Готові списки джерел за темами / Social change agents

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Добірка наукової літератури з теми "Social change agents"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Social change agents"

Lindøe, Preben. "Entrepreneurs or Social Change Agents?" Forum for Development Studies 21, no. 1-2 (January 1994): 249–68. http://dx.doi.org/10.1080/08039410.1994.9665972.

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Bourn, Douglas. "Teachers as agents of social change." International Journal of Development Education and Global Learning 7, no. 3 (March 31, 2016): 63–77. http://dx.doi.org/10.18546/ijdegl.07.3.05.

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Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.

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Tuomi, Margaret Trotta. "Agents of social change in education." Community Development Journal 40, no. 2 (April 1, 2005): 205–11. http://dx.doi.org/10.1093/cdj/bsi029.

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Charity, Anne H. "Linguists as Agents for Social Change." Language and Linguistics Compass 2, no. 5 (August 13, 2008): 923–39. http://dx.doi.org/10.1111/j.1749-818x.2008.00081.x.

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Edmonds-Cady, Cynthia, and Tuwana T. Wingfield. "Social workers: agents of change or agents of oppression?" Social Work Education 36, no. 4 (February 16, 2017): 430–42. http://dx.doi.org/10.1080/02615479.2017.1291802.

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Pearce, Jenny. "NGOs and social change: Agents or facilitators?" Development in Practice 3, no. 3 (January 1993): 222–27. http://dx.doi.org/10.1080/096145249100077381.

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Langhout, Regina Day. "Facilitating the Development of Social Change Agents." Human Development 54, no. 5 (2011): 339–42. http://dx.doi.org/10.1159/000332201.

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Nandan, Monica, Manuel London, and Tricia Bent-Goodley. "Social Workers as Social Change Agents: Social Innovation, Social Intrapreneurship, and Social Entrepreneurship." Human Service Organizations Management, Leadership & Governance 39, no. 1 (January 2015): 38–56. http://dx.doi.org/10.1080/23303131.2014.955236.

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Afrianty, Dina. "Agents for Change." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 174, no. 1 (January 1, 2018): 24–46. http://dx.doi.org/10.1163/22134379-17401024.

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Ryan, John. "Committeeville and Drug Users as Social Change Agents." Substance Use & Misuse 47, no. 5 (March 19, 2012): 601–4. http://dx.doi.org/10.3109/10826084.2012.653253.

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Дисертації з теми "Social change agents"

Salaam, Yasmine Saad. "American educated Saudi technocrats : agents of social change? /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2000.

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Thesis (Ph.D) -- Fletcher School of Law and Diplomacy, 2000.
Advisers: Andrew Hess; Sugata Bose; Jeswald W. Salacuse. Typescript. Vita. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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Landman, Todd. "Agents of change : the comparative impact of social movements." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310084.

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Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

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BENDER-SLACK, DELANE ANN. "TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

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Basile, Monica Reese. "Reproductive justice and childbirth reform: doulas as agents of social change." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2819.

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This dissertation is an investigation of doulas as agents of social change through the lens of feminist theory. Doulas are nonmedical health care workers who provide physical, emotional, and informational support during pregnancy, childbirth, and/or the postpartum period. Because of doulas' willingness to work within the structures of the hospital setting, some have questioned the effectiveness of doulas as change-makers. While much feminist scholarship on the politics of birth centralizes the issue of medicalization, I demonstrate that expanding this line of analysis aids in better understanding the cultural impact of doula care as part of a larger picture of reproductive health advocacy. Through discourse analysis, participant observation, face-to-face ethnographic interviews, and online surveys, I track the goals and effects doulas ascribe to their work, both activist and professional, and on both an individual and group level. Rather than asking whether doulas can successfully challenge the medicalization of birth, I seek to understand how the doula movement contributes to social justice through challenging various overlapping axes of inequality, related to race, class, gender, and sexuality. This analysis highlights the work of doulas in marginalized communities that is, as yet, under-researched and under-appreciated, while also illuminating the multifaceted effects of the dominant medical model of birth. I observe that doulas are increasingly working to empower people in multiple facets of their lives, beyond the birthing room. Rather than being incapable of, or uninterested in, creating social change, doulas are increasingly bringing a new political consciousness into birth work, as evidenced by the emerging designations of "radical doula" and "full spectrum doula." I argue that this movement among doulas represents a new paradigm in birthing rights activism, which connects childbirth choices to a larger reproductive justice agenda and forges connections between birthworkers and activists for causes such as LGBT rights, abortion rights, prisoners' rights, and economic and racial justice. By reimagining the reach of their work, many doulas are drawing necessary connections to social justice issues that are often overlooked in the childbirth reform movement, which tends to focus on medicalization as the primary issue.

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Westerberg, Lotta. "Social Media and Change Agents in Iran : Perspectives from Tehran and Baluchistan." Thesis, Uppsala universitet, Historiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225865.

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MacKay, Laura, Ann Scheerer, and Tomomi Takada. "Entrepreneurs as Change Agents to Move Communities towards Sustainability." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2676.

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This thesis argues that since the current global economic system contributes to the degradation of local economies and communities, alternative economic models based on multiple self-reliant economies led by community-based entrepreneurs could create a basis for a more sustainable global society. The research questions work to clarify how this vision of an alternate economic structure could become reality, and identify a gap in the skills base of current progressive entrepreneurs. Employing the method of backcasting and using an iterative research dynamic between the current reality of progressive entrepreneurs, as understood through case study interviews in four countries, and a vision of entrepreneurs as community-based change leaders, a new concept of entrepreneurship emerges in community sustainability entrepreneurship. The results point to four interactive skills for entrepreneurs, specifically that entrepreneurs a) hold and realize a vision of sustainable enterprise within sustainable community, b) support community needs through an ability to capitalize on community assets, c) develop competency in sustainable development and d) participate effectively in networks. Conclusions detail specific steps that can be taken by entrepreneurs, community development professionals and academics to realize the vision of entrepreneurs as community-based change leaders.

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Lahana, Lewis Isaac. "The tech cafe, a social action makerspace| Middle school students as change agents." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117068.

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Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”.

What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also sought to address the “participation divide”— a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status.

Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school’s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research.

Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Café moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools.

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Rault, Pamela Vrana. "College Leadership Programs and Citizenship Development: Preparing Students to be Agents of Social Change." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/694.

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The purpose of this study was to explore how and to what degree student involvement in a leadership program prepares them for responsible citizenship. Specifically, this multi-case investigation explored the differences between how curricular and co-curricular leadership development programs approach citizenship development. Students' perspectives and experiences were collected through interviews. Document review and interviews with program administrators were also conducted during the data collection process. A case report for each leadership development program was compiled in order to manage all raw data collected. Interviews were audio taped and transcribed for analysis. Data analysis included cross-case analysis, partially ordered meta-matrices, and the use of taxonomies. The results of the study may provide student affairs administrators with empirical based knowledge regarding student values that will offer guidance and recommendations in altering program structure in order to prepare students be active citizens in their community.

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Diebäcker, Tarek, and Meike Sigrid Wernecke. "Moments of Transition. Transitional Spaces as Agents for Social Change in Favour of Youths." Thesis, KTH, Stadsbyggnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-297397.

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This design thesis is situated in Stockholm’s northernmost suburbs of the Järva area. The area was mainly developed during the era of the Million Homes Programme (1965-1974) and is today commonly considered as one of the city’s socially most challenged areas. The idea of Moments of Transitions addresses possible transitions in three aspects: generational, social and spatial. The key protagonists of this project are local youths who – by growing up and into their urban environments – have a strong stake in the future of the Järva area. As of today, they are a social group with limited influence on decision-making processes and whose needs are rarely taken into account in urban development projects. Challenging the status quo, this thesis aims to present potentials for social change in the favour of youths. This project first presents an analysis of the historic development of Järva, ongoing planning projects and local contexts. Subsequently, a framework for Moments of Transition is established and developed in three instances. Each of those centers around one decisive theme for local youths: re_mediation, motion and imaginations. Together, they shall help in building a suburb where youths want to continue to live in.

