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Aragón, Pablo. "Characterizing online participation in civic technologies." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668042.
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This thesis constitutes one of the first investigations focused on characterizing online participation in civic technologies, a type of platform increasingly popular on the Internet that allows citizens new forms, on a larger scale, of political participation. Given the opportunities of civic technologies in democratic governance, it should be noted that their design, like that of any online platform, is not neutral. The ways in which information is presented or interaction between users is allowed can greatly alter the results of participation. For this reason, we analyze the impact of different interventions in civic technologies in relation to online conversation views, ordering criteria for ranking petitions, and deliberative interfaces. Since these interventions were carried out by the corresponding development teams, the analyses have required to develop novel computational and statistical methods, while also extending generative models of discussion threads to better characterise the dynamics of online conversations. Results of the different case studies highlight the social and political impact of these interventions, suggesting new directions for future research and the need to develop a paradigm of citizen experimentation for democracy.Esta tesis constituye una de las primeras investigaciones en caracterizar la participación online en tecnologías cívicas, un tipo de plataforma cada vez más popular en Internet que permite a la ciudadanía nuevas formas, a una mayor escala, de participación política. Dadas las oportunidades de las tecnologías cívicas para la gobernanza democrática, cabe señalar que su diseño, al igual que el de cualquier plataforma online, no es neutral. La forma en que se presenta la información o se permite la interacción entre las usuarias puede alterar en gran medida los resultados de la participación. Por este motivo, analizamos el impacto de diferentes intervenciones en tecnologías cívicas en relación a las vistas de las conversaciones online, los criterios de ordenación en rankings de peticiones e interfaces deliberativas. Dado que estas intervenciones fueron llevadas a cabo por los propios equipos de desarrollo, los análisis han requerido desarrollar nuevos métodos computacionales y estadísticos, a la vez que se han ampliado modelos generativos de hilos de discusión para caracterizar mejor la dinámica de las conversaciones online. Los resultados de los diferentes estudios de caso destacan el impacto social y político de estas intervenciones, sugiriendo nuevas líneas de investigación en el futuro y la necesidad de desarrollar un paradigma de experimentación ciudadana para la democracia.
Aquesta tesi és una de les primeres investigacions que té per objecte la caracterització de la participació en línia en tecnologies cíviques, un tipus de plataforma cada vegada més popular a Internet que permet a la ciutadania noves formes, a major escala, de participació política. Donades les oportunitats de les tecnologies cíviques per a la governança democràtica, cal assenyalar que el seu disseny, com el de qualsevol plataforma en línia, no és neutral. La forma en què com es presenta la informació o es permet la interacció entre les usuàries pot alterar en gran mesura els resultats de la participació. Per aquest motiu, analitzem l'impacte de diferents intervencions en tecnologies cíviques en relació amb les vistes de conversa en línia, els criteris d'ordenació en rànquings de peticions i amb interfícies deliberatives. Atès que aquestes intervencions van ser dutes a terme pels propis equips de desenvolupament, les anàlisis han requerit desenvolupar nous mètodes computacionals i estadístics, alhora que s'han ampliat models generatius de fils de discussió per caracteritzar millor la dinàmica de les converses en línia. Els resultats dels diferents estudis de cas destaquen l'impacte social i polític d'aquestes intervencions, suggerint noves línies d'investigació en el futur i la necessitat de desenvolupar un paradigma d'experimentació ciutadana per a la democràcia.
Cette thèse constitue l'une des premières recherches sur la caractérisation de la participation en ligne à des technologies civiques, un type de plateforme de plus en plus populaire sur Internet qui permet aux citoyens de nouvelles formes, à plus grande échelle, de participation politique. Compte tenu des opportunités offertes par les technologies civiques dans la gouvernance démocratique, il convient de noter que leur design, comme celui de toute plateforme en ligne, n'est pas neutre. La façon dont l'information est présentée ou l'interaction entre les utilisateurs est permise peut grandement modifier les résultats de la participation. Pour cette raison, nous analysons l'impact de différentes interventions dans le domaine des technologies civiques par rapport à l’agencementaux des conversations en ligne, aux critères d'ordre de classement des pétitions et aux interfaces délibératives. Comme ces interventions ont été réalisées par les équipes de développement correspondantes, les analyses ont nécessité de développer nouvelles méthodes informatiques et statistiques, tout en élargissant les modèles génératifs de fils de discussion afin de mieux caractériser la dynamique des conversations en ligne. Les résultats des différentes études de cas mettent en évidence l'impact social et politique de ces interventions, suggérant de nouveaux axes de recherches futures et la nécessité de développer un paradigme d'expérimentation citoyenne pour la démocratie.
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Mahoney, Smith Melissa. "Civic Dignity and Meaningful Political Participation." Scholarship @ Claremont, 2017. https://scholarship.claremont.edu/cgu_etd/111.
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This dissertation looks at how enhanced political participation opportunities can increase individual liberty and improve public-sector reform efforts. It blends political theory with contemporary concerns for individual well-being and government accountability. To do this, several research methodologies are used, including normative, qualitative process-tracing, and quantitative analysis.
First, the dissertation draws insights from ancient and modern political philosophy and the political thought and example of Jane Addams in 19th Century Chicago. It begins with Josiah Ober’s work on civic dignity, which he defines as “equal high standing” among citizens, marked by “non-infantilization and non-humiliation.” This definition is a useful starting point but somehow seems thin for a concept of such import. In exploring the wisdom of Tocqueville’s “schools” of democracy and Jane Addams’ notion of fellowship, I expand the definition of civic dignity to include “having a sense of ownership.” In other words, being dignified as a citizen in a self-governing political community should include having a seat at the proverbial table where one can speak and be heard. This means that political participation opportunities would ideally carry low transaction costs while maximizing the substance that can be contributed. Through Addams’ experience at Hull House, the settlement house she co-founded, I highlight how these opportunities for
meaningful political participation are indispensable to individual civic dignity, and by extension, individual liberty and well-being.
