Number Of Different Communities Research Articles

The Quest for Improved Collection Care: Opportunities for Participatory Processes Involving Distant Source Communities

ABSTRACT The Geneva Museum of Ethnography (MEG) often engages the participation of source-community artists and representatives when studying collections or creating exhibitions. At the same time, the museum's conservation department increasingly seeks to care for objects in a manner based not on the values assigned at the time of their acquisition, but according to their status as defined by the communities that used or created them, and to respond to those communities’ requests when it comes to sacred or secret objects. To achieve this, we believe that only a participatory approach involving these communities’ representatives will allow us to define the specific care objects should receive. Although the MEG is located in a non-colonizing country, Switzerland, its collection is largely the result of colonial enterprises from which the country nevertheless benefited. While the collection includes objects from a considerable number of different communities, the MEG is not engaged in participatory approaches specifically linked to reparation. How then do we ascertain the needs of such highly diverse collections and how do we define the priorities for their care? This raises the question of which stakeholders have the legitimacy to define an object’s or collection’s needs if their visions do not necessarily reflect those of an entire community. How can the museum define who has the legitimacy to answer its questions? Indeed, does the museum itself have the legitimacy to judge the legitimacy of others? One compromise is to accept that there can be no one solution, only a multiplicity of evolving solutions, and that these solutions are acceptable only insofar as they respect multiple voices and the intention to promote the collections’ wellbeing as well as that of the stakeholders who experience the benefit of interacting with those collections.

Opinion diversity and community formation in adaptive networks.

It is interesting and of significant importance to investigate how network structures co-evolve with opinions. In this article, we show that, a simple model integrating consensus formation, link rewiring, and opinion change allows complex system dynamics to emerge, driving the system into a dynamic equilibrium with the co-existence of diversified opinions. Specifically, similar opinion holders may form into communities yet with no strict community consensus; and rather than being separated into disconnected communities, different communities are connected by a non-trivial proportion of inter-community links. More importantly, we show that the complex dynamics may lead to different numbers of communities at the steady state with a given tolerance between different opinion holders. We construct a framework for theoretically analyzing the co-evolution process. Theoretical analysis and extensive simulation results reveal some useful insights into the complex co-evolution process, including the formation of dynamic equilibrium, the transition between different steady states with different numbers of communities, and the dynamics between opinion distribution and network modularity.

Ask me anything: what is Reddit?

Purpose – This article aims to provide an overview of the popular website Reddit. Design/methodology/approach – In many cases, items that are popular on Reddit become viral, appearing on other social media sites and in the news several days later. Findings – The site’s content is supplied by its users, and the popularity of that content is also determined by the membership. While the site can be described simply as an aggregator of user provided content, this simple description does not adequately capture the essence of the Reddit community and the impact of that community and its generated content on society. Originality/value – Librarians should be aware of this impact and the potential that Reddit possesses for connecting with a number of different communities.

“Sport is community:” An exploration of urban Aboriginal peoples' meanings of community within the context of sport

ObjectivesThe purpose of this study was to better understand the meanings of community, particularly as it is understood within the context of sport, for urban Aboriginal youth and adults in Edmonton, Alberta. DesignA community-based participatory research (CBPR) approach was used to guide this research. MethodOne-on-one interviews were conducted with 18 Aboriginal youth and adults. Data was analyzed using Elo and Kyngäs' (2008) process of content analysis. The integrated indigenous-ecological model was used as a framework for data analysis and the interpretation of findings. ResultsFindings are represented by five themes that are supported by direct quotes from participants. Participants described community as: (1) belonging, (2) family and friends, (3) supportive interactions, (4) sport, and (5) where you live and come from. ConclusionsFindings from this research suggest that urban Aboriginal youth identify with a number of different communities, and their complex meanings of communities are comprised of various interpersonal level factors. The knowledge shared by participants provides necessary insights into meanings of community, which are necessary for ensuring that community-driven and community-based sport programs are relevant to Aboriginal youth.

