scholarly journals Metadata 2020 Metadata Evaluation Projects

2020 ◽  
Vol 6 ◽  
Author(s):  
Ted Habermann
Keyword(s):  
Community Collaboration ◽  
Goal Management ◽  
Working Together ◽  
Community Recommendations

Metadata 2020: a cross-community collaboration that advocates richer, connected, reusable, and open metadata for all research outputs to advance scholarly pursuits for the benefit of society. A group of volunteers working together trying to encourage and facilitate progress towards this challenging goal. Management guru Peter Druker famously said “If you can’t measure it, you can’t improve it”. With that in mind, several Metadata 2020 projects examined approaches to metadata evaluation and connections between evaluation and guidance. Accomplishing this progress across the broad expanse of the Metadata 2020 landscape requires connecting metadata dialects and community recommendations and analysis of multiple metadata corpora. This paper describes one framework for approaching that task and some potential examples.

Defying Displacement: Organizing for a Beautiful Life in Flagstaff, Arizona

2015 ◽  
Vol 37 (2) ◽  
pp. 35-39 ◽  
Author(s):  
Leah Mundell ◽  
Lisa Hardy ◽  
Roxana De Niz ◽  
Michelle Thomas
Keyword(s):  
Leadership Development ◽  
Policy Change ◽  
Low Income ◽  
Community Organizing ◽  
Coalition Building ◽  
Community Collaboration ◽  
Community Organizers ◽  
Health Related ◽  
Working Together ◽  
To Come

This article is a reflection on practice from anthropologists and community organizers working together to affect policy change related to health. In particular, we describe a successful organizing effort to oppose the displacement of low-income residents of a mobile home park. We argue that this victory was in part because of the approach of key members of the organizing coalition, who viewed the work of policy change as a process of leadership development and community collaboration rather than top-down advocacy. Here, we show the ways that an anthropological approach to policy change was built into the work of the coalition, intersecting with community organizing theories and methods. This has led to political change and an ongoing process of coalition-building and leadership development that has the potential to change public discussion and decision making on health-related issues for years to come.

scholarly journals Experiences of Newcomers to Fransaskois Schools: Opportunities for community collaboration

2011 ◽  
Vol 45 (2) ◽  
pp. 287-304 ◽  
Author(s):  
Laurie Diane Carlson Berg
Keyword(s):  
Appreciative Inquiry ◽  
School Community ◽  
Community Collaboration ◽  
Linguistic Minority ◽  
Potential Barriers ◽  
Community Recommendations

Recently, there has been an unprecedented increase in the number of Francophone immigrants to Anglo-dominant provinces in Canada. This paper presents results of an appreciative inquiry-based study into the experiences of newcomers to one Francophone community in a linguistic minority context (Saskatchewan). Transcripts of interviews with twenty-seven participants were analysed to identify potential barriers to inclusion in the Francophone school community. Recommendations are offered as to how culturally reciprocal collaboration and mentoring may be used to address identified challenges.

Working Together in Collaborations: Successful Process Factors for Community Collaboration

2011 ◽  
Vol 35 (3) ◽  
pp. 282-298 ◽  
Author(s):  
Ellen Perrault ◽  
Robert McClelland ◽  
Carol Austin ◽  
Jackie Sieppert
Keyword(s):  
Community Collaboration ◽  
Working Together ◽  
Process Factors

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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