Second, civic dignity is viewed through a different lens, namely the role it can play when incorporated successfully into policy design and implementation. Arguably, a self- governing political community’s greatest asset is the collective knowledge and lived experience of its citizens. But current political participation mechanisms and policy designs do not do a good job leveraging that resource, and many individuals may find themselves unofficially shut out. Using process-tracing methodology, a case study explores resettlement projects targeting the urban poor in Mandaue City, the Philippines. The case study results demonstrate that deepening democracy (by incorporating civic dignity into the policy design and implementation) not only benefits individual liberty, but can also produce better outcomes and contribute to anti-corruption efforts. Taking civic dignity into account during policy design and implementation is not merely a “feel good” option; it is a strategic option that allows the political community to leverage local knowledge by enlisting the participation of those individuals or groups closest to the problem or challenge at hand. While this finding is not entirely novel, it is far from standard practice. Domestically and internationally, the coercive force of government and/or the “tyranny of experts” is too often the default approach for policy design and implementation.
Third, the theoretical and practical explorations of civic dignity are used to construct a measure for civic dignity. In a data driven world, reliable and valid measurement is key, and if the concept of civic dignity is going to gain currency, then validating a scale to capture it is essential. Through Exploratory Factor Analysis (EFA), survey items are examined to determine which items map onto the latent factors that
comprise civic dignity. A 22-item four-factor solution that maps onto the four components of civic dignity is presented. The newly minted Civic Dignity Scale is then compared against measures from political science and psychology literature that are theoretically related but distinct from civic dignity, such as political efficacy and self-determination, to test for construct validity. Spearman correlations yield reassuring results, showing statistically significant strong positive correlations as hypothesized. Finally, the relationship between the Civic Dignity Scale and political participation is analyzed for further construct validity. A Poisson regression model shows that for every one unit increase in an individual’s civic dignity, the likelihood that one would participate in political activities also increases. While a confirmation factor analysis is needed for further scale validation, the EFA and subsequent analyses do codify and deepen our understanding of civic dignity. In the future, a fully validated Civic Dignity Scale would enable reformers like Addams and those in Mandaue City to legitimize and track their efforts empirically.
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Ekman, Joakim, and Erik Amnå. "Political participation and civic engagement : towards a new typology." Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-22607.
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Reviewing the literature on political participation and civic engagement, the articleoffers a critical examination of different conceptual frameworks. Drawing on previousdefinitions and operationalisations, a new typology for political participation and civicengagement is developed, highlighting the multidimensionality of both concepts. Inparticular, it makes a clear distinction between manifest 'political participation'(including formal political behaviour as well as protest or extra-parliamentary politicalaction) and less direct or 'latent' forms of participation, conceptualized here as 'civicengagement' and 'social involvement'. The article argues that the notion of 'latent'forms of participation is crucial to understand new forms of political behaviour and theprospects for political participation in different countries. Due to these innovations itcontributes to a much-needed theoretical development within the literature on politicalparticipation and citizen engagement.
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Foster, Matthew F. "Identity, Civic Duty and Electoral Participation| Causes of Variation in Electoral Participation." Thesis, University of Colorado at Boulder, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825816.
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What causes variation in the turnout of an individual from election to election? Most individual level predictors of turnout can account for the propensity of an individual to vote but fail to account for changes in turnout behavior. Broad aggregate factors can account for variation in turnout trends from election to election but fail to account for changes in turnout at the individual level. In this dissertation I argue that civic duty can capture the variation that typical predictors of voter turnout cannot. Civic duty can account for variation in the turnout of high and low propensity voters, as well as distinguish why some groups turnout in one election and other groups turnout in another. The capacity of civic duty to capture such variation comes from the sensitivity of civic duty to the saliency of identities and the competing group concerns they generate. Civic duty motivates an individual to vote due to a sense of obligation that is generated by multiple group identities, with these identities either complementing each other and enhancing a sense of civic duty or conflicting with each other and diminishing such a sense. I apply and test such theory using the case of the 2017 British general election. With this case I find that civic duty can uniquely capture a sense of European identity, as well as the variation in salience of such identity that can account for the highly unexpected turnout of Millennials in 2017.
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Martinez-Cosio, Maria. "Redefining civic participation : non-profits, redevelopment and democracy /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099918.
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Man, Charles Chi Wai. "Impacts of digital inequality on civic and political participation /." View abstract or full-text, 2010. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202010%20MAN.
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Keck, Yana. "Denominational and Nondenominational Impact on Civic Participation of Megachurches." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148306270.
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Dadas, Caroline E. "Writing Civic Spaces: A Theory of Civic Rhetorics in a Digital Age." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303936571.
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Berkland, Adam. "Religious Congregations and Civic Resources." Thesis, Boston College, 2009. http://hdl.handle.net/2345/684.
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Thesis advisor: Kay SchlozmanMuch has been said recently about the decline in both political and non-political civic participation in the United States. Many American religious congregations, however, continue to stand strong as voluntary associations connecting people with the political and civic life in our country. This paper explains the role that religious congregations can play as promoters of civic engagement. Specifically, it describes the mechanisms by which religious congregations can provide what I call civic resources to their members, resources members utilize to participate in other forms of civic activity outside of their congregation. These resources can be broken down into three main categories. Civic skills are the communication and organizational abilities that an individual can draw upon to make participation more effective. Congregations provide opportunities for members to gain experience using such skills when becoming involved in church governance or in organizing church committees to take on special tasks or put on special events. Social infrastructure captures the value of the social networks and organizational resources available to members of a congregation. The tight-knit social community within a church serves as an effective network to spread relevant information or recruit volunteers for any collective activity. Finally, there are a number of psychological resources a congregation can bring to bear on an individual. Oftentimes the religious teachings of congregations encourage members to adopt civic-minded values and attitudes that serve as a strong motivation to participate
Thesis (BA) — Boston College, 2009
Submitted to: Boston College. College of Arts and Sciences
Discipline: Political Science Honors Program
Discipline: College Honors Program
Discipline: Political Science
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Kim, Sohhyeon. "Can foreign donors build social capital? : civil society assistance and civic participation sub-Saharan Africa." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20580.
