Academic literature on the topic 'House moving crisis'

Purpose – This article aims to study the dual search problem using data on the Norwegian housing market during the financial crisis of 2008 and begin the detailed mapping of the elements in the transmission mechanism from policy to the housing market. Moving owner occupiers face a simultaneous dual search and matching problem, as they must locate both a buyer and a seller with whom to transact. Individual agents solve this optimization under uncertainty by planning to make their bids for a new house partially conditional upon the sale of the old house. Design/methodology/approach – Norway may function as a window into a policy quasi-laboratory since the housing market was turned around in December 2008 in the midst of a worldwide financial crisis and after a year and a half of price decreases. The article proposes that one key dimension in the recovery was the reduced frequency of households with conditional demand involving sell-first strategies and acquires data to shed light on this proposition. Findings – Empirical evidence on the sell-first–buy-first differential, for-sale stock and stock-to-volume supports this proposition, and results indicate that the housing market is affected by sell-first strategies. The article discusses policy alternatives. Originality/value – The article introduces a miniature model of housing trade sequences and a simple apparatus with which to analyze the consequences of sell-first behavior. It also acquires and combines new data on sell-first–buy-first differential, for-sale stock and stock-to-volume ratio. The article analyzes the co-movement between these time series and the house price index.

Since the mid-2010s, global economic integration, as measured by world trade, investment and migration, has come to a standstill. During the global crisis of 2008–2009, the negative demand shock in the advanced West and the drastic trade plunge in the emerging East highlighted the increasing inter-dependency in the global economy. Nevertheless, in the past few years, world trade has been falling; world investment continues to stagnate while slower migration has given rise to elevated global displacement and refugee crises, despite peace time conditions. In the Trump era, the eclipse of the U.S. postwar trading regime is accompanied with the rise of new protectionism that has a historical precedent. While China seeks to promote globalization, the White House is moving from multilateral free trade toward bilateral deficit targeting, despite its ongoing secular rebalancing and associated cyclical fluctuations. Although the first Trump-Xi Summit suggests that there may be more room for policy compromises than initially anticipated, the eclipse of U.S. globalism will make any reconciliation difficult. Nevertheless, the global economy is now amid a secular transition that is characterized by increasing South-to-South trade, investment and migration. In this new era, globalization, responsibility and accountability in the international community can no longer be subject mainly to the interests of major advanced economies. While global economic integration was initiated by advanced economies in the 20th century, it will be completed by emerging economies in the 21st century. The drivers of globalization are moving from the transatlantic axis to China and emerging Asia.

Since the first publication of Economics of Shortage in 1980, an entire economist generation has grown up, whose members are well-versed in numerous sub-themes of the economic sciences. They find their way around the most modern methodological schools, yet they know significantly less about the workings of the social systems. To the younger generations, the socialist system, whose heritage still lives with us and whose characteristic behavioural forms and attitudes have not yet disappeared at all from the economic practices of the post-socialist countries, seems like the distant past, just like the Turkish occupation or the Austro-Hungarian Monarchy.The target audience of Kalligram Publishing House is this generation, to the majority of whom János Kornai’s works will probably come as a revelation. The years of crisis — whose end is still far off — has made even those uncertain about the workings of economic systems, who have personal experiences of the decades of socialism. Therefore, it would be quite important for them to re-read Kornai’s works written during the socialist era in order to be able to grasp the workings of economic systems through the help of balanced and objective analyses. Moving beyond the momentary shocks and nostalgias, the older ones also have a great need to evaluate the roles of the market and the state in a bias-free manner resting on a solid theoretical foundation, to realistically see the mechanisms of shortage and surplus economies. This way it is perhaps possible to avoid “going down the same river twice”, which disappears somewhere underground and never reaches the sea.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. 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Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

