Forms Of Community Involvement Research Articles

STRATEGI PENGELOLAAN DALAM MENINGKATKAN DAYA SAING PARIWISATA BERBASIS MASYARAKAT PADA OBJEK WISATA BENGKAUNG LOMBOK BARAT

This study aims to find out how the local community is involved in managing of tourism at Bengkaung tourism objects, Batu Layar Sub-District, West Lombok Regency. This study used a qualitative research method with a descriptive qualitative approach. The data used in this study were obtained directly using the interview method with research informants, namely the Village Government, Pokdarwis Chairmen, Communities and Tourists. Data analysis techniques were carried out using qualitative data analysis techniques, including data reduction, data presentation, and verification/drawing conclusions and SWOT analysis to formulate the right strategy in the management and development of tourism at Bengkaung tourism objects. Testing the validity of the data was carried out using the triangulation method. Based on the data analysis that has been carried out, the results show that tourism management at the Bengkaung tourist attraction has been carried out with the concept of community based tourism (CBT). The forms of community involvement in community-based tourism management at Bengkaung tourism objects, namely community involvement in managing tourist objects, community involvement in protecting the environment of tourist objects, and community involvement in efforts to gain profit. SWOT analysis in the management and development of tourism at Bengkaung tourism objects produces four alternative strategies, namely SO strategy, WO strategy, ST strategy and WT strategy.

Homeostasis Revisited: Patterns of Stability and Rebalancing in Older Adults' Social Lives.

To examine patterns of change in later-life social connectedness: (a) the extent and direction of changes in different aspects of social connectedness, including size, density, and composition of social networks, network turnover, and three types of community involvement and (b) the sequential nature of these changes over time. We use three waves of nationally representative data from the National Social Life, Health, and Aging Project, collected from 2005/2006 to 2015/2016. Respondents were between the ages of 67 and 95 at follow-up. Types of changes in their social connectedness between the two successive 5-year periods are compared to discern over-time change patterns. Analyses reveal stability or growth in the sizes of most older adults' social networks, their access to non-kin ties, network expansiveness, as well as several forms of community involvement. Most older adults experienced turnover within their networks, but losses and additions usually offset each other, resulting in generally stable network size and structural features. Moreover, when older adults reported decreases (increases) in a given form of social connectedness during the first half of the study period, these changes were typically followed by countervailing increases (decreases) over the subsequent 5-year period. This general pattern holds for both network and community connectedness. There is an overwhelming tendency toward either maintaining or rebalancing previous structures and levels of both personal network connectedness and community involvement. This results in overall homeostasis. We close by discussing the need for a unifying theoretical framework that can explain these patterns.

Formación y participación decisiva de las familias en los centros educativos. Superando las barreras que dificultan la implicación de la comunidad en la escuela

This article focuses on the modalities of family involvement in learning communities. For this purpose, it describes the successful educational actions that are contributing to overcome the barriers that often hinder the participation of families and the community in schools. Particularly, we highlight educational and decisive participation and the impact derived from these forms of community involvement.

Democracia e educação na constituição federal, na ldb e no pne: a participação da comunidade na escola

Com o objetivo de ressaltar a importância da participação da comunidade na instituição educacional, enquanto um dos dispositivos que contribui com a democracia na educação, o texto apresenta, em seu início, uma discussão que envolve o significado da educação democrática em diferentes períodos históricos do Brasil, apontando os avanços obtidos a partir do que foi disposto sobre o tema nas normas legais. Nessa discussão, é contextualizada a presença dessa temática na Constituição Federal de 1988, na Lei de Diretrizes e Bases da Educação Nacional de 1996 e no Plano Nacional de Educação de 2014. Após, é debatida a participação da comunidade na gestão escolar, tendo como base referencial uma discussão que envolve diferentes tipos e níveis da participação. Observa-se que a comunidade pode participar da gestão escolar de variadas formas: desde aquelas instituídas pelo Estado (criação de órgãos colegiados, previsão de horário de trabalho coletivo e de planejamentos periódicos, e outros) até às formas instituintes, que são criadas no próprio cotidiano escolar. Na sequência, é colocado em pauta o sentido da participação, ou seja, o que a motiva, buscando-se encerrar provisoriamente o texto com fundamentos que demonstrem a necessidade da comunidade escolar conquistar outros espaços e níveis de participação. Nesse entendimento, a participação pode ter o seu início a partir dos mecanismos instituídos pelo Estado, mas pode ser ampliada com o aprofundamento de seu nível inicial e com a instituição de outras formas de envolvimento da comunidade com a gestão.

