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Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Social participation.'
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Journal articles on the topic "Social participation":
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Teshaboyeva, Sh. "Social Considerations For Women's Participation." American Journal of Social Science and Education Innovations 03, no. 03 (March 8, 2021): 32–35. http://dx.doi.org/10.37547/tajssei/volume03issue03-05.
Gutz, Lea, Charlotte Küpper, Babette Renneberg, and Michael Niedeggen. "Processing social participation." NeuroReport 22, no. 9 (June 2011): 453–58. http://dx.doi.org/10.1097/wnr.0b013e3283476b67.
Shetgovekar, Suhas. "Social Psychology and Social Issues: Students’ Participation in Bridging the Gap." Indian Journal of Youth and Adolescent Health 05, no. 04 (December 11, 2018): 11–14. http://dx.doi.org/10.24321/2349.2880.201822.
Shchur, A. L., A. M. Fedorov, and I. O. Datyev. "Social networking services and E-participation." Transaction Kola Science Centre 11, no. 8-2020 (December 16, 2020): 196–98. http://dx.doi.org/10.37614/2307-5252.2020.8.11.030.
The report discusses various ways of using open data arrays of social networks as an application tool in the framework of the e-participation initiative as an integral part of a democratic administeringat the municipal and regional levels. Some prospects for their further research are also being discussed.
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Fugen, Yasuyuki. "Faith and Social Participation." JOURNAL OF INDIAN AND BUDDHIST STUDIES (INDOGAKU BUKKYOGAKU KENKYU) 34, no. 2 (1986): 600–603. http://dx.doi.org/10.4259/ibk.34.600.
Hamilton, David, and David Fauri. "Social Workers′ Political Participation." Journal of Social Work Education 37, no. 2 (April 2001): 321–32. http://dx.doi.org/10.1080/10437797.2001.10779057.
Dissertations / Theses on the topic "Social participation":
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Zhghenti, N. "Social Movement Participation and Social Protest in Georgia." Doctoral thesis, Università degli Studi di Milano, 2015. http://hdl.handle.net/2434/259780.
There is a long-lasting debate on reasons and causes of social movement participation. Scholars suggest different explanations from the perspective of one or another theory. However, the theoretical and empirical fact is that there is a dearth of sociological literature on systematic, integrated approach covering multiple factors from different levels of movement participation. To address this problem and contribute to the comprehensive multifactored Model, the objective of this paper is to develop a Model of movement participation, which is based on theoretical and empirical analysis. In the framework of this paper a Model of movement participation is developed which further is tested in Georgian social protests in a particular period. In this way the generated and further developed Model is not only analyzed in context of the corresponding literature but also examined in a practical setting. Due to novelty of the study, qualitative approach has been applied. Overall, research proved theoretical and empirical application of the Model(s). The study is an important contribution to the sociological literature on social movements.
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Côté, Gilles. "La participation des acteurs sociaux à l'évaluation et au suivi des impacts environnementaux et sociaux : le cas du complexe industriel d'Alcan à Alma /." Thèse, Chicoutimi : Rimouski : Université du Québec à Chicoutimi ;. Université du Québec à Rimouski, 2004. http://theses.uqac.ca.
Thèse (D.D.R.) -- Université du Québec à Chicoutimi, conjointement avec l'Université du Québec à Rimouski, 2004. Bibliogr.: f. [363]-377. Document électronique également accessible en format PDF. CaQCU
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KOUTSOGEORGOU, ELENI. "SOCIAL RELATIONSHIPS AND SOCIAL PARTICIPATION OF WOMEN WITH DISABILITY." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/640911.
Aim: The aim of this study was to explore structural, functional, and cognitive characteristics of social relationships of women across and within three types of disability, as well as aspects of their social participation in the wider community – barriers and facilitators of their social and physical environment in that respect. The three types of disability explored were: sensory (deafness), physical (inability to move lower limbs), and mental (psychotic disorder).
