1. When I was asked by the editors of this book to write a foreword, I was seized by panic. Obviously, neither I am an expert in Knowledge Representation in Fuzzy Databases nor I could have been beforehand unaware that the book's contributors would be some of the most outstanding researchers in the field. However, Amparo Vila's gentle insistence gradually broke down my initial resistance, and panic then gave way to worry. Which paving stones did I have at my disposal for making an entrance to the book? After thinking about it for some time, I concluded that it would be pretentious on my part to focus on the subjects which are dealt with directly in the contributions presented, and that it would instead be better to confine myself to making some general reflections on knowledge representation given by imprecise information using fuzzy sets; reflections which have been suggested to me by some words in the following articles such as: graded notions, fuzzy objects, uncertainty, fuzzy implications, fuzzy inference, empty intersection, etc.

Maria Avila presents a personal account of how, from her experience as a teenager working in a factory in Ciudad Juarez, she got involved in community organizing and how she has since applied its distinctive practices to civic engagement in higher education. Her premise is that community organizing can help create a culture that values and rewards civically engaged scholarship and thus advance higher education's public, democratic mission. Adapting what she learned during her years as an organizer with the Industrial Areas Foundation, she describes a practice that aims for full reciprocity between partners and is achieved through the careful nurturing of relationships, a mutual understanding of personal narratives, leadership building, power analysis, and critical reflection. She demonstrates how she implemented the process in various institutions and in various contexts and shares lessons learned. Community organizing recognizes the need to understand the world as it is in order to create spaces where stakeholders can dialogue and deliberate about strategies for creating the world as we would like it to be. Maria Avila offers a vision and process that can lead to creating institutional change in higher education, in communities surrounding colleges and universities, and in society at large. This book is a narrative of her personal and professional journey and of how she has gone about co-creating spaces where democracy can be enacted and individual, institutional, and community transformation can occur. In inviting us to experience the process of organizing, and in keeping with its values and spirit, she includes the voices of the participants in the initiatives in which she collaborated aEURO" stakeholders ranging from community partners to faculty, students, and administrators in higher education.

Maria Avila presents a personal account of how, from her experience as a teenager working in a factory in Ciudad Juarez, she got involved in community organizing and how she has since applied its distinctive practices to civic engagement in higher education. Her premise is that community organizing can help create a culture that values and rewards civically engaged scholarship and thus advance higher education's public, democratic mission. Adapting what she learned during her years as an organizer with the Industrial Areas Foundation, she describes a practice that aims for full reciprocity between partners and is achieved through the careful nurturing of relationships, a mutual understanding of personal narratives, leadership building, power analysis, and critical reflection. She demonstrates how she implemented the process in various institutions and in various contexts and shares lessons learned. Community organizing recognizes the need to understand the world as it is in order to create spaces where stakeholders can dialogue and deliberate about strategies for creating the world as we would like it to be. Maria Avila offers a vision and process that can lead to creating institutional change in higher education, in communities surrounding colleges and universities, and in society at large. This book is a narrative of her personal and professional journey and of how she has gone about co-creating spaces where democracy can be enacted and individual, institutional, and community transformation can occur. In inviting us to experience the process of organizing, and in keeping with its values and spirit, she includes the voices of the participants in the initiatives in which she collaborated aEURO" stakeholders ranging from community partners to faculty, students, and administrators in higher education.

1. When I was asked by the editors of this book to write a foreword, I was seized by panic. Obviously, neither I am an expert in Knowledge Representation in Fuzzy Databases nor I could have been beforehand unaware that the book's contributors would be some of the most outstanding researchers in the field. However, Amparo Vila's gentle insistence gradually broke down my initial resistance, and panic then gave way to worry. Which paving stones did I have at my disposal for making an entrance to the book? After thinking about it for some time, I concluded that it would be pretentious on my part to focus on the subjects which are dealt with directly in the contributions presented, and that it would instead be better to confine myself to making some general reflections on knowledge representation given by imprecise information using fuzzy sets; reflections which have been suggested to me by some words in the following articles such as: graded notions, fuzzy objects, uncertainty, fuzzy implications, fuzzy inference, empty intersection, etc.

Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions. As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions. As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.