Rozprawy doktorskie: „Community groups”

1

McCartney, Richard. "Community building through small groups". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

Sterling, Dearld Blake. "Creating Christian community through small groups". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Baird, Thomas Stephen. "The church of small groups restoring biblical community through cell groups /". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Green, Roger. "Marginalised groups and community development : inclusion through community need profiling". Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365933.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Hull, Terry. "The context of community the value of small groups to the church /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

Rosa, S. Robert. "Enhancing community life at Ashland Theological Seminary moving from pseudo community to authentic community /". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Leever, R. Timothy. "The role of cell group community in reinforcing preaching". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0570.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Madden, Thomas F. "A program for personal spiritual formation in a Christian community". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Kao, John Yun-Han. "A manual for growth group leaders of Toronto Chinese Community Church". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Soukup, Charles. "Communicative performance in a multi-media computer-mediated community". [Lincoln, Neb. : University of Nebraska-Lincoln], 2000. http://international.unl.edu/Private/2000/soukupdis.pdf.

Pełny tekst źródła

Streszczenie:

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2000.
PDF text: [4] leaves table of contents and acknowledgments, [3] leaves abstract, 244 leaves dissertation : col. ill. Includes bibliographical references (leaves 218-239 of dissertation).

Style APA, Harvard, Vancouver, ISO itp.

11

Landvogt, Kathleen Susan. "Transforming talk in community-based feminist groupwork /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18169.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Steger, G. Kevin. "A process for building spiritual community". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Kozler, Steven J. "The renewal of community in parish life towards an ecclesiology of communion /". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Underhill, Parker Heather. "Focus groups : a model for change for community organizations". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100242.

Pełny tekst źródła

Streszczenie:

The purpose of this study was to examine whether focus groups with participation from key stakeholders in the community could identify specific areas that required change in a non-profit community organization. Findings would also provide important feedback for the Board of Directors of a non-profit community organization. Two focus groups were held. One group consisted of nine community stakeholders and in the second focus group six past users of the service participated. Participants gave their comments on program strengths, weaknesses, opportunities and threats in a semi-structured interview using grounded theory in a qualitative format. Program strengths included the community residence for teens and interventions with the family. This thesis will discuss the key findings from the research, its impact on the management of a non profit agency and the challenges for the researcher. This study will also discuss the use of focus groups as a methodology for conducting organizational research, implications for social work practice and future research.

Style APA, Harvard, Vancouver, ISO itp.

15

Harley, Julie Ruth. "Developing Christian community through small groups at the Union Church of Hinsdale, Illinois". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

Lagrone, James W. "The use of community groups to facilitate growth in First Southern Baptist Church of Bryant, Arkansas". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Miskelly, Clodagh. "Community storytelling using hypermedia". Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392804.

Pełny tekst źródła

Streszczenie:

This thesis investigates how community groups make use of hypermedia technology to tell their stories. Hypermedia software can enable multimedia and multi-linear production which brings new modes of expression and approaches to organising material which can lead to new ways of telling a community story. Using Ricoeur's consideration of the role of imagination in social action, it is argued that storytelling is an important process in maintaining and strengthening community. A review of community media production reinforces this argument that story is integral to community experience and action and considers how this is influenced by choice and engagement with media technology. Hypermedia as both a technology and a form for community representation and story as well as approaches for facilitating the use of hypermedia software in community or participatory media production are explored through a hypermedia storytelling project with St Paul's Carnival Association, Bristol, UK. This project was both observed and facilitated by the author which allowed privileged access to the emerging process. Different methodological approaches were required to accommodate these different roles. Facilitation approaches were borrowed from participatory development and community media which favour participant-led processes. The approach to observation borrows from ethnomethodology in that it favours the participants' accounts of their production and is influenced by Certeau's account of tactical and strategic activity. Analysis of the case study suggests that hypermedia technology can be used to produce rich representations of community experience. Theprocess of production is shaped in particular ways by choice of media, context of production and motivations of participants. Particular attention is drawn to the following aspects: • How hypermedia story making relates to community identity and action including the dynamic between individual and collaborative practices and motivations; • the process of storymaking as a community project including participants' tactical engagement with both story and technology; • the form of the emerging hypermedia community story in particular the collage-like nature of hypermedia production and the appropriateness of this form for the partial and provisional nature of community story; • the role of the facilitator; Suggestions are made for a framework for community-based hypermedia production

Style APA, Harvard, Vancouver, ISO itp.

18

Johnson, Richard G. "Community Journalists and Personal Relationships with Sources and Community Organizations". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3258.

Pełny tekst źródła

Streszczenie:

Community journalists, most of whom work and live in small towns, are likely to create personal relationships with sources and local organizations because of their proximity and involvement in the community. Such relationships may raise ethical questions that explore how journalists manage personal ties in the community. Using a grounded theory approach, the researcher analyzed 15 qualitative, in-depth interviews, this research examined ways in which journalists in six Western communities weigh their personal relationships against traditional journalism norms such as objectivity and detachment. Analysis of these interviews found community journalists fear conflicts of interest, and many of the interview subjects said that if they know a source personally or are a member of an organization, they often try to rescue themselves from coverage of a story. The research also explored ways in which the community journalists take advantage of their community involvement, especially as it pertains to gathering information and developing sources. Respondents were asked how they suggested a reporter balance membership in the local dominant faith with coverage of church issues. The community journalists who were interviewed mostly did not see a conflict between membership in The Church of Jesus Christ of Latter-day Saints and coverage of church issues. Analysis also showed that the editors had few policies governing community involvement, instead relying on reporters' personal judgment and counsel from leadership—while examining each case individually based on its prominence. Finally, this study attempted to explore the differences in community involvement between smaller and larger community newspapers. However, the research suggests that other causes, such as demographics, roots and ties to the community, leadership, and formal training, may play an equal role in encouraging involvement.

Style APA, Harvard, Vancouver, ISO itp.

19

Makris, Julia. "Agnatic groups and spiritual kinship in a Cretan village community". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385579.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Veloso, Gelson. "Community of Communities : Platform for political empowerment of permaculture groups". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-46100.

Pełny tekst źródła

Streszczenie:

This research investigates the potential of digital platforms to broaden the scope of action and empower permaculture communities in their attempt to challenge the capitalist mode of production regarding topics such as food harvesting and consumption patterns. It draws on Manzini’s (2018) critique of neoliberalism and his discussion on designing for social innovation, which suggests focusing on and enhancing existing members' capabilities rather than their needs; fostering cross-collaboration within and among communities; and allowing these collaborations to mature over time. It combines design thinking and co-design to develop further a previously existing proof of concept of a mapping platform that connects permaculture initiatives in Brazil. When it was created in 2018, this platform was tested by potential users who underscored severe usability limitations, and as a result, it was never fully implemented. This thesis discusses such limitations and proposes an improved platform to empower those communities by fostering collaboration beyond individuals and local groups towards regional communities.

Style APA, Harvard, Vancouver, ISO itp.

21

David, Cailean. "Community, Crowdsourcing, and Commerce: WhatsApp Groups for Agriculture in Kenya". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41530.

Pełny tekst źródła

Streszczenie:

WhatsApp’s growing presence in the developing world has led to a grassroots movement of messaging groups designed to serve relevant needs for small scale farmers in Kenya. These groups provide the means for as many as 256 members to ask questions, share experiences and solutions, gain access to information, and access markets for their products. This research project examines the use of these WhatsApp groups for agriculture in Kenya. The project seeks to understand the existing barriers to participation, and the use, benefits, and shortcomings of these groups for their members. Research findings indicated that farmers’ overall access to smart phones is a substantial barrier to their participation in groups for agriculture, and these barriers are expectedly more difficult for the poorest and most vulnerable (in which intersectional poverty creates additional barriers). However, while each group can vary significantly, members report that WhatsApp groups as a whole overwhelmingly benefit their livelihoods and practice. Systemic and societal change occurs when the experiences and successes of one individual are shared with a larger group – leading to rapid and shared prosperity. As each individual learns a new skill, technique, or input, the group must also learn and benefit from that knowledge. WhatsApp provides the means and the platform for this type of information exchange to occur at scale, and with individuals who would otherwise be unlikely to communicate. This research project examines the emerging use of grassroots WhatsApp groups as a potential example of this positive and inclusive approach to extension and development in agricultural communities.

Style APA, Harvard, Vancouver, ISO itp.

22

Black, Jeffrey L. "The implementation and effect of small groups on the growth of New Life Community Fellowship". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

Uprety, Dharam Raj. "Community forestry, rural livelihoods and conflict : a case study of community forest users' groups in Nepal /". Wien : Guthmann-Peterson, 2007. http://www.loc.gov/catdir/toc/fy0804/2008366153.html.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Anderson, Richard F. "Developing community through a ministry of small groups in a small New England Evangelical Free church". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

25

Lucas, Barbara Ann. "Whole-faculty study groups : impact on the professional community of schools /". Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

26

Rosenberg, Stacy R. "Watershed restoration in Western Oregon : landowners, watershed groups, and community dynamics /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190544.

Pełny tekst źródła

Streszczenie:

Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 177-195). Also available for download via the World Wide Web; free to University of Oregon users.

Style APA, Harvard, Vancouver, ISO itp.

27

Bennett, Diana Curren. "Creating authentic Christian community intentional relationships for spiritual renewal /". Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.068-0612.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

28

Rogers, Nina J. L. "Community environment groups and catchment management : an examination of the involvement of community environmental groups in the management of the Northern Adelaide and Barossa Catchment, South Australia /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09AEVH/09aevhr728.pdf.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

29

Jupp, Eleanor Frances. "Making public space : community groups and local participation in Stoke-on-Trent". n.p, 2005. http://ethos.bl.uk/.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Furman, David Tadeusz. "An examination of community in contemporary Evangelicalism". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1187.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Galindo, Kim Blanca. "Variations in disaster aid acquisitions among ethnic groups in a rural community". [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1969.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Jupp, Eleanor Frances. "Making public space : community groups and local participation in stoke-on-Trent". Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435919.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Thompson, Ashland C. "Mothers’ Religious Influence on Children Experiencing Trauma: Haiti Community Clinic Focus Groups". Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1545222668376661.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Miller, Erica Ellsworth. "Creating Community for Parents: Faith, Trauma, and Online Talk". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8972.

Pełny tekst źródła

Streszczenie:

Childhood trauma and stress can lead to widespread changes in brain function that can lead to lifelong learning and living difficulties and disability that impact parental stress levels. Increasingly, parents are turning to social media to find systems of support. This Interpretive Phenomenological Analysis explores the online talk of 17 participants to better understand how they make meaning out of their participation in an online, faith-based parenting community designed for parents raising children with complex trauma exposure. Findings based on the data analysis included five overarching main themes: a) A community of experts; b) The community dethrones the experts; c) The community empowers women to navigate status from victim to warrior; d) The community provides support for members to grieve what seems "irreparably broken;" and e) Participants express faith that God will "mend what is broken." The findings were overlayed on Bronfenbrenner's bioecological theory (Bronfenbrenner & Evans, 2000) to provide a construct for the professionals interacting with parents of children with trauma. Professionals, therapists and religious leaders interacting with parents of children with trauma may want to incorporate a pluralistic, multileveled perspective, recognizing parents' interpersonal conflicts or personal experiences exist in a broader more nuanced system, thus fostering a nuanced and individualized approach to providing support for parents of children with trauma.

Style APA, Harvard, Vancouver, ISO itp.

35

Adams, Kelvin. "The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community". ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/253.

Pełny tekst źródła

Streszczenie:

In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result in increased student achievement and school improvement. The rhetoric is that the changes begin with the federal government, state board of education, local school board, superintendent, and central office, but the reality is that the changes must begin at the doors of the school. In the school, the changes must begin with the staff, students, and the parents. The school community must become alive with learning among the staff, students and parents. The school staff must see themselves as a community of learners, where the entire school learns together. The term used to describe a school where the faculty sees themselves as a community of learners is a "professional learning community" (Hord, 2004, p. 1). The purpose of this study is to determine how one school can become a professional learning community through the implementation of whole faculty study groups and peer observation. Professional learning communities do exist, but the manner in which they are created is nebulous. This study sought to evaluate a senior high school staff as they underwent the process of creating a professional learning community through the development of whole faculty study groups and peer observation. A questionnaire was given to the staff before, during, and after the implementation of peer observation and whole faculty study groups. A comparison was made of the results from the questionnaires over time. Critical incidents create the basis for an action research case study methodology. The critical incidents were ascertained through focus groups.

Style APA, Harvard, Vancouver, ISO itp.

36

Zhang, Kewen. "The computer network-based media and ethnic electronic community /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904877.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

37

Crossen, Kelsey B. "Investigation of Microbial Community Structure and Functional Groups from Thawing Permafrost Peat Incubations". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512033177099274.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Skoien, Petra, i n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups". Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.

Pełny tekst źródła

Streszczenie:

Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.

Style APA, Harvard, Vancouver, ISO itp.

39

Roberts, Anthony Nigel. "Local government relationships with community groups : a case study of Leicester City Council". Thesis, Birmingham City University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497408.

Pełny tekst źródła

Streszczenie:

This thesis examines the relationship between local authorities and community groups existing within their boundaries. This is not a new field and a number of significant studies have been carried out on, for example, the classification of community groups or the community groups of which councillors are members. The previous studies are, however, in excess of twenty years old and they need to be updated to take cognisance of the post modernisation era of local government resulting from the Local Government Act 2000. The principal contribution of this research is to fill a gap in the existing knowledge by developing a typology of all relationships.

Style APA, Harvard, Vancouver, ISO itp.

40

Jarrett, Manuela. "At risk mental state : a comparison between prisoner and community self-report groups". Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/at-risk-mental-state(7c6c6c44-4404-47c7-9311-cc0844dab57e).html.

Pełny tekst źródła

Streszczenie:

Background: Previous research has shown a high prevalence of psychosis in the prisoner population. The aim of this study was to examine feasibility of introducing an early detection service into a prison setting. It is the first study to examine prevalence and correlates of At Risk Mental State in a prison population, and to carry out a comparison between prisoners and a help seeking male community population. Hypothesis: We hypothesised that prisoners with an At Risk Mental State would have higher rates of i) social exclusion, ii) childhood adversity iii) substance misuse and iv) Black Ethnicity compared to prisoners without an at risk mental state and compared to their community counterparts. Method: A two stage procedure was used. New receptions meeting inclusion criteria were screened. Those that screened positive and 7% of those that screened negative underwent further assessment to establish they met criteria for being at high risk of psychosis. In addition, we collected data on socio-demographic variables, childhood adverse life events, alcohol and substance misuse, current criminal justice system information, and history of self harm and attempted suicide. The community sample was comprised of a subset of help seeking males who had sought help for mental health issues from various sources and were consequently assessed by the community early detection team. Results: Of 891 prisoners who were screened, 44% screened positive. We identified a prevalence of 5% at risk mental state and 3% first episode psychosis as well as a large proportion of prisoners with other mental disorder. The prison group did not differ greatly from the community group but did differ from the prison group that were negative at both screen and at second stage assessment. Conclusion: An at risk mental state service in a prison is both feasible and useful, in particular if the remit of identification is broadened to other mental disorder as well as the psychotic spectrum.

Style APA, Harvard, Vancouver, ISO itp.

41

Beatty, Kate, Michael Meit, Megan Heffernan, Paula Masters, Deborah Slawson, Ginny Kidwell, James Fey i Alyssa Lovelace. "Combatting Childhood Obesity: A Call to Action for Community Groups in Central Appalachia". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6834.

Pełny tekst źródła

Streszczenie:

On behalf of the Appalachia Funders Network (AFN), with funding from the Robert Wood Johnson Foundation, East Tennessee State University and NORC at the University of Chicago conducted a study to analyze the current burden of obesity and chronic disease in central Appalachia and identify promising practices and strategies that are having a positive impact on the reduction of obesity in the region. Central Appalachia consists of parts of Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia. Regional recommendations to reduce childhood obesity and improve the overall population’s health were developed based on a review of current literature, a survey, and focus groups with both community groups and funders.

Style APA, Harvard, Vancouver, ISO itp.

