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The Harvard University Graduate School of Design has been leading a research project entitled Gulf Sustainable Urbanism (GSU) since 2011. This holistic, multi-year, cross-disciplinary, cross-border study focusing on sustainable urbanism in the Gulf Region is sponsored by Msheireb Properties, a subsidiary of Qatar Foundation, Qatar.The main focus of the commissioned research is the future of urbanism in the coastal region, on a sustainable basis, both environmentally and socio- economically. A study of historical urbanization patterns was conducted on a representative sample of 14 urban settlements in 8 countries surrounding the Gulf: twelve coastal cities (including two cases of "twin" cities) and two associated hinterland cities. Urban and regional histories were documented and analyzed to understand the complex relationships that generated long-lasting urban forms and efficient building designs.

sustainable urbanism --- Gulf Region --- Msheireb Properties

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"The Monastery Rules discusses the position of monks and monasteries in pre-1950s Tibetan Buddhist societies. Using the monastic guidelines (bca’ yig) as primary sources, this book examines the impact of Buddhist monastic institutions on Tibetan societies by looking at their monastic policies that deal with organization, economy, justice, and public relations. As this type of literature has not been studied in any detail, this is also an exploration of this genre, its parallels in other Buddhist cultures, its connection to the Vinaya, and its value as socio-historical source-material. The monastic guidelines are witness to certain socio-economic changes, but also contain rules that aim to change the monastery in order to preserve it. Throughout, the textual materials are supplemented with important information gained via oral history methods. This monograph demonstrates how, and to what extent, the Tibetan monastery was guided by Buddhist monastic law, and argues that Buddhist ethics, as they are understood today, played hardly any role. Still, this study argues that the monastic institutions’ influence on society was maintained not merely due to prevailing power-relations, but also because of certain deep-rooted Buddhist beliefs."

Buddhism --- Tibetan Region --- Social History --- Monasticism --- Monastic Law --- Vinaya --- Buddhism and Society --- Himalayas --- Sangha --- Discipline

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*THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Bolivia, Ecuador, Paraguay and Peru, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In February 2016, the 5th Capacity and Networking Project (CANP) workshop of the International Commission on Mathematical Instruction (ICMI) was held in Lima, Peru. The coordination of this two-week workshop was undertaken by an international scientific committee (IPC), with equal participation by mathematicians and mathematics educators from the region and from the international ICMI and IMU community. The goal of CANP5 was to improve the quality of mathematics education in the region, which led to the main theme of the scientific program “Initial and Continued Teacher Education”. Country Reports on the main theme of teacher education systems for each country in this region were presented and discussed to detect common issues that might be improved through a collaborative network. One of the most important results of this event was the creation of a Mathematics Education Network, namely the Comunidad de Educación Matemática de America del Sur – CEMAS. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four Latin-American countries in the developing Andean region and Paraguay. The dissemination of these results can promote the search for international collaborative actions in a wider scale.

Mathematics Education --- Teaching and Teacher Education --- International and Comparative Education --- Curriculum Studies --- CANP5 ICMI --- Mathematics teacher education Bolivia --- Mathematics teacher education Ecuador --- Mathematics teacher education Paraguay --- Mathematics teacher education Peru --- Teacher preparation Andean region --- Cultural differences mathematics education --- CANP/ICMI/CDC-IMU reports on Teacher education --- Issues of curriculum development in developing countries --- Professional development of school teachers in Latin America --- Teaching of a specific subject --- Mathematics --- Teacher training --- Education --- Curriculum planning & development