Post-war property reforms in transitional Cambodia plunged the country into new conflict: a war of land. Under the guise of ‘beautification’, 11% of the capital’s residents have been displaced in under two decades in a wave of violent gentrification, enacted through forced eviction and dispossession. Mounting resistance shows signs of taking effect, however, evincing a turning point in state–society relations. Here, the government has trialled a new approach, moving from techniques of violent expropriation towards a conciliatory method, built on dialogue, consultation and negotiation. Responding to calls for more work on resistance to gentrification and success in the fight to stay put, in this paper, I investigate these claims, bringing the literatures on gentrification and post-politics to bear on the evictions crisis in Cambodia. Drawing on testimony of former residents and media analysis, I examine techniques of removal and resistance in a case study of the eviction and demolition of Cambodia’s White Building (1963–2017). I argue that recent shifts are not an abandonment of the state’s compulsion to expropriation, exclusion and expulsion but a subtle modification of its gentrification strategy: away from the naked coercion associated with its own kleptocratic variant of authoritarian neoliberalism towards the post-political manufacture of hollow consent.

The subject of this article is a survey of artistic techniques of the American documentary filmmaker F. Waisman. The object is the US documentary of the 1960-2000s. The author attempts to distinguish the specifics of the Waismans imaginative approach, exploring the directors work as a developed part of so-called observation method characteristic of the films by American documentary filmmakers R. Drew and R. Leacock (the founders of the direct cinema). The author shows that minimalism of expressive means, the frequent use of camera travellings, raw-like cutting in the movies Titicut Follies (1967), Hospital (1970), Near death (1989) greatly complicate the understanding of the Waismans concept. Ambiguity of imagery in these pictures inevitably leads to a richness of connotations and surplus symbolism. High school (1968) clearly demonstrates a deep fracture of the American society in the late 60's, fully reflected in the school system. Wiseman explores the nature of executive and judicial power of the US in Law and order (1969) and The juvenile court" (1973). He tries to show the crisis of classical art within mass culture in the films National gallery (2014) and Crazy Horse (2011). Waismans approach allows to avoid the commonplace discourse (and the decline in the artistic level of the film) in coverage of such phenomena as the executive and the judicial power, education, arts and entertainment industry. The director was able to combine the complex and polysemantic visual design with the unique composition of the stuff (through cutting and camera work). All this helped him to unite the imaginative merits of a documentary film with narrative symbolism and traditions of poetic cinema.

The article deals with the dynamics of the number of tourists in Vinnytsia region. After analyzing the statistics of the State Statistics Service of Ukraine and the Main Department of Statistics in Vinnytsia Region for 2004-2017, it has been shown that the number of Vinnytsia residents who traveled abroad in 2017 compared to 2004 increased by 14.6 times, and the number of domestic tourists decreased three times. The main reasons for the decline of domestic tourists are the financial crisis of 2007-2009, the Revolution of the Maidan in 2013-2014, terrorist acts and political and economic instability in Ukraine, aswell as the sharp increase in utilities bills in Ukraine. It is shown that the correlation between the number of tourists in Vinnytsia region, moving abroad (variable ) and income of the family (variabl ). For the data for 2004-2017, it can be described by a nonlinear model: For such a non-linear correlation, the correlation coefficient , means that when increasing family income by 1% compared with 2017, the number of tourists traveling abroad would increase by about 0, 735%. Green tourism is one of the factors of improvement of tourism industry in the region, rise of economic and social level of living in rural areas, in particular, creating new jobs, increasing incomes, preserving and enriching the cultural heritage, and advance in the infrastructure of the village. By the integral indicator of the development of rural green tourism that changes within the limits , ranking and grouping of the regions of Ukraine has been carried out according to three levels of development: high level ( , type of region's leaders), average level ( , region type average) and low level ( , type of region outsiders). According to the integral indicator of green tourism development in Vinnytsia region , it is classified as an average. Proposals for improvement of indicators of green tourism development in our region: 1) development of partnership relations between local self-government bodies, non-governmental organizations and agricultural enterprises; 2) formation of potential and stimulation of actual demand for rural tourism services; 3) development of innovative projects in the field of rural tourism development. Today, about 30 rural homesteads provide green tourism services. Of these, 2 farms have the third (the highest) category of the categorization system of the village bed base "Ukrainian hospitality estate" and 7 estates have a basic category. Four of the farmsteads of the Yampil district include: "The Magic Corner", "The Manor at Svetlana", "The Art Ladder", "The Ruffle" and one of the manor houses of Mohyliv-Podilsky: "The Comfort," are among the 100 best farmsteads of green tourism in Ukraine. A cozy rest in the picturesque Busha can be combined with the acquaintance wiht the two historical and cultural reserves "Historical Busha" and the geological "Haydamak Yar", were the history of Trypillian culture is presented. There workshops on oil painting, pysanka painting and manufacturing of motanka-dolls are offered. In order to improve the development of green tourism in Vinnitsa region it is necessary: - to use the experience of European countries in organizing green tourism; - to conduct scientific research on development of green tourism; - to develop innovative projects in the field of green tourism development; - to stimulate demand for green tourism services; - to develop partnership relations between owners of homesteads and authorities; - to improve the quality of services; - to improve transport links and the quality of roads.