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Donors have been using various strategies to promote democracy in developing countries. One of the strategies is to support civil society organisations to foster vibrant civil society that can hold government responsive and accountable. Sub-Saharan Africa is no exception, in that all sub-Saharan countries except for the Seychelles were the recipient countries of civil society assistance. This research tests whether donors' civil society assistance is related to the changes in the level of civic participation in the 18 sub-Saharan countries. Firstly, I measure civil society assistance between 2005 and 2009 employing OECD aid statistics, and measure the subsequent change in the level of civic participation by comparing the civic participation level in 2005/6 and 2011/3 using Afrobarometer survey Round Three and Round Five. Then, I investigate whether there is a positive correlation between the two variables. The findings show that the level of civic participation did not change significantly over time. However, further analyses indicate that there is a partially positive correlation between civil society assistance and the change of civic participation. Also, the positive correlation between the assistance and the specific type of civic participation, communing activities, is sustained even when an endogenous factor, the political environment of the countries is hold constant.
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Booker, Angela Norvelle. "Learning to get participation right(s) : an analysis of youth participation in authentic civic practice /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Tshabalala, Thandeka. "The Urban Poor, Civic Governmentality and the Problem of Participation." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33047.
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This thesis examines practices of the Informal Settlements Network (ISN), part of the South African Slum Dwellers International (SA SDI) Alliance, as initiators of civic participation in Khayelitsha, Cape Town. The SA SDI Alliance is made up of four organisations namely the Community Organization Resource Centre (CORC), Utshani Fund, the Informal Settlement Network (ISN) and the Federation of the Urban Poor (FEDUP). Through the thesis, I aim to provide an understanding of the nature of civic participation and the formation of "responsible" citizens amongst the urban poor in Khayelitsha, South Africa (Brown, 2015, p. 133). Critical in developing this understanding are the tools of the SA SDI Alliance through which the urban poor of Khayelitsha, Cape Town are allowed to participate in civic affairs. Drawing on theories of neoliberal governmentality the study traces how civic participation facilitated by the SA SDI Alliance manifests nationally through policy and at the provincial and local government level. The ultimate objective of the thesis centres on how participation under neoliberalism affects the lives of people in urban settlements through the activities of self-help organisations such as ISN. Using semi-structured interviews and shadowing three community mediators, the study unpacks the life trajectories and lived experiences of community mediators who are members of ISN. Whilst, describing these community mediators' lived experiences, the thesis examines the tension points relating to how ISN members navigate personal, community and institutions of participations that we do not see in the public discourse. The closer examination of these tension points enhances our understanding of the theoretical discourse surrounding the challenges and contradictions that participants face under neoliberalism. These challenges include the interface with fluid community dynamics. Furthermore, the thesis provides insights into the mutability of roles assumed by the community mediators and how it practically manifests on the ground.
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Boakye-Agyei, Kwame. "Fostering civic engagement stakeholder participation in rural projects in Ghana /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4543.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 233. Thesis director: Susan Crate. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Environmental Science and Public Policy. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 216-232). Also issued in print.
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Yeung, Ho-yan, and 楊可欣. "Civic engagement in the redevelopment of Kwun Tong town centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46782515.
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Watanabe, Tomoaki. "The motivations for civic participation the case of local telecommunications regulation /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378386.
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Thesis (Ph.D.)--Indiana University, Dept. of Telecommunications, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3688. Adviser: Erik Bucy.
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Harris, Benjamin C. "Inequality and Civic Participation in the Rocky Mountain West: Missoula, MT." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-05212007-154919/.
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This study considers the impact of community-level inequality of income and education on the ways individuals participate in local government and community development activities. It adapts the standard identity-augmented utility model to demonstrate that, given the choice to participate or not to participate, increases in inequality can decrease overall group participation, and an individual's distance from the characteristics of an ideal community member can also decrease the benefits and likelihood of participation. The theory predicts, however, that increasing the responsiveness of civic bodies to input from citizens can mitigate the negative effects of inequality. Original survey data from a stratified random sample of over 680 Missoula households are then analyzed to test the implications of the theory. In Missoula, people have 3 participation options: not participating at all, participating alone (by writing letters or watching meetings on television), or participating in person. A multinomial logit model to estimate the probability of choosing a certain outcome shows that people living in neighborhoods characterized by high inequality are less likely to drop out, but more likely to participate alone. This effect is most pronounced under high educational inequality.
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Harris, Benjamin C. "Inequality & civic participation in the Rocky Mountain West Missoula, MT /." CONNECT TO THS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05212007-154919/.
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April, Alexandra L. "Civic Participation: Factors That Drive an Individual to Become Politically Involved." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/698.
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In order to understand the motivations and driving factors that encourage individuals to join the political sphere, as volunteers, the individual’s stories and background will be examined through an exploratory study without any initial hypothesis. Utilizing qualitative research methods, this study will directly look at the lived experiences of political volunteers that drive campaigns and candidates in Colorado’s 5th Congressional District. A greater understanding for both the factors that compel an individual to enter the political sphere in the first place as a volunteer as well as variables that persuade the volunteer to continually stay active will be analyzed. Results: Based off of 10 different interviews with registered voters in Colorado’s 5th Congressional District, this thesis found significant differences in motivations varying from party affiliations, religious values, as well as relationships with the campaign staff.
