Zeitschriftenartikel: „Participatory approach“

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MacFarlane, Anne, Mary O’Reilly-de Brún und Tomas de Brún. „Participatory approach works“. BMJ 336, Nr. 7641 (21.02.2008): 405.4–406. http://dx.doi.org/10.1136/bmj.39493.439421.1f.

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Cantiani, MG. „Participatory approach in forest planning“. Forest@ - Rivista di Selvicoltura ed Ecologia Forestale 3, Nr. 2 (13.06.2006): 281–99. http://dx.doi.org/10.3832/efor0361-0030281.

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3

Carrasco Vega, Yajaira Lizeth, Benjamin David Carril Verastegui, Eder Rojas Cruzado und Sara Isabel Cabanillas Nano. „Continuous improvement approach in participatory management.“ Universidad Ciencia y Tecnología 26, Nr. 115 (28.07.2022): 157–63. http://dx.doi.org/10.47460/uct.v26i115.629.

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The general objective of the study was to propose a participatory management model based on the continuous improvement of the coordinated development plan, Condorcanqui province - 2020-2030. The design used was of a positive descriptive category. An experimental, non-probabilistic sample of 40 servers wasused from the province of Condorcanqui. Survey techniques were used and questionnaires were used as a tool; Descriptive statistics are used to process data through SPSS v.25 and Microsoft Excel 2016, which contains functions, formulas, tables, and figures. The results show us a good measure, a similar situation is also found in the aspects of human capacity, sustainable economic production, ecological sustainability, and institutional development, this result is confirmed by obtaining a confidence value of 0.962 of l 'of Cronbach. alpha to achieve the objectives. It concluded that the continuous improvement approach of theparticipatory management of the comprehensive development plan, Condorcanqui province - 2020-2030, constitutes a fundamental tool to raise the level of participatory management and the level of democratic governance of the city at the provincial level.

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Pihlainen, Maija. „Developing a Participatory Approach to Learning“. Journal of Baha’i Studies 4, Nr. 2 (1991): 41–76. http://dx.doi.org/10.31581/jbs-4.2.3(1991).

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Beginning with a survey of Bahá’í writings and of emerging Bahá’í approaches to education, the article charts the Macau-based School of the Nations’ philosophy of education and considers its implications for the school’s curriculum development process. The article then proposes that the cooperative approach to education offers a potential instructional model within which Bahá’í principles and ideals, with their emphasis on moral education, participation, cooperation, and consultation, could be effectively implemented. Finally, the article discusses the school’s tentative experiments with this model and the steps taken to begin the model’s systematic implementation. The successful continuation of the project, the article suggests, will largely depend on the school’s ability to overcome the constraints imposed by the dominant competitive attitudes and practices and to gain acceptance of the value of a participatory and cooperative approach.

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Bacigalupe, Gonzalo. „Writing in therapy: a participatory approach“. Journal of Family Therapy 18, Nr. 4 (November 1996): 361–73. http://dx.doi.org/10.1111/j.1467-6427.1996.tb00057.x.

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Iqtidar, Ali Shah. „Participatory Approach to Development in Pakistan“. Journal of Economic and Social Studies 1, Nr. 1 (30.01.2011): 111–42. http://dx.doi.org/10.14706/jecoss11216.

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Lather, Patti. „Doing participatory research: A feminist approach“. Women's Studies International Forum 12, Nr. 1 (Januar 1989): 140–41. http://dx.doi.org/10.1016/0277-5395(89)90098-8.

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Hasan, S. M. Mehedi, Md Siddiqur Rahman, Md Mizanur Rahman, Mohammad Mamun und Md Moshiur Rahman. „Improving ICT Literacy through Participatory Approach:“. Bangladesh Journal of Public Administration 30, Nr. 3 (22.12.2022): 51–79. http://dx.doi.org/10.36609/bjpa.v30i3.377.

