Academic literature on the topic 'Participation design'

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Journal articles on the topic "Participation design"

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Binder, Thomas, Eva Brandt, and Judith Gregory. "Design participation(-s)." CoDesign 4, no. 1 (2008): 1–3. http://dx.doi.org/10.1080/15710880801905807.

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Brereton, Margot, Alessandro Soro, Laurianne Sitbon, et al. "Design participation lab." Interactions 25, no. 2 (2018): 14–17. http://dx.doi.org/10.1145/3184332.

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Bäck, Asta, Pirjo Friedrich, Teemu Ropponen, Auli Harju, and Kari A. Hintikka. "From design participation to civic participation - participatory design of a social media service." International Journal of Social and Humanistic Computing 2, no. 1/2 (2013): 51. http://dx.doi.org/10.1504/ijshc.2013.053266.

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Hahn, Volker. "Committee design with endogenous participation." Games and Economic Behavior 102 (March 2017): 388–408. http://dx.doi.org/10.1016/j.geb.2017.01.009.

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Rosar, Frank. "Test design under voluntary participation." Games and Economic Behavior 104 (July 2017): 632–55. http://dx.doi.org/10.1016/j.geb.2017.06.002.

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Winschiers-Theophilus, Heike, Nicola J. Bidwell, and Edwin Blake. "Community Consensus: Design Beyond Participation." Design Issues 28, no. 3 (2012): 89–100. http://dx.doi.org/10.1162/desi_a_00164.

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Lawrence, Roderick J. "User-Participation in House Design." Batiment International, Building Research and Practice 13, no. 1 (1985): 25–30. http://dx.doi.org/10.1080/09613218508551238.

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홍지영 and 현은령. "Practical Social Participation-Design Education through Green Design." Journal of Digital Design 14, no. 3 (2014): 115–24. http://dx.doi.org/10.17280/jdd.2014.14.3.012.

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Hopkins, Daniel J., and Thad Williamson. "Inactive by Design? Neighborhood Design and Political Participation." Political Behavior 34, no. 1 (2010): 79–101. http://dx.doi.org/10.1007/s11109-010-9149-2.

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Carroll, John M. "Dimensions of Participation in Simon's Design." Design Issues 22, no. 2 (2006): 3–18. http://dx.doi.org/10.1162/desi.2006.22.2.3.

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Dissertations / Theses on the topic "Participation design"

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Bates, M. I. "Student participation in serious games design." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/271/.

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Serious games can be defined simply as games with an educational intent. These games are regularly positioned within a curriculum as simple teaching agents and often lack meaningful participation from learners in their development. In 1992, Roger Hart proposed a model for the roles children play in participatory projects with adults. ‘Hart’s Ladder’ presents eight levels of children’s participation moving from tokenistic manipulation of children at the base of this ladder to ‘citizenship’ at the top where children can initiate and share activities with adults. This research contributes to knowledge on methods of integrating serious games into formal educational settings by investigating how children, as participants, can work with their educators, as facilitators, to create serious games for use by their peers. Exploratory field studies have worked with secondary school children (11-16 years) to evaluate the hypothesis that higher levels of participation of children in making serious games will produce more effective educational artefacts. Educational artefacts are context specific to each study but encompass the product and accreditation of the process by participants, facilitators and all stakeholders involved. Experimental work has investigated methods of facilitating a participatory serious games design project led by children with adults in a supportive role at level eight of Hart’s Ladder. Results are compared with a design project led by adults who inform and assign specific roles to children (level four) and finally a revised design project led by adults who share decisions with children (level six). The participatory design approach is also applied to a serious games design project with adult offenders (considered students of an educational probation programme) to evaluate its scalability to a wider demographic of learner. The research concludes that simply increasing the participation of students in making serious games does not consistently produce more effective educational artefacts. Rather, the positioning of learners and adults as ‘design partners’ at level six of Hart’s Ladder produces a more engaging and productive design process together with a more functional and client-sensitive serious game product.
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Canas-Lenoël, Anne-Cécile. "Évolution du design au tournant du XXIe siècle : des inflexions du changement au design des existences." Thesis, Bordeaux 3, 2018. http://www.theses.fr/2018BOR30055.

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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<br>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
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Henriques, Carissa. "Modes of Participation: Co-creative Approaches to the Design Process." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1716.

