ALTERING PERCEPTIONS THROUGH INDIGENOUS STUDIES: THE EFFECTS OF IMMERSION IN HAWAIIAN TRADITIONAL ECOLOGICAL KNOWLEDGE (TEK) ON NON-NATIVE AND PART-NATIVE STUDENTS
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Abstract / Resume The Hawaiian People have a unique and detailed of their environment; one that is rarely experienced by most of inhabitants of islands. This paper presents a qualitative content analysis of how students of an undergraduate introductory course on Hawaiian traditional ecological (TEK) responded to course curriculum and instructional methodologies. The varied responses demonstrate importance of a TEK course to education. The paper also explores application and implications of incorporating such a course, and provides prospective educators with a model for curriculum and instruction of future courses on Indigenous environmental knowledge. Les Hawaiens possedent une connaissance unique et detaillee de leur environment, qui la plupart des residents des iles acquierent rarement. L'article present une analyse qualitative de contenu de la facon dont les etudiants d'un cours d'introduction du premier cycle universitaire sur le savoir ecologique traditionnel ont reagi au programme du cours et aux methodes d'enseignement. Les reactions variees demontrent l'importance d'un cours sur le savoir ecologique traditionnel dans l'education. L'article explore egalement la mise en oeuvre d'un tel cours et ses incidences, tout en offrant aux educateurs eventuels un modele de programme et d'enseignement des cours futurs sur les connaissances environnementales autochtones. What is Traditional Ecological Knowledge? Traditional Ecological Knowledge (TEK) refers to base acquired by Indigenous and local peoples over thousands of years through direct contact with environment. includes an intimate and detailed of plants, animals and natural phenomena, development and use of appropriate technologies for hunting, fishing, trapping, agriculture, and forestry, and a holistic knowledge, or 'world view' which parallels scientific discipline of ecology (Bourque & Inglis, 1993, p.vi). TEK can encompass spiritual, cultural, and social aspects as well as substantive and procedural ecological knowledge. Furthermore, TEK is both evolutionary and dynamic in perspective, and is frequently expressed in terms of roles, respect, and responsibilities (Doubleday, 1993). TEK is an attribute of societies (a) with historical continuity in resource use practices, and (b) that are usually non-industrial or less technologically developed; mostly Indigