CLC-Conference-Proceeding-2018

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In Closing Community development in Cuba has been continuously revitalized in the last few decades, and reflect a diversity of experiences and theoretical-methodological models, a myriad of players and social structures involved and different types of management and participation. In the growing social diversity that exists today, the greatest challenges involve the necessary REFERENCES i This work summarizes the speech entitled “Community Development and Social Equity in Cuba, Achievements and Perspectives,” given by the “Cuban Perspectives on Community Development Building Integrated Approaches to Education, Local Development and Social Equity” panel, presented at the conference “Future Directions for a New Cuba: Building Sustainable Partnerships,” held from November 6-10, 2017 at Rutgers University--Camden. ii The content presented summarizes and updates some of the issues contained in two articles written by the author: “Las comunidades y el trabajo comunitario en Cuba” [Communities and Community Work in Cuba] en: Estudios del Desarrollo Social [Social Development Studies]: Cuba y América Latina [Cuba and Latin America]. FLACSO Semesteral Electronic Magazine, Cuba, Vol. 1, No. 2, 2006 y “Participación y prevención social: una perspectiva desde las comunidades cubanas”, [Participation and Social Prevention: A Cuban Community Perspective]en: Cuadernos África-América Latina. Revista de Análisis Sur / Norte para una Cooperación Solidaria. Madrid: Atrapasueños editorial, SODEPAZ, 46 1er Semestre 2009. iii For further reading into these principles, see: Qué es la Educación Popular? [What is Popular Education], Marta Alejandro, María Isabel Romero y José Ramón Vidal (Comp.), Editorial Caminos, Martin Luther King Jr. Center, La Habana, 2008 comprehensiveness and holistic nature of these transformations, real participation of the people in these transformations and the creation of agendas for local development that strengthen social equity in the community. ■ iv These workshops arose in 1988 at the recommendation of the Capital Development Group and there are currently a total of 20, which are subordinate to the Municipal People’s Power Assemblies. Regarding the experience from some of these workshops -Atarés and La Guinera - several articles may be read from Roberto Dávalos’ compilation “Desarrollo local y descentralización en el contexto urbano” [Local Development and Decentralization in an Urban Context]. v The Historian’s Office of the City was founded in 1938 with the purpose of rescuing, protecting and restoring the city's historic monuments and sites. In the 1981, the government provided funds to bolster its work and in 1993 it received legal backing (Legal Decree 143) to promote self-funded sustainable development. The Historic City Center of Havana was declared a World Heritage in 1982. vi To expand on this argument, see: Alternativas de estrategias comunitarias para enfrentar la pobreza [Alternate Community Strategies to Confront Poverty], Maria del Carmen Zabala, in: Revista Caminos, Martin Luther King Jr. Memorial Center, 2000. vii Notable among the issues included in the training process are social development and equity, gender equality, gaps in equality based on skin color, disability or social inclusion, inequalities and age groups, inequalities in education, culture and information.
Cooperatives and Local Development in Cuba: Current Challenges. Reynaldo Jimenez Guethon There are no studies in Cuba that suggest cooperatives in agriculture existed prior to 1959. There may have been a few beginnings to a cooperative association, mainly for trading products, but it has not been adequately studied (Matias, 2010). Despite it being known that prior to the success of the Cuban Revolution, there were cooperatives in the transportation sector, albeit with very particular characteristics, they are not considered cooperatives by Cuban cooperativist history. The Cuban cooperative movement was comprised of three types of cooperatives engaged in agricultural production up until the end of 2012: Cooperativas de Créditos y Servicios [The Credits and Services Cooperatives] (CCS), which arose in the 60s, the Cooperativas de Producción Agropecuaria [Farming Production Cooperatives] (CPA), created in 1976, and the Unidades Básicas de Producción Cooperativa [Basic Production Units Cooperative] (UBPC), established in 1993. This cooperative movement began right after the triumph of the revolution in 1959. Its origins are based on the democratization of land ownership determined by successive laws of agrarian reform, since cooperativism can only exist as an association of free landowners or usufructuaries; therefore, it was impossible in Cuba prior to 1959, given the high concentration of land ownership and the prevalence of latifundia, since 73% of arable land was concentrated on 9% of the estates (Jimenez, 1996). The Cuban Revolution acknowledged agricultural cooperativism since the first few years after its victory