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This study explores the journey of a model for stakeholder involvement called RISCOM. Originally developed within the field of radioactive waste management in Sweden, it was later used in the Czech Republic to re-establish public dialogue in the process of siting a geological repository. This case offers an opportunity to empirically study the fragility and ambiguous results of organized spread of public involvement across various domains of technological innovation and national contexts.
This article discusses a number, 6.15%, as it comes into being in the course of an evaluation study of education in a southern Afghan province. This number indicates that out of 100 school-aged girls 6.15 go to school. While this kind of number may invite refl ections on its epistemic accuracy, more often it draws attention to its inherent negative — the girls that do not go to school — substantiating a need for sustained international commitment.
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