The Indian diasporic writings de signate the multi-cultural space of immigrants and extend a genre of a divergent Indian cultural discourse which depicts their struggles. The concept of rootlessnes, dislocation, fragmented thoughts and memories of homeland and their longing to go back to their motherland all could be the theme of disporic writings. The diasporic writers or immigrant writers stand in-between two cultural scenarios in the process of moving from one culture to another and the same dual culture drives a wedge between the nation and the self. Even though they are profoundly associated with their hereditary customs, traditions, language and religion, they also focus on alienation, hybridisation, marginalization and local community life from the margins.

Abstract Background The transition process from the family home to independent living for young adults with profound intellectual disability (PID) becomes delayed. Those families face challenges that exceed those of typical families such as higher objective and subjective burden, more frequent psychological distress and lower social support. The aim of this study was to explore the collaboration process between parents and employees and identify factors that improve the transition with less burden. Methods A descriptive qualitative study was undertaken with 18 persons (9 parents and 9 employees) interviewed individually and in groups. In accordance with the municipality’s guidelines, families with a child with PID should apply for housing, when the child turns 16. The purpose is to ensure interdisciplinary collaboration, information flow and coordinated services according to family’s needs. The main question in the interviews was ‘What was your experience with cooperation in the transition process, and what would you do to improve this process?’ The interviews were analysed with a thematic approach using systematic text condensation. Results The parents experienced a lack of general information about the ‘housing waiting list’, level of services, and the plan for time of moving from the family home, and how to choose where and whom to live with. Parents described an unsustainable burden of care during the waiting period, and a family crisis caused the allocation of an apartment in a group house. Employees shared challenges to meet families’ wishes, as there were too few group homes. They experienced good collaboration with families and said they offered respite care, due to reduce parents’ burden of care. Employees experienced that PID adolescents developed skills, mastery and degrees of independence after completing a residency at the Folk High School. Conclusions To improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care on families: 1) Systematic follow-up program for families to observe their needs at an early stage; 2) More available group houses; 3) Information about the housing priorities of the services and; 4) Educational preparation programs for families.

