Relevant bibliographies by topics / Community Hub

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community Hub'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Community Hub"

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Calvaresi, Claudio. "Agenda urbana e community hub." TERRITORIO, no. 84 (May 2018): 105–10. http://dx.doi.org/10.3280/tr2018-084016.

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McDonough, Randy P. "Community pharmacy as a health hub." Pharmacy Today 19, no. 11 (November 2013): 33. http://dx.doi.org/10.1016/s1042-0991(15)31099-9.

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Donovan, Tristan. "Walsall centre is hub for community." Children and Young People Now 2015, no. 18 (September 1, 2015): 30. http://dx.doi.org/10.12968/cypn.2015.18.30.

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Manis, Derek R., Iwona A. Bielska, Kelly Cimek, and Andrew P. Costa. "Community-informed, integrated, and coordinated care through a community-level model: A narrative synthesis on community hubs." Healthcare Management Forum 35, no. 2 (October 5, 2021): 105–11. http://dx.doi.org/10.1177/08404704211046604.

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We identify the core services included in a community hub model of care to improve the understanding of this model for health leaders, decision-makers in community-based organizations, and primary healthcare clinicians. We searched Medline, PubMed, CINAHL, Scopus, Web of Science, and Google from 2000 to 2020 to synthesize original research on community hubs. Eighteen sources were assessed for quality and narratively synthesized (n = 18). Our analysis found 4 streams related to the service delivery in a community hub model of care: (1) Chronic disease management; (2) mental health and addictions; (3) family and reproductive health; and (4) seniors. The specific services within these streams were dependent upon the needs of the community, as a community hub model of care responds and adapts to evolving needs. Our findings inform the work of health leaders tasked with implementing system-level transformations towards community-informed models of care.
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Goodman, Jack. "Library, community campus, learning hub: the community educational development challenge." Australian Library Journal 64, no. 3 (June 3, 2015): 217–23. http://dx.doi.org/10.1080/00049670.2015.1041218.

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Field, Paul. "CornerHouse ‐ a mental health community development hub." Mental Health and Social Inclusion 14, no. 4 (November 9, 2010): 7–12. http://dx.doi.org/10.5042/mhsi.2010.0617.

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OZASA, Takao, and Hisashi KOMATSU. "CREAITIVE PROGRAM OF MULTI-FUNCTIONAL COMMUNITY HUB." Journal of Architecture and Planning (Transactions of AIJ) 82, no. 737 (2017): 1649–59. http://dx.doi.org/10.3130/aija.82.1649.

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Tyagi, Avinash C. "Knowledge Hub for Irrigation and Drainage Community." Irrigation and Drainage 66, no. 4 (October 2017): 667–68. http://dx.doi.org/10.1002/ird.2168.

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Zeigler, Bernard P., Sarah A. Redding, Brenda A. Leath, and Ernest L. Carter. "Pathways Community HUB: A Model for Coordination of Community Health Care." Population Health Management 17, no. 4 (August 2014): 199–201. http://dx.doi.org/10.1089/pop.2014.0041.

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Bocco, Andrea, Gaspare Caliri, Erika Lazzarino, and Nicoletta Tranquillo. "Community hub e rigenerazione urbana. Qualche nota interdisciplinare." TERRITORIO, no. 84 (May 2018): 79–86. http://dx.doi.org/10.3280/tr2018-084012.

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Dissertations / Theses on the topic "Community Hub"

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Hansen, Gary Alan. "Hub and Axis." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/33239.

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The project is for the central building of a community center used by the communities of Blacksburg and Christiansburg. The building is a space configured as a hub that uses axes to determine entering, exiting and vertical movement. The hub configuration of the building is in concentric rings around the atrium in both space and materials. As materials were brought into the building, they enhanced the strong axial configuration and emphasized the layers surrounding the central hub space of the atrium. There are two pairs of axes in the building. The entrance axes are perpendicular to the faces of the building and provide lines of sight through it. They also establish the paths of entering and exiting the building. The diagonal axes regulate the vertical movement throughout the building.
Master of Architecture
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Mahmud, Faisal. "Järva Community Center : A social, cultural and religious hub for Järva." Thesis, KTH, Arkitektur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-41494.

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Why this proposal makes sense... The aim of this project is to research the relationship between a mosque and the functions of a community center. It is located between Tensta and Rinkeby, two suburbs in the north of Stockholm. I believe that the two areas can gain a lot by a shared community center due to both positive and negative similarities. The proximity to Järvafältet and Kista is a great plus in the equation. Kista is another suburb in the Järva area and it has been a huge success with regards to education, entrepreneurship and the IT-industry that re- sides there. My goal was to create a contemporary mosque that stays true to Islamic architectural concepts while I develop a new aesthetic language for the spaces that a mosque requires. How can we use the mosque as an attracting catalyst in order to reach out to the inhabitants in these areas? A lot of people in Järva have roots in other parts of the world. There are a lot of vibrant communities from all over the world in Tensta and Rinkeby. People have great respect for faith and religious matters and consider it to be a major part of their identity. What spaces can a mosque share with the community center for opti- mal use and convenience? My proposal takes into consideration that a mosque has a limited num- ber of days during the year when the worshippers need all the space that they can get. I have therefore proposed to put the mosque next to the sports hall so that the sports hall can be used for prayer and spiritual activities during special events such as the month of Ramadan and Friday prayers. When the sports hall is not used by the mosque it goes back to being just a regular sports hall with an intricate roof. What makes it a community center? To make the project more compelling I have added other functions in order to address the needs and wishes of the inhabitants. There is also a library, a food court, lecture hall/cinema, offices, conference rooms, seminar rooms and a class room.
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Mansor, H. N. "The role of school as community hub and its implications on promoting community cohesion towards sustainable communities." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/31935/.

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Purpose: The aim of this research is to develop a conceptual framework that incorporatesa new understanding of key elements that address and realign the roles of a school as a community hub in promoting community cohesion. Findings: The final finding is a new conceptual framework for the understanding of local community perspectives on the role of the school as a community hub. This framework enhances significant values and leads to the creation of guidance to promote community cohesion and to sustain opportunities for existing and future development of schools. Detailed themes in the findings demonstrate a need to propose significant strategies to address the key challenges of the role of school as a community hub. Research limitations/implications: This study looks at the relationships that underlie the visions to see the capabilities of school roles as community hub which then highlights significant ways of delivering efforts to promote cohesion in the community. The implementation of the research will depend upon the extent to which stakeholders discern and accept the new inter-relationships and community cohesion principles proposed. Design/methodology/approach: Grounded Theory Methods (GTM) and Rich Picture Diagrams (RPD) were the approaches taken to collecting and analysing the data from two case studies, one situated in the United Kingdom and the other in Malaysia. Practical implications: Promoting community cohesion requires the role of school to be rediscovered as a concept of a community hub that potentially meets current social needs and those of future generations. Practitioners and policy makers need to be aligned with the new conceptual framework as its represent the engagement of the local communities with the strategies and agendas of sustainable communities. Originality/value: In the world of social and culture diversity, this study lays out new understanding and strategies on the conceptual framework of a school as a community hub facility on promoting community cohesion.
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Gurr, Charlotte, Adrienne McCurdy, and Sarah Rose Robert. "Neighbourhood Hubs : Engaging Communities for Sustainability." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3332.