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Encouraging participation through local governments has been questionable and democratic spirit with direct participation of common people has always been poorly valued. The Union Parishads, in spite of having constitutional provision, could not come out as self governing units and left under the command of national government. The objectives of this study was to assess how participation makes LGSP effective in improving ICT literacy in rural areas of Bangladesh and to identify how LGSP plays pivotal role to build capacity of students and unemployed people of the study area. Both qualitative and quantitative methods and standardized statistical application SPSS were used in the study. The study was based on empirical data from eight (08) Unions of Kishoreganj Upazila of Nilphamari District. The study reveals that the projects under LGSP are usually taken after consultation with the rural people through Ward Meeting .However, the number of ICT related projects were very low ; only 2 to 3 projects were taken by each of the union council in a fiscal year. Most of the projects under LGSP were on construction of road and culverts, installing tube-well, developing rural drainage and renovation of sewerage system because the elected representatives are interested on such types of small projects. On the other hand, the role of LGSP in building capacity of the unemployed youths and students was found to be very noteworthy as they received different digital services and skill oriented training ranging from online job application, photocopying, printing, registration and other e- services ; creating a new job opportunities and self run businesses. Therefore, this study recommended to take more ICT and other skill oriented projects and to increase budget for advanced level ICT training for rural youths; which may contribute to developing freelancing and entrepreneurship amongst them .This study will create value to the research arena and the implementing agencies will think out of the box while giving effort on capacity development through LGSP.

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Amal Ebrahem Hassan Bedalla und Mardiya Abobaker Yousef Elzouki. „Participatory Approach in Teaching Reading Comprehension“. مجلة جامعة بني وليد للعلوم الإنسانية والتطبيقية 8, Nr. 5 (05.12.2023): 162–71. http://dx.doi.org/10.58916/jhas.v8i5.64.

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English language became one of the most powerful languages in the world and one of the most commonly spoken languages, and the majority of global communities utilized it as a communication tool. To acquire these language learners should start with four skills: speaking, reading, writing, and listening. Reading is one of the greatest and most thorough methods to learn science and other fields. The researchers began investigating all potential alternatives in an effort to enhance reading comprehension, raise student engagement, and assist students in developing their reading comprehension abilities. They also looked at how reading content impacts understanding in order to improve comprehension and make reading more applicable to daily life. The goal of the study was to ascertain the impact of interactive reading on the development of reading comprehension and to create a framework that would aid students in conceptualizing the participatory approach to teach reading comprehension, which is based on participatory learning theory (PLA). This framework took the form of a collaborative teaching and learning strategy that included a forum, insight, interaction, and task. This paper studied a method of teaching -Participatory Teaching Approach- and apply it on teaching reading comprehension which is a part of the four skills. Based on participatory language teaching, the content of the material goes back to social contexts involving not only sociopolitical issues, but also students’ academic and personal goals. The study was conducted at middle -school in Tobruk. The sample consisted of (36) students, divided into two groups, with (18) students for each group, and the theory was applied into one of the two groups. Based on the questionnaire for both students and teachers and the results of the statistical analysis of the questionnaire. The result shows that; there are no statistically significant differences between the use of participatory learning in teaching reading comprehension and the achievement of the educational level of middle-school students in this school. Students in both groups have positive attitude towards the use of the traditional way and the PLA. And the explanation for that are both ways are effective in improving reading comprehension skill for middle-class students.

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Mathe, Syndhia. „Integrating participatory approaches into social life cycle assessment: the SLCA participatory approach“. International Journal of Life Cycle Assessment 19, Nr. 8 (28.05.2014): 1506–14. http://dx.doi.org/10.1007/s11367-014-0758-6.

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McMurry, Nicholas, und Siobhan O'Sullivan. „A Human Rights-based Approach to Participation“. Studies in Social Justice 16, Nr. 3 (06.11.2022): 554–70. http://dx.doi.org/10.26522/ssj.v16i3.3583.

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This article proposes a systematic approach to designing and assessing participatory processes, built from principles in the field of human rights. It argues that participatory processes should be organised around human rights principles which provide detailed but flexible guidance on participatory processes. Drawing from well-established human rights principles and the commentary of human rights bodies on participation, the article outlines a framework that can be used to advocate for, establish, implement, and evaluate participatory processes. It addresses four normative questions relating to participation: what decisions require participation, who should participate, how should participation be implemented, and what consequences should it have on subsequent decisions with human rights norms informing each of these questions.