In the movement of integration and development in Vietnam, universities are moving from centralized management to subsidized decentralization and strengthening the autonomy of universities to meet the goals of the innovation and integration phase. This paper would evaluate the international identity in Vietnam and at Vietnam National University, Hanoi (VNU) in the context of higher education autonomy. A number of policy factors affect international cooperation at the VNU; The role of scholarly exchanges for students, lecturers in the context of international integration; the impact of international affiliate programs to the internationalization of higher education at VNU. Keywords VNU, Vietnam, autonomy, internationalization, higher education References [1] N.V. Varghese, Michaela Martin, Governance reform in higher education: a study of institutional autonomy in Asian countries. Pg. 22. International institute for educational planning, 2014. [2] M. Kreysing, Autonomy, accountability, and organizational complexity in higher education: the Goettingen model of university reform, Journal of Educational Administration. 40(6) 2002) 552 Emerald Publishing Limited.[3] D. Anderson, R. Johnson, University Autonomy in Twenty Countries. Pg 20. Australia. Department of Employment, Education, Training and Youth Affairs, 1998.[4] P. Koudelková, W. Strielkowski, D. Hejlova, Corruption and System Change in the Czech Republic: Firm-level Evidence, Law and Economics Review. 6(1) (2015) 2546.[5] J.V. Thomas, Ben Wikinson, Vietnamese Higher education: Crisis and Response, Memoradum Higher Education Task Force Nov 2008, USA, Harvard Kenedy School, ASH Institue, 2008. [6] Pham Thi Thanh Hai, Autonomy and Accountability of Higher Education In the process of innovation and international integration in Vietnam. Vietnam. Science Journal, VNU Human and Social Sciences University. 3(1b) (2017) 87-97.[7] I. Moses, Institutional Autonomy Revisited: Autonomy Justified and Accounted, Higher Education Policy. 20 (2007) 261-274. [8] J. Knight, Internationalization brings important benefits as well as risks, International Higher education. 46 (2007) 8-10. [9] Vietnam National Assembly, Laws on Education, Educational Publishing House, 2005.[10] Vietnam National Assembly, Laws on Higher Education, Educational Publishing House, 2012.[11] Bui Tu, Đại học Ngoại thương: Thực hiện thí điểm tự chủ là cơ hội lớn, Financial Times. (2007http://thoibaotaichinhvietnam.vn/pages/nhip-song-tai-chinh/2017-08-11/dai-hoc-ngoai-thuong-thuc-hien-thi-diem-tu-chu-la-co-hoi-lon-46550.aspx)/, [12] Prime Minister, University Charter, Decree 58/2010/QĐ-TTg, 2010.[13] Prime Minister, University Charter, Decree 70/2010/QĐ-TTg, 2014.[14] Vietnam Government, Resolution 77/NQ-CP. Piloting innovative mechanisms of action for public higher education institutions during 2014-2017 period, 2014. [15] Vietnam Government, Socio-Economic Development Plan 2006-2010, Resolution No. 25/2006/NQ-CP, 2016.[16] Vietnam Government, Fundamentally and Comprehensively Innovation of Vietnam Higher Education, Resolution 14/2005/NQ-CP, 2005.[17] The Prime Minister, Approval of ‘scheme on using national budget to pay for training staffs conducting research on science and engineering working in foreign countries. Decision 322/2000/QĐ-TTg, 2000.[18] The Prime Minister, Approval of “scheme on training lecturers with PhD degree at universities and colleges in the period 2010-2020”, Decision 911/QĐ-TTg, 2010.[19] The Prime Minister, Approval of “scheme on using national budget to pay for training staffs in foreign countries in the period 2013-2020”, Decision 599/QĐ-TTg, 2013.

This chapter examines the unprecedented housing crisis that erupted in New York City at the end of World War II. At the end of the war, New Yorkers faced their worst housing shortage ever. The housing supply that had already been inadequate for the city's population and contained many substandard tenements had fallen even further behind, as construction virtually ceased during the Great Depression and the war. Meanwhile, demand was rising. Even the worst slum apartments found a market among African Americans who were moving north and discovering that de facto segregation confined them to a few crowded neighborhoods. By 1950, census figures showed that the city required an additional 430,000 dwelling units to properly house its population. This chapter looks at the rise of tenant activists and how they addressed the housing crisis via grassroots mobilizations in concert with leftist and liberal organizations, allowing them not only to retain, but also to institutionalize, the signal achievements of rent control and public housing.

