“The Metis of Projects” addresses veteran project manager Ben Berndt’s unease with the use of established (project) management frameworks given their general inefficacy. Despite the use of these frameworks, it is estimated that some 30% of projects still fail because they deliver too late, cost more than expected and/or lack quality. Often, projects and their environments are too complex to be controlled by rather linear frameworks. Where most practitioners define complexity as "complicated," most academics define complexity (more correctly) as interrelatedness. In recent years, the academic community has developed several "level-of-complexity frameworks;" however, these frameworks are not commonly known to practitioners and are therefore not regularly used. And, when examined further, these frameworks appear to be merely environmental scans, used to assess the level of complexity in the project management environment. But projects also carry inherent complexity; they are socially complex, and it is this social complexity that—paradoxically—needs management. Combined with personality assessments, social network theory is used here to glean a better understanding of the social complexity in a project. Berndt believes that, following Hugo Letiche and Michael Lissack's emergent coherence concept, managers should steer clear of frameworks in order to come to grips with the complex, and so he introduces whole systems methodologies, in which group understanding is used to continually set a next step. Berndt concludes his study by describing his multi-view, multi-tool participative project management style, which he thinks best aligns with (managing) the complex.

Examines the politics and society of an influential group of mixed-race people who settled in coastal Africa under French colonialism, becoming middleman traders for European merchants and ultimately power brokers against French rule.

This Handbook brings together foundational and leading-edge research exploring dimensions of improving quality of life in communities of place. Social indicators and other assessment techniques will be explored, including from the framework of community perspectives which is concerned with enhancing quality of life for community members. As part of this trans-disciplinary work, participation, engagement, and empowerment will be key concepts presented. Along with capacity building and service provision, these elements influence community well-being and will be considered along with subjective and objective assessment approaches. Researchers from around the globe share their work on this important topic of community well-being, bringing together a diverse array of disciplinary perspectives. Those working in the areas of public policy, community development, community and social psychology, urban and regional planning, and sustainable development will find this volume particularly useful for the array of approaches presented.

Exploring the relationship between the role of education and Indigenous survival, Digital Storytelling in Indigenous Education is an ethnographic exploration of how digital storytelling can be part of a broader project of decolonization of individuals, their families, and communities. By recounting how a remote Indigenous (Métis) community were able to collectively imagine, plan and produce numerous unique digital stories representing counter-narratives to the dominant version of Canadian history, Poitras Pratt provides frameworks, approaches and strategies for the use of digital media and arts for the purpose of cultural memory, community empowerment, and mobilization. The volume provides a valuable example of how a community-based educational project can create and restore intergenerational exchanges through modern media, and covers topics such as: Introducing the Métis and their community; decolonizing education through a Métis approach to research; the ethnographic journey; and translating the work of decolonizing to education. Digital Storytelling in Indigenous Education is the perfect resource for researchers, academics, and postgraduate students in the fields of Indigenous education, comparative education, and technology education, or those looking to explore the role of modern media in facilitating healing and decolonization in a marginalized community. .