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This project explores the notion of participation within the graphic design and problem-solving process. Through projects using generative tools and collaboration, I explore ways to instigate controlled participation from designers and non-designers. I observe and document how the methods and means of participation affect the creative process during these projects.
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Reis, Antonio Tarcisio da Luz. "Mass housing design : user participation and satisfaction." Thesis, Oxford Brookes University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314842.

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af, Malmborg Solith. "Designing dialogue : Using design rationale to advise public participation." Thesis, Linköpings universitet, Malmstens Linköpings universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176370.

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This thesis takes an interdisciplinary approach to research how design rationale may improve practices for participatory design in urban planning. Knowledge on sustainable development, participatory planning in public sector, design rationale and innovation are brought together to form a cohesive understanding for the matter of citizen dialogue and participation.  To further gain knowledge on the subject a case study is done following the planning of a consultation at the urban planning office in Norrköping by participatory observations. Furthermore, semi-structured interviews are conducted with civil servants from Norrköping and Norrtälje, discussing the theme of citizen dialogue and municipal capacity and competence for its performance. The knowledge contributions addresses the specific case study at first hand, but are also applicable in some general sense. The study shows that design rationale can be of use and inspiration to address issues of culture and mental models in public sector, as these as believed to stand in the way of forming a more innovative and adaptive public sector that can design better practices for dialogue and participation. Design thinking and attitude can bring openness and human centred perspectives, among other things, to public organisations.  For the case study in question it is suggested that the urban planning office would benefit from implementing and trying out ways of working that are more in line with design thinking and attitude. It is also suggested that they might benefit from employing an experienced designer to be part of planning procedures, as expert designers can adapt methods and tools for participation to design case specific activities. To employ a more case specific and local approach to participatory practices is proposed to bring better results, both in terms of its democratic breakthrough as well as its impact on social sustainability.  Overall, this thesis offers contributions to design knowledge, knowledge that in turn can be important for the area of sustainable development at large.
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Gutierrez, Sanchez Braulio Francisco. "Hej Åsikter! : An Ecosystem of Child and Youth Participation." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89306.

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One of the major contributions of the UN Convention on the Rights of the Child(UNCRC) to the context of children’s rights was the introduction of participation.In addition to the right to provision and protection, participation gives children theright to express their opinions in all matters affecting them. Furthermore, theyhave to be provided the opportunity to be heard. As part of their continuedcommitment towards children’s rights, Sweden has now decided to incorporatethe UNCRC to its legislation. Based on this context and drawing from literatureabout children's rights and participation, and a study case of youth participationand culture, the project seeks to create a model that promotes and improvechildren’s and young people’s participation an influence. Thus, the project aimsto contribute to the applied research field and inform on practical approaches tochildren’s participation and influence. As a result, the project proposes HejÅsikter! An ecosystem for children’s and young people’s participation, wheredifferent stakeholders benefits from collaborative and coordinated work andultimately achieve children’s acknowledgement and empowerment.
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Phillips, Martin. "I'm your common space, create me! : From the desire to participate to the construction of the city." Thesis, KTH, Stadsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146863.

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Participatory planning and design is a subject that has been around for quite some time. It has been theorized by several authors and put in practice by many practitioners. After going through some of the literature and studying in detail some real-life participatory experiences, it’s still hard to tackle the subject because of its complexity. I could have tried to simplify it and look into one type of participation, but instead I tried to understand it in all its complexity and diversity, maybe leaving some unsolved questions. Throughout this semester I studied four different cases of participatory planning/design and I analyzed and compared them. These are located in Paris (France), Medellín (Colombia), Banjarmasin (Indonesia) and Gothenburg (Sweden). I looked at them through some of the concepts I found in the literature, like for example the idea of desire treated by Doina Petrescu in some of her texts.  After extracting some conclusions from the case studies I got involved in a real-life participatory process carried out in the School of Architecture at KTH to include students, teachers and others in the design of a new location for the school. I took part in one of their meetings and I had three parallel workshops in English with the participation of some students. This helped me experience and understand better what participation really means and implies. I put myself in the role of a facilitator who initiates a process, and therefore carries it out. I learned about the importance of the invitation to participate and how important it is to be clear on the activities and questions posed to the participants.
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Cunha, da Silveira Dierci Marcio. "Participation, attitudes, and the design of technical systems." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326493.

