Yes / Within western cultures, the term `public participation¿ has strong positive connotations, and is associated with the promotion of democracy. The contention of this paper is that these invocations of democracy - although not entirely inaccurate - obscure the varied and tangible effects of public participation on wider policy processes. Drawing on Sharp and Connelly 2001, this paper argues that participation should not be analysed in terms of the type of democracy it invokes, but rather in terms of the extent and nature of its influence on the policy process. In particular, the policy process is examined for conflict between participants over (1) the extent of participation, (2) the nature of participation and (3) the influence of the participation, as well as (4) the outcomes to which it leads. This approach to the analysis of participation is demonstrated through a study of one element of participation in an authority¿s Local Agenda 21 process. The paper concludes that participation is inherently political and practitioners need to act strategically to manage participation in support of progressive agendas.

This dissertation sets out to describe a pro-active process of public participation in urban planning, motivated by a lack of planning theory and also available South African legislation to describe how pro-active public participation is achieved in planning practice. Communicative planning theory advises on and describes public participation as being meaningful focussing on consensus between stakeholders. Empirical evidence of such public participation is however scarce, and also a critique against communicative planning theory. South African legislation supports and uses the concept of pro-active public participation but has few practical guidelines to facilitate such a public participation process in planning. The context of public participation in South Africa, in specifically two communities (Khuma and Stilfontein) in the North-West Province was the primary focus in describing a pro-active process of public participation. These two communities that had participated in a previous project where public participation was conducted and most importantly documented were specifically chosen because they represent two different community contexts, with Stilfontein being a community primarily consisting of retired mineworkers and Khuma a community that came into being as a result of forceful removals during the apartheid era. Furthermore the process of public participation that was followed was unique in this project as methods from community psychology were applied to guide communication. The importance of context and communication were identified as the most important aspects when conducting public participation pro-actively. The importance of communication and context should be considered if a pro- active process of public participation is to be conducted. It is a timeous process to consider the context of community members when conducting public participation, but it must be considered by spatial planners. The possibility of multidisciplinary teams facilitating public participation processes in planning should be considered. In this way planners can be assisted when conducting public participation processes. The refinement of legislation describing public participation may also be helpful in attempts to enhance pro-active processes in public participation. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2014

This dissertation sets out to describe a pro-active process of public participation in urban planning, motivated by a lack of planning theory and also available South African legislation to describe how pro-active public participation is achieved in planning practice. Communicative planning theory advises on and describes public participation as being meaningful focussing on consensus between stakeholders. Empirical evidence of such public participation is however scarce, and also a critique against communicative planning theory. South African legislation supports and uses the concept of pro-active public participation but has few practical guidelines to facilitate such a public participation process in planning. The context of public participation in South Africa, in specifically two communities (Khuma and Stilfontein) in the North-West Province was the primary focus in describing a pro-active process of public participation. These two communities that had participated in a previous project where public participation was conducted and most importantly documented were specifically chosen because they represent two different community contexts, with Stilfontein being a community primarily consisting of retired mineworkers and Khuma a community that came into being as a result of forceful removals during the apartheid era. Furthermore the process of public participation that was followed was unique in this project as methods from community psychology were applied to guide communication. The importance of context and communication were identified as the most important aspects when conducting public participation pro-actively. The importance of communication and context should be considered if a pro- active process of public participation is to be conducted. It is a timeous process to consider the context of community members when conducting public participation, but it must be considered by spatial planners. The possibility of multidisciplinary teams facilitating public participation processes in planning should be considered. In this way planners can be assisted when conducting public participation processes. The refinement of legislation describing public participation may also be helpful in attempts to enhance pro-active processes in public participation. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2014