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Laitano, María Inés. „Developing a Participatory Approach to Accessible Design“. International Journal of Sociotechnology and Knowledge Development 9, Nr. 4 (Oktober 2017): 1–11. http://dx.doi.org/10.4018/ijskd.2017100101.

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This article describes how accessibility to ICTs is understood as conformity to standards, which usually ends in designs that do not consider the singularities of people. This article delves into a participatory approach to accessible design, as an alternative to design guided simply by standards. It first defines a relevant network of stakeholders for accessible participatory design, based on the expertise that each of them can provide. It then discusses the issue of consensus among stakeholders, necessary to make design decisions when there are conflicting views. Finally, it addresses the question of non-technological outcomes and methodological concerns of Participatory Design that should inspire the accessible design agenda.

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Saitz, Richard. „Community-Based Participatory Research: Advocacy or Approach?“ American Journal of Public Health 108, Nr. 12 (Dezember 2018): 1578–79. http://dx.doi.org/10.2105/ajph.2018.304739.

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Pancer, S. Mark. „Special Issue: Program Evaluation: A Participatory Approach“. Canadian Journal of Community Mental Health 4, Nr. 2 (01.09.1985): 5–9. http://dx.doi.org/10.7870/cjcmh-1985-0010.

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Acharya, K. P., N. Stewart und P. Branney. „Participatory approach of forestry research in Nepal“. Banko Janakari 8, Nr. 2 (15.07.2017): 23–25. http://dx.doi.org/10.3126/banko.v8i2.17778.

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Metselaar, Suzanne, Guy Widdershoven, Rouven Porz und Bert Molewijk. „Evaluating Clinical Ethics Support: A Participatory Approach“. Bioethics 31, Nr. 4 (17.04.2017): 258–66. http://dx.doi.org/10.1111/bioe.12348.

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Hartungi, Rusdy. „Evaluation of sustainable development projects: participatory approach“. International Journal of Sustainable Development 13, Nr. 4 (2010): 362. http://dx.doi.org/10.1504/ijsd.2010.038174.

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Noro, Kageyu, Takayuki Sasaki und Daisuke Kaku. „Mattress Development through a Participatory Ergonomics Approach“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, Nr. 10 (Oktober 2009): 630–34. http://dx.doi.org/10.1177/154193120905301010.

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Baker, Elizabeth A., Barbara A. Israel und Susan J. Schurman. „A participatory approach to worksite health promotion“. Journal of Ambulatory Care Management 17, Nr. 2 (April 1994): 68–81. http://dx.doi.org/10.1097/00004479-199404000-00010.

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Jamieson, Janica, Gemma Jenkins, Shelley Beatty und Claire Palermo. „Designing programmes of assessment: A participatory approach“. Medical Teacher 39, Nr. 11 (04.08.2017): 1182–88. http://dx.doi.org/10.1080/0142159x.2017.1355447.

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Simonsen, Jesper, und Morten Hertzum. „Sustained Participatory Design: Extending the Iterative Approach“. Design Issues 28, Nr. 3 (Juli 2012): 10–21. http://dx.doi.org/10.1162/desi_a_00158.

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Valtolina, Stefano, Barbara Rita Barricelli und Yvonne Dittrich. „Participatory knowledge-management design: A semiotic approach“. Journal of Visual Languages & Computing 23, Nr. 2 (April 2012): 103–15. http://dx.doi.org/10.1016/j.jvlc.2011.11.007.

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Fonseca-Chacana, Jannett. „Making teacher dispositions explicit: A participatory approach“. Teaching and Teacher Education 77 (Januar 2019): 266–76. http://dx.doi.org/10.1016/j.tate.2018.10.018.

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Van Est, R. „The Rathenau Institute's approach to participatory TA“. TATuP - Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis 9, Nr. 3 (01.09.2000): 13–20. http://dx.doi.org/10.14512/tatup.9.3.13.