Pinning controllability of complex networks with community structure

In this paper, we study the controllability of networks with different numbers of communities and various strengths of community structure. By means of simulations, we show that the degree descending pinning scheme performs best among several considered pinning schemes under a small number of pinned nodes, while the degree ascending pinning scheme is becoming more powerful by increasing the number of pinned nodes. It is found that increasing the number of communities or reducing the strength of community structure is beneficial for the enhancement of the controllability. Moreover, it is revealed that the pinning scheme with evenly distributed pinned nodes among communities outperforms other kinds of considered pinning schemes.

Proposing a resolution to debates on diversity partitioning

There have been intense debates about the decomposition of regional diversity (gamma) into its within-community component (alpha) and between-community component (beta). Although a recent Ecology Forum achieved consensus in the use of "numbers equivalents" (Hill numbers) as the proper choice of diversity measure, three related major issues were still left unresolved. (1) What is the precise meaning of the "independence" or "statistical independence" of alpha diversity and beta diversity? (2) Which partitioning (additive vs. multiplicative) should be used for a given application? (3) What is the proper formula for alpha diversity, as there are two formulas in the literature? This paper proposes a possible resolution to each of these issues. For the first issue, we clarify the definitions of "independence" and "statistical independence" from two perspectives so that confusion about this issue can be cleared up. We also discuss the causes of dependence, so that the dependence relationship between any two diversity components in both partitioning schemes can be rigorously justified by theory and also intuitively understood by simulation. For the second issue, both multiplicative and additive beta diversities based on Hill numbers are useful measures and quantify different aspects of communities. However, neither can be directly applied to compare relative compositional similarity or differentiation across multiple regions with different numbers of communities because multiplicative beta diversity depends on the number of communities, and additive beta diversity additionally depends on alpha (equivalently, on gamma). Such dependences should be removed. We propose transformations to remove these dependences, and we show that the transformed multiplicative beta and additive beta both lead to the same classes of measures, which are always in a range of [0, 1] and thus can be used to compare relative similarity or differentiation among communities across multiple regions. These similarity measures include multiple-community generalizations of the Sørenson, Jaccard, Horn, and Morisita-Horn measures. For the third issue, we present some observations including a finding about which alpha formula produces independent alpha and beta components. These may help to resolve the choice of a proper formula for alpha diversity. Some related issues are also briefly discussed.

CONTINUITY OF LEARNING: adding funds of knowledge from the home environment

In comparison to previous generations, families these days are leading increasingly complex lives. Children often have a diversity of experiences from various learning communities before they begin school. For example, they may have been involved in one or more early childhood settings before moving on to school, where they join the new community of the school; and they have the of the home community, which may or may not involve an extended family. They may be involved in cultural, sporting, artistic, and/or spiritual communities. A child may be involved in many communities each week, or may a number of different communities over a period of time. This can be referred to as the multidimensionality of student experience (Gonzalez, Moll, & Amanti, 2005, p. 6). Some of these communities may be very similar to each other--for example, involvement in a spiritual community may in many ways require of activities similar to those practised at home. Some communities may be very disparate; for example, a swimming lesson may operate very differently from a play group and have a different set of expectations and modes of participation. The constant factor, however, is the mediating one of the family. This article explores the families have of their child and the importance for teachers, families, and the child of sharing this knowledge. Funds of In their book Funds of Knowledge Norma Gonzales, Luis Moll, and Cathy Amanti define of knowledge as being based on a simple premise: People are competent, they have knowledge, and their life experiences have given them that knowledge (2005, p. ix). Gonzales et al. focus on developing reciprocal relationships with families, in part to identify the knowledge, skills, and experiences of families that could be shared with the to enhance classroom practice and students' learning: [a] funds of approach facilitates a systematic and powerful way to represent communities in terms of resources, the wherewithal they possess, and how to harness these resources for classroom teachers (p. x). As well as viewing a family's skills and as resources the teacher can tap into, it is also possible to see the family as a mediating factor in terms of the child's interactions with the various learning communities the child is involved in (as shown in Figure 1). This view highlights the necessity of developing reciprocal and responsive relationships between the family and the centre or classroom. In this framework the family can be seen as a pivotal point and constant frame of reference for the child. At any one time a child is a participant in many communities, not just one. It is the family, as the mediating factor, that has the of the child's of these things. Communities of practice When we look more closely at the child's of, and between, these communities, a useful concept is Etienne Wenger's (1998) definition of a community of practice as a living context that can give newcomers access to competence and also invite a personal of engagement by which to incorporate that competence into an identity of (p. 214). Children come to an early childhood centre or school with varying experiences of participation. Each of the communities they have been a part of may have functioned in entirely different ways, with a multitude of different foci. How they have approached these different settings and how their sense of belonging, engagement, and participation has developed are important indicators for a teacher in deciding how to scaffold and bridge a child's entry into, and learning within, any community of learning. Once again, it is often the family that holds this information. Reciprocal relationships In their exploration of funds of Gonzales et al. (2005) found that once the relationship level of the communication between parents and becomes more reciprocal . …