Why Do Entrepreneurs Engage in Prosocial Behavior?

Entrepreneurs are widely known for their generosity--voluntarily helping others through financial donations, mentoring, and various forms of community involvement. Such contributions are of great s...

Work Schedules and Community Ties

Little is known about how work schedules affect social connectedness beyond family relationships. The authors use detailed time diary data from 12,140 respondents in the 2008 through 2010 American Time Use Surveys to examine how work schedules affect six forms of community involvement. Results show that night and evening shift work reduces community involvement, but only on weekdays. Daytime shifts reduce community involvement when they are very short, when they involve working from 8 to 5 instead of from 7 to 4, and when they are on weekends. These results call into question tacit assumptions about how shift work affects workers’ social lives.

Local community, volunteering and tourism development: the case of the Blackwood River Valley, Western Australia

Rural communities, especially those that strive to become tourist destinations face many challenges, including limited human and financial resources in developing their own tourism sector. The importance of local visitor centres in promoting the region can be invaluable assets in addressing those limitations. However, to what extent can efforts among a community's residents also contribute towards the promotion of local tourism? The present study investigates this aspect of community involvement from the perspective of representatives (managers, staff) of an emerging rural tourism destination, the Blackwood River Valley in Western Australia. Semi-structured, face-to-face interviews were conducted in four visitor centres. Volunteerism among local residents in various ways of tourism promotion emerged as a key finding in this study, as well as volunteer work providing support beyond involvement at visitor centres. Indeed, this aspect of community involvement was further illustrated in other forms of community involvement (e.g. helping host and cater for events). The findings, therefore, reinforce the notion that through volunteerism, local residents make direct and indirect participatory contributions that help strengthen the social aspect, or social fabric, of the community, while contributing to tourism development.

Promoting social inclusion counting with everyone: Learning Communities and INCLUD‐ED

The scientific community has provided a wide range of evidence that family and community involvement in schools benefits not only students’ learning but also their surrounding community. The INCLUD‐ED project has conducted case studies of successful schools around Europe that have strong community participation. Some of them are engaged in the Learning Communities project, an international project of educational and social transformation aimed at overcoming school failure. Through these case studies, INCLUD‐ED has gone beyond the state of the art in the field and has provided a classification of types of family and community participation and identified forms of involvement that improve students’ academic achievement. This article presents the benefits of those forms of participation and focuses on some forms of community involvement in the Learning Communities that have been found to improve students’ school learning and other education‐related aspects, such as living together.

Does identification predict community involvement? Exploring consequences of social identification among the Jewish minority in Poland

AbstractPrevious research indicated that people who strongly identify with their own group are more involved in the group's actions. The current study examines the relation between three dimensions of group identification (affect, ties, centrality) and forms of community involvement among members of the Jewish minority in Poland. The strength of ingroup ties predicted involvement in the ethnic minority community. The link between identification and involvement was mediated by the cultural dominance. The reported study was the first quantitative survey of the Jewish community in post‐War Poland. Copyright © 2009 John Wiley & Sons, Ltd.

A critical evaluation of hierarchical representations of community involvement: Some lessons from the UK

This paper evaluates critically the socioeconomic and spatial implications of conceptualizing the different forms of community involvement as a hierarchy rather than a spectrum. Drawing upon evidence from the UK, where government policy views participation in community-based groups as a 'mature' form of involvement and one-to-one aid as 'simple' and 'immature', such a hierarchical representation is revealed to privi- lege the participatory cultures of affluent over deprived populations. Based on this recognition of how participatory cultures differ, the paper thus concludes by calling for the different forms of community involve- ment to be reconceptualized as a spectrum and the adoption of a variegated policy approach.