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The 2020 COVID-19 disaster triggered an educational crisis in the United States, deeply exacerbating the inequities present in education as schools went online. This primary impact may not be the only one, however: literature describes a secondary impact of such disasters through “disaster capitalism,” in which the private sector captures the public resources of disaster-struck communities for profit. In response to these warnings, we ask how schools, families, and communities can counteract disaster capitalism for educational equity. To address this question, we first synthesize a critical framework for analyzing digital inequity in education. We then dissect the strategies disaster capitalism uses to attack the school-family-community relationship and exacerbate digital inequity in “normal” times as well as during crises. Employing the notion of community funds of knowledge, we next examine the resources schools, families, and communities can mobilize against disaster capitalism and digital inequity. Finally, guided by the concepts of generative change and transformative learning, we consider actionable practices of countering disaster capitalism for a transformative education.

Maize (Zea mays L.) is one of Pakistan’s essential staple food crops. Plant-parasitic nematodes (PPNs) are a significant restraint in maize production. However, free-living nematodes (FLNs) provide crucial ecological functions such as suppressing pests and nutrient mineralization. This study aimed to assess the community analysis of plant-parasitic and free-living nematodes associated with maize and other rotational crops (those cultivated in sequence with the maize in the same field) from Punjab, Pakistan. The occurrence percentage was observed per 500 g soil for each nematode genus. The present study revealed that 24 species of plant-parasitic and free-living nematodes were identified from maize crops and other rotational crops from 16 localities through Punjab, Pakistan. Nematode communities were analyzed by absolute frequency, relative frequency, relative density, and prominence value, while cluster analysis was based on the presence or absence of nematode in different localities. The overall proportion of plant-parasitic nematodes was 35%, while free-living soil nematodes recovered 65%, out of 210 samples of maize and other rotational crops. Several major genera of plant-parasitic nematodes were reported during the present study viz., Ditylenchus, Filenchus, Helicotylenchus, Hemicriconemoides, Heterodera, Hoplolaimus, Malenchus, Pratylenchus, Psilenchus, Rotylenchulus, Seinura, Telotylenchus, Tylenchorhynchus, and Xiphinema Community relationship revealed the overall dominance of Heterodera zeae, with the highest incidence (55.71%) followed by Tylenchorhynchus elegans (33.33%) and Helicotylenchus certus (24.76%). The results provide valuable information on the community structure of nematodes in maize and other rotational crops of maize in Punjab, Pakistan. Moreover, this data can be used as a preventive measure before PPN incidence results in greater losses on maize.

God uses family and Christian community relationship sto provide thecontent or substance of faith to children,and will be come generations and alsothen bring themselves through faith to socialize. And,the questions in Christian education are what is the best way to teach faith?and this paper is away to findillustration sof the questions above,andeven though they are expressed in notenough words to express thoughts and ideas. Some cases need explanationbecause often we find so many different explanations exist for the idea,especially concepts related to modeling

Background: There are several important factors in building community empowerment, one of them is the inter-community relationship. However, further research is rarely done on this dimension. The dimension of the relationship includes community structure, community strength, community motivation, community communication, community integrity, community participation, and community development. Objective: This study aimed to find the best model of the effect of the inter-community relationship on the condition of healthy aisle in Makassar City. Method: This research was conducted in 2 sub-districts in Makassar City, those are Rappocini District and Ujung Tanah District. The research samples involved were 560 households in Lorong. Data analysis was performed using multivariate analysis through the structural equation model (SEM) test. Results: The results of this study found that clear vision (CR = 3.219 and p = 0.01), capacity development (CR = 3.166 and p = 0.02), norms existence (CR = 3.143 and p = 0.02) on inter-community relationship significantly affected the aisle community empowerment. Conclusion: Inter-community relationship is the best model in developing a healthy aisle in Makassar City through solidarity, shared motivation, shared trust, clear vision, resources shares, capacity building, norms in society, government support, and community development. This study recommends that in order to maximize a clear vision for the aisle community working group, the government should carry out legality regarding the aisle community structure.

<p>As museums are increasingly looking to the local community for support and validation, so too are communities looking to the museum for affirmation of their identity. Theories of meaning making and work in the field of social inclusion have led the way in restructuring the museum into an institution that embraces its surrounding community for the mutual benefit of both sides. In attempting to represent community, museums are taking up these new theories as they build towards becoming ever more relevant institutions. This thesis explores the current literature and investigates its relevance to the museum/community relationship through a case study of the Central Otago community and its new Museum, Central Stories. The study explores the construction of identity within the community and the representation of that identity within the Museum. In order to investigate the construction of community identity in Central Otago, three discussion groups were conducted in September 2006, with each group made up of members of local community and business groups. The discussions within these groups were divided into two phases, the first of which centred on the construction of Central Otago identity and the second on the Museum's representation of Central Otago identity. In the analysis of these focus groups, common themes were identified surrounding the region's landscape, events, history, museums, and community. In the first phase, participants were particularly reliant on their 'frames of reference' (Perin, 1992) in constructing identity. In particular, the role of personal experience emerged as an important factor in constructing community identity. Comparing the first and second phases of the discussions reveals the complex interweaving of elements in the construction and representation of the community's identity. The findings of this study highlight the significance of the museum/community relationship in contemporary museology. The developing museological theories on meaning making, particularly those that address the importance of visitor frames of reference, are identified as playing a critical role in developing this relationship. While this study is focused on the Central Otago example, the findings have broader relevance to the field of museum studies through their insights into the dynamics involved in constructing and representing community identity, and the complex relationship between the museum and its community.</p>

<p>As museums are increasingly looking to the local community for support and validation, so too are communities looking to the museum for affirmation of their identity. Theories of meaning making and work in the field of social inclusion have led the way in restructuring the museum into an institution that embraces its surrounding community for the mutual benefit of both sides. In attempting to represent community, museums are taking up these new theories as they build towards becoming ever more relevant institutions. This thesis explores the current literature and investigates its relevance to the museum/community relationship through a case study of the Central Otago community and its new Museum, Central Stories. The study explores the construction of identity within the community and the representation of that identity within the Museum. In order to investigate the construction of community identity in Central Otago, three discussion groups were conducted in September 2006, with each group made up of members of local community and business groups. The discussions within these groups were divided into two phases, the first of which centred on the construction of Central Otago identity and the second on the Museum's representation of Central Otago identity. In the analysis of these focus groups, common themes were identified surrounding the region's landscape, events, history, museums, and community. In the first phase, participants were particularly reliant on their 'frames of reference' (Perin, 1992) in constructing identity. In particular, the role of personal experience emerged as an important factor in constructing community identity. Comparing the first and second phases of the discussions reveals the complex interweaving of elements in the construction and representation of the community's identity. The findings of this study highlight the significance of the museum/community relationship in contemporary museology. The developing museological theories on meaning making, particularly those that address the importance of visitor frames of reference, are identified as playing a critical role in developing this relationship. While this study is focused on the Central Otago example, the findings have broader relevance to the field of museum studies through their insights into the dynamics involved in constructing and representing community identity, and the complex relationship between the museum and its community.</p>

Abstract Traditional wisdom was established on familiarity and concern for the homeland, where people are very dependent on their local resources and they developed management values based on their cultural beliefs. Traditional wisdom and its application can be useful for ecological management plans, especially conservation programs. The application of traditional wisdom as a starting point for conservation is based on: (1) Community institutional system (2) Community collective knowledge (3) Community relationship with their environment. Traditional wisdom is part of the basic theoretical framework in strengthening research designs with specific local knowledge, including environmental relationships that occur in the area. When conservationists recognize usefulness of traditional wisdom, they can engage in knowledge exchange and foster sharing of responsibilities with indigenous peoples. This type of exchange can also provide opportunities for indigenous peoples to develop scientific infrastructure.

Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools