Els Plans educatius d'entorn, una proposta socioeducativa engrescadora

Resumen basado en el de la publicaci??n

I ara què? que hi ha en polítiques de joventut després del Plans de Joventut?

Fa més de 10 anys del primer Pla Nacional de Joventut de Catalunya, del pas de les polítiques de suport a l’associacionisme a les polítiques integrals, i amb aquestes la prolífica etapa dels Plans de Joventut i de l’expansió real de les polítiques de joventut al territori català. És a dia d’avui, en un moment de grans esdeveniments en aquest camp, en que es proposa un anàlisi sobre la futura evolució de les polítiques de joventut, basat en l’estudi i la interpretació de la informació existent i les aportacions de 9 persones vinculades al món de les polítiques de joventut

Aproximació a la figura de l'educador/a social com a tècnic/a de joventut en l'àmbit rural

Aquest projecte es posa en marxa l’any 2005 a partir de l’elaboració del Pla Comarcal, dels Plans Locals de joventut, dels Projectes Tècnics de joventut, de les Programacions d’activitats i d’accions concretes. Aquests instruments d’intervenció, en els seus diferents nivells, han de ser coherents amb el Pla Nacional de Joventut de la Generalitat de Catalunya, el qual regeix les línies d’actuació de les polítiques de joventut al nostre país. A grans trets, aquesta és una breu descripció del servei en el qual he dut a terme les meves pràctiques d’educador social i un dels motius pels quals he escollit fer aquest treball, ja que en un primer moment, no tenia la intenció d’elaborar un treball de fi d’estudis que tractes sobre l’àmbit de la meva plaça de pràctiques

Carbon reduction in buildings (CaRB) - Understanding the social and technical factors that influence energy use in UK buildings

Attempts to reduce the energy consumed in UK homes have met with limited success. One reason for this is a lack of understanding of how people interact with domestic technology – heating systems, lights, electrical equipment and so forth. Attaining such an understanding is hampered by a chronic shortage of detailed energy use data matched to descriptions of the house, the occupants, the internal conditions and the installed services and appliances. Without such information it is impossible to produce transparent and valid models for understanding and predicting energy use. The Carbon Reduction in Buildings (CaRB) consortium of five UK universities plans to develop socio-technical models of energy use, underpinned by a flow of data from a longitudinal monitoring campaign involving several hundred UK homes. This paper outlines the models proposed, the preliminary monitoring work and the structure of the proposed longitudinal study.

Cities’ low carbon plans in an ‘age of austerity’: an analysis of UK local authority actions, attitudes and responses

Background: Cities play a significant role globally in creating carbon emissions but, as centers of major population, innovation and social practice, they also offer important opportunities to tackle climate change. The new challenges faced by cities in an ‘age of austerity’ and decentralist agendas present substantial challenges for coordinated multilevel governance. Results: Based on research carried out in 2011–2012, this paper examines the attitudes and responses of sustainability and climate change officers in UK cities that have prepared low carbon and climate change plans, in the context of these challenges. Using a conceptual framework that analyses ‘awareness’, ‘analysis’ and ‘actions’ (in the context of spending cuts and a new ‘decentralized’ policy agenda) this research suggests that progress on low-carbon futures for cities continues to be fragmented, with increased funding constraints, short-termism and lack of leadership acting as key barriers to progress. Conclusion: Recent UK national policies (including localism, austerity measures and new economic incentives) have not only created further uncertainties, but also scope for cities’ local innovation through policy leverage and self-governing actions.

Making modern lives: subjectivity, schooling and social change

Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more the 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

The Pacific OPIC Project (Obesity Prevention In Communities) : action plans and interventions

Background: The Pacific OPIC Project (Obesity Prevention In Communities) includes whole-of-community intervention programs in four countries (Fiji, Tonga, New Zealand, Australia) aimed at reducing the prevalence of overweight and  obesity in youth.

Development of Action Plans: At each intervention site, preliminary interviews  were conducted with youth to identify the potential socio-cultural barriers and  facilitators to healthy eating and regular physical activity in order to attain and sustain a healthy body size. This and other information was presented at a 2-day workshop with community stakeholders, including youth. The participants then prioritised the components for a draft action plan which was later consolidated through further community consultation.

