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"The Handbook of Community-Based Participatory Research is an important addition to Oxford University Presss outstanding line of books on public health and related topics because of widespread interest in community-based participatory research. It addresses important issues of concern, including health disparities; public health research involving racial and ethnic minority communities; the health of immigrants; womens health; maternal and child health; infant mortality; cancer screening; prevention of cardiovascular disease, hypertension, obesity, and diabetes; cigarette smoking, physical activity, and diet; HIV/AIDS prevention; faith-based health interventions; gay, lesbian, bisexual, and transgender health; mental health; substance abuse; sexual assault and violence; urban health; rural health; environmental health and environmental justice; global health; research ethics; and public health ethics. This volume complements and explicates closely related developments such as community-based evaluative research, community-engaged research, and the National Institutes of Health (NIH) Clinical and Translational Science Awards. The book should be of interest to public health researchers from academic institutions and state and federal agencies, graduate students, and to members of community coalitions, community advisory boards, and non-profit organizations and foundations."

"This edited volume is an introduction to diverse methods and applications in operations research focused on local populations and community-based organizations that have the potential to improve the lives of individuals and communities in tangible ways. The book's themes include : space, place and community ; disadvantaged, underrepresented or underserved populations ; international and transnational applications ; multimethod, cross-disciplinary and comparative approaches and appropriate technology ; and analytics. The book is comprised of eleven original submissions, a re-print of a 2007 article by Johnson and Smilowitz that introduces CBOR, and an introductory chapter that provides policy motivation, antecedents to CBOR in OR/MS, a theory of CBOR and a comprehensive review of the chapters. "

"AbstrakUsing Community Organizing Participatory Action Research (COPAR) as the main framework for the multiple data-gathering methods utilizedin the study, the researcher addressed the following objectives: (1) to assessthe educational needs of the Lumad and peasant communities in light of theimplementation of Republic Act 10533, and (2) to developa curriculum that addresses the needs of the Lumad and peasant communitiesconsidering the learning competencies stipulated by RA 10533. Freires methodof education was maximized as participants in the research included men, women,and children who learned toassess their role in their community as agents of change with the goal ofachieving social transformation through education. Still adhering to Freires method of education, the intended curriculum that was designed is simple andeasy to understand, integrative, and perceptive of the social realitiessurrounding the Lumads and other peasant learners. From the state approvedcurriculum, the new alternative curriculum ensured the presence of lessons andactivities with a positive influence on all the aspects of a childs development: physical, emotional, social, linguistic, aesthetic, and cognitivethrough the application of the outcomes-based education (OBE) framework. Curriculumdesign also utilized the Makabayan (nationalist), Makamasa (mass-oriented), andSiyentipiko (scientific) (MMS) orientation, which is based on rooted assessmentof the needs of the community learners. The integration of OBE with MMSframework is expected to result in transformative education that can producelifelong learners who will aspire to be part of national development whilepromoting their identity and the good of their communities. The researchprocess undertaken proved that community immersion provides an opportunity forself reflexivity that can result in a more inclusive curriculum design. Lastly it can be concluded that community organizing in education is a painstaking andendless process of collaborations, which, if purposeful and sustained, canpositively impact the communities."