Methods: In the study participated 30 women – 10 per type of disability – aged 22-44, living in the metropolitan area of Milan (Italy), and having at least one role of relative autonomy. Qualitative semi-structured face-to-face interviews were conducted. All interviews were held in Italian language [or Italian Sign Language (LIS) for six deaf participants], and were audio recorded and transcribed verbatim. Data analysis was conducted using the template analysis technique of thematic analysis. Comparisons within and across the three types of disability were performed as well.
Main findings: The findings highlighted barriers that women with disability face within their social and physical environment. In specific, it emerged that women with mental disability faced prejudice, discrimination, stigmatisation, and/or lack of empathy towards them from other people of the wider population which hinder their social participation. All women with physical disability faced barriers to social participation related to numerous accessibility hindrances of the physical environment, and most of them had also faced prejudice and mentality barriers towards them from persons of the wider population. Women with sensory disability encountered mostly barriers for social participation related to lack of resources for communication with people of the general population, whether in private or public places, when there is no sign language interpreter or subtitles, while they have also limited opportunities for employment compared to hearing persons. From comparison across types of disability various common patterns emerged. Women with mental disability appeared to have the lowest level of social participation, whereas women with physical disability the highest.
Conclusion: It appears compelling to focus on the exploration of aspects of the social relationships and social participation of persons with disability since the barriers they face relevantly are numerous, multi-faceted and related to their personal and social development. The biopsychosocial model of health and disability could be employed towards the goal of full social inclusion.
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Di, Gennaro Corinna. "Social capital and political participation in Britain." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410775.
Scott, Clare. "Emotion processing and social participation following stroke." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=158463.
This thesis explores the links between emotion processing and social participation in the acute and chronic phases of stroke. Three aspects of emotion processing are examined: 1) Emotion Perception 2) Emotion Regulation 3) Depression and Anxiety. Social Participation refers to engagement in life situations including a range of social activities and social networks. Stroke survivors are known to experience a reduction in social participation, independently of activity limitations. The current research tests the hypothesis that impairments in any of the aspects of emotion processing may affect social participation. Previous research has established that following stroke, difficulties in emotion perception and depression and anxiety occur, but there is little research on post stroke emotion regulation difficulties. While the link between post stroke depression and anxiety and social participation has been explored, this is not the case with emotion perception or emotion regulation. In a pilot study, emotion processing and social participation measures were administered to stroke patients. Emotion processing difficulties were shown to occur in stroke survivors and were significantly correlated with social participation. In the main study participants’ emotion processing, social participation and activity limitations were assessed at 2 and 18 months post stroke. In the acute phase, all three aspects of emotion processing correlated with social participation, but only emotion regulation predicted social participation restrictions independently of activity limitations. In the chronic phase, emotion processing correlated with social participation, with emotion regulation and depression predicting social participation independently of activity limitations. Further analyses revealed acute phase problems with emotion perception predicted chronic phase social participation limitations, while acute phase social participation restrictions predicted chronic phase depression and emotion regulation. These findings highlight the importance of the links between emotion processing and social participation post stroke. Future research priorities in this field are outlined.
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Carr, Jenni. "Discourses of widening participation and social inclusion." Thesis, Open University, 2006. http://oro.open.ac.uk/21326/.