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Lambe, Robert A., und Richard C. Smardon. „Commercial highway landscape reclamation: A participatory approach“. Landscape Planning 12, Nr. 4 (Januar 1986): 353–85. http://dx.doi.org/10.1016/0304-3924(86)90003-1.

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Sauv�, Lucie, und H�l�ne Godmaire. „Environmental Health Education: A Participatory Holistic Approach“. EcoHealth 1, S2 (November 2004): SU35—SU46. http://dx.doi.org/10.1007/s10393-004-0080-z.

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Mickwitz, Per, Matti Melanen, Ulla Rosenström und Jyri Seppälä. „Regional eco-efficiency indicators – a participatory approach“. Journal of Cleaner Production 14, Nr. 18 (Januar 2006): 1603–11. http://dx.doi.org/10.1016/j.jclepro.2005.05.025.

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Bulut, Halise Betul, und Cigdem Polatoglu. „Participatory Design Approach in Architectural Education, a Field Survey About User Satisfaction“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 3 (22.03.2017): 412–17. http://dx.doi.org/10.18844/gjhss.v3i3.1588.

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MacLellan-Wright, Mary Frances, San Patten, Añiela M. dela Cruz und Annette Flaherty. „A Participatory Approach to the Development of an Evaluation Framework: Process, Pitfalls, and Payoffs“. Canadian Journal of Program Evaluation 22, Nr. 1 (März 2007): 99–124. http://dx.doi.org/10.3138/cjpe.022.005.

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Abstract: Much literature exists on participatory approaches to developing and implementing program evaluation. Little is documented, however, about participatory approaches to developing an evaluation framework. This article reports a case study of implementation of a participatory evaluation approach and examines the results in light of participatory evaluation theory. A participatory approach was used to develop a provincial evaluation framework for a unique, collaborative community/provincial/federal funding program for community-based HIV/AIDS service organizations in Alberta, Canada. The participatory process resulted in significant capacity building, mutual learning, and relationship development, as well as a comprehensive and user-friendly provincial evaluation framework. The purpose of this article is to share our process, the pitfalls, and the payoffs to our participatory approach in developing an evaluation framework.

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BUUR, JACOB, und BEN MATTHEWS. „PARTICIPATORY INNOVATION“. International Journal of Innovation Management 12, Nr. 03 (September 2008): 255–73. http://dx.doi.org/10.1142/s1363919608001996.

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An increasing number of corporations engage with users in co-innovation of products and services. But there are a number of competing perspectives on how best to integrate these understandings into existing corporate innovation development processes. This paper maps out three of the dominant approaches, compares them in terms of goals, methods and basic philosophy, and shows how they may beneficially enrich one another. We will present an industrial innovation case that has been instrumental to the development of what we have termed "Participatory Innovation". Based on this, we will list the challenges such an approach sets to innovation management, and discuss research directions of what we see as fundamental to the development of the field of user-driven innovation.

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Buthelezi, Alan B., und Oluwatoyin Ayodele Ajani. „Transforming school management system using participative management approach in South Africa“. International Journal of Research in Business and Social Science (2147- 4478) 12, Nr. 6 (14.09.2023): 307–17. http://dx.doi.org/10.20525/ijrbs.v12i6.2708.

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The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management.

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Frisby, Wendy, Colleen J. Reid, Sydney Millar und Larena Hoeber. „Putting “Participatory” into Participatory Forms of Action Research“. Journal of Sport Management 19, Nr. 4 (Oktober 2005): 367–86. http://dx.doi.org/10.1123/jsm.19.4.367.

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Although there has been a rise in calls for participatory forms of research, there is little literature on the challenges of involving research participants in all phases of the research process. Actively involving research participants requires new strategies, new researcher and research-participant roles, and consideration of a number of ethical dilemmas. We analyzed the strategies employed and challenges encountered based on our experiences conducting feminist participatory action research with a marginalized population and a variety of community partners over 3 years. Five phases of the research process were considered including developing the research questions, building trust, collecting data, analyzing data, and communicating the results for action. Our goals were to demonstrate the relevance of a participatory approach to sport management research, while at the same time acknowledging some of the realities of engaging in this type of research.