In 2013 the State of Oregon passed House Bill 3194—the Justice Reinvestment act—resulting in the creation of the Oregon Center for Policing Excellence. One goal of the center was to revise the curriculum for the statewide Basic Police Academy, with a focus on topics such as communications, crisis intervention, and procedural justice. This curriculum revision was then evaluated independently. A force option simulator was used to assess recruit interaction with community members; this allowed for a reliable and repeatable measurement tool to assess each cohort month after month. Evaluation of behavior changes in recruits from before to after curriculum revisions revealed significant improvements in key policing skills related to interacting with civilians in ways that build trust in police legitimacy, de-escalating hostile situations, and reducing the need for use of force. This chapter describes the curriculum revision in detail, presents results, and discusses them in light of police training moving forward.

Gennady Shpalikov’s A Long Happy Life (1967) was pitched to Lenfilm as a movie about a young woman in a factory job. The eventual result was very different, focusing as it did on two people who meet by chance and whose relationship lasts just one day. This chapter examines the reception in the studio (where the movie puzzled its viewers, but Shpalikov, who already had a noted career as a scriptwriter, was permitted a great deal of freedom), and beyond. While A Long Happy Life had positive as well as negative coverage in the Soviet press, an attack in Pravda during the “Czechoslovak crisis” of 1968 sealed its fate, though since the late 1980s, the film has been considered one of the most important movies of its time. The chapter explores the paradoxical responses provoked by the transfer of personal material from Shpalikov’s biography, lyric poetry, and songs to the big screen, and especially the curiously affectless nature of the couple’s relationship, captured by its Soviet viewers in the disapproving word “indifference.”

The Fifth Congress of Soviet Filmmakers represented a cataclysmic moment of change, but also the onset of a serious crisis for the entire film industry. Filmmakers in the studio had only a vague sense of what the new slogans, “glasnost” and “perestroika,” would mean for them. In the summer of 1986, a frustrating period of stop-start reform began: no sooner were structural and managerial changes achieved in the studio than they were rendered obsolete by fresh directives from the top. In 1987 began the process of setting up new “creative units” that, unlike the old ones, now had financial and managerial autonomy. These rapidly developed their own character, with German’s “First and Experimental Film Studio” championing avant-garde aspirations, while Maslennikov’s “Trinity Bridge” and Tregubovich’s “Ladoga” pursued a more market- and audience-oriented approach. Within a few years, however, younger film artists had outgrown the old mentoring tradition—a landmark was the departure of one of the most talented newcomers, Aleksei Balabanov, to run his own production company. From now on, Lenfilm was to act mainly as a facility for outside companies. However, these changes in the management of production were in the end less significant and less damaging than the impact of commercial distribution. Film production never stopped, and indeed, during the early 1990s, encouraged by influxes of private funding, often from money-laundering, it became easier than ever before to make movies. What became increasingly difficult was reaching the public, as cinema owners and distributors turned their sights on foreign-produced movies.

In this chapter the legendary New York film critic J Hoberman revisits the Bicentennial, 1976, a year characterized by a longing for rebirth and a search for new heroes, in Hollywood and in politics. The nihilistic Taxi Driver, opened in February 1976; it featured the decade’s most compelling anti-hero Travis Bickle, who can be seen as the ultimate expression of the New Hollywood (not least in its critical and popular success). Bickle’s antipode arrived in the person of Sylvester Stallone’s Rocky, protagonist of an even more successful movie that, retrograde in every way, was the first major expression of a reborn Hollywood—a narrative paralleled in the political realm by Jimmy Carter’s “Cinderella” ascension to the White House.