Continuity of Learning: adding funds of knowledge from the home environment

In comparison to previous generations, families these days are leading increasingly complex lives. Children often have a diversity of experiences from various learning communities before they begin school. For example, they may have been involved in one or more early childhood settings before moving on to school, where they join the new community of the school; and they have the of the home community, which may or may not involve an extended family. They may be involved in cultural, sporting, artistic, and/or spiritual communities. A child may be involved in many communities each week, or may a number of different communities over a period of time. This can be referred to as the multidimensionality of student experience (Gonzalez, Moll, & Amanti, 2005, p. 6). Some of these communities may be very similar to each other--for example, involvement in a spiritual community may in many ways require of activities similar to those practised at home. Some communities may be very disparate; for example, a swimming lesson may operate very differently from a play group and have a different set of expectations and modes of participation. The constant factor, however, is the mediating one of the family. This article explores the families have of their child and the importance for teachers, families, and the child of sharing this knowledge. Funds of In their book Funds of Knowledge Norma Gonzales, Luis Moll, and Cathy Amanti define of knowledge as being based on a simple premise: People are competent, they have knowledge, and their life experiences have given them that knowledge (2005, p. ix). Gonzales et al. focus on developing reciprocal relationships with families, in part to identify the knowledge, skills, and experiences of families that could be shared with the to enhance classroom practice and students' learning: [a] funds of approach facilitates a systematic and powerful way to represent communities in terms of resources, the wherewithal they possess, and how to harness these resources for classroom teachers (p. x). As well as viewing a family's skills and as resources the teacher can tap into, it is also possible to see the family as a mediating factor in terms of the child's interactions with the various learning communities the child is involved in (as shown in Figure 1). This view highlights the necessity of developing reciprocal and responsive relationships between the family and the centre or classroom. In this framework the family can be seen as a pivotal point and constant frame of reference for the child. At any one time a child is a participant in many communities, not just one. It is the family, as the mediating factor, that has the of the child's of these things. Communities of practice When we look more closely at the child's of, and between, these communities, a useful concept is Etienne Wenger's (1998) definition of a community of practice as a living context that can give newcomers access to competence and also invite a personal of engagement by which to incorporate that competence into an identity of (p. 214). Children come to an early childhood centre or school with varying experiences of participation. Each of the communities they have been a part of may have functioned in entirely different ways, with a multitude of different foci. How they have approached these different settings and how their sense of belonging, engagement, and participation has developed are important indicators for a teacher in deciding how to scaffold and bridge a child's entry into, and learning within, any community of learning. Once again, it is often the family that holds this information. Reciprocal relationships In their exploration of funds of Gonzales et al. (2005) found that once the relationship level of the communication between parents and becomes more reciprocal . …

An exploration of the interplay between psychological sense of community, social identification and salience

AbstractPast research indicates that there is a strong relationship between the constructs of psychological sense of community (PSOC) and social identification. The current study draws on data (N = 219) examining participants' membership in a number of different communities to present an examination of the relationship between these constructs. In particular, the study examines the relative strength of the separate aspects of social identification (based on Cameron's 2004, Three Factor Model of Social Identification) as predictors of overall PSOC, accounting for situational salience. Results indicate that Ingroup Ties is consistently the strongest predictor of PSOC and that the strength of Ingroup Affect and Centrality alter according to the group or community context. The theoretical implications of these results are discussed in terms of the interplay and overlap of these important community processes. Copyright © 2005 John Wiley & Sons, Ltd.

Turning It All Upside Down . . . Imagining a distributed digital audiovisual archive

What could and should be the relationship between research archives of endangered cultural heritage materials and the originating community? This paper argues that recent developments in distributed computing in a networked environment have allowed us to re‐imagine this relationship in a way that profoundly changes the role of the archive and reinforces the desirability of establishing ongoing reciprocal relationships with cultural heritage communities. Some possibilities are suggested drawing from experience with PARADISEC (the Pacific and Regional Archive for Digital Sources in Endangered Cultures, established in 2003 as a collaborative venture between the University of Sydney, the University of Melbourne, and the Australian National University) and with local community‐based digital archives in the remote Australian communities of Belyuen and Wadeye. Repatriation and rights, planning principles for establishment and sustainability of local digital archives in community cultural centres, and models for a staged approach in setting up ongoing relationships with rights holders are discussed. The paper argues that digital archives, as distributed virtual institutions, need to engage with a number of different communities of interest: not only the individuals, communities, and institutions that own the cultural heritage objects we preserve, but also the wider academic community and international standards‐setting bodies. Planning for our archives’ digital future means imagining ourselves as actors and creators within that virtual society.

Resolving conflicts between people and canada geese: the need for comprehensive management approaches

Author(s): Hadidian, John | Abstract: Canada geese have become established and are now numerous enough in many urban and suburban areas that conflicts with humans have become frequent. Although potential threats to human health are often cited as a justification to manage goose populations, currently available science suggests that this is not a serious issue. This leaves the primary concern as one of aesthetics– people do not like having to deal with what can sometimes be copious amounts of goose droppings. Animal welfare interests have questioned the humaneness of different roundup and killing programs, and advocated non-lethal approaches and egg addling. Both approaches currently are being practiced in a number of different communities without, unfortunately, much being done to systematically monitor or evaluate them. This paper addresses some of the more controversial issues surrounding resident Canada goose management from an animal welfare perspective and touches on some of the different management approaches currently being practiced as examples of the need for better overall coordination and comparison of management approaches.

THE POTENTIAL MOBILITY OF HUMAN POPULATIONS

Summary.The interpretation of the findings of archaeological surface survey involves making assumptions about the extent and limits to the mobility of communities, land, and individuals in past times. Recent work in medieval and early modern European history has established both the rates and the causes of mobility in a number of different communities. This paper assembles some rather less conclusive evidence from classical Greece to argue that relatively high rates of mobility of individuals, land and communities should not be excluded when a picture of the society of ancient Greece is conjured up.

Problems of Power in a Plural Society: Asians in Kenya

Current theories of stratification in plural societies emphasize the cultural and social homogeneity of the major sections in these societies. Data collected on the Asian population in Kenya, however, suggest that a major section in this plural society is fragmented into a number of different communities. No institutional framework exists which effectively cuts across communal boundaries. Moreover, the nature of the social divisions within the various Asian communities in Kenya, as elsewhere in East Africa, favors the rise of leaders from the upper strata only, i.e., persons of high caste or high economic status or both.