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Zenker, Sebastian, und Carsten Erfgen. „Let them do the work: a participatory place branding approach“. Journal of Place Management and Development 7, Nr. 3 (07.10.2014): 225–34. http://dx.doi.org/10.1108/jpmd-06-2013-0016.

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Purpose – This paper aims to develop a participatory approach to place branding. In doing so, it offers guidance on how to implement a participatory place branding strategy within place management practice. Design/methodology/approach – The paper is based on theoretical insights drawn from the combination of distinct literatures on place branding, general marketing and collaborative governance. Findings – The paper highlights the importance of residents in the place branding process and argues that their special functions as ambassadors for the place constitute the most valuable assets in place branding. Thus, a participatory place branding approach involving residents is needed. To implement this approach, three stages are necessary: (stage 1) defining a shared vision for the place including core place elements; (stage 2) implementing a structure for participation; (stage 3) supporting residents in their own place branding projects. Originality/value – The inclusion of residents is often requested in contemporary place branding literature. Unfortunately, none of these articles offer a real strategy for participatory place branding so far. Thus, this conceptual essay provides a participatory place branding approach to help place managers implement such structure.

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Potts, Michael, Bankole Awuzie, Peter McDermott und Andrew Stephenson. „Engendering Change within a Water Infrastructure Client Organisation: A Participatory Action Research Approach“. Journal of Engineering, Project, and Production Management 5, Nr. 2 (31.07.2015): 71–81. http://dx.doi.org/10.32738/jeppm.201507.0003.

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de Brito, Mariana Madruga, Mariele Evers und Adrian Delos Santos Almoradie. „Participatory flood vulnerability assessment: a multi-criteria approach“. Hydrology and Earth System Sciences 22, Nr. 1 (17.01.2018): 373–90. http://dx.doi.org/10.5194/hess-22-373-2018.

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Abstract. This paper presents a participatory multi-criteria decision-making (MCDM) approach for flood vulnerability assessment while considering the relationships between vulnerability criteria. The applicability of the proposed framework is demonstrated in the municipalities of Lajeado and Estrela, Brazil. The model was co-constructed by 101 experts from governmental organizations, universities, research institutes, NGOs, and private companies. Participatory methods such as the Delphi survey, focus groups, and workshops were applied. A participatory problem structuration, in which the modellers work closely with end users, was used to establish the structure of the vulnerability index. The preferences of each participant regarding the criteria importance were spatially modelled through the analytical hierarchy process (AHP) and analytical network process (ANP) multi-criteria methods. Experts were also involved at the end of the modelling exercise for validation. The final product is a set of individual and group flood vulnerability maps. Both AHP and ANP proved to be effective for flood vulnerability assessment; however, ANP is preferred as it considers the dependences among criteria. The participatory approach enabled experts to learn from each other and acknowledge different perspectives towards social learning. The findings highlight that to enhance the credibility and deployment of model results, multiple viewpoints should be integrated without forcing consensus.

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Ramenah, Harry. „Understanding Sciences Through Participatory Research.“ Advances in Social Sciences Research Journal 6, Nr. 11 (03.12.2019): 386–400. http://dx.doi.org/10.14738/assrj.611.7418.

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The interest for a researcher to follow a participatory research approach compared to a conventional approach is multiple. The aim of this project is to make scientific research accessible to everyone, especially high school students. Our approach is a new concept of learning by doing for high school students that adopt the posture of a researcher to solve a problem presented to them. Students propose working hypotheses, imagine their protocol, experiment, discuss and communicate their results. High school students are supervised by the PhD students and the results from these studies are used for their research work. Currently several French and international Universities have approached us to implement this participatory research.

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Mráz, Attila. „HOW TO JUSTIFY MANDATORY ELECTORAL QUOTAS: A POLITICAL EGALITARIAN APPROACH“. Legal Theory 27, Nr. 4 (Dezember 2021): 285–315. http://dx.doi.org/10.1017/s1352325221000252.