42

Schaaf, Rebecca May. "Developing as one : community groups in the construction of wellbeing in northeast Thailand". Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440369.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

43

Skoien, Petra. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365600.

Pełny tekst źródła

Streszczenie:

Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Full Text

Style APA, Harvard, Vancouver, ISO itp.

44

Sproul, Michael D. "Building believers and reaching unbelievers in a young, mobile, and ethnically diverse community through the use of small groups a model for the military chaplain /". Theological Research Exchange Network (TREN) Access this title online, 1995. http://www.tren.com/search.cfm?p066-0003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

Gustafsson, Stina. "The Macroinvertebrate Community in a Nature-like Fishway with Habitat Compensation Properties". Licentiate thesis, Karlstads universitet, Avdelningen för biologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15116.

Pełny tekst źródła

Streszczenie:

Nature-like fishways are often constructed to restore connectivity in streams exploited for hydropower. They also have the potential to compensate for important habitats that have been degraded or lost. The aim of this thesis was to improve knowledge of the concept of nature-like fishway design, with special focus on their habitat compensation potential. This was done by comparing a nature-like fishway with four different habitat types, termed the biocanal, to six nearby natural reference creeks. In paper I the macroinvertebrate colonization of the biocanal was studied and the community composition was compared to that of the natural reference creeks. Furthermore, the potential for the biocanal to contain a diverse macroinvertebrate fauna was investigated. The results showed that the species composition of the benthic fauna in the biocanal was approaching that of the reference creeks and that the different habitat types in the biocanal contributed to the increased family diversity. In paper II the functional organization of the biocanal was studied using the functional feeding group approach. The results showed that after two years, the functional organization in the biocanal resembles that of the natural reference creeks.

Style APA, Harvard, Vancouver, ISO itp.

46

Bradley, Victoria Jane. "Community participation and the village appraisal process in rural England : a case study of Northamptonshire". Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30724.

Pełny tekst źródła

Streszczenie:

A realist approach is developed to enable a detailed interpretation of the process of village appraisals at the national and local level, focusing upon the wider national structures and the ways these are shaped by the distinctive characteristics of individual localities and the people and groups who live there. This study focuses on the county of Northamptonshire, which has a long history of self-help and where village appraisals have been taken up with particular enthusiasm.;Given the shift towards local governance in the past two decades, and a growing emphasis on individual and community responsibility and procedures such as the village appraisal which mobilize local skills and resources and empower rural communities from the structures of government, the study involves a detailed investigation of the relationships which currently exist between the statutory authorities and local communities with specific reference to the village appraisal. Further research using participant observation of over 30 steering group meetings in three case-study villages, supported by a survey of over 300 households and 40 interviews with parish councillors and steering group members, gave detailed insights into the means by which local people were availed of the opportunity to participate in the village appraisal process and to shape its content and structure.;The key conclusions indicate that significant tensions are evident in the attitudes of local government agencies, particularly in how they might participate in the village appraisal process and what forms that participation should take. At the local level, the notion of participation, seen as an integral part of rural life, is shown as illusory with most villages and villagers choosing not to become involved. As a result most appraisals are conducted by small elites within the village, often with the token involvement of the population through a questionnaire survey.

Style APA, Harvard, Vancouver, ISO itp.

47

Humphrey, Charlotte Miranda. "Promoting audit in primary care : a qualitative evaluation of medical audit advisory groups". Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338849.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

48

Osborne, Katy, i katy osborne@flinders edu au. "Women, social capital and mental well-being: An examination of participation in community groups". Flinders University. Medicine, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090615.094909.