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Книги з теми "Social change agents"

N, Pelton Joseph, Oslund Robert J, and Marshall Peter, eds. Communications satellites: Global change agents. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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Ford Foundation. International Fellowships Program. Agents for social change in Tanzania: New trends in leadership. Dar es Salaam, Tanzania: Ford Foundation International Fellowships Program, 2009.

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Stefanson, Brenda. Adult educators in co-operative development: Agents of change. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 2002.

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Youth and post-conflict reconstruction: Agents of change. Washington, D.C: U.S. Institute of Peace Press, 2010.

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Schwartz, Stephanie. Youth and post-conflict reconstruction: Agents of change. Washington, D.C: U.S. Institute of Peace Press, 2010.

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Schwartz, Stephanie. Youth and post-conflict reconstruction: Agents of change. Washington, D.C: U.S. Institute of Peace Press, 2010.

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Dunphy, Dexter C. Organizational change for corporate sustainability: A guide for leaders and change agents of the future. 2nd ed. London: Routledge, 2007.

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Dunphy, Dexter C. Organizational change for corporate sustainability: A guide for leaders and change agents of the future. London: Routledge, 2003.

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Silcox, Harry C. Design, leadership, and models: The change agents of school service learning programs. [Holland, PA: Brighton Press, 1994.

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Learning and Connecting: Women as Agents of Change in Their Communities (1994 Vancouver, B.C.). Proceedings of the workshop, Learning and Connecting: Women as Agents of Change in Their Communities. Vancouver: Centre for Human Settlements, University of British Columbia, 1994.

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Частини книг з теми "Social change agents"

Mitlin, Diana. "NGOs as Change Agents." In The Routledge Handbook of Social Change, 191–206. London: Routledge, 2022. http://dx.doi.org/10.4324/9781351261562-19.

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Carroll, Kristin, and Jeffrey W. Jordan. "Agents of Change Summit." In The Palgrave Encyclopedia of Social Marketing, 1–4. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-14449-4_58-1.

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Harcourt, Wendy. "Women on the Net: the Internet as a Tool for Social Transformation." In Agents of Change, 191–200. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-91354-8_14.

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Alloo, Fatma. "How ICT Plays a Role in Social Movement — The Case of Africa." In Agents of Change, 201–3. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-91354-8_15.

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Arnot, Charlie. "Brands as Agents of Social Change." In Size Matters: Why We Love to Hate Big Food, 59–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76466-5_6.

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Ferguson, Iain. "Social Workers as Agents of Change." In The New Politics of Social Work, 195–208. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32712-3_12.

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Grabowska, Izabela, Michał P. Garapich, Ewa Jaźwińska, and Agnieszka Radziwinowiczówna. "Migrants as Agents of Micro Social Changes." In Migrants as Agents of Change, 169–214. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59066-4_7.

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Grabowska, Izabela, Michał P. Garapich, Ewa Jaźwińska, and Agnieszka Radziwinowiczówna. "Introduction: Social Remittances and “Hand-Made” Change by Migrants." In Migrants as Agents of Change, 1–10. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59066-4_1.

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Grabowska, Izabela, Michał P. Garapich, Ewa Jaźwińska, and Agnieszka Radziwinowiczówna. "Process of Transfer of Social Remittances in the European Union." In Migrants as Agents of Change, 11–34. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59066-4_2.

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Grabowska, Izabela, Michał P. Garapich, Ewa Jaźwińska, and Agnieszka Radziwinowiczówna. "Transnational Multisited Qualitative Longitudinal Research in Investigating Social Remittances and Change." In Migrants as Agents of Change, 35–51. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59066-4_3.