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ABSTRACTThis paper offers a novel substantive justification for mandatory electoral quotas—e.g., gender or racial quotas—and a new methodological approach to their justification. Substantively, I argue for a political egalitarian account of electoral quotas. Methodologically, based on this account and a political egalitarian grounding of political participatory rights, I offer an alternative to the External Restriction Approach to the justification of electoral quotas. The External Restriction Approach sees electoral quotas as at best justified restrictions on political participatory rights. I argue for the Internal Restriction Approach instead, which can justify electoral quotas by specifying the pro tanto scope of political participatory rights rather than by justifying restrictions on the pro tanto scope of these rights. On this approach, adequately set electoral quotas do not even conflict with and are not balanced against political participatory rights, while electoral quotas—when justified—are pro tanto required rather than merely permitted.

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Solikhah, Nafiah, Titin Fatimah, Mega Kusumawati und Alifia Lufthansa. „Green Kampong Management Using a Participatory Community Approach“. MITRA: Jurnal Pemberdayaan Masyarakat 5, Nr. 1 (26.05.2021): 48–60. http://dx.doi.org/10.25170/mitra.v5i1.1793.

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The urban kampong ‘kampung kota’ is an essential part of the formation of city structures. One existing urban kampong in Jakarta is kampung Tanjung Gedong, located at RT 05/RW 08, Tomang Sub-district, Grogol Petamburan District in West Jakarta. Its location, which is 500 meters from Untar Campus 1, was one consideration for selecting kampung Tanjung Gedong as a partner. The team has also carried out community service activities (PKM) in this location, and it is expected that the program implemented would be sustainable. In the context of urban life, kampung Tanjung Gedong has physical, spatial, and environmental problems, mainly due to the high level of building density. The purpose of these activities was to provide a solution for urban village management using a participatory community approach. The proposed solution is penataan Kampung Hijau ‘Green Kampong Management’ by involving community members’ active participation from the beginning of the planning to the management through the placemaking method, which involves three approaches: green planning and design, green open space, and green community. This proposed green kampong concept is expected to overcome the problems encountered by the partner in achieving a healthy and comfortable environment for residents. The concept of green kampong is a promising solution in solving the physical environmental and spatial problems of kampung kota Tanjung Gedong. The program has improved the quality of the environment and increased the community's social quality in a form of a healthier lifestyle.

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KUMARI, C. RADHA, M. JOHN SUDHEER und P. LAKSHMI REDDY. „Nutrient management in groundnut through farmers participatory approach“. ADVANCE RESEARCH JOURNAL OF CROP IMPROVEMENT 6, Nr. 2 (15.12.2015): 108–11. http://dx.doi.org/10.15740/has/arjci/6.2/108-111.

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Costa, Joana B., Fernando A. F. Ferreira, Ronald W. Spahr, Mark A. Sunderman und Leandro F. Pereira. „Intervention strategies for urban blight: A participatory approach“. Sustainable Cities and Society 70 (Juli 2021): 102901. http://dx.doi.org/10.1016/j.scs.2021.102901.

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Cooper, Amy, Vincenza Nazzari, Julie Kon Kam King und Annie Pettigrew. „SPEAKING RIGHTS: YOUTH EMPOWERMENT THROUGH A PARTICIPATORY APPROACH“. International Journal of Child, Youth and Family Studies 4, Nr. 3.1 (21.08.2013): 489. http://dx.doi.org/10.18357/ijcyfs43.1201312627.

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Using Equitas’ Speaking Rights Program as a best practice example, this article outlines the essential practices and conditions of a participatory approach to human rights education for youth, and explores how this approach effectively supports youth empowerment. The authors maintain that programs that use a participatory approach to human rights education are more likely to engage youth in actions for social change within their communities. They suggest that youth workers who are trained and well equipped to address issues that are on the minds of youth are critical in helping youth develop the skills and motivation to participate.