Having achieved fame as America’s foremost purveyor of low culture, Levine began dealing in arthouse cinema at a national level—a field of endeavor that many felt he was unsuited for. This chapter focuses on Levine’s packaging of arthouse cinema for American audiences in the early 1960s and on the criticisms occasioned by critics and commentators, who accused Levine of being an interloper and dilettante. The chapter shows how, with the questioning of the concept of “high culture” at this time, cultural gatekeepers and elites sought to fortify their positions and to exert an even greater authority over movie culture. Levine was an ideal target for critics such as Dwight Macdonald and Bosley Crowther, but this chapter argues that their criticisms actually worked in Levine’s favor by portraying him as the maverick outsider that he portrayed himself to be. The chapter also investigates accusations that Levine was seeking critical redemption and an improved public image through his dealings in art cinema—accusations that were never true but were directed at him for the remainder of his career.

Charles Francis Digby Moule (1908–2007), a Fellow of the British Academy, was probably the most influential British New Testament scholar of his time. The youngest of their three children, he was born in the same house as his father, and spent a happy if often solitary childhood in China. Moule spent three years studying theology and training for Holy Orders in the Church of England at Ridley Hall. He soon had to take on leadership of New Testament teaching at the University of Cambridge for the Regius Professor, A. M. Ramsey. Moule was also fascinated, without losing his head as a critic, by the associated question of interaction between liturgy and literature in the early church, posed by such cultic interpreters of the gospels as G. Bertram. He joined the Evangelical Fellowship for Theological Literature, founded in 1942, an impressive body of younger authors that came to include Henry Chadwick, G. W. H. Lampe, S. L. Greenslade, and F. W. Dillistone; the moving spirit was Max Warren.

This chapter narrates the author's experience during the twenty-fifth anniversary of the Field of Dreams film. The celebration, timed to coincide with Father's Day, represented a chance for the movie's disciples and defenders — the fellowship of the Field — to experience communally the spiritual satisfactions of an intensely personal cinematic experience. For the moment they do not care about the film's many detractors, movie snobs who find it too allegorical, too Midwestern, or simply too corny. They came to nourish their souls in the company of others who have likewise come to associate the film with peace and renewal: the crisp clapboard house with its long curving verandah, the upright picket fence, the Eastergreen grass, the handsome boy-next-door movie star who might as well be Jimmy Stewart or Cary Grant, and the storyline and setting that is so powerfully elemental. On that night, the Field's devoted followers, seek paradox: achieving personal salvation together.

For most Love Canal residents in the mid-1970s, owning a house in a relatively new subdivision offered tangible proof that they had achieved the American Dream. The pretty tree-lined streets bisecting the ten-block neighborhood colloquially known for the old canal that once ran through the area contained rows of attractive and affordable housing stock. Kids walked to schools located only blocks away while their parents talked to one another like longtime friends. Many area fathers had secure, well-paying jobs in Niagara Falls’ thriving industrial and chemical sectors, lending an aura of confidence to Love Canal life. While many American communities were still reeling from the tumultuous politics of the Vietnam War, the Love Canal neighborhood appeared to be a quiet, family-friendly oasis. Who wouldn’t want to live there? Lois Gibbs, a young housewife and mother of two who moved into the area in 1974, certainly felt blessed. “If you drove down my street before Love Canal,” she would later write (referring to the crisis that redefined the place), “you might have thought it looked like a typical American small town that you would see in a movie—neat bungalows, many painted white, with neatly clipped hedges or freshly painted fences.” It was, she continued, a “lovely neighborhood in a quiet residential area, with lots of trees and lots of children playing outside.” So powerful was the sense of paradise that Gibbs did not pay much attention to early news reports about a leaking toxic dump somewhere in Niagara Falls. Those poor people, she thought. Wherever they are, I hope they will get the help they need. Thankfully, it was not her neighborhood. Like many of her friends, Gibbs focused on family and home, not the looming tragedy of hazardous waste—and certainly not the global cause of environmental justice. A snapshot of the Love Canal area during the tumultuous summer of 1978 offered a completely different picture. Gone were the peaceful images of home life; in their place, illness, uncertainty, and rage reigned supreme.