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Тези доповідей конференцій з теми "Social change agents"

Rzevski, G. "Global information systems: agents of social change." In IEE Colloquium on `Information Superhighway - Myth or Reality?'. IEE, 1995. http://dx.doi.org/10.1049/ic:19950583.

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Hardana, Leonardus, and Rayini Dahesihsari. "Internal Change Agents’ Strategies to Deal with Boundary in Organizations in Indonesia." In International Conference on Emerging Issues in Humanity Studies and Social Sciences. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010752700003112.

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Waskito, Mr. "Learning Articulation through Scientific Discussion with Social Movement Actors to Improve Learners' Characteristics as Social Change Agents." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.25.

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Herzig, Andreas, Emiliano Lorini, and Elise Perrotin. "A Computationally Grounded Logic of 'Seeing-to-it-that'." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/367.

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We introduce a simple model of agency that is based on the concepts of control and attempt. Both relate agents and propositional variables. Moreover, they can be nested: an agent i may control whether another agent j controls a propositional variable p; i may control whether j attempts to change p; i may attempt to change whether j controls p; i may attempt to change whether j attempts to change p; and so on. In this framework we define several modal operators of time and agency: the LTL operators on the one hand, and the Chellas and the deliberative stit operator on the other. While in the standard stit framework the model checking problem is unfeasible because its models are infinite, in our framework models are represented in a finite and compact way: they are grounded on the primitive concepts of control and attempt. This makes model checking practically feasible. We prove its PSPACE-completeness and we show how the concept of social influence can be captured.

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Shahaf, Gal, Ehud Shapiro, and Nimrod Talmon. "Sybil-Resilient Reality-Aware Social Choice." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/81.

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Sybil attacks, in which fake or duplicate identities (a.k.a., Sybils) infiltrate an online community, pose a serious threat to such communities, as they might tilt community-wide decisions in their favor. While the extensive research on sybil identification may help keep the fraction of sybils in such communities low, it cannot however ensure their complete eradication. Thus, our goal here is to enhance social choice theory with effective group decision mechanisms for communities with bounded sybil penetration. Inspired by Reality-Aware Social Choice, we use the status quo as the anchor of Sybil Resilience, characterized by Sybil Safety -- the inability of sybils to change the status quo against the will of the genuine agents, and Sybil Liveness -- the ability of the genuine agents to change the status quo against the will of the sybils. We consider the social choice settings of deciding on a single proposal, on multiple proposals, and on updating a parameter. For each, we present social choice rules that are sybil-safe and, under certain conditions, satisfy sybil-liveness.

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Visintainer, Tammie. "Walking the Walk: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588475.

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Min, Mina. "Factors That Influence Teachers to Become Change Agents for Social Justice With Culturally Responsive Teaching." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679577.

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Ortega, Yecid. "Warriors and Rebels for a Decolonial Future: Cultivating Social Agents of Change in English Teaching." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888682.

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Boehmer, Niclas, Robert Bredereck, Dušan Knop, and Junjie Luo. "Fine-Grained View on Bribery for Group Identification." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/10.

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Given a set of individuals qualifying or disqualifying each other, group identification is the task of identifying a socially qualified subgroup of individuals. Social qualification depends on the specific rule used to aggregate individual qualifications. The bribery problem in this context asks how many agents need to change their qualifications in order to change the outcome. Complementing previous results showing polynomial-time solvability or NP-hardness of bribery for various social rules in the constructive (aiming at making specific individuals socially qualified) or destructive (aiming at making specific individuals socially disqualified) setting, we provide a comprehensive picture of the parameterized computational complexity landscape. Conceptually, we also consider a more fine-grained concept of bribery cost, where we ask how many single qualifications need to be changed, and a more general bribery goal that combines the constructive and destructive setting.

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Boychenko, Kristina. "Re-defining the Role of Interactive Architecture in Social Relationships." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0016.