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Koutsouris, Alex. „Transdisciplinarity and Participatory Development: A Critical Realist Approach“. International Journal of Interdisciplinary Social Sciences: Annual Review 5, Nr. 4 (2010): 253–64. http://dx.doi.org/10.18848/1833-1882/cgp/v05i04/51689.

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Lagerweij, Inge, und Cees Vulto. „Implementing a participatory, gender-based approach in Baluchistan“. Waterlines 18, Nr. 1 (Juli 1999): 5–7. http://dx.doi.org/10.3362/0262-8104.1999.027.

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Kirk, Tracy. „Children as Human Rights Defenders: A Participatory Approach“. Edinburgh Law Review 23, Nr. 3 (September 2019): 417–23. http://dx.doi.org/10.3366/elr.2019.0579.

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Joosen, Vanessa. „Children’s Literature in Translation: Towards a Participatory Approach“. Humanities 8, Nr. 1 (06.03.2019): 48. http://dx.doi.org/10.3390/h8010048.

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In the Netherlands and Flanders, more or less a fifth of all children’s books are translations. The decision of what gets translated and funded is, for the most part, informed by adults’ decisions. This paper offers a first step towards a more participatory approach to the translation of books for young readers by investigating children’s understanding of translation processes and the criteria that they put forward as desirable for the international circulation of children’s books. It presents the findings from interviews and a focus group talk with child members of the “Kinder- en Jeugdjury Vlaanderen”, a children’s jury in which the jurors read both original and translated works. While the children did not always realize which books were translated, they did express clear views on their preferred translation strategies, highlighting the potential to learn about other cultures while also voicing concern about readability. They cared less about exporting their own cultural heritage to other countries, and put the focus on the expansion of interesting stories to read as the main benefit of translations. While this project still involved a fairly high level of adult intervention, it makes clear the potential of children to contribute to decisions about the transnational exchange of cultural products developed for them.

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Freire, Karine, Gustavo Borba und Luisa Diebold. „Participatory Design as an Approach to Social Innovation“. Design Philosophy Papers 9, Nr. 3 (November 2011): 235–50. http://dx.doi.org/10.2752/144871311x13968752924950.

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de Lange, Naydene, und Mart-Mari Geldenhuys. „Youth envisioning safe schools: a participatory video approach“. South African Journal of Education 32, Nr. 4 (07.11.2012): 494–511. http://dx.doi.org/10.15700/saje.v32n4a734.

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48

Restuputri, Dian Palupi, Moch Choirul Huda und Ahmad Mubin. „WORK SAFETY ASPECTS USING A PARTICIPATORY ERGONOMIC APPROACH“. Spektrum Industri 19, Nr. 1 (29.04.2021): 15. http://dx.doi.org/10.12928/si.v19i1.18112.

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Kennedy, Ainslie. „SCOTLAND'S APPROACH TO PARTICIPATORY PLANNING: CHARACTERISING THE CHARRETTE“. International Journal of Architectural Research: ArchNet-IJAR 11, Nr. 2 (18.07.2017): 101. http://dx.doi.org/10.26687/archnet-ijar.v11i2.1265.

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Since 2010 the ‘charrette’ has been promoted by the Scottish Government as an effective approach to community and stakeholder involvement in participatory design; yet, there has been little opportunity to formally reflect on the mainstreaming programme that has now delivered sixty charrettes across Scotland. This paper presents a preliminary review of the programme by focusing on charrette commissioning, construction and delivery as detailed in post-completion reports. The purpose is to better understand what constitutes a Scottish charrette. For this study the researcher identified forty-six reports published between 2011 and 2016. A conceptual framework guided report content analysis, which found eight charrette characteristics with sufficient content to derive subcategories. These characteristics and subcategories broadly describe charrette design and implementation. To conclude, this analysis is used to develop a charrette-descriptor table, which provides a preliminary means to distinguish between different charrette-approaches found in Scotland.

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Golovatîi, Livia. „Creating Age-Friendly Communities using a participatory approach“. International Journal of Integrated Care 18, s2 (23.10.2018): 284. http://dx.doi.org/10.5334/ijic.s2284.

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