This thesis explores the relationship between policies and initiatives designed to widen participation in post-compulsory learning and notions of social inclusion. Whilst both widening participation and social inclusion can be viewed as distinct policy areas, the focus for this research are the links between the two, the impact that these links have on the development of specific education policy initiatives and what that means for those implicated in these initiatives. This thesis begins with an examination of the way in which notions of social exclusion, lifelong learning and widening participation are constructed in policy texts and practices. I argue that dominant discourses of social inclusion, which emphasise equality of opportunity brought about through participation in paid employment, lead to an under-valuing in policy terms of learning programmes that seek to promote the wider benefits of learning. I also argue, however, that the potential exists for practitioners and learners to resist and subvert these dominant discourses. Drawing on the work of Bacchi (2002) I highlight how, through theorising the ‘spaces for challenge’, analysts can examine processes of micromanipulation – the unique ways in which marginalised people or groups raise problems or attempt to influence any agenda. Adopting a Foucauldian genealogical approach I explore the ways in which a specific widening participation initiative, that of Adult Learners’ Week (ALW), has been used by practitioners to both engage potential learners and influence Government policy. The range of data drawn on includes archive material relating to the ALW initiative; policy texts and documents; interviews with practitioners and learners involved with ALW and other widening participation initiatives; and, participant and non-participant observations of interactions between practitioners involved in planning for and delivering ALW. In this thesis I use the ALW themes of ‘Community, Culture and Citizenship’, ‘Equality and Diversity’ and ‘Skills for Life’ to explore examples of micromanipulation identified in the analysis of these data. This thesis concludes with reflections on the usefulness of adopting a genealogical approach and a discussion of the lessons that can be learned from the examples of micromanipulations discussed, including the challenges to widening participation that persist.
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Clark, W. Andrew, Peter Hriso, and Craig A. Turner. "Encouraging Student Participation In Social Entrepreneurship Opportunities." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2498.
Social entrepreneurs utilize the traits of commercial entrepreneurs; organizational abilities, opportunity identification, combining resources in novel ways, willingness to accept and manage risk and explosive growth or returns, to create enterprises that return high social value. As educators, we see opportunities where entrepreneurial skills can be applied to education, not-for-profit organizations, government offices and programs and philanthropic concerns and create service learning opportunities for students beyond the boundaries of the university. Many of us involved in higher education are frustrated with students who do not attend class, turn in assignments late or exhibit a lack of effort in classes where they pay tuition and receive a grade. It is a challenge, therefore, to gain the involvement of students in social entrepreneurship efforts where the reward (grade, pay or recognition) is not immediate or minimal and the trade-off (time management for their schedule) may be more fun or financially rewarding. This paper discusses the evolution for the process of enlisting student involvement in two distinct social entrepreneurship programs at our university.
The first program involves linking university skill sets in the arts, digital media, technology and project management to the planning, implementation and evaluation of a regional arts and music festival held in the city where our university operates. Students involved in this social entrepreneurial venture work with community volunteers, city government officials and local business owners for a period of nine to ten months. In the first two years of sponsoring this program the strategy has evolved from enlisting the help of a student technology club (Edge Club, Digital Media) to working with a small volunteer student team (3 to 4 students). In each case, the organization or student team that worked on the project received no academic credit for the work involved beyond enhancement of their resume. Initial enthusiasm was high but tended to decline as the time horizon for finishing the project extended beyond the current semester and other activities or demands competed for the students’ participation.
The second program also utilizes a student organization (Students In Free Enterprise, SIFE) to work on social entrepreneurship projects. In SIFE we have found that the students prefer projects that entail an afternoon of preparation for a short presentation, or service within a 3-4 day period. In that this group is involved in a “competition” with SIFE teams from other institutions at the end of the year, it is important that they seek projects that will differentiate themselves. The short-term projects that they prefer do little to accomplish this differentiation. The projects that truly differentiate are those that require a high degree of preparation for an event that culminates at the end of the semester, or even the following year.
To that end, all students of this select team are required to create a long-term project that they will spearhead throughout the year. This leads to an escalation of commitment due to their “ownership” of that project. They are also required to assist another team member on their long-term project. Their efforts on these projects tend to be greater in that they realize that the other members will be assisting them on their project and they want to receive a conscientious effort from their teammates. This synergistic performance enhances both the number and quality of the projects. Using this method, we typically create 5 to 6 viable projects each year. Most teams that we compete with tend to have one major project per year. Using this system our university team has completed an average of 10 projects per year for presentation, of which 2 to 3 have been major projects.
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Theobald, Maryanne Agnes. "Participation and social order in the playground." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29618/1/Maryanne_Theobald_Thesis.pdf.
