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Community capacity building, community development and health : a case study of 'health issues in the community'Phillips, Richard January 2007 (has links)
This research project aimed to further knowledge regarding the relationship between community capacity building (CCB), community development and health within the context of the Health Issues in the Community (HIIC) programme. CCB refers to the development of capabilities to identify and address community issues and was conceptualised using four dimensions: participation, resource mobilisation, links with others and role of outside agents. HIIC is a learning resource supported by NHS Health Scotland, the national health promotion agency. The main objective of HIIC is to help students explore the processes involved in tackling health-related concerns in the community. The main concepts in this study were explored by referring to a range of academic literatures and five research questions were formulated. ‘How did HIIC tutors and students understand the concept of community and was this understanding influenced by completing HIIC?’, ‘How did stakeholders and tutors understand the notion of CCB?’, ‘Was CCB evident in the experiences of the students after their involvement with the course?’, ‘Did participating in the HIIC course contribute towards furthering students’ understanding about health?’ and ‘Did participating in HIIC have any other impact on participants?’ Face-to-face, semi-structured interviews were conducted across Scotland with three participant groups: stakeholders, tutors and students. This involved a total of thirtyfive interviews with students and tutors from eleven different courses. Interviews were transcribed and analysed using thematic analysis. Four key themes emerged: community, CCB, health, and impact of learning. Tutors and students suggested that people could be members of multiple communities. Community was understood as a geographical location, a common interest and as a sense of belonging. Tutors also considered the community as a site of professional practice. Some participants had an expectation that community members should act collectively to help one another. Completing HIIC appeared to influence students’ understanding about their own circumstances, issues within their community and how it functions, rather than informing how they defined the concept of community. CCB was seen by tutors as a process that develops competencies to address community issues. Stakeholders and tutors differed in their views about whether CCB was an individual level or a collective process. Participants likened CCB to community development, but stakeholders questioned if it shared the same value base or if it was an outcome of community development. Tutors expressed a range of opinions about their understanding of CCB. It was viewed as a potentially helpful idea in terms of understanding the work of community / health-based practitioners. However, others were unable to give a definition of CCB and some tutors considered CCB a concept with little meaning or an indicator to fulfil in the context of a funding application. The manifestation of individual aspects of CCB were identified in the accounts of some participants, but the data did not support the contention that HIIC promoted CCB, within the timescale of this study, although, it could be argued that latent CCB was developed. The data did indicate that participants’ understanding about the concept of health was reaffirmed, broadened or changed and that participating in HIIC could increase an individual’s awareness of social and health issues, develop interpersonal skills and widen social networks. This study indicated that by exploring the concepts of CCB, community and health, a contribution was made towards understanding the processes by which participating in a HIIC course influenced students to address health-related concerns.
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What is the role of the Third Sector in implementing resilience? : a case study of Scottish emergency management 2008-10Moran, Clare Porter January 2013 (has links)
This Thesis presents ethnographic data collected through multi-sector, multi-level purposive sampling in a longitudinal qualitative case study between 2008 and 2010. A pilot study had discovered the changing role of government in building capacity for responses to civil emergencies, against a context of changing risks and resources for UK Emergency Management. The Thesis explored the increasing involvement of non-statutory agencies by focussing on the ‘Third Sector’: voluntary, charitable, faith, or community organisations and communities. The Thesis reports (1) the relationship between multi-organisational arrangements and resilience, (2) the role of Third Sector organisations in implementing resilience, and (3) the role of the Third Sector in community resilience. (1) The data suggested that the process of implementing resilience involved operationalising the resilience concept as a philosophy for Integrated Emergency Management [IEM], and consequent changes to the governance and organisation of Scottish and UK emergency management. The research linked the role of the Third Sector in resilience and community resilience to the dynamic between preparedness and response. It explored (2) the impact of implementing resilience on organising and organisations in the Third Sector, and (3) policy development and capacity-building for an emergent role in community resilience. The Thesis makes a distinctive contribution to the discipline of Public Management. Firstly, the findings represent a novel empirical and theoretical contribution regarding the role of the Third Sector in community resilience and in the resilience paradigm of emergency management. This data is used to extend existing theory about the proactive role of Third Sector organisations in collaborative emergency management. Secondly, the Thesis argues that the meso-level of analysis is neglected in the emerging field of resilience studies. Network and collaboration theory in Public Management are used to make a novel theoretical contribution, describing the relationship between multi-organisational arrangements and the operationalisation of ‘resilient’ emergency management. Thirdly, the Thesis contributes to the study of collaborative emergency management from this longitudinal perspective. This data is used to extend our understanding of (a) the applicability of Public Management theory to this context and (b) the relevance of data from this context to theories of collaborative public management.