Pełny tekst źródła

Streszczenie:

This thesis examines womens participation in community groups, in order to investigate the concept of social capital and its implications for womens mental well-being. Its aim is to examine the concept of social capital, and the ways it is linked with health, in a way that is attentive to gender and class inequity. For the purposes of this thesis, social capital is broadly defined as social relationships between people and the individual or community level resources that can arise from these social relationships. Two different conceptualisations of social capital were considered in this study: the communitarian approach associated with Robert Putnam, and the more critical conceptualisation associated with Pierre Bourdieu. This research adopted a critical stance towards social capital, and focused upon four research questions: Firstly, what was the nature of participation in community groups among women who live in metropolitan Adelaide? Secondly, what were the personal outcomes that were perceived to arise from womens community group involvement? Thirdly, what were the differences in the nature and perceived outcomes of womens community group participation, according to social and economic factors? Finally, how did the nature and perceived outcomes of womens participation in community groups relate to the ways they experienced their mental health and well-being? This study used qualitative and quantitative methods to investigate these questions. The quantitative analysis provided a preliminary investigation to complement the qualitative study, and involved the analysis of questionnaire data from 968 women in two contrasting areas of Adelaide. This analysis considered sociodemographic differences in the type and frequency of womens involvement. The qualitative research involved the analysis of in-depth interviews with 30 women. The interviews explored the participants experiences of community group involvement; the personal outcomes that they felt arose from their involvement, their lay accounts of their mental health, and how they felt community group involvement was connected with their mental well-being. This study found that womens participation was shaped by gender and aspects of economic, cultural and informal social capital. The qualitative data illustrated that womens involvement was influenced, motivated and constrained by the gendered nature of their roles and responsibilities. These findings also highlighted contrasts among the participants in the types of involvement they undertook, and the personal outcomes of their involvement, according to their levels of material, financial and social advantage. This was supported by the quantitative findings, which revealed that the respondents participation in community groups, the type of group involvement they undertook, and the frequency of their involvement varied according to sociodemographic measures. The qualitative findings also identified how community group participation could lead to both positive and negative outcomes for individual women. Many participants reported the ways in which they felt their involvement enhanced their mental well-being. The qualitative data also illustrated how involvement could detract from mental well-being. In some instances, the negative consequences of participation had a severe and detrimental impact upon mental health. The findings of this study offer support to feminist criticisms of communitarian approaches to social capital, and to Bourdieus critical approach to understanding the concept. The study concludes that Bourdieus conceptualisation offers greater potential for considering how community group participation and social capital can be used as a strategy to promote womens health and mental well-being.

Style APA, Harvard, Vancouver, ISO itp.

49

Bellomo, Tom. "LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3357.

Pełny tekst źródła

Streszczenie:

Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

Style APA, Harvard, Vancouver, ISO itp.

50

Marshall, Anastasia. "Growing grassroots sustainability groups : understanding the mobilisation of community-led action in Haringey, London". Thesis, Open University, 2018. http://oro.open.ac.uk/58592/.

Pełny tekst źródła

Streszczenie:

With the transition to a more sustainable society high on the agenda of academia and policymakers, 'community' is advocated as having an essential role in delivering behaviour change. Run by small collections of residents, grassroots sustainability groups have emerged as a means of mobilising citizens and other stakeholders in their locale. Explorations of the groups tend to coalesce in narrowly thematic literatures focusing on a single type of activity, such as community energy, gardening, or the Transition Movement. Participants in these initiatives identify with the environmental movement, and therefore this thesis explores grassroots sustainability as a social movement. It contributes to the understanding of this mobilisation through an ethnography of neighbouring groups engaged in different sustainability-related activities in a London borough. They include a group promoting renewable energy, a group involved in nurturing community space, urban food and well-being, a group experimenting with urban food and seeding other community projects, and a group engaged in communal foraging. The groups were networked together across the borough and involved in networks and collaborations at various scales to support their mobilisation. The theoretical approach utilises a social practice framework directed by insights from the social movement theory, demonstrating the utility of applying social practice theory both to complex bundles of social practices and to social movement enquiry. The thesis explores individuals' motivations and participation temporalities, the practices performed to encourage participants through stages of participation, the mobilisation practices in physical and virtual spaces, and those which extend the groups' influence. Culturally each group differs, with practice performance unique in each. However, common ingredients are found to contribute to the groups' longevity: a practice-change-oriented sustainability, which supports a journey of experimentation, nurtures conviviality, and which is characterised by collaborative leadership. These ingredients help explain how and why grassroots sustainability groups continue to mobilise.

Style APA, Harvard, Vancouver, ISO itp.

Rozprawy doktorskie na temat „Community groups”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych