
Vol 15 (3) ◽  
pp. 3-9
Author(s):  
Alana M. Zambone ◽  
Stephanie Cox Suarez
Keyword(s):  
Developing Countries ◽  
Community Based ◽  
Community Based Rehabilitation ◽  
Rehabilitation Model ◽  
Rehabilitation Needs ◽  
The U.S

This article challenges the notion that we have much to learn from developing countries as well as much to offer to them. The article describes the philosophy, model and services of Community-Based Rehabilitation (CBR) as one example of what developing countries have to offer us. We discuss parallels between the CBR model and strategies used in the U.S. to meet education and rehabilitation needs and illuminate CBR practices from which we can learn.

Community-Based Vocational Education: Guidelines for Complying with the Fair Labor Standards Act

1994 ◽  
Vol 19 (1) ◽  
pp. 52-60
Author(s):  
Marlene Simon ◽  
William Halloran
Keyword(s):  
Vocational Education ◽  
Department Of Education ◽  
Labor Standards ◽  
Vocational Programs ◽  
Community Based ◽  
Department Of Labor ◽  
Fair Labor Standards Act ◽  
Questions And Answers ◽  
The U.S ◽  
Fair Labor

Community-based vocational education programs come under the jurisdiction of the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor. This paper describes guidelines issued by the U.S. Department of Education and the U.S. Department of Labor that detail criteria to be met by education agencies to ensure that educational programs operate in compliance with the FLSA. The paper also describes a process used by the authors to generate questions and answers intended to provide further guidance to education personnel responsible for implementing community-based vocational programs.

Introduction

2018 ◽  
Author(s):  
Angela M. Labrador ◽  
Neil Asher Silberman
Keyword(s):  
Cultural Landscapes ◽  
Cultural Practices ◽  
Vernacular Architecture ◽  
Social Contexts ◽  
Primary Concern ◽  
Community Based ◽  
Disciplinary Boundaries ◽  
Cognitive Studies ◽  
The Social ◽  
Methodological Approaches

The field of cultural heritage is no longer solely dependent on the expertise of art and architectural historians, archaeologists, conservators, curators, and site and museum administrators. It has dramatically expanded across disciplinary boundaries and social contexts and now includes vernacular architecture, intangible cultural practices, knowledge, and language, performances, and rituals, as well as cultural landscapes. Heritage has become entangled with the broader social, political, and economic contexts in which heritage is created, managed, transmitted, protected, or destroyed. Heritage protection now encompasses a growing set of methodological approaches whose objectives are not necessarily focused upon the maintenance of material fabric, traditionally cultural heritage’s primary concern. Rather, these objectives have become explicitly social with methods foregrounding public engagement, diverse values, and community-based action. Thus, we introduce the term “public heritage” as a way of bringing together these emerging practices. This handbook charts major sites of convergence between the humanities and the social sciences—where new disciplinary perspectives are being brought to bear on public heritage. This introduction outlines the potential contributions of development studies, political science, anthropology, management studies, human geography, ecology, psychology, sociology, cognitive studies, and education to the field of public heritage.

scholarly journals The effectiveness of community-based early warning system of Kelud volcano eruption 2014

2018 ◽  
Vol 229 ◽  
pp. 03015
Author(s):  
Eko Teguh Paripurno ◽  
Arif Rianto Budi Nugroho
Keyword(s):  
Early Warning ◽  
Early Warning System ◽  
Warning System ◽  
Active Volcano ◽  
Community Based ◽  
Volcano Eruption ◽  
The People ◽  
Resilience Process ◽  
Prone Area ◽  
Participatory Research Methods

Kelud Volcano is an active volcano in Indonesia. About 150 million meter cubic has erupted on 13 February 2013 at 22.30. People were successfully responded to the most significant eruption in history without any fatalities, by doing less than 2 hours evacuation, from 21.15 to 22.50. This research was conducted to show the success of the community in building the resilience process by applying a good system of community-based early warning. The study was conducted through documentary review and field assessment with participatory research methods, including mapping, transects, and historical studies. The result of research show that the community has four aspects of early warning system has been successfully fulfilled by communities. Those four aspects are (1) Knowledge of risk; (2) Monitoring and warning service; (3) Dissemination and communication; (4) Ability of the people to respond. Systematic data collection and risk assessment, with its pattern and tendency factors, ensured that disaster and vulnerability are well-known. Monitoring parameter to create accurate and timely pre-estimation has been ensured by disaster monitoring and early warning service. Communicating information and early warning ensured that the warning could be received by everyone that affected by disaster, risk, and its warning can be understood and useful. Establishing the people’s responsibility to ensure the response must be renewed, ability and local knowledge can be utilized, and people are ready to response warning. Simulation and training activities were implemented by the people within the disaster-prone area. Finally, the powerfulness of community preparedness can manage the tremendous level of a volcano eruption.

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