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Hentschel, Valerie. "Empowering Civic Engagement in Energy Concepts : Design Implications for Citizen Participation." Thesis, Södertörns högskola, Medieteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41587.
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The threat of global warming calls for a major transformation of the energy system in the coming century. A positive and effective outcome of the development and implementation of municipal energy concepts relies heavily on public participation. Based on user research through qualitative interviews and an online questionnaire in Germany, this paper presents design implications regarding digital participatory technology for municipal energy concepts. The findings include reduction of barriers to enable participation, encouragement of discussion and debate, monitoring the progress and providing feedback. The proposed implications aim to increase public participation for municipal energy concepts and motivate citizens towards a more sustainable lifestyle. Further work is needed to validate if the design implications entirely fulfill their purpose.Självständigt Examensarbete (Forskningsartikel)
Independent Master's Thesis (Research article)
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Reutener, Marcel. "The role of civic participation in the South African budgeting process." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53000.
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In 1994, the South African collective landscape changed significantly after the
country s first inclusive democratic elections. Essentially, changes required a redress
of social and economic imbalances by means of a reconstructed governance system
stipulated in the Constitution of the Republic of South Africa, 1996 (hereafter referred
to as the Constitution). It was imperative to align structures to accommodate the
needs and aspirations of the broader citizenry, particularly the relationship between
the government, the private sector and civil society. Consequently, public
involvement in governance matters was emphasised. Municipalities, for instance, had
to develop integrated development plans (IDPs) to promote and enhance the notion
of developmental local government. Public participation at all levels of government is
now steadily evolving, albeit with different approaches regarding inclusivity. South
Africa s intergovernmental relations framework, particularly the system of
decentralisation and the broader fiscal structure, had to adapt to the democratic
environment. Participatory democracy as an instrument to improve governance
through transparency and accountability was emphasised.
This research contextualises public participation and participatory budgeting (PB)
frameworks from a decentralised perspective to contextualise the role of civic
participation in the South African budgeting process. The mixed-methods approach
will form the foundational construct of this research. This approach reflects an inquiry
involving the collection of qualitative and quantitative data and information. The
qualitative field will consist mainly of a theoretical assessment of public participation
in the budgeting environment, while the quantitative domain aims to address the
current state of public participation and budgeting constructs through indices
analysis. A comparative assessment between selected Anglophone countries
regarding public participation in budgeting processes forms the framework for this
approach.Thesis (PhD)--University of Pretoria, 2015.
School of Public Management and Administration (SPMA)
PhD
Unrestricted
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Wallin, Jonathan S. "Civic Participation in the Writing Classroom: New Media and Public Writing." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2356.
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Public writing evolved from the social turn in composition pedagogy as scholars sought to determine which practices would be most effective in utilizing writing instruction to help fulfill the civic mission of the university and educate not just for vocational training, but to train students as better citizens as well. Based on the scholarship of Susan Wells, Elizabeth Ervin, and Rosa Eberly (among others), public writing scholars strove to distance the theory from old, generic forms, like letters to the editor, and create new arenas where students could be genuinely involved in civic acts and public discourse. As these scholars sought out new venues for their students, they proclaimed the Internet might offer better opportunities for public writing. This article discusses the effect new media, specifically blogging, has had on public writing, and how the promises of blogging in the classroom fall short of our expectations of public writing.
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Al, kharusi Badar. "Civic participation and current educational reform in the sultanate of Oman." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/800.
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The main purpose of this exploratory study was to examine the Basic Education system in relation to students’ civic participation in the Sultanate of Oman. The research explores the role of formal curriculum, classroom climate, and co-curriculum activities in developing students’ civic participation. The study also examines students’ disposition towards civic participation and the influence of some demographic factors in the development of students’ civic participation. The data were collected from four schools implementing Basic Education system introduced in Oman in 1998. Using case study methodology, three instruments were used for data collection: semi-structured interviews with principals and teachers, focus groups with students and classroom observation in Grade 10 classes.The results suggest that the new formal curriculum aims and the suggested content creates further spaces in the Basic Education schools to support learners’ civic knowledge and commitment towards participation in public life. The findings also show that the investigated schools do experience some challenges in relation to successfully implementing the new formal curriculum. The findings related to classroom climate identify some positive practices that might develop civic participation in the students along the aspirations of the Basic Education policies. However, the data points out that various challenges remain before classes become more collaborative in their processes and more open to issues and concerns in the wider society. The findings also investigated a set of co-curricular activities as important spaces to develop participatory citizens. Nevertheless, the findings also show that various difficulties remain before the implemented co-curricular activities achieve their expectations as contributors to civic participation development. Finally, the findings show that students in general have a favourable disposition towards community participation. Female students were more knowledgeable about civic issues and were less interested in political participation than were male students. Socioeconomic background and school location were important factors in students’ access and participation in meaningful and varied civic learning opportunities.
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Tso, So-han Doris, and 曹素嫻. "Civic engagement in Hong Kong: the case of urban renewal strategy review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46782163.
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Chang, Chaeyoung. "Study of the effect of the civic participation on reducing political corruption." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4176.
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Edwards, Jennifer Lynn. "An examination of undergraduate civic engagement participation, political beliefs and party affiliation." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7168.
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Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Sargsyan, Gayane. "Democracy and Development in the Making: Civic Participation in Armenia; Challenges, Opportunities." Doctoral thesis, Università degli studi di Trento, 2016. https://hdl.handle.net/11572/368480.
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This research focuses on civic participation and its role in an emerging democracy context, and examines the forms, patterns, trends, obstacles to and opportunities for civic participation, as well as the impact of civic participation on democratization and development processes in Armenia, a post-soviet country in the South Caucasus, that has embarked on simultaneous transition toward democracy and free market economy since its independence in 1991.