Action Plan objectives: Each action plan had two overall aims: to build  community capacity and to promote healthy weight. The first three objectives in each action plan were on capacity building, social marketing messages, and evaluation. Next were a set of four to five behavioural objectives with associated strategies involving programs, events, social marketing and environmental  change. Lastly, each site had one or two innovative or developmental objectives.

Progress: Interventions began in all sites from 2005, with the action plans guiding implementation priorities. The initial behavioural objective for targeting in Fiji was eating regular breakfast and meals throughout the day, for Tonga it was physical activity, and for Australia and New Zealand it was increasing water consumption and decreasing consumption of sweet drinks.

Conclusions: The action plans have provided the basis for community engagement in the project, the guide to the implementation of activities and the template for the evaluation plan.

Rebuilding regimes or rebuilding community? Teachers' agency for social reconstruction

Non-government organisations (NGOs) are playing an increasingly significant role in post-conflict situations as donor funding pours into rebuilding programs. Donor funding supports the development of a range of humanitarian and civic programs such as peace restoration, civic reconstruction and peace-keeping. This article is a case study of the rebuilding of the education system in post-conflict Iraq that contextualises the activities sanctioned by new regime and aid agencies in post-conflict Iraq. While the war and crisis in Iraq continues to fuel great debate, a full political discussion falls outside the scope of this paper. Instead, the intention is to unpack the way that the dominant regime rehabilitates the education system in a seemingly apolitical way. Attempts to rebuild the Iraqi education system appear to be a case of the separation of political rehabilitation and social reconstruction. As the need for the new regime to assert political legitimacy grows, an institution such as education experiences vast changes as local educational practices are restructured to complement the new regime. In this process, the local teachers and their cultural and educational expertise are overshadowed by the ‘neutral’ politics of reconstruction. However, the rebuilding of education systems is a political process, the politics of which are evident in the way that critical agents, such as teachers, are being reshaped in the image of the new regime. Teachers have the capacity to contribute to the long-term social and cultural rebuilding of post-conflict nations through their broad social and educational agency. However, the educational policy and plans of regime-sponsored funding effectively marginalise the important role of local educators in the civic rebuilding. Teachers’ agency in Iraq is being overlooked as a means of using educators as peace-keepers who can build long-term educational capacity and stability in the post-conflict situation.

Toward the standardization of venture capital investment evaluation : decision criteria for rating investee business plans

This study examined the criteria used by venture capitalists to evaluate business plans in order to make investment decisions. A literature survey revealed two competing theories: “espoused criteria” where evaluation decisions are based on what venture capitalists say are the decisive factors; versus the use of “known attributes” that successful ventures actually possess. Brunswik’s Lens Model from Social Judgment Theory guided an empirical investigation of several different evaluation methods based on information contained in 129 business plans submitted for venture capital over a 3 year period. Data evaluation culminated in the comparison of the percentage of correct decisions (“hit-rate”) for each method. We found that decisions based on the known attributes of successful ventures have significantly better hit-rates than decisions made using espoused criteria. Discussion centred on the goal of achieving consistency in the conduct of venture analysis. Process standardization can aid in the achievement of consistency. Future research will both deepen and broaden insights.

More yuppy stuff coming soon: gentrification, cultural policy, social inclusion and the arts

Responding to gentrification has become a key planning issue for many urban municipalities. Local governments need to balance the often-competing agendas of urban regeneration, social inclusion and arts access and participation. This paper argues that arts and cultural units within local government bear the impact of such tensions. More importantly, however, local government policies and their implementation represent a third position in the polarised discussion on the cultural impact of gentrification. The example discussed here is the rapidly gentrifying City of Maribyrnong in Melbourne’s western suburbs: a municipality where any potential realisation of the economic benefits of gentrification is balanced against the needs of a significant population of resident professional artists, and the social inclusion needs of socio-economically disadvantaged residents. Maribyrnong’s arts and cultural unit, like those within many municipalities in the developed world, has had to develop cultural policies and plans as tools for negotiating complex relationships and diverse needs of community members by considering the economic, social and cultural benefits of the arts for all residents.

Australia’s Colombo plans, old and new: international students as foreign relations

This article draws on recent research and policy developments to make a case for considering international students as an important component of Australian foreign relations. It links historical and contemporary Australian experiences of international students, especially in the Colombo Plan and New Colombo Plan, to the field of public diplomacy, and sets an agenda for further research in this direction. It highlights the need to recover student voices and to be sensitive to the emergence of everyday or ‘vernacular’ internationalism, as a phenomenon of international students visiting, traveling and otherwise encountering different groups of Australians. It suggests a need to take up anew this form of inquiry for both earlier postwar student experiences and the post-1980s period, in which international students’ voices are frequently silenced by debates over commodification, funding needs, and neo-liberal economics.

On the potential for psychological researchers and psychologists to promote the social inclusion of people with disability: A review

© 2015 Australian Psychological Society. Objective: This paper outlines different approaches to understanding disability and describes ways in which psychological researchers and psychologists can promote the social inclusion of people with disability. Method: Narrative review drawing on writings and research from psychology and disability studies. Results: Five prominent models of disability appear in the literature (moral, medical, social, biopsychosocial, and post-modern), all of which have relevance to the lives of people with disability. Conceptualisations commonly used to understand the experience of disability from a psychological perspective include stigma and psycho-emotional disablism. There is evidence that people with disability wish to have greater involvement in research (e.g., as consultants and partners in research about them, and as participants in mainstream research) and to see research findings translated into practice. Evidence is emerging that can be used to underpin psychologists work with (a) communities (to foster social change and social justice, and to reduce stigma); (b) organisations, such as schools, workplaces, and disability service providers (to help develop inclusive and supportive environments); (c) families (to promote optimism, alternative understandings of disability, and a sense of control, as well as developing behaviour support plans and providing referrals to other sources of practical support); and (d) people with disability (to assist them with the issues they bring to therapy while being mindful of the potential for psycho-emotional disablism to colour the material presented). Conclusion: Psychological researchers and psychologists have significant potential to contribute to the social inclusion of people with disability.

Empresa e Comunidade: Responsabilidade Social, Sobrevivência, Produtividade e Imagem Institucional

Inicialmente, faz-se um convite para um passeio na história, observando-se as relações sócio-econômicas na sociedade ocidental, a partir do Império Romano até os primórdios do capitalismo, com a finalidade de identificar sob a responsabilidade de quem estava o bem-estar das comunidades, o permite registrar que essa responsabilidade foi conduzida pelas mãos da igreja, reis, confrarias e pelo Estado, e esteve sempre associada às entidades que detinham o poder. Uma vez feito isso, passa-se ao contexto atual, para entender a maneira com que o poder econômico , mais especificamente as companhias produtoras de bens e serviços, participa da responsabilidade social pelo desenvolvimento das comunidades nas quais estão situadas as unidades de produção e as conseqüências dessa participação para a imagem e sobrevivência das empresas. Finalmente, através da pesquisa de campo realizada na Refinaria de Duque de Caxias do Sistema Petrobras ¿ REDUC, examina-se na prática, a relação estabelecida entre a empresa e a comunidade local, ressaltando as motivações que levam a companhia a empreender-se socialmente, através de estratégias e planos de ação compatíveis com os interesses do seu próprio negócio.

Peça por peça: sistematização de um programa de responsabilidade social

O objetivo da dissertação foi analisar o processo de desenvolvimento e a aplicação de ações sociais e trabalho voluntário, que demonstram a preocupação da empresa com o seu papel social, através de uma participação mais ativa, concreta e efetiva, influenciando na ocorrência das mudanças que a sociedade necessita. O foco do estudo foi analisar um dessas empresas, notadamente a Robert Bosch Limitada, de capital alemão, radicada no Brasil desde o início da década de 1950. Sendo considerada, mais especificamente, uma de suas unidades, localizada no Paraná desde 1975. A Bosch Curitiba, através da implementação de um programa de ação social baseado principalmente na educação e no desenvolvimento sustentável, pretendeu criar condições para que a comunidade de um bairro da periferia de Curitiba pudesse identificar oportunidades de desenvolvimento econômico e social. Esta dissertação é o resultado dessa discussão e se desenvolveu por meio de um programa de ação social que evidencia a importância da participação ativa da empresa na comunidade, baseada em projetos que evidenciam a educação como a essência para o desenvolvimento social. A Vila Verde, comunidade da periferia de Curitiba, foi escolhida pela empresa para implantar o programa de responsabilidade social (Peça por Peça). Nessa comunidade, o foco principal foram os membros da faixa etária de O a 18 anos. O programa, portanto, teve a participação de uma empresa, dos seus colaboradores, como voluntários, e das escolas da comunidade envolvida. A coleta dos dados deu-se por diferentes procedimentos: pesquisa bibliográfica, pesquisa documental, observação participante e entrevistas. Os dados qualitativos foram comparados, e foram apresentados em forma de relatório. Os dados quantitativos foram tabulados e avaliados, servindo de apoio e confirmação aos resultados apresentados pela análise dos dados quantitativos. A atuação do programa social, Peça por Peça, foi no sentido de sensibilizar, estimular e criar condições de conscientizar os envolvidos que as mudanças necessárias somente serão efetivas na medida em que aumentar o seu nível de comprometimento, ou seja, tomar-se uma população capaz de se organizar e de preservar e defender seus interesses e anseios, desenvolvendo seu papel natural do exercício da cidadania e de uma convivência social que assegure direitos básicos para qualquer processo e evolução de uma sociedade. Sistematizar um programa de responsabilidade social, mais do que pretender criar soluções inovadoras, busca consolidar um outro pressuposto, em que a maioria das atividades sociais implementadas, sejam elas de cunho filantrópico ou não, dificilmente conseguem se manter e alegando várias razões, mas de que alguma forma sempre se reflete na falta de uma sistemática de trabalho, com metas, monitoramento, resultados esperados, com um planejamento estratégico que projete as ações a curto, médio e longo prazo. Isso também é uma evidência de que um projeto social não direcionado para atividades assistencialistas, mas sim para a busca de exercer efetivamente a responsabilidade social, não deve ter no fator tempo a principal referência de sucesso do empreendimento, mas sim de pequenas ações de melhoria de forma continuada e planejada, auto-sustentada, efetiva, mensurável e compartilhada.

Educação e transformação social : formas alternativas de educação em país descolonizado

Neste trabalho é analisada a adequação entre o projeto de desenvolvimento sócio-econômico da Guiné~Bissau e seu projeto de educação. O país em estudo é urna ex-col~ nia portuguesa da África que após a independência optou pe la via "autônoma" de desenvolvimento, o que caracteriza a situação de "transformação social". Procura-se verificar se o atual sistema de ensino e os planos oficiais auxiliam a ruptura com a condição ánterior de dependência. O estudo se inicia por urna visão geral da África pré-colonial e da educação difusa que vigorava naquela épo ca. Em seguida, urna descrição da África colonizada por países europeus e as modalidades de educação implantadas pelos colonizadores. Examina-se após isso a África do período das lutas pela independência (década de 60) até os dias atuais, com as diversas opções sócio-econômicas, poli ticas e, particularmente, educacionais adotadas pelos países administrativamente libertos do domínio colonial. ~os demais capítulos analisa-se a Guiné-Bissauern cada período histórico, apresentando-se as ligações entre os interesses sócio-econômicos dominantes e as formas ofi ciais de educação dos africanos: no segundo capítulo, a Guiné pré-colonial, as várias etapas da colonização por tu guesa (a fase mercantilista, durante a monarquia liberal portuguesa, a primeira fase da república na metrópole, a ditadura salazarista anterior e posteriormente ao movimento guineense pela independência) e a luta contra os colonizadores até a libertação total do território (1974) • No terceiro capítulo, os dias Rtuais (fase de "reconstrução nacional") até 1979. são ressaltados diversos aspectos do ensino para comparação entre a fase colonial e o projeto do país inde-pendente: ligação com a atividade produtiva, com as tare·- fas sociais e vida comunitária; prioridades da escolariza ção; escola urbana e rural; gestão escolar; formação de professores; métodos pedagógicos, currículos e disciplinas. A abordagem metodológica e histórico-estrutural. Constata-se a existência de muitos obstáculos ma teriais para a realização do projeto autônomo guineense. Mas apesar das características coloniais persistentes, no ensino são experimentadas soluções criativas que favorecem a independência, baseadas nas prioridades de atendimento das necessidades da população, de gestão democrática das escolas, integração com o trabalho produtivo e "africaniza ção" das disciplinas. -