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Enregistrement W2253536138

Building community capacity for CED through community based planning

2010· dissertation· en· W2253536138 sur OpenAlexaboutno aff

Notice bibliographique

RevueSNHU Academic Archive (Southern New Hampshire University) · 2010
Typedissertation
Langueen
DomaineSocial Sciences
ThématiqueCommunity and Sustainable Development
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésCommunity planningEnvironmental planningPolitical scienceGeographyArchitectural engineeringEnvironmental resource managementEngineeringEnvironmental science
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

As stated in the thesis project "Community Economic Development begins with the belief that small communities can be viable, and that local people can take charge of their own development, and effect the future direction of their community.\n\nReal Community Economic Development provides an opportunity for the community as a whole to develop a consensus on where the future lies and this brings into focus what has to be undertaken now to begin moving towards a desired vision.\n\nMany smaller, rural communities, like many in Newfoundland, are often associated with dependency upon a narrow economic base, epitomized in the term "single-industry" towns. In communities dominated by a single or small number of employers, the narrow economic base often results in vulnerability of the entire community. This implied dependency can too easily affect initiative. This expresses itself as " What are THEY (government) going to do to help us? What will THEY do to solve our problems when the fishery (or other industries) closes?\n\nWith this in mind the following observations must be made:\n- Increasing concerns over public deficits means that government cannot be expected to rescue all communities faced with economic problems and that there will likely be less public intervention in the market place.\n- However, the complexity of the economic development process means that few communities can contemplate standing alone in that process. There is, indeed, a trend in many parts of Canada for government and other organizations to encourage the creation of local development committees.\n- It is essential to coordinate local initiatives and planning with government and all other organizations in the area, so that meaningful, appropriate partnerships are formed.\n\nMany of the top down initiatives created by provincial and federal government in the regional economic development domain, have not lived up to expectations. This is largely because of the short term nature of many projects, and the failure to adequately involve people in making decisions - hence a lack of "ownership" and results. The lesson for community economic development, is that it is a partnership process between communities, regions and thus the whole province.It must start at the community level but must have regional and provincial considerations. The role of Community Economic Development can be summarized in five points:\n1. Local community economic development is a Process with a Purpose. That purpose is to influence the patterns of growth, decline and restructuring of economic activity to meet Community's needs and objectives more effectively.\n2. In the broadest sense, local community economic development aims to improve the quality of life of the community's residents by influencing the ways in which people earn their livelihoods, and is therefore a key ingredient in the achievement of sustainable communities.\n3. Community Economic Development strives to enhance and develop the social and cultural aspects of the community.\n4. Community Economic Development involves local people in making local decisions. It is essentially local people taking ownership for their own development and the development of their community, with a aim of becoming self-sufficient.\n5. Local Community economic Development is the coordinating and bringing together of all community people, groups and organizations to create and support initiative." (Library-derived description)

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,002
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict), Études des sciences et des technologies, Intégrité de la recherche
Catégories consensuellesIntégrité de la recherche
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,608
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0020,001
Méta-épidémiologie (sens strict)0,0010,001
Méta-épidémiologie (sens large)0,0010,000
Bibliométrie0,0010,001
Études des sciences et des technologies0,0110,001
Communication savante0,0000,000
Science ouverte0,0030,000
Intégrité de la recherche0,0020,012
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,075
Tête enseignante GPT0,323
Écart entre enseignants0,248 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.

Devis d'étudeQualitatif
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2010
Routes d'admission1
Résumé présentoui

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