This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.
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Theobald, Maryanne Agnes. "Participation and social order in the playground." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29618/.
This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.
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Fumagalli, Elena <1979>. "Three essays in health and social participation." Doctoral thesis, Università Ca' Foscari Venezia, 2010. http://hdl.handle.net/10579/947.
The first chapter investigates how social participation of young children is affected by ethnic diversity. We find that segregation have a non negative effect on social participation, while fractionalization have a non positive effect. The latter is stronger when spontaneous participation is taken into account. The endogenous sorting problem is tackled by using an IV strategy.
The second chapter is an evaluation of the folic acid fortification of cereals in the USA. Our estimates suggest an in increase of serum folate concentration. We compute quantile treatment effect finding a variability in the impact distrubution. Finally, we correct our findings by controlling for the change in dietary patterns.
In the third chapter we analyze the prevalence of obesity in Egypt finding an increasing trend between 1992 and 2005 and a small decline after 2005. Our estimates show a positive correlation between high BMI and socio economic status as well as a positive age effect and a negative cohort effect. Il primo capitolo analizza l’effetto della eterogeneità etnica sulla partecipazione sociale degli adolescenti. I nostri risultati mostrano che la segregazione ha un effetto non negativo sulla partecipazione sociale, mentre l’effetto della frazionalizzazione è non positivo. Il secondo risultato è più charo se consideriamo la partecipazione spontanea. Il problema di endogeneità nella scelta dell’abitazione è risolto con il metodo delle variabili strumentali.
Il secondo capitolo è una valutazione della fortificazione con acido folico dei cereali in USA. Le nostre stime suggeriscono un aumento della concentrazione di folato nel siero. Calcoliamo inoltre i “quantile treatment effects” che dimostrano una variabilità dell’impatto della politica. Infine, correggiamo i nostri risultati controllando per i cambi nella dieta.
Nel terzo capitolo si analizza la prevalenza dell’obesità in Egitto. Riscontriamo un aumento tra il 1992 e il 2005 e una leggera diminuzione nel 2008. Le nostre stime mostrano una correlazione positiva tra un elevato indice di massa corporea e lo status socio-economico, un effetto età positivo e un effetto di coorte negativo.
Bailey, Elizabeth Anne. Political Participation on Social Media. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65221-0.
Carvalho, Maria do Carmo A. A. Participação social no Brasil hoje. São Paulo, SP: Pólis Assessoria, Formação e Estudos em Políticas Sociais, 1998.
Book chapters on the topic "Social participation":
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Hyyppä, Markku T. "Social Participation." In Healthy Ties, 39–42. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9606-7_4.
Fudge Schormans, Ann. "Social Participation." In Encyclopedia of Quality of Life and Well-Being Research, 6135–40. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2779.
Whitney, Rondalyn V., and Varleisha D. Gibbs. "Social Participation." In Raising Kids with Sensory Processing Disorders, 115–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237518-11.
Whitney, Rondalyn V., and Varleisha D. Gibbs. "Social Participation." In Raising Kids With Sensory Processing Disorders, 129–42. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237501-12.
Li, Yue, Qiushi Feng, Haiyan Zhu, Matthew E. Dupre, and Danan Gu. "Social Participation." In Encyclopedia of Gerontology and Population Aging, 4592–601. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_647.
Li, Yue, Qiushi Feng, Haiyan Zhu, Matthew E. Dupre, and Danan Gu. "Social Participation." In Encyclopedia of Gerontology and Population Aging, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-69892-2_647-2.
Li, Yue, Qiushi Feng, Haiyan Zhu, Matthew E. Dupre, and Danan Gu. "Social Participation." In Encyclopedia of Gerontology and Population Aging, 1–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69892-2_647-1.
Bochel, Catherine, and Hugh M. Bochel. "Participation." In The UK Social Policy Process, 159–77. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-22095-0_8.
Cressey, Peter. "Employee participation." In The Social Dimension, 85–104. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23062-4_5.