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Society is facing a great sustainability challenge, where the design of its social systems has made it increasingly difficult for the planet to support humanity. Given the complexity of the sustainability challenge, the planet requires a shift in the way society is organised and a commitment to sustainability from individuals and communities. This thesis explores how neighbourhood hubs can serve as a platform to engage individuals to take an active participatory role in their community. Neighbourhood hubs are defined as: a fixed physical gathering place which intentionally brings people together to carry out services, activities, programs and events that serve the local community. This research sought to uncover the dynamic and engaging characteristics of neighbourhood hubs that attract participants as well as the benefits of hubs to the local community in the form of community capitals. By combining the approach of Strategic Sustainable Development with the engaging characteristics of hubs, this thesis provides a planning tool to help hubs work towards their vision and move society towards sustainability. Neighbourhood hubs are found to be an effective and inspiring way for communities to move towards a vibrant and sustainable future.

carlygurr@gmail.com; adrienne.mccurdy@gmail.com; sarahrose.robert@gmail.com

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Faller, Kevin W. "Reprogramming the Grid: Community Psychology's Role in Urban Systems." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275664829.

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Chiyaka, Edward Tafumaneyi. "Effectiveness of the Pathways Community Hub Model in Reducing Low Birth Weight Among High-Risk Pregnant Women." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564765507539083.

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PIOVESAN, FEDERICO. "Spaces of Participation: (Non-)Humans (Un)Making Community Hubs." Doctoral thesis, Politecnico di Torino, 2020. http://hdl.handle.net/11583/2845788.

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Robinson, Leith Therese Kelly. "Converged memory institutions : combining public library and cultural resources to achieve an information and social commons." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/91.

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The 21st Century’s living and working environment has been transformed by technological advancements, and affected by the trends of globalisation, financial restriction and citizen participation. In response, many information and cultural organisations [memory institutions] such as galleries, libraries, archives and museums are converging aspects of their collections, services and management. This convergence may be physical or virtual, and the subsequent evolution of operations has implications for sites, staff and users. This research explores the theory and practice of convergence as it is impacting upon a particular group and domain of memory institutions, namely public libraries in Western Australia. In addition there is a focus on the interrelationship of convergence with professional and institutional identity, and with the emerging concept of the information and social commons.The research consists of two principal forms of data collection. Firstly, a survey canvassing the opinions of Western Australian public librarians; and secondly, case studies undertaken in four Western Australian local government areas.The findings from these two methods are used to form recommendations for the best operation of a converged memory institution (CMI). Convergence is suggested as particularly appropriate at the local level, and libraries are recommended as the anchoring domain in a CMI, to maximise social capital and form a community hub. This thesis acknowledges the challenging and complex nature of convergence, but argues that as memory institutions converge they improve the delivery of information and cultural services via the optimisation of collectionutility and process efficiency. Thus greater information and social benefits are achieved, and the value and relevance of the collecting sector is reinforced.
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Matena, Dipuo. "Assembling the socio-educational spheres within contested urban environments: The Role of a Community Learning Hub in a Contested Urban Environment." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78647.

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Within the context of this dissertation, community transformative education is regarded as a pathway to an explicit community lifelong learning culture of learning. It aims to liberate marginalized communities from states of oppressive socio- economic status-quos within contested urban locations. The dissertation explores the manner in which architecture can play as a networking tool, in a form of facilitating the social construction and distribution of local knowledge & resources within a contested urban location. Through the identification of global and local issues, new perspectives developed through the consideration and incorporation of local socio-educational networks act as crucial points of focus. The intention of these networks of focus is to use them as tools to improve the contextual circumstances of the contested urban location, through the empowering and transforming community learning. The conceptualized architectural approach of this dissertation, is seen as a tool in which the relationships between communities of different socio- educational backgrounds in contested urban contexts are enabled and encouraged to collaboratively construct and employ their own local knowledge and skills in order to flourish together as one community. Local support is essential for community enablement- as every developmental progress hinge on it as foundation. It is therefore, access to local knowledge and resources that form the foundation of the social production of the explored space. This, in turn, has the ability to create an urban environment rich in livelihood-enriching programs and functions, aiming at improving the lives of its inhabitants, and consequently giving rise to atmospherically and spatially rich and improved urban fabric and inclusive learning environments.
Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.
Boogertman and Partners
Architecture
MArch (Prof)
Unrestricted
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Chabaneix, Nicole. "Exploring change agent strategies in navigating transformation towards safe and just agri-food systems in South Africa - A case study of the SPAR Rural hub project." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194232.