黃美玲. / Thesis (M.A.)--香港中文大學. / Includes bibliographical references (leaves 485-502). / Huang Meiling. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導言 --- p.1 / 註釋 --- p.6 / Chapter 第二章 --- 漢族士人與漢人之抗金活動 --- p.8 / Chapter 第一節 --- 一一四二年宋金和議前 --- p.10 / Chapter 第二節 --- 海陵帝與世宗政權交替時期 --- p.40 / Chapter 第三節 --- 蒙古入侵時期 --- p.66 / Chapter 第四節 --- 小 結 --- p.88 / 註釋 --- p.90 / Chapter 第三章 --- 入仕於金的漢族士人 --- p.120 / Chapter 第一節 --- 金初太祖、太宗兩朝入仕之漢族士人 --- p.122 / Chapter 第二節 --- 金代科舉制度下入仕之漢族士人 --- p.150 / Chapter 第三節 --- 金代對漢族士人之任用及駕馭 --- p.190 / Chapter 第四節 --- 小結 --- p.205 / 註釋 --- p.207 / Chapter 第四章 --- 影響漢族士人對政治的態度的因素 --- p.240 / Chapter 第一節 --- 女真漢化 --- p.242 / Chapter 第二節 --- 宋金和戰 --- p.276 / Chapter 第三節 --- 金人的統治政策 --- p.303 / Chapter 第四節 --- 小結 --- p.345 / 註釋 --- p.347 / Chapter 第五章 --- 北宋末年及金朝覆亡前後的漢族士人比較 --- p.407 / Chapter 第一節 --- 對時局的議論 --- p.410 / Chapter 第二節 --- 亡國時的操守 --- p.427 / Chapter 第三節 --- 小結 --- p.457 / 註釋 --- p.459 / Chapter 第六章 --- 結論 --- p.481 / 參考書目 --- p.485

李應新. / "2004年4月". / 論文(神(道)學碩士)--香港中文大學, 2004. / 參考文獻 (leaves 45-49) / "2004 nian 4 yue". / Abstracts in Chinese and English. / Li Yingxin. / Lun wen (shen (dao) xue shuo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (leaves 45-49) / Chapter 第一章： --- 先知的角色 --- p.4 / 先知分類及發展 --- p.5 / 信息的內容及現象的發展 --- p.6 / Chapter 第二章： --- 近代天主教就社會訓導上的立場 --- p.9 / 近代天主教就社會訓導上的立場 --- p.9 / 邁向光輝的十年 --- p.14 / Chapter 第三章： --- 歷史背景的因素 --- p.17 / 中國政府與天主教會 --- p.17 / 港人在內地子女居留權事件 --- p.19 / 基本法23條 --- p.23 / 有關不民主的選舉委員會 --- p.26 / 前神父戀童案件 --- p.27 / 有關「校本管理」的執行 --- p.29 / Chapter 第四章： --- 給天主教香港教區在實踐先知角色的補充建議 --- p.31 / 何西阿先知的範例 --- p.31 / 復和與後九七處境 --- p.32 / 教會建構新意- --- p.34 / 建議天主教香港教區論政的終極目標 --- p.36 / 充權的補充 --- p.37 / 愛與公義的原則之實踐 --- p.40 / Chapter 第五章： --- 總結 --- p.43

The past decade has seen a gradual but steady increase in the use of games in participatory planning practices. Since the 'Gamification' gained momentum, the thoroughly thought-through simulation and gaming discipline of the 1970s has been replaced by an amalgam of confusion and optimism about the role and added value of games in planning practice. The lack of clarity about what games really are and the scarcity of studies on how they can be used in dealing with contemporary participatory planning concerns have limited the use of digital games in planning to pedagogic and communication purposes. This research contributes to debates on the role and added value of digital games in participatory planning practices by unravelling the types of knowledge that can be produced by digital games and the many ways in which data flows happen between the real world and the imaginary world of games. To do so this research focuses on the epistemological analysis of digital games and core concepts of participatory planning, democracy and power, using a four-staged problem-centred Design Science Research (DSR) approach; 1) it first explores the existing limitations and potentials of the use of games in scientific fields in general; 2) it reviews the role of knowledge in participatory planning practices and its consequent effect on the defined role of games; 3) it proposes a new framework for using games as a research tool in participatory planning which conceptualizes games as artefacts with embedded information system; 4) it validates the framework by designing, testing and evaluating a game, called Mythoplastis with the aim of capturing the perception of the public about various locations in Manchester, UK. The study concludes that while games are powerful tools for capturing mental model of their players, the dominant gaming and simulation legacy and the emphasis on the scientific validity measures cease planners to be open or receptive to the artistic values of digital games and their potential in being used as research tools. It shows that by bridging the gap between commonly ignored theoretical and practical efforts of main stream game designers with the serious game design frameworks, new conceptions and roles of games can be explored. The designed game, Mythoplastis, shows how real world data can be abstracted in the game world for research purposes. It is also argued that for participatory planning to move beyond generalized and deterministic discourses about the role of planners and supporting tools, it is crucial for planners to re-examine the role of knowledge and validity measures in the conception of participation in planning.