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Berriman, Liam. "Design and participation across young people's online spaces." Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/10421/.

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This thesis explores the growth of online spaces for children and young people, and examines the shifting position of young people as participants and economic agents in new media markets. Through a series of ethnographic case studies, this thesis investigates how online spaces for young people are designed and developed, and provides a close examination of how, and on what terms, young people are enrolled and mobilised within production processes. As this thesis will demonstrate, media corporations are increasingly framing young people as key participants within the product development process – attempting to mobilise and harness user activities to productive ends. Rather than focus on user activities as confined to the ‘moment’ of consumption, this thesis seeks to explore user participation as distributed throughout the course of an online space’s development. Each of the case studies of this thesis are located at key points in the development of an online space, taking place at specific spatial and temporal junctures in the product’s unfolding biography. At each of these junctures, this thesis looks at the specific configurations of young people’s agency and examines how their ability to participate in the development of an online space is defined and shaped. More broadly, this thesis critically engages with existing perceptions of children and young people as on the periphery of economic markets. Drawing on media and consumer studies, the sociology of childhood, actor-network theory, and new economic sociology, this thesis develops a theoretical approach that views young people as deeply embedded within the design and economic processes of new media markets.
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Hallauer, Edith. "Du vernaculaire à la déprise d'oeuvre : Urbanisme, architecture, design." Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC1233/document.

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Cette thèse a pour point de départ le constat de l’émergence de revendications vernaculaires dans le champ urbain « alternatif » (Paquot, 2012 ; Béal &amp; Rousseau, 2014) contemporain, en urbanisme, paysage, architecture et design. Des néologismes récents semblent empreints de tautologies et de paradoxes : on parle « d’urbanisme convivial » (Grünig, 2013), de « vernaculaire contemporain » ou de « nouveau vernaculaire »(Frey, 2010). Une première étude terminologique autour du vernaculaire dévoilera une étymologie fondamentalement dialectique et relative : ce mot savant désigne l’aspect populaire des choses – noms communs, pratiques ordinaires, savoirs non-doctes. Mais la géohistoire du vernaculaire révèle surtout sa subversivité latente, confirmant là sa place dans le champ des alternatives. C’est à partir des concepts de « travail fantôme » et de « genre vernaculaire » (Illich, 1983), que nous établirons que le terme est apparu lorsque la chose a disparu. Une dépossession (des savoirs, des techniques, des biens communs, des modes de faire) se lit au creux des révolutions industrielles (Giedion, 1980) et des mutations des pratiques de subsistance, désormais reléguées au champ des loisirs (Corbin, 2009). Le terme est donc intimement lié à un caractère revendicatif, de reprise, qui n’est pas sans écho avec un type de pratiques critiques en design : être contre, tout contre (Papanek, 1974). C’est alors par l’analyse de différents types de reprises récentes, posant les esquisses d’un paysage existentiel du vernaculaire (Jackson, 1984), que nous proposons l’idée de déprise d’œuvre, déployant les paradigmes d’un urbain soutenable. Dans un contexte de déprise urbaine qui la voit apparaître, la déprise d’œuvre répond à la maîtrise d’œuvre, par la quête du recouvrement des savoirs qu’aura révélé le vernaculaire : faire, laisser faire, faire faire. Nourrie d’improvisation, de processus et d’expérience (Zask, 2011), cette attitude affirme finalement le rôle de vecteur rhétorique et mobilisateur que joue le vernaculaire dans la réinvention de pratiques urbaines<br>This research starts from observations of the emergence of "vernacular claims" in the alternative urban fields (Paquot, 2012; Béal &amp; Rousseau, 2014) : urbanism, landscape, architecture and design. Recent neologisms seem to be characterized by tautologies and paradoxes : "convivial urban design" (Grünig, 2013), "contemporary vernacular" or "new vernacular" (Frey, 2010). A first terminological study of the vernacular will reveal a fundamentally dialectical and relative etymology : this scholarly word refers to a popular aspect of things - common names, ordinary practices, non-doctoral knowledges. But the geohistory of the vernacular reveals mostly a latent subversiveness, confirming its place in an alternative field. From the concepts of "ghost work" and "vernacular gender" (Illich, 1983), we will establish that the term appeared when the things disappeared. A dispossession (of knowledge, of techniques, of common goods, of crafts) can be found in the depths of industrial revolutions (Giedion, 1980), and from subsistence practices mutations, relegated to leisure fields (Corbin, 2009). The term is thus intimately linked to a reclaim feature, which is not far from a type of critical practices in design: to be close, very close (Papanek, 1974). By analyzing different types of recent recoveries, sketching in the edges of an existential vernacular landscape (Jackson, 1984), we finally suggest the idea of an déprise d’oeuvre, deploying some sustainable urban paradigms. In a context of urban shrinkage, this déprise d’oeuvre responds to traditionnal maîtrise d’oeuvre, in a quest to revover the knowledge revealed by the vernacular : to do, to let do, to make do. Nourished by improvisations, processes and experiences (Zask, 2011), this approach finally confirms the role that the vernacular plays as a mobilizing vector in the reinvention of urban practices
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Books on the topic "Participation design"