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Ecosystem-based adaptation (EbA) champions the use of biodiversity and ecosystem services to help people adapt to the adverse effects of climate change. Moreover, EbA presents an exemplary opportunity to confer social-ecological resilience. But how can such initiatives be effectively implemented and managed towards a resilient supply of key ecosystem services? Through case study research on community-led water sow and harvest (WSH) – a traditional form of EbA in the Peruvian Andes – this thesis explores social-ecological conditions for self-organization, collaboration and learning for the adoption of the practice, as well as the emergence of adaptive co-management (ACM) and its potential for building local water resilience. Qualitative data collected from interviews and participatory observations were thematically coded, and analysed for self-organization using the Multilevel Nested Framework (Ostrom 2009) and subsequently for social learning using ACM literature. This study found that self-organization for the adoption of WSH was primarily influenced by strong leadership, the importance of the water resource to the community, and users bonded by formal institutions of collective choice and social norms rooted in Andean culture. In addition, four types of collaboration and five learning activities were found to conform a social learning process and result in social learning outcomes for enhanced adaptive capacity, indicating the emergence of ACM around community-led WSH. By supporting knowledge exchange through a social network, ACM allows the practice to be scaled-up to create enabling legislation, scaled-out to increase the number of communities adopting WSH, and scaleddeep to support cultural internalization of the practice. Such scaling can potentially enable community-led WSH to build local water resilience through: 1) implementation at the landscape level to match the scale of ecological processes that sustain water ecosystem services; and 2) continuous management over time to support adaptive forms of water resource governance in the face of change and uncertainty.
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Books on the topic "Community Hub"

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Quality, United States Agency for Healthcare Research and. Connecting those at risk to care: A guide to building a community "HUB" to promote a system of collaboration, accountability, and improved outcomes. Rockville, Md: AHRQ, 2010.

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Fabe, Natalie. Connecting the dots: Making the Bunker Hill Community College Workforce Development Center a premier hub for middle-skill job training in high-growth industries. Cambridge, Mass: John F. Kennedy School of Government, 2012.

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Yang, Mei Hong. Ying su hua hong. Hong Kong: Cosmos Books Ltd, 2001.

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Yang, Meihong. Ying su hua hong: Wo zai mian gong shi wu nian. Xianggang: Tian di tu shu you xian gong si, 2001.

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Yang, Meihong. Ying su hua hong: Wo zai Mian gong shi wu nian. Xianggang: Tian di tu shu you xian gong si, 2001.

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Branchini, Chiara, and Lara Mantovan. A Grammar of Italian Sign Language (LIS). Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-474-5.

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A Grammar of Italian Sign Language (LIS) is a comprehensive presentation of the grammatical properties of LIS. It has been conceived as a tool for students, teachers, interpreters, the Deaf community, researchers, linguists and whoever is interested in the study of LIS. It is one output of the Horizon 2020 SIGN-HUB project. It is composed of six Parts: Part 1 devoted to the social and historical background in which the language has developed, and five Parts covering the main properties of Phonology, Lexicon, Morphology, Syntax and Pragmatics. Thanks to the electronic format of the grammar, text and videos are highly interconnected and are designed to fit the description of a visual language.
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United States. Dept. of Housing and Urban Development, ed. Community 2020: HUD community planning software. [Washington, D.C.?: U.S. Dept. of Housing and Urban Development, 1997.

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Zeng, Yinhui. Yun Daiying dui zao qi Makesi zhu yi Zhongguo hua de li lun gong xian. Beijing: Zhong yang bian yi chu ban she, 2017.

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Chen, Jian. Shalayue gong chan zhu yi yun dong li shi dui hua. Petaling Jaya, Selangor, Malaysia: Ce lüe zi xun yan jiu zhong xin, 2012.

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She qu wen hua lun: Shequwenhualun. Beijing Shi: Zhongguo she hui chu ban she, 2010.

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Book chapters on the topic "Community Hub"

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Spanke, Matthias. "Community Hub." In Retail Isn't Dead, 31–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36650-6_4.