Notre projet consiste à saisir et étudier les changements immanents du design leurs effets et leurs enjeux, leurs limites aussi, au tournant du XXIe siècle. Les technologies du numérique, celles des TIC, ont amorcé un phénoménal mouvement de reconfiguration de nos modes de faire, vivre et penser le monde, ainsi que de nous-mêmes. L’humain et les différents types d’organisations de ses activités connaissent de profondes mutations. Les ères de productions se déplacent sous la poussée d’une pensée de la collaboration et de la participation. Il semble que nous soyons entrés dans une ère du design des existences / Our project consists of capturing and studying immanent changes in design, their effects and their stakes, their limits as well, at the turn of the twenty-first century. Digital technologies, those of ICT, have initiated a phenomenal movement of reconfiguration of our ways of doing, living and thinking the world, as well as ourselves. The human and the different types of organizations of its activities are undergoing profound changes. The eras of productions move under the pressure of a thought of collaboration and participation. It seems that we have entered an era of the design of existences

Typescript (photocopy). / Digitized by Kansas Correctional Industries

L’entrée tardive du développement durable en France apporte son lot d’expériences basées sur un cadre législatif en constante évolution et la volonté politique d’orienter les territoires en fonction de leurs problèmes et potentialités. « Penser global, agir local » fait désormais figure de principe pour définir l’action des territoires insérés dans des logiques mondiales mais dont les ressources peuvent être exploitées par la reconnaissance de compétences attribuées aux acteurs locaux. Dès lors, une culture de la participation émerge progressivement au travers de procédures nouvelles vouées à se faire rejoindre l’ensemble des acteurs territoriaux autour de règles communes pour la construction du territoire et en faveur de la connaissance des dynamiques territoriales. Cependant, les multiples injonctions à la participation de la société civile supposent de faire évoluer le territoire dans sa culture, ce que nous proposons par une démarche d’intelligence territoriale. Ce paradigme de recherche suppose donc qu’en préalable à l’établissement d’un processus de communication, issu d’une médiation sociale (Ateliers 21, Conseils de quartier, CIQ, etc.) ou socio-technique (journal municipal, forum électronique, Chat, etc.), le territoire doit constituer son « capital formel » (Bertacchini, 2004) pour permettre aux acteurs locaux d’accepter des règles et procédures communes, d’échanger leurs compétences, de se mobiliser et se rejoindre autour du projet territorial. Or, la constitution du capital formel territorial suppose non seulement que la collectivité échange de l’information sur les dynamiques territoriales à l’oeuvre mais également qu’elle apporte une plus-value à cette information échangée, notamment par l’exploitation de l’ensemble des « ressources communicationnelles des TIC » (Habib & Baltz, 2008). Il s’agit par-là de fournir des connaissances, des outils nécessaires afin que le citoyen se forge une opinion éclairée et mettre l’accent sur l’apprentissage collectif (Manin in Sintomer et Talpin, 2011 ; Urfalino, 2005) de la logique du développement durable (Angot, 2013).Notre objet de recherche s’intéresse aux collectivités territoriales de la région Provence-Alpes-Côte-D’azur engagées dans un projet de développement territorial durable du type Agenda 21, Plan Climat Energie Territorial et label Action Globale Innovante pour la Région (AGIR). Ce choix nous permet d’approcher le développement durable sous l’angle de la participation des acteurs au travers de démarches participatives spécifiques (de l’information à la concertation), au regard du paradigme de l’intelligence territoriale et de notre domaine de recherche : les sciences de l’information et de la communication. Nous aborderons la question des usages numériques au sein des collectivités territoriales, la production de connaissances formulées dans des contenus et supports numériques, diffusées et échangées au sein des différentes arènes de la société civile. / Due to the late entry of sustainable development spirit and practices in France, territories, according to their problems and potential, have to face evolving legislative framework and political will for their experiments based on. "Think global, act local" principle seems leading and guiding the action of territories inserted in a global logic which can be exploited by the recognition of skills allocated to local actors. Consequently, a participative culture is gradually emerging through new procedures aiming to be joined all territorial actors in connection with common rules for shaping territory and for the knowledge of local dynamics. What we suggest within a process of territorial intelligence, beyond repetitive call for the participation of civil society, is changing territorial culture. This paradigm of research pre supposes that, prior to the establishment of a communication process as result from a social mediation (A21 neighborhood councils, CIQ, etc..) or socio- technical (municipal newspaper, electronic forum Chat, etc..), the territory should build its "formal capital" (Bertacchini, 2004) enabling local actors to accept common rules and procedures, sharing their skills, mobilize with each other and join all through the territorial project. However, setting up the territorial formal capital constitution requires that local authorities exchanges information on territorial dynamics in action, in addition with a credit value to the exchanged information, including operation of the total amount of "communicative ICT resources" available (Habib & Baltz, 2008). We focus providing knowledge and tools enabling citizens to build their own enlighten opinion and focus on collective learning ( Manin in Sintomer and Talpin, 2011; Urfalino 2005) about logical sustainable Development (Angot, 2013). Our object of research is concerned with territorial authorities of the Provence-Alpes-Côte d'Azur Region involved in a project for sustainable spatial development of the Agenda 21 type (A21), Territorial Energy and Climate Plan Action label (PCET), Global Innovative for the Region (AGIR).This choice allows us to approach sustainable development from the perspective of stakeholder participation through specific participatory approaches (information to consultation), under the paradigm of territorial intelligence and our field research: information and communication sciences. We will furthermore discuss the issue of digital uses within local authorities’ organization, production of knowledge contained in digital content and media, and exchanged in different arenas of civil society.