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Becoming divine : authentic human beingNeufeld, Gladys W. 17 September 2003
This thesis examines the major thoughts on anthropology
and selfhood from Plotinus in the third century and the
Cappadocians in the fourth, situating the anthropology
of the Cappadocians in the much broader context of
their culture and their major works. It argues that:
i) The inherent unity of all things, intelligible and
material, provides the basis for radically intuitive
categories such as synchronity, telepathy, and even love.
ii) The ontological essence of expressed particularity in
the divine or the human is an ekstatic relationship, i.e.,
it involves the transcending of the boundaries of self,
a self identified as hypostasis or person.
iii)Truth consists in apprehending that true being alone
possesses existence in its own nature, participated in by
all without being lessened and knowable only as and in
relationship. Human being is participation in existence by
an experience of communion.
iv) The most essential activity of historical self is to use
one's inherent capacity to form one's own identity in relation
to the other -- both external and within -- as incarnational
and dialogic beings.
The findings of this thesis are that the relational notion
of authentic human being grounded in open-ended divinity
provides both a useful framework and the distinctive
characteristics of human beingness for rethinking what
it means to be a human being in the twenty-first century.
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Becoming divine : authentic human beingNeufeld, Gladys W. 17 September 2003 (has links)
This thesis examines the major thoughts on anthropology
and selfhood from Plotinus in the third century and the
Cappadocians in the fourth, situating the anthropology
of the Cappadocians in the much broader context of
their culture and their major works. It argues that:
i) The inherent unity of all things, intelligible and
material, provides the basis for radically intuitive
categories such as synchronity, telepathy, and even love.
ii) The ontological essence of expressed particularity in
the divine or the human is an ekstatic relationship, i.e.,
it involves the transcending of the boundaries of self,
a self identified as hypostasis or person.
iii)Truth consists in apprehending that true being alone
possesses existence in its own nature, participated in by
all without being lessened and knowable only as and in
relationship. Human being is participation in existence by
an experience of communion.
iv) The most essential activity of historical self is to use
one's inherent capacity to form one's own identity in relation
to the other -- both external and within -- as incarnational
and dialogic beings.
The findings of this thesis are that the relational notion
of authentic human being grounded in open-ended divinity
provides both a useful framework and the distinctive
characteristics of human beingness for rethinking what
it means to be a human being in the twenty-first century.
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The Works of Jürgen Habermas: A Tool for Further Understanding the Theory and Practice of Restorative JusticeBarrett, Audrey Laurel 12 December 2011 (has links)
The theory of restorative justice has always lagged behind practice. As such, gaps in
theory have existed over time and continue to exist today, particularly in terms of
explaining “the magic” that occurs within the encounter process. By exploring the
theories of Jürgen Habermas, it is suggested that new frameworks can be developed that
can help theorists think about, and explain the experiences and outcomes central to
restorative processes. This paper focuses on Habermas’ theory of universal pragmatics
and communicative action as a means to better understand the mechanisms within the
encounter process, and the conditions necessary, to give rise to common understanding,
agreement, learning and strengthened relationships. It then examines Habermas’ concept
of the lifeworld and the interplay with communicative action to shed light on restorative
justice’s potential for community building through norm clarification, victim and
offender reintegration and increased individual capacity.
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The Foundation for Building Community and Establishing Procedures: Brain-based Learning EnvironmentsEvanshen, Pamela 01 July 2009 (has links)
No description available.
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Building Community Through Mountain Biking: Blending Coopetition, Collaboration and CommunityDotterweich, Andy R., Eveland-Sayers, Brandi M 01 September 2019 (has links)
No description available.
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BUILDING OUR BROTHERS: The Role of Mentorship in Increasing Retention of Black Males at Universities.Norman, Charles O., III 20 December 2022 (has links)
No description available.
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Building Community Using Experiential Education with Elementary Preservice Teachers in a Social Studies Methodology CourseSpeicher, Stephanie L. 01 August 2017 (has links)
There is urgency for teacher educators to instruct preservice teachers in the core tenants of social justice education. This urgency is based upon the ever-growing shift in the American demographic landscape and the responsibility of educators to teach for equity, justice, identity and community within classrooms across the U.S. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the formal classroom setting. Feelings of incompetence in social justice teaching pedagogy expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study.
This study examined experiential methodology that can prepare preservice elementary teachers to teach for social justice, particularly within an elementary social studies context. Specifically, the study focused on two primary research questions: (1) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (2) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how development of community in an elementary social studies methodology course fostered the understanding of teaching for social justice among preservice teachers.
The findings of this study highlight preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community within the methodology class. Although the preservice teachers valued the implementation of experiential methods into their social studies methodology to foster the teaching of social justice, substantial difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence or collegial support. Recommendations for teacher education programs are also discussed.
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