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Nakanishi, Hitomi. "Community as a hub of response." In Disaster Resilience and Sustainability, 46–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003150190-5.

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Salm, Twyla, Elaine Caswell, Shelley G. Storey, and Alan Nunn. "Enhancing and Extending Full Service Community Schools in Saskatchewan, Canada: Educators Becoming Part of the Hub." In Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools, 149–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25664-1_6.

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Mainini, Andrea G., Alberto Speroni, Matteo Fiori, Tiziana Poli, Juan Diego Blanco Cadena, Rita Pizzi, and Enrico De Angelis. "Rethinking the Building Envelope as an Intelligent Community Hub for Renewable Energy Sharing." In Research for Development, 357–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33256-3_33.

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Lewis, April A., and Gilbert G. Weigand. "Virtual Office, Community, and Computing (VOCC): Designing an Energy Science Hub Collaboration System." In Human Centered Design, 425–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21753-1_48.

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Vicente, Maria Inês, Ana Isabel Faustino, Paulo Jorge Lourenço, Ana Peso, José Varela, Carlos Martins, Filipe Pinto, and Pedro Russo. "Open Science Hub-Portugal: Toward Community Development, Innovation, and Well-Being Through Open Schooling." In Co-creating in Schools Through Art and Science, 27–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72690-4_4.

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Yasunaga, Nobuyoshi. "The Role of the Community Hub Established with Multiple Communities in Hilly and Mountainous Areas." In New Frontiers in Regional Science: Asian Perspectives, 181–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7352-1_11.

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Davies, Callan. "Community Hubs." In What is a Playhouse?, 144–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003231127-5.

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Ziozas, Nikolaos, and Theocharis Tsoutsos. "Clean Energy Transition in Southeast Europe: The Paradigm of Greece from a Fossil Fuel Mediator to a Community Energy Hub." In Renewable Energy Communities and the Low Carbon Energy Transition in Europe, 75–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84440-0_4.

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Oksiutycz, Anna, and Caroline Muyaluka Azionya. "Informal Settlements: A Manifestation of Internal and Cross-Border Migration." In IMISCOE Research Series, 109–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92114-9_8.

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AbstractInformal settlements are perceptible material expressions of internal and cross-border migration in South Africa. New arrivals, drawn to urban centres in search of economic opportunities, find a residence in one of the high-density informal settlements dotted around the economic hub of South Africa, the Gauteng province. It is projected that an estimated 1.6 million migrants, including 48% of all immigrants in South Africa, will make Gauteng province their home by 2021 (Stats SA, 2018a). However, instead of better conditions, rural-urban and urban-urban migrants as well as undocumented and documented immigrants experience a lack of service delivery in health, education, road infrastructure, security, electricity, water and sanitation (Marutlulle, 2017). The lack of provision of basic services and resources from the government at such sites often results in community protests and translates into attacks against immigrants residing in those communities.
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Conference papers on the topic "Community Hub"

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Ozkan, Aylin, and Joel Good. "Evaluation of the Thermal Resilience of a Community Hub." In 2022 Building Performance Analysis Conference and SimBuild. ASHRAE and IBPSA-USA, 2022. http://dx.doi.org/10.26868/25746308.2022.simbuild2022_c007.

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Ozkan, Aylin, and Joel Good. "Evaluation of the Thermal Resilience of a Community Hub." In 2022 Building Performance Analysis Conference and SimBuild. ASHRAE and IBPSA-USA, 2022. http://dx.doi.org/10.26868/25746308.2022.c007.

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Yoo, Taewon, Minki Chun, Yunjung Bae, Soohyun Kwon, and Hyunggu Jung. "Exploring the Community of Model Publishers on TensorFlow Hub." In CSCW '22: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3500868.3559477.

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Bolchover, Joshua. "Incremental Development Manual: The Ger Innovation Hub, Mongolia." In 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.27.