Soares, Carla Danielle Monteiro, and Luiz Antonio Joia. "The Influence of Social Media on Social Movements: An Exploratory Conceptual Model." In Electronic Participation, 27–38. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22500-5_3.
Conference papers on the topic "Social participation":
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Baker, Steven, Jenny Waycott, Sonja Pedell, Thuong Hoang, and Elizabeth Ozanne. "Older People and Social Participation." In the International Symposium. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2996267.2996271.
Downs, John, Frank Vetere, and Wally Smith. "Differentiated Participation in Social Videogaming." In OzCHI '15: The Annual Meeting of the Australian Special Interest Group for Computer Human Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2838739.2838777.
Alarabiat, Ayman, and Delfina Sá Soares. "Electronic Participation through Social Media." In ICEGOV '15-16: 9th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2910019.2910109.
Alarabiat, Ayman. "Electronic Participation Through Social Media." In ICEGOV '15-16: 9th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2910019.2910090.
Pitogo, Vicente A., and Christine Diane L. Ramos. "Social media enabled e-Participation." In ICEGOV 2020: 13th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428502.3428581.
Asad, Mariam, and Christopher A. Le Dantec. "Illegitimate Civic Participation." In CSCW '15: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2675133.2675156.
Shneiderman, Ben. "A National Initiative for Social Participation." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1518701.2167144.
"Participation, social changes and inclusive design." In The 10th EAAE/ARCC International Conference. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315226255-41.
Luciano, Edimara Mezzomo, Guilherme Costa Wiedenhöft, and Fabio Pinheiro dos Santos. "Promoting social participation through digital governance." In dg.o '18: 19th Annual International Conference on Digital Government Research. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209281.3209376.
Dezuanni, Michael, Marcus Foth, Kerry Mallan, and Hilary Hughes. "Social Living Labs for Digital Participation." In DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2908805.2913016.
Hong, Harrison, Jeffrey Kubik, and Jeremy Stein. Social Interaction and Stock-Market Participation. Cambridge, MA: National Bureau of Economic Research, July 2001. http://dx.doi.org/10.3386/w8358.
Bursztyn, Leonardo, Alessandra González, and David Yanagizawa-Drott. Misperceived Social Norms: Female Labor Force Participation in Saudi Arabia. Cambridge, MA: National Bureau of Economic Research, June 2018. http://dx.doi.org/10.3386/w24736.
Hourani, Sami. Youth Participation, Employment and Social Enterprise: Case study – FORSA Portal for Education. Oxfam, March 2020. http://dx.doi.org/10.21201/2020.5846.
López Salinas, Anabel. Exploring Transnational Economic, Social, and Political Participation of Mexican Immigrants in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2699.
Harris, Anita, Kim Lam, Michael Hartup, Philippa Collin, and Amanda Third. Social Cohesion and Participation in a Digital Age for Diverse Young Australians. Centre for Resilient and Inclusive Societies, 2022. http://dx.doi.org/10.56311/qkni2093.
Borsch-Supan, Axel. Incentive Effects of Social Security on Labor Force Participation: Evidence in Germany and Across Europe. Cambridge, MA: National Bureau of Economic Research, November 1998. http://dx.doi.org/10.3386/w6780.
Heckman, James, and Jeffrey Smith. The Determinants of Participation in a Social Program: Evidence from a Prototypical Job Training Program. Cambridge, MA: National Bureau of Economic Research, July 2003. http://dx.doi.org/10.3386/w9818.
Curry, Kevin. Politics in the Social Media Era: The Relationship Between Social Media Use and Political Participation During the 2016 United States Presidential Election. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6390.
Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence from Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/basic.2022.013.
Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. This paper seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, and to identify opportunities for future research and learning.
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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence From Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.026.
Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. Approaches to accountability are usually researched and analysed separately as part of social protection, humanitarian, or governance (citizenship) responses in fragile contexts. This brief therefore seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, as well as to identify opportunities for future research and learning.
