Answer:
The main aim of public participation is to encourage the public to have meaningful input into the decision-making process. Public participation thus provides the opportunity for communication between agencies making decisions and the public. ... Public participation can be time-consuming and sometimes expensive.
Explanation:
Answer:
We can protect our art and culture by preserving documents, learning about our past , spreading word about them to other parts of the world etc..
Answer:
No theme provided, just write whatever.
Explanation:
A = Apollo, Champion of the Skies
D = Demeter, Goddess of the harvest
O = Octo, Bearer of the Digit 8
L = Lord, Ruler of the Land
E = Evolution, Forward Despite Everything
S = Soviet Moon, Flag implanted in space's guardian
C = Challenger, They Flew too close to the sun
E = Eons, Centuries Past and Landscapes Forged
N = Neurons, Power to the Computer of the Mind
T = Time, The Machine Man Cannot Stop
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