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With rapid advance of new technologies and mediated built space has shifted from a static context of functions serving users to a new participant of social relationships. Interactive abilities and computational power allow built space to become smart, dynamic, and interactive, gaining agency, able to receive information and think, perceive and learn, respond and change behavior in real time. This paper considers architectural components and users as participants of a social network and investigates their agency within this network, modes of interaction and how the components of this system influence each other. Perception of space within or outside of the building body has become a derivative of interaction between the space and the users, and therefore subject to design and programming by architects. The principal goal of this paper is to investigate the new definition of social role of interactive architecture and explain how it communicates with users, investigate the new properties it has and how does it influence users' behavior and space awareness. It reveals the importance of bi-directional communication between society and interactive environment. Interactive space works as a mirror, reflecting social and cultural context, or a double-sided mirror allowing interactive environment to observe users and decide how to act in accordance with these observations. Within the framework of this discourse, architectural components and people are treated as agents of one socio-technical network with equal rights and agency. It considers both human and non-human elements equally as actors within a network, employing the same analytical and descriptive methodology to all actors within a heterogeneous network.

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Звіти організацій з теми "Social change agents"

Davies, Imogen, Anam Parvez Butt, Thalia Kidder, and Ben Cislaghi. Social Norms Diagnostic Tool: Young Women's Economic Justice. Oxfam, December 2021. http://dx.doi.org/10.21201/2021.8427.

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The tool’s methodology is rooted in a feminist and youth-led participatory action research approach to diagnosing social norms. It uses participatory and transformative methods to engage young people and other community members not just as research participants, but as agents of change identifying solutions to arising issues. The exercises recognize and examine unequal power inequalities through questions around who makes key decisions, whose opinions matter the most, who the most influential people are and the nature of their influence. hese exercises were developed for Oxfam’s Empower Youth for Work (EYW) programme for primary research from 2017-2019. This version of the tool was originally developed for use in the EYW programme in Bangladesh.

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Bustelo, Monserrat, Karen Martinez, Sofía González, and Agustina Suaya. Gender and Inclusion in the Green Agenda: Where Are We and How to Move Forward? Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004285.

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Current carbon emission trends threaten inevitable and irreversible changes to the environment that could cost the region US$100 billion annually by 2050 and the loss of up to 2.5 million jobs by 2030. Climate change affects us all. However, women, indigenous peoples, African descendants, and persons with disabilities are particularly vulnerable to the environmental, economic, and social disruptions caused by climate change. At the same time, these groups are decisive agents of change for the mitigation of climate change and the transition to a green and sustainable economy. This document presents evidence of the challenges faced by these populations, as well as the main opportunities and lessons learned about their role in the transition to a zero net carbon future in the region.

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Lenhardt, Amanda. Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-makingt prevention and peacebuilding decision-making. Institute of Development Studies, December 2021. http://dx.doi.org/10.19088/k4d.2022.044.

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The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.

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Emery, Marla, and Donna M. Paananen. Humans, forests, and global environmental change: planning a social science research agenda. Radnor, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1995. http://dx.doi.org/10.2737/ne-gtr-212.

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Cook, Christopher. Agency, Consolidation, and Consequence: Evaluating Social and Political Change in New Orleans, 1868-1900. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.535.

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Davis, Vincent. Black studies as an agent of social change on the structural level at selected colleges and universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1594.

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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."

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Vera Martínez, Paola Selene. Working Paper PUEAA No.1. Green policies within the framework of the socio-ecological system and the Sustainable Development Goals: an approach from the cement industry. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2021. http://dx.doi.org/10.22201/pueaa.001r.2021.

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Since the 1970s there has been a growing interest in international cooperation policies to fight against climate change and its effects on the planet, but these have not had the expected results. One of the main criticisms of these policies is that they have not addressed the issue of human development and the existing socioeconomic differences. This is why the UN 2030 Agenda has focused on the Sustainable Development Goals (SDG) that seek the protection of the environment, on a par with that of human societies. Since both are interdependent, they must be addressed and their problems solved in a sustainable way, taking into account all the socio-economic factors that may affect the results or actions to be taken regarding climate change, both at macro and micro levels in economic and social terms.

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