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Merinda, Conley, Latimer Bill, and Ferrari Drew, eds. Co-design: A process of design participation. Van Nostrand Reinhold, 1989.

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Huls, Mary Ellen. User participation in design: A bibliography. Vance Bibliographies, 1986.

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International Design Participation Conference (1985 Eindhoven). Design coalition team: Proceedings of the International Design Participation Conference. Design Methods Group, Eindhoven Universtiy of Technology, 1986.

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A. Tarcisio da Luz Reis. Mass housing design, user participation and satisfaction. Oxford Polytechnic, 1992.

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Community participation methods in design and planning. Wiley, 2000.

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Mumford, Enid. Participation in systems design: What can it offer. Manchester Business School, 1987.

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Donovan, John. User participation in urban design using social landscapes. University of Central England, School of Planning, 1994.

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Fong, Gordon Kwok Tung. Public participation in Hong Kong: Case studies in community urban design. Bell & Howell Information and Learning Company, 2001.

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Design for micro-utopias: Making the unthinkable possible. Gower, 2007.

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Mackin, Anne. A design primer for cities and towns. Massachusetts Council on the Arts and Humanities, 1989.

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Book chapters on the topic "Participation design"

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Rezaei, Mahmud. "Design Participation Theories." In SpringerBriefs in Architectural Design and Technology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61916-9_5.

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Mumford, Enid. "Participation and systems design." In Effective Systems Design and Requirements Analysis. Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13774-9_2.

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Mitra, Subrata K. "The Elements of Design." In Power, Protest and Participation. Routledge, 2021. http://dx.doi.org/10.4324/9781003190776-3.

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Glassey, Olivier, Jean-Henry Morin, Patrick Genoud, and Giorgio Pauletto. "Design Thinking and Participation: Lessons Learned from Three Case Studies." In Electronic Participation. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23333-3_12.

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Dandavate, U., D. Steiner, and C. William. "Working Anywhere: Co-design Through Participation." In Collaborative Design. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_10.

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Svahn, Mattias, and Serena Coppolino Perfumi. "A Conceptual Model for Approaching the Design of Anti-disinformation Tools." In Electronic Participation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82824-0_6.

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Chugunov, Andrei V., and Yury Kabanov. "Evaluating E-Participation Institutional Design. A Pilot Study of Regional Platforms in Russia." In Electronic Participation. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98578-7_2.

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Issa, Tomayess, and Pedro Isaias. "User Participation in the System Development Process." In Sustainable Design. Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6753-2_3.

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Mattelmäki, Tuuli, Andrés Lucero, and Jung-Joo Lee. "Probing – Two Perspectives to Participation." In Collaboration in Creative Design. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29155-0_3.

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Golchehr, Saba, and Naomi Bueno de Mesquita. "Data-driven design for civic participation." In Participatory Design Theory. Routledge, 2018. http://dx.doi.org/10.4324/9781315110332-5.

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Conference papers on the topic "Participation design"

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Bødker, Susanne, and Kim Halskov. "Participation." In the 12th Participatory Design Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2348144.2348194.

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Gerrard, Victoria, and Ricardo Sosa. "Examining participation." In the 13th Participatory Design Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2661435.2661451.

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FLORÉ, Fredie. "The Belgian participation in the Milan Triennials." In Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-053.

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Dittrich, Yvonne, Retha De La Harpe, Mikko Korpela, Gertrudes Macueve, Rahel Bekele, and Jens Kaasbøll. "Participation for development." In the 13th Participatory Design Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662207.