The dissertation suggests that civic participation is a key ingredient for successful transformations and effective reforms in both political and economic sectors in the post-soviet context of Armenia, and, therefore, more attention, as well as more vigorous efforts and resources should be directed to building civic capacity of the people and organizations in this setting. It is argued, that while, obviously, not a panacea for all development and democratization related challenges, civic engagement has a strong potential to foster those processes and contribute to the achievement of more effective, inclusive and sustainable solutions in the areas of democracy promotion and development in the transition countries. The original contribution of the thesis is an empirical study of civic participation in Armenia and assessment of its determinants and the impact on democracy and development related outcomes in the country. The primary research includes a study of civic participation in 10 rural and small urban communities across the country, and provides comprehensive information and insights into civic participation forms, pattern, determinants, obstacles and opportunities at the community level. Civic participation is further studied by examining the major civic initiatives and campaigns that took place in the country over the recent five years (2010-2015) and assessment of their outcomes and impact. The study looks closely at the determinants of civic participation, both the individual level factors and the obstacles and opportunities provided by the institutional context, and, in particular, examines the relationship of civic participation with social capital, civic education, and use of internet and communication technology (ICT). Civic participation habits and trends among the youth are explored by means of surveys conducted in 2013 and 2014. An innovative measure – a Civic Participation Score (CP Score) is introduced and computed, based on a pre-defined and operationalized set of indicators, and a Civic Participation Index (CP Index) is calculated for monitoring the changes, in separate indicator categories and overall, and analysing civic participation trends over time. The research sheds light on civic participation practice and trends in Armenia and builds a framework for analysis of civic engagement in an emerging democracy context, by identifying the participants, their motives, forms of civic engagement, its impact, as well as challenges and opportunities for participation. The study highlights the specific needs and opportunities for further civic capacity building and lays down a roadmap for further research and action in this direction.
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Kao, Hing Monica Esther. "Civic engagement and the policy process in Hong Kong the case of the west Kowloon cultural district /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41013207.
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Doshi, Sheetal. "Paths to participation : the use of social networks by young Americans who are participating in civic and political life /." Connect to Electronic Thesis, 2008. http://dspace.wrlc.org/handle/1961/4425.
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Ekman, Joakim. "Schools, Democratic Socialization and Political Participation: Political Activity and Passivity among Swedish Youths." Södertörns högskola, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27399.
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The present text is based on a key note lecture (‘Civic Education, Democracy and Political Participation’) delivered at the symposium Globalization of School Subjects – Challenges for Civics, History, Geography and Religious Education, Karlstad University, 13–14 December, 2012. Drawing on recent developments in research on political participation and civic engagement, the text starts out with a discussion about different ways of understanding political passivity. Subsequently, the text turns to a brief analysis of ways in which schools may provide young people with political skills and competencies needed in a democratic society. Three dimensions of political citizenship are highlighted: political efficacy, political literacy, and political participation; and the analysis focuses on the impact of a number of different school-related factors on these three ‘citizenship competencies’.
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Williams, Oscar M. "Black youth in vocational education: further education, labor market, civic and political participation." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39902.
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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.
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Tulloch, Scott. "Mapping U.S. Civic Engagement Discourse: A Geo-Critical Rhetorical Wandering." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/TullochS2008.pdf.
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Wong, Yeuk-yue, and 黃若渝. "An analysis of civic engagement for major infrastructure projects in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50257833.
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Riutta, Satu. "Empowering the Poor? Civic Education and Local Level Participation in Rural Tanzania and Zambia." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04242007-010341/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. William Downs, committee chair; Michael Herb, Carrie Manning, committee members. Electronic text (465 p. : col. ill., col. maps) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 370-397).
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Turnage, Shane Alexander. "Virtual Civics - Digital Media in the Classroom." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/712.
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In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any other group in our society. Along with changing interaction models, youth are learning to "socialize" differently than any other generation has, absent face-to-face contact via digital interface. These types of connections are affecting America's political and social landscape by changing the way youth are orientated into our culture. Many adults complain about the "distractions" of texting, Facebook, and computer games. Yet, these "distractions" might also be a means to engage young people in civic life. Current research shows the power of these technologies to encourage and foster civic activity outside the traditional venues of schools and civic associations. Technology is also being explored in the classroom for its impact on student interest and performance, both academically and civically. Thus, incorporation of technologies into the classroom may be part of the answer to the declining youth participation in our democracy. This study examines the relationship between in-class use of digital media and measures of civic and political engagement. It utilizes logistic regression to interpret data from an assessment given to the 2008 graduating class at Central City High School (pseudonym). Analysis of this data shows that digital media use in the classroom has a positive effect on overall political knowledge, but leaves questions about its ability to affect students' civic capacity or civic commitment.
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Mochelle, Richard, and mochelle@acenet net au. "Towards a New Constitutionalism: Developing Global Civic Responsibility through Participation in World Constitutional Deliberation." RMIT University. ot supplied, 2001. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080902.091320.
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Confronted by major global problems, our 'foremost challenge', according to the 1995 report of the Commission on Global Governance, is to develop the vision of a better world - one more democratic, secure and sustainable. The report concludes with a call for 'a global civic ethic' - for commitment by all to a set of globally protective responsibilities. The thesis asks, what does this challenge imply? How to achieve an effective response? What provisions, in principle, ought to be instituted to meet the Commission's call? The call is a tall order: for a quantum leap from passive, rights-oriented, civic culture to one based on global responsibility. The thesis is not concerned with the probability of such shift occurring. The premise is that if we believe that the call ought to be met, that it commands an ethical response from all, we ought first to comprehend the ethical and practical complications, and second, seek to comply with them. The thesis is concerned with the first obligation. It requires an inquiry disciplined by moral reasoning and persistent focus on the long range, world future. It has led the thesis into somewhat underdeveloped terrains. The call to enact global civic responsibilities implicitly entreats us to recognise the validity and gentle power of Kant's categorical imperative, to unleash it from its remote, theoretical mountaintop and allow it to reign supreme as the preeminent, constitutional principle for personal and global governance. The thesis argues that this recognition will require, and result in , a new, education-led constitutionalism centred on civic integrity development. Logically derived from the Golden Rule, the categorical imperative and its universality and moral autonomy constraints are adopted by the inquiry, somewhat experimentally, as a methodological discipline. For it is argued that such discipline should be cultivated by the new, education-based constitutionalism. This requires persistent, uncompromising focus on the universal ought. Where ought leads, the inquiry follows, even when it invokes an apparently 'unrealistic' future beyond the margins of current educational and constitutional practice. The new constitutionalism appears vaguely outlined on the horizon, largely beyond political and educational experience. The thesis moves towards this horizon to consider grounding assumptions and transit impediments, with the goal, above all, to determine the more prominent, 'in principle' landmarks toward which the world's educational resources could be steered. The term constitution is min imally defined as a paramount, overarching strategy of mutual protection, not bound to current national constitutions, territories, and identities, nor to familiar constitution-making processes. Invoked by growing recognition of global interdependence and mutual risk, it stands for inclusive protection, ideally of, by and for 'We the People of the World'. The Commission's recommendation that people should deliberate on 'the vision of a better world' has been pursued by futurists since the 1960s. Their pioneering ventures are examined in chapter 2 and found contributive yet insufficient to meet the constitutional requirements implied by the Commission's challenge. Various conceptual and practical obstacles impede effective response to the challenge. These preoccupy much of chapter 2 and indeed the whole thesis. The new constitutionalism presupposes, as does prevailing national constitutionalism, that despite cultural differences, there are certain universal interests that all want protected. Most would want r eliable protection against preventable mayhem, slaughter and environmental destruction. It is argued in chapter 3 that while the universalist assumption can reasonably withstand relativist scepticism, universal interests remain to be identified. Upon examination of notable identification procedures it is asked 'should this be left to social researchers'? Arguments are raised to suggest that, as a civic harm preventative measure, all people should be constitutionally required to identify these interests. Universal interests cannot be protected while people take no responsibility for their protection. Were the Commission's call for globally responsible civic culture taken seriously, what would this imply for world political economy? Chapter 4 undertakes an exercise in future-oriented normative inquiry to explore world constitutional implications in outline. Revealed on the horizon is a new economic game with new words: the priactive constitution. The exercise demonstrates the challenging nature of the substant ive ethical agenda confronting deliberants of the new constitutionalism. What right does one have to participate in world constitutional deliberations and consider such agendas? Chapter 5 argues that one has a right, and a responsibility to do so. The arguments appeal to the democratic ideal, political legitimacy, the Golden Rule, the defence role of citizenship and the fact that each imposes the world constitutional order on all. But the participatory right and responsibility cannot be exercised without universally accessible constitutional fora, procedures and education. The theoretical ideals of deliberative democracy are summoned. The current technical feasibility of creating an Internet-based system of democratic deliberative provisions is illustrated in the Appendix. Even were such provisions made available, a key impediment to effective response to the Commission's call is that most work-committed adults are unlikely to volunteer substantial time for the learning engagement. Given the unacceptability of political coercion, chapter 6 considers the moral proposition that youngsters worldwide be submitted to the learning challenge in their years of compulsory education. The literature on moral justifications for compulsory education reveals considerable disagreement. These justifications seem anyhow unrelated to curriculum priorities that are actually imposed on captive audiences. As highlighted by the World Trade Centre attack, the world's people have little constitutional protection against deceptive doctrines conveyed in distant classrooms. A key problem for global governance is whether the world's teachers should not be constitutionally obligated to promote and exemplify globally protective responsibilities. Chapter 6 argues that universal compulsory education can be ethically justified for the protection of universal interests only when civic integrity development is maintained as the curriculum priority. This would develop global civic responsibilities in teachers and students through exercising their participation in world constitutional deliberation under the counterindoctrination constraints of the categorical imperative. It would entail deliberation on universal interests in view of global threats, alternative normative strategies to protect those interests, and public disclosure of normative commitments. Moreover, by tapping the real interests of students, adult literacy expectations, linguistic, moral, ecological and political, could be more readily met. But such educational strategy might not suffice to assure reliable enactment of civic responsibilities. It is argued that 'school' might need replacing or augmenting with environmentally rich learning settings that could enable chosen norms to be experienced and demonstrated. The thesis concludes that implementation of the new, education-centred constitutionalism implied by the Commission's call will first require an engaged response from educators. It is recommended that a global network be established linking key persons in schools and university faculties who will take responsibility for activating curriculum and community response to the Commission's call and, in the first instance, engage themselves in civic integrity development to acquire facilitator competencies.
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Lew, Marna R. "Building an educational community : the participation of international graduate students in civic engagement projects." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99731.
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In the next few years, the number of international students, including graduate students, in Canada is expected to increase considerably (Cudmore, 2005). Simultaneously, recent funding cuts to higher education in a more neoliberal policy climate leave these students with fewer services to facilitate their integration into the host community (Hellsten & Prescott, 2004; Trice, 2004). One important way in which students become integrated is by participating in civic engagement projects. This study examined how, in the current policy climate, international graduate students are taking part in such projects.Based on semi-structured interviews with six international graduate students in the field of education in Quebec, the study showed that students embraced a more Deweyan perspective of education and successfully participated in civic engagement projects despite many challenges, such as an academic culture that provides little active support for their involvement in civic engagement activities. The study concludes with recommendations so that universities can provide such support.