Cette thèse aborde la question de la participation parentale en milieu préscolaire, dans la cadre de modalités d’accueil dites non formelles ou non conventionnelles au Chili. Il s’agit d’abord de s’interroger sur la pertinence de la notion de participation dans le champ éducatif. Des considérations sociopolitiques sur le sujet sont mises en question au profit de perspectives associées au courant de l’apprentissage situé, qui considèrent la participation à des groupes comme une expérience sociale incontournable permettant l’apprentissage des individus selon des modalités diverses. Une revue de littérature aborde ensuite la question des modalités d’accueil à caractère non formel ou non conventionnel en Amérique Latine. La situation du préscolaire chilien dans son ensemble est également prise en compte, afin de mieux comprendre la place de ces modalités d’accueil et les choix de terrains effectués. Ces choix sont précisés et justifiés en cohérence avec l’approche qualitative, marquée par l’importance accordée à l’entretien compréhensif collectif en tant que principal dispositif d’enquête. La situation de six structures chiliennes est ensuite présentée à l’aide d’une monographie consacrée à chacune. Cette approche par cas vise l’identification des logiques et des modalités participatives développées ainsi que des orientations discursives sous-jacentes. Une analyse transversale des structures est ensuite présentée, avec une attention particulière portée aux possibilités offertes par les modalités de participation développées et à leur négociation. L’analyse inclut une reconsidération critique de certaines questions théoriques, notamment la possibilité de concevoir les structures d’accueil selon le modèle des communautés de pratique. L’on s’intéresse finalement aux processus d’apprentissage informel pouvant être associés aux modalités de participation parentale et plus largement communautaire développées dans ces structures. / Cette thèse aborde la question de la participation parentale en milieu préscolaire, dans la cadre de modalités d’accueil dites non formelles ou non conventionnelles au Chili. Il s’agit d’abord de s’interroger sur la pertinence de la notion de participation dans le champ éducatif. Des considérations sociopolitiques sur le sujet sont mises en question au profit de perspectives associées au courant de l’apprentissage situé, qui considèrent la participation à des groupes comme une expérience sociale incontournable permettant l’apprentissage des individus selon des modalités diverses. Une revue de littérature aborde ensuite la question des modalités d’accueil à caractère non formel ou non conventionnel en Amérique Latine. La situation du préscolaire chilien dans son ensemble est également prise en compte, afin de mieux comprendre la place de ces modalités d’accueil et les choix de terrains effectués. Ces choix sont précisés et justifiés en cohérence avec l’approche qualitative, marquée par l’importance accordée à l’entretien compréhensif collectif en tant que principal dispositif d’enquête. La situation de six structures chiliennes est ensuite présentée à l’aide d’une monographie consacrée à chacune. Cette approche par cas vise l’identification des logiques et des modalités participatives développées ainsi que des orientations discursives sous-jacentes. Une analyse transversale des structures est ensuite présentée, avec une attention particulière portée aux possibilités offertes par les modalités de participation développées et à leur négociation. L’analyse inclut une reconsidération critique de certaines questions théoriques, notamment la possibilité de concevoir les structures d’accueil selon le modèle des communautés de pratique. L’on s’intéresse finalement aux processus d’apprentissage informel pouvant être associés aux modalités de participation parentale et plus largement communautaire développées dans ces structures.