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Bardzell, Shaowen. "Utopias of participation." In the 13th Participatory Design Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662213.

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Szaniecki, Bárbara, Bibiana Serpa, Imaíra Portela, Marina Sirito, Mariana Costard, and Sâmia Batista. "Participation otherwise." In PDC '20: Participatory Design Conference 2020 - Participation Otherwise. ACM, 2020. http://dx.doi.org/10.1145/3384772.3385171.

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Aish, Robert. "Design Research and Design Participation." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.478.

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"Call for participation." In Proceedings. 17th International Conference on VLSI Design. IEEE, 2004. http://dx.doi.org/10.1109/icvd.2004.1324119.

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Bødker, Susanne, Ellen Christiansen, Tom Nyvang, and Pär-Ola Zander. "Personas, people and participation." In the 12th Participatory Design Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2347635.2347649.

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Verne, Guri, and Ida Braaten. "Participation for the unengaged." In the 13th Participatory Design Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662175.

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Reports on the topic "Participation design"

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none,. Recommendations on the Nature and Level of U.S. Participation in the International Thermonuclear Experimental Reactor Extension of the Experimental Reactor Extension of the Engineering Design Activities. Panel Report To Fusion Energy Sciences Advisory Committee (FESAC). Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/1206548.

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Barnichon, Regis, and Andrew Figura. Declining Desire to Work and Downward Trends in Unemployment and Participation. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21252.

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Mai Phuong, Nguyen, Hanna North, Duong Minh Tuan, and Nguyen Manh Cuong. Assessment of women’s benefits and constraints in participating in agroforestry exemplar landscapes. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21015.pdf.

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Participating in the exemplar landscapes of the Developing and Promoting Market-Based Agroforestry and Forest Rehabilitation Options for Northwest Vietnam project has had positive impacts on ethnic women, such as increasing their networks and decision-making and public speaking skills. However, the rate of female farmers accessing and using project extension material or participating in project nurseries and applying agroforestry techniques was limited. This requires understanding of the real needs and interests grounded in the socio-cultural contexts of the ethnic groups living in the Northern Mountain Region in Viet Nam, who have unique social and cultural norms and values. The case studies show that agricultural activities are highly gendered: men and women play specific roles and have different, particular constraints and interests. Women are highly constrained by gender norms, access to resources, decision-making power and a prevailing positive-feedback loop of time poverty, especially in the Hmong community. A holistic, timesaving approach to addressing women’s daily activities could reduce the effects of time poverty and increase project participation. As women were highly willing to share project information, the project’s impacts would be more successful with increased participation by women through utilizing informal channels of communication and knowledge dissemination. Extension material designed for ethnic women should have less text and more visuals. Access to information is a critical constraint that perpetuates the norm that men are decision-makers, thereby, enhancing their perceived ownership, whereas women have limited access to information and so leave final decisions to men, especially in Hmong families. Older Hmong women have a Vietnamese (Kinh) language barrier, which further prevents them from accessing the project’s material. Further research into an adaptive framework that can be applied in a variety of contexts is recommended. This framework should prioritize time-saving activities for women and include material highlighting key considerations to maintain accountability among the project’s support staff.
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Carter, Becky. Inclusion in Crisis Response, Recovery and Resilience. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.079.

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This rapid review provides examples of what has worked to include people in humanitarian assistance who experience heightened vulnerability during crises, due to social inequalities and discrimination relating to gender, age, disability, sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief . Overall, robust evidence is limited for what are, in most cases, relatively new areas of practice in challenging crisis situations. However, the literature does identify promising practices. Emerging themes from the research on what has potential for improving inclusion in humanitarian assistance include: affected people’s meaningful participation in intervention planning and design; whole-of-community approaches while maintaining accountability to the targeted beneficiaries; multi-component approaches combining complementary strategies (e.g. economic empowerment with social norms change programming); longer-term, pre-crisis investment in relationships with, and capacity building of, local organisations; and disaggregating data and undertaking intersectional analyses to include those hardest to reach.
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Niconchuk, Michael. Whose Vulnerability? Trauma Recovery in the Reintegration of Former Violent Extremists. RESOLVE Network, 2021. http://dx.doi.org/10.37805/pn2021.16.vedr.

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Violent extremism has a trauma problem. Psychological trauma plays a role in the genesis, perpetration, and resolution of violent extremism. Despite evidence attesting to the positive effects of trauma-informed rehabilitation programs and trauma recovery support for armed combatants and criminal offenders, there has been limited donor interest or coordinated policy effort to meaningfully integrate trauma recovery into the design of rehabilitation and reintegration of violent extremists specifically. Research in global mental health confirms trauma is not only relevant to the emergence of violent extremism but is also a consequence of participation in violent extremism. While there is a general dearth of data on the psychobiological markers of trauma among extremist populations specifically, the limited data we have from child recruits, as well as from other conflict-affected populations calls for a more prominent role of psychological rehabilitation and trauma recovery in the reintegration of violent extremists.
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6

Fausett, M. B. CenteringPregnancy (CP): A Longitudinal Correlational Study Designed to Evaluate Maternal and Fetal Outcomes After Participation in CP. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada602371.

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7

Qi, Yan, Ryan Fries, Shambhu Saran Baral, and Pranesh Biswas. Evaluating the Costs and Benefits of Snow Fences in Illinois: Phase 2. Illinois Center for Transportation, 2020. http://dx.doi.org/10.36501/0197-9191/20-020.

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Serving as a windbreak, properly sited and designed snow fences have been proven effective in mitigating the negative impacts of blowing snow. To achieve the best snow-control effects, the ideal locations for snow fences are usually outside the roadway right-of-way. Few efforts have been made to examine the economic efficiency of snow fences and explore ways to reward private landowners. The objective of this project was to develop methodologies for evaluation of the costs and benefits of snow fences in Illinois and identify ways to encourage private landowners’ participation in the snow fence program while keeping it cost-effective. The researchers conducted a literature review as well as agency and landowner surveys. They also acquired crash data, snow fence and blowing snow segment inventory data, and blowing snow removal expenditure data as well as performed benefit-cost analyses of three types of snow fences following Federal Highway Administration guides. The survey results suggested that standing corn rows (SCRs) and structural snow fences (SSFs) were the least intrusive options for landowners and living snow fences (LSFs) with trees were the most intrusive. Some concerns related to LSFs could be reduced by allowing landowners to play a role in the design and plant-selection process. The crash data indicated that no fatal and severe crashes occurred at snow fence segments, while several fatal and severe crashes occurred at blowing snow segments during 2012–2016. The results of the benefit-cost analyses showed that the benefit-cost ratios for LSFs and SSFs are comparable. However, LSFs are favorable over SSFs because little maintenance is needed after the plants are mature. Although SCRs have the highest benefit-cost ratio, the need to renew the agency-landowner agreement annually and the alternating of crops planted may limit their snow-control effectiveness and large-scale implementation. A tool was developed using MS Excel to facilitate the benefit-cost analysis of snow fences.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Баттахов, П. П. Договоры о передаче исключительных прав на объекты промышленной собственности с участием социальных предприятий. DOI CODE, 2021. http://dx.doi.org/10.18411/1818-1538-2021-55669.

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The article considers contractual designs aimed at transferring exclusive rights to industrial property. The problem of the contractual process was identified when concluding a contract on the transfer of a set of exclusive rights. Based on the study, a number of changes to Russian laws have been proposed. First of all, this applies to a commercial concession contract. The author proposes to amend the Civil Code of the Russian Federation by supplementing the article on commercial concession with the right of organizations that do not conduct commercial activities to conclude the same contracts on a general basis. The appropriateness of applying the classification of transactions into real and consensual ones in relation to this contract is justified. The peculiarities of transfer of the complex of exclusive rights to objects of industrial property with participation of social enterprises under the legislation of the Russian Federation are studied.
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Kerr, Jeannie. Community-Based Research and Ethics: From Ethics Forms to Honouring Relations. Community-Based Research Training Centre (Winnipeg, Manitoba), 2021. http://dx.doi.org/10.36939/ir.202105180942.

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What is ethical in research and what are our responsibilities as researchers? Unless you have designed a research project and completed ethics requirements yourself it may be difficult to know how the process works, especially in community-based research. As a Research Assistant on a project, you might not know what your own responsibilities are and why it might even matter to you. In this session, we will consider the ethical responsibilities of the research team when participating in community-based research projects. You’ll see the big picture of the ethics requirements in research in Canada linked to Universities and communities. Through working through a case-study, we will think more specifically about what it means to recognize and honour our ethical responsibilities to research participants as a research team member.
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