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Suhonen, Riikka. "Youth civic engagement in Bhutan: Obedient citizens or social activists?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23721.
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People’s participation in their own development is at the core of Communication forDevelopment. This study explores the potential and barriers for youth civic engagementespecially among the urban youth in Bhutan, a newly democratised country in theEastern Himalayas. Youth Initiative (YI), a project begun in the fall of 2013 by a groupof local youth and mentored by a local civil society organisation, the Bhutan Centre forMedia and Democracy, was chosen as the case study.The study analyses how and in which arenas youth enact their citizenship inBhutan; how young people themselves see their opportunities to participate indemocratic processes, analysing social, cultural and political factors influencing theirparticipation; whether their civic participation is critical or conforming to the existingsocial structures; how could Facebook foster democratic culture and youth civicengagement; and what is the link between youth civic engagement and social capital.Data were collected through three (3) focus group discussions with youth andnine (9) qualitative interviews with founders or steering committee members of the YI.The 19 young participants of the focus group discussions were between 17 to 28 yearsold, two of the groups consisting of YI representatives and one of unemployed youth.The interview data together with relevant textual sources were analysed through theconceptual framework of participatory democracy and social capital. Three distinctthemes could be identified through the qualitative thematic analysis: 1. Youth agency inthe public sphere; 2. Inequality and corruption; and 3. Cultural change. Particularlyinformal cultural barriers, such as respecting authorities and the lack of democraticculture to have an equal, critical dialogue in the public sphere were seen as mainobstacles for youth civic engagement in Bhutan.The findings indicate that youth civic engagement is a crucial component instrengthening social capital, particularly mutual trust across different groups andgenerations of people. The study argues that it is possible to create a space for intergenerational dialogue that encompasses and respects the diverse, but overlappingspheres of youth agency, democratic communication and social harmony.
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Jackson, Frances Vinell. "Millennial Generation College Students' Participation in Civil Rights Causes." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7153.
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Similar to other generations, millennials are attracted to organizations whose causes align with their interests, yet millennial college students' participation in nonprofit voluntary organizations is declining in the United States. Little academic literature explores the causes for the declines in participation, particularly related to civil rights organizations on college campuses. As a result, grassroots civil rights organizations are viewed as dying. Using Howe-Straus' generational theory as a foundation, this case study was to gain the perspective of 20 millennial generation students born between 1980 and 2000 on three college campuses and three civil rights organizations in the southeastern United States. Data were collected from 20 millennial generation students in two phases. Participants completed Clary and Snyder's volunteer functions inventory prior to being interviewed with a focus on understanding the factors that motivate or serve as a disincentive for the millennial generation to volunteer in civil rights organizations on campus. Survey data were analyzed using descriptive statistics; interview data were transcribed, inductively coded, and subjected to a thematic analysis procedure. Findings indicate that participants perceive that civil right organizations overlooked opportunities to engage in effective outreach and recruitment of millennial students by focusing on causes that are perceived to be of value to this population. Furthermore, organizations underutilize millennial-friendly outreach, including use of social media campaigns. The positive social change implications stemming from this study include recommendations to engage in recruitment activities that are appealing to the millennial generation in order to garner the contributions of this population of students.
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高馨 and Hing Monica Esther Kao. "Civic engagement and the policy process in Hong Kong: the case of the west Kowloon cultural district." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41013207.
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Flores, Jennifer. "A Service-Learning Project and Civic Engagement for At-Risk Elementary Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6202.
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An urban elementary school in the city of Phoenix showed little evidence of using active learning even though active learning is a best practice to create engaged citizens. The purpose of this study was to investigate whether participating in a 3-week service-learning project improved civic engagement among at-risk elementary students. The theoretical foundation for this study was the constructivist learning theory, which states that students learn and create meaning by being active participants in their own learning. The research questions asked if completing a 3-week service-learning project showed a statistically significant difference in civic engagement for at-risk tutorial students at the school and whether there was a statistically significant grade level interaction effect. The Civic Responsibility Survey for K-12 Students Engaged in Service was used to gather quantitative data for this quasi-experimental design. The sample consisted of 162 students and was limited to the number of students enrolled in first through fourth grades in the 2016-2017 school year. Descriptive statistics and an analysis of covariance was conducted to determine the effect of participation in a service-learning project on reported civic engagement outcomes. There was no statistically significant difference in civic engagement after students participated in a service-learning project compared to students who did not participate. There was, however, a statistically significant difference in civic engagement scores between Grade 3 and Grade 1 and Grade 3 and Grade 4. A 3-day professional development was created for teachers as a result of this study. This may influence positive social change by creating active learning experiences for students at the school, which may lead to greater civic engagement, improved teacher-student relationships, and higher academic achievement.
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Jakubowski, Susan L. "Public Participation in Urban Development: Case Studies from Cincinnati, Ohio." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397736487.
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JUNIOR, CLORISVAL GOMES PEREIRA. "CIVIC TECHNOLOGIES AND DIGITAL SOCIAL INNOVATION: DESIGN CHALLENGES IN THE NEW TERRITORIES OF CITIZEN PARTICIPATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31138@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Nesta pesquisa, investigamos como diferentes organizações da sociedade civil utilizam tecnologias de rede e mídias digitais para promover a participação cidadã em torno de questões de interesse público com foco em inovação social e sustentabilidade. Inicialmente, ressaltamos a urgência da transição para modos de vida mais sustentáveis e argumentamos a importância da participação cidadã neste processo. Neste sentido, descrevemos o cenário global e emergente das tecnologias cívicas observando as principais estratégias adotadas por organizações da sociedade civil para promover a participação cidadã e destacamos a potência das iniciativas de inovação social digital lideradas por organizações colaborativas, agregadas em torno de tecnologias livres, conhecimento aberto, redes abertas e dados abertos. Em seguida, apresentamos um mapeamento de diversas iniciativas de tecnologias cívicas implantadas no Brasil, durante a primeira metade da década de 2010. Com base nas iniciativas observadas, analisamos as estratégias organizacionais e tecnológicas dos novos territórios de participação cidadã no país e exploramos práticas de design de mídias digitais que podem contribuir para o desenvolvimento de processos de inovação social e inovação cidadã. Para concluir, discutimos a importância de estratégias e práticas abertas, colaborativas e ativistas de design de mídias digitais para apoiar a construção de sentidos sobre questões de interesse público e para promover a participação cidadã em direção a modos de vida mais sustentáveis.