as a form of collaboration and to provide advantages in order to modernize farming and as a way to collectively exploit the land (Rodriguez, 1983). On May 17, 1959 the First Agrarian Reform Law was signed, which delivered land titles to people who worked it and eliminated latifundia that had remained in the hands of the national oligarchy and US imperialism, by limiting ownership of tracts of land to 402 hectares. This law also facilitated the principle that the land was for whomever worked it, eliminating the exploitation that prevailed in the country. In October 1960 Cane Cooperatives were created on old latifundium lands used to cultivate sugarcane. Through them the State had property rights over the land and the means of production, and the members of the cooperatives lawfully held economic and legal possession of the land. Members of these Cane Cooperatives were agricultural workers and not small business owners. According to the Cuban economist Blanca Rosa Pampin, there were 621 cane cooperatives in 1960. Their average size was 1409 hectares, with a total of 876,142 hectares dedicated to growing sugarcane (Pampin, 1996). These first Cane Cooperatives only lasted a short period of time (1960-1962). Regarding its organization and operation, severe organizational mistakes and management methods were pointed out at that time. Farming Societies arose in 1962, which were established based on farmers volunteering to combine their lands, equipment, and animals to collectively use the land. These Farming Societies disappeared in the decade of the 70s of the twentieth century.
Page 1 and 2: Anchor Institutions Advancing Local
Page 3 and 4: Matthew Closter MPA, MS, Senior Res
Page 5 and 6: Table of Contents Conference Procee
Page 7 and 8: towards a more balanced and just sy
Page 9 and 10: Dr. Santiago has also extended part
Page 11 and 12: Weathering the Storm - Challenges f
Page 13 and 14: from 2001- 2016. For the 2016-2017
Page 15 and 16: This will require rethinking on how
Page 17 and 18: The expansion witnessed in particip
Page 19 and 20: viable contributor to community and
Page 21 and 22: illion to provide relief to Puerto
Page 23 and 24: Puerto Rico Higher education system
Page 25 and 26: Hernandez, J. C., Roman, W., Blas,
Page 27 and 28: The sustainability of the higher ed
Page 29 and 30: 2) Universities as a place for acce
Page 31 and 32: 4) Education and Infrastructure. Th
Page 33 and 34: service facilities, a lake, a golf
Page 35 and 36: There is a considerable skills mism
Page 37 and 38: A Partnership for the Empowerment o
Page 39 and 40: expand their knowledge and practica
Page 41 and 42: Although vast experience is gained
Page 43: It is easy to appreciate the comple
Page 47 and 48: Continuing in the search for new wa
Page 49 and 50: espectively by the Ministerio de la
Page 51 and 52: The establishment of cooperatives m
Page 53 and 54: the citizen’s new situation, a ne
Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
Page 57 and 58: achievement of its goals and object
Page 59 and 60: providing psychopedagogical care to
Page 61 and 62: educational actions, with the colla
Page 63 and 64: do this, two instruments were devel
Page 65 and 66: Figure 1 a and b: Synthesis maps of
Page 67 and 68: The social situation of Cuban child
Page 69 and 70: development of these programs and t
Page 71 and 72: and social lives. The country's soc
Page 73 and 74: with the ethical and moral values o
Page 75 and 76: unfavorable to their development an
Page 77 and 78: Role of Universities in the Creatio
Page 79 and 80: comprised of representatives of sch
Page 81 and 82: interdisciplinary master’s degree
Page 83 and 84: Nonnegative matrix factorizations:
Page 85 and 86: e obtained as the sum of matrices o
Page 87 and 88: As is usual in Mathematics, when de
Page 89 and 90: The stop function finds the zero or
Page 91 and 92: The values of the pixels of brightn
Page 93 and 94: REFERENCES i G. H. Golub and C. F.
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The Architecture of Inclusion in An
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A central focus of NCLC’s program
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consider how to best support the en
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University-Community Partnerships i
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nutritional practices in the commun
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and non-profits, and residents, cha
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When institutions openly pursue com
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home, and its home is the neighborl
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their collective expertise to evalu
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collection capacity as well as staf
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mission. Moreover, when factoring i
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the proposed Early Childhood and Co
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