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The traditional Mongolian dwelling or ger has evolved in direct correlation to the demands of nomadic life. However, its mobility, affordability and reproducibility have contributed to a rapid urbanization process in the city of Ulaanbaatar, resulting in the creation of sprawling districts with no basic infrastructure that house over 70% of the city’s population.1 During the cold winters, each household uses coal as their main heating source contributing to toxic atmospheric pollution. The lack of water and sanitation infrastructure is coupled with a lack of community provision in the form of kindergartens, schools and play spaces. As the ger districts gradually transform into more permanent forms of settlement, they are beset with ever-increasing sets of problems that have no easy fix. The implementation of large-scale infrastructure and housing development is unfeasible due to the extent of the settlements and the fact that the majority of residents own their land.2 The aim of the project is to create an Incremental Development Manual as a strategic framework for sustainable and affordable district upgrading. This paper will report o n o one component of t his M anual, T he G er Innovation Hub, a prototype for a community centre that demonstrates a methodology to engage the climate crisis through the intersection between research, design practice, and education. The process includes fieldwork, household surveys, environmental modelling, community workshops, student design-build courses, event programming, financial planning, and in-use performance testing. The paper will explain how the project innovated with passive environmental strategies to provide a low-cost solution to reduce energy consumption and the reliance on coal as a heating source. Operational since January 2020, the article will report on the effectiveness of the prototype in terms of its environmental performance and its capacity to become a model for community provision that can be replicated across other ger district areas.
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Lucey, Siobhán, Frank Burke, Briony Supple, and Jennie Foley. "Learning spaces in community-based dental education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.17.

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In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.
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Mugerwa, David, and Anna Sutton. "Bridging the Digital Divide with Internet Connected, Solar Powered, Community Built Hello Hubs." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1139.

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Our paradigm busting solution uses the power of community and the power of connectivity to provide an inclusive, effective and equitable solution to the education gap and the digital divide that is affordable and scalable, with the potential to reach every child. In 2022 it is time we saw the internet not as a luxury, but the means to overcome inequality. We have worked hard to create a poster which is both informative about our education technology innovation as well as challenging to the PCF10 audience. This will be an opportunity for our Ugandan engineer and technology lead David Mugerwa to present our work internationally. It is called the world wide web - let's make that true. // In Uganda and Nepal, we teach communities to build their own solar-powered, outdoor Internet kiosks. Each one is loaded with state of the art education software teaching literacy, numeracy and computer dexterity amongst other subjects so that underprivileged children and adults can educate themselves, communicate with others, and have a voice in the global community. We call them Hello Hubs. And we’re challenging traditional approaches to development - we do not build Hello Hubs - the community does. We show them how to construct, maintain and repair the hub for themselves. It’s a radical, self sustaining model that gives communities full say in how our work works for them.
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Kelly, Lynn. "P-42 The mill at st catherine’s park, cafÉ and community hub – the first three years." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.69.

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Nna, C. D., A. O. Gbadegesin, and K. O. Lawal. "A decentralized, renewable-energy-powered business hub for rural areas: A case study of Ilakan community, Nigeria." In 2016 Clemson University Power Systems Conference (PSC). IEEE, 2016. http://dx.doi.org/10.1109/psc.2016.7462814.

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Frances, Sari, Juan P. Denzer, and Don Hamparian. "Publishing Community Efforts and Solutions to Mitigate the Risks Sci-Hub Poses to Researchers, Librarians, and Publishers." In Charleston Conference Proceedings. Charleston Conference, 2019. http://dx.doi.org/10.5703/1288284317045.

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De Sousa Drumond, Jose David, and Georgia Kotsiopoulou. "Building an Effective Ecosystem for an Integrated Community of Practice and Frustration-Free Technical Knowledge Hub that Maximizes Engagement and Participation of Local and Field Resources Across Multiple Operating Countries." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210844-ms.