In this research, we investigate how different civil society organizations use network technologies and digital media to promote citizen participation around issues of public interest with a focus on social innovation and sustainability. Initially, we emphasize the urgency of the transition to more sustainable ways of living and argue the importance of citizen participation in this process. In this sense, we describe the global and emerging scenario of civic technologies observing the main strategies adopted by civil society organizations to promote citizen participation and highlight the power of initiatives of digital social innovation led by collaborative organizations, assembled around open technologies, open knowledge, open networks and open data. Next, we present a survey of several civic technologies initiatives implemented in Brazil during the first half of the 2010 decade. Based on the observed initiatives, we analyze the organizational and technological strategies of the new territories of citizen participation in Brazil and discuss some explorative digital media design practices that could contribute to processes of social innovation and citizen innovation. To conclude, we discuss the importance of open, collaborative and activist digital media design practices to help making sense around issues of public interest and to promote citizen participation towards more sustainable ways of living.
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Katz, Meredith Ann. "The Politics of Purchasing: Ethical Consumerism, Civic Engagement, and Political Participation in the United States." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29661.
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Although the United States is the worldâ s leading consumer nation, limited empirical research exists on the relationship between consumer choices and political participation. This study provides the first quantitative analysis of the demographic characteristics, motivations, and political activities of political and ethical consumers in the United States. Ethical consumers are broadly defined as socially responsible consumers including the subset of political consumers. Political consumers, while also socially responsible, are primarily concerned with achievement of political or social change through purchasing decisions. While political and ethical consumers engage in similar behaviors, the distinguishing factor between the two is motivation. Participation in both political and ethical consumerism is measured through buycotting (intentionally purchasing) or boycotting (intentionally abstaining from purchasing) of particular products or companies.
Based on data from the 2002 National Civic Engagement Survey II, this study finds income and education significantly predict participation in political and ethical consumerism, while race and gender do not. Across political parties, the stronger a respondentsâ political affiliation, the less likely they are to boycott or buycott. This study also finds the primary motivation of participation for 80 percent of boycotters and buycotters is altruistic (ethical consumerism) rather than the achievement of political objectives (political consumerism). Additionally, political and ethical consumers indicate little belief in the ability for their purchases to alter business practices and do not consider their actions a part of organized campaigns. Political and ethical consumers are politically active and individuals who contact public officials, protest, and sign email or written petitions are significantly more likely to boycott or buycott than those who do not. In lieu of these findings, suggestions are offered to consumer-activist groups and social change organizations concerning rationales of consumer motivation and political engagement in the hopes this information will be utilized to mobilize a broader base of citizen-consumers.Ph. D.
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Wu, Haorui. "Post-Wenchuan earthquake rural reconstruction and recovery in Sichuan China : memory, civic participation and government intervention." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50340.
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Burd, Leo. "Technological initiatives for social empowerment : design experiments in technology-supported youth participation and local civic engagements." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42171.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.Page 226 blank.
Includes bibliographical references (p. 217-225).
Never in history has the world seen so much discrepancy in wealth, power and living conditions. Believing that information and communication technologies can help address this issue, governments and funding organizations have been investing in bringing computers and internet connectivity to underserved communities. Unfortunately, many of those initiatives end up privileging the community residents who were the most visible, literate or active, leaving behind those who would need additional support and reinforcing even more the status quo. In order to foster a more democratic and participatory society, it is important to create initiatives that are more inclusive and empower individuals to control their own development. In this thesis, I propose a framework for the design and analysis of technological initiatives for social empowerment and I apply the framework in the implementation of two initiatives that focus primarily on youth participation and local civic engagement. In the Young Activists Network initiative, I worked with youth technology centers from different parts of the world organizing young people to become agents of change in the places where they live. In spite of the localized successes, the Young Activists Network approach required so much effort from our partner community organizations and volunteers that it would be virtually impossible to sustain it over time and scale it to other sites. Based on the lessons learned, I started the What's Up Lawrence project, an initiative that aimed at building a self-reinforcing, city-wide network to help young people in the organization of personally meaningful community events.
(cont.) In order to support such a network, I built What's Up, a neighborhood news system that combines the power of the telephone and of the web to make it easier for young people to share information, promote community events, and find out what is happening in their region. This thesis provides a detailed description of these initiatives. It also highlights the main technical, educational and organizational elements that have to be considered in the implementation of technological initiatives for social empowerment and suggests the creation of a special organization to help in the adoption and refinement of such initiatives.
by Leo Burd.
Ph.D.
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Polson, Edward Clayton Bader Christopher David. "Cultivating the common good civic life and religious contexts in American society /." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5306.
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陳倩庭 and Sin-ting Sandy Chan. "Urban governance and civic participation in the provision of public open space: the case of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250865.
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Steffen, Joshua Samuel. "A multiple case analysis of museum participation in community visioning connecting civic engagement and entrepreneurial social infrastructure /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 725 p, 2009. http://proquest.umi.com/pqdweb?did=1654501041&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Chan, Sin-ting Sandy. "Urban governance and civic participation in the provision of public open space the case of Hong Kong /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250865.
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