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Abstract Developing local resources and effectively transferring knowledge among young and seasoned practitioners, are key elements to enable the continuous creation of value in a transitioning energy market where sustainability, diversity and equity are in the spotlight. This paper presents the strategies employed to develop an integrated ecosystem within a Technical CoP, and the analytical criteria used for the record-time deployment of an almost cost-free and massive Knowledge Hub, resulting in an effective community-wide engagement. The current global challenges, and the need for transformation driving our industry, requires the development of new and cost-effective ways to ensure the training and development of the maximum number of resources. In this context the focus of this work was the creation of a Highly Integrated Ecosystem between two familiar and company-wide used platforms. A detailed blueprint identifying the components and interfaces required to link Exchange, Support, and a comprehensive Knowledge Hub was developed. Ice-breaking, Collaboration, Volunteering and Branding elements were also successfully integrated. Curation and Completeness criteria was developed ensuring Learning Objects remained diverse, relevant, and up-to-date. Navigability, Mesh Interconnection between objects, the selection of diverse learning approaches in the curation and cataloging, and a friendly "frustration-free" visualization of detailed attributes, proved extremely successful in engaging the whole Community of Practice. Learning Elements embedded include: University Lectures, Models, Simulations, On-Demand Webinars, How-to-Demos, Animations, Conference Presentation, and Self-Assessment Tools, and CBT modules. Current topics include: Control & Optimization, Functional Safety, Automation, Digitalization, Industrial CyberSecurity, Process and Production Equipment Troubleshooting, Condition Monitoring, and others with high impact to the business. Use of Analytical tools, detailed KPIs, and of dashboards to analyze the depth and completeness, Gaps and ID learning actions allowed for an extremely efficient and short time for the deployment, and for the growth of the newly created and continuously evolving Knowledge Hub. In just 3 months the Knowledge Hub grew to have 1000+, highly job-relevant, Learning Elements, and the visits and the average time invested on the learning site by users surpassed 5x-10x what was being observed in all other CoPs that employed a more traditional approach to both CoPs and Learning. The paper explores specific examples of novel and exceptionally successful strategies and elements that were used in the design and implementation of the integrated ecosystem for exchange and learning. Analytical tools, Subject Matter Expert crowdsourcing, active engagement, lead and moderation of the platform allowed the creation of a Knowledge Hub exclusively composed of high quality, relevant and free learning opportunities. Sustained grow indicators include +112% of Active Users, +745% on Traffic/Posts, +52% in Knowledge Contributions.
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Reports on the topic "Community Hub"

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Ballamingie, Patricia, and Magda Goemans. Community Environmental Sustainability (Ottawa) Hub Evaluation Synthesis Report. Carleton University, August 2016. http://dx.doi.org/10.22215/cfice-2016-01.

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Traill, Helen, Deirdre Shaw, Stephanie Anderson, Andrew Cumbers, Robert McMaster, and Natalie Marr. Baltic Street Adventure Playground Establishing a Community Food Hub. University of Glasgow, 2020. http://dx.doi.org/10.36399/gla.pubs.217178.

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Teo, Ian, Pru Mitchell, Fabienne van der Kleij, and Anna Dabrowski. Schools as Community Hubs. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-684-0.

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This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed.
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AlSheikh Theeb, Thaer, Rasha Obaid, and Sara McGinty. Guidance on Community Mobilisation for Girls’ Education. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0086.

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Nancy J. Lybeck, Magdy S. Tawfik, and Binh T. Pham. Establishment of a Hub for the Light Water Reactor Sustainability Online Monitoring Community. Office of Scientific and Technical Information (OSTI), August 2011. http://dx.doi.org/10.2172/1031674.

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Camarda, G. S., A. E. Bolotnikov, Y. Cui, A. Hossain, U. Roy, G. Yang, P. Vanier, Alastair McDowell, Chris Rosen, and Joseph Labrum. BNLs Synchrotron-radiation Research Hub for Characterizing Detection Materials and Devices for the NA-22 Community. Office of Scientific and Technical Information (OSTI), March 2017. http://dx.doi.org/10.2172/1351734.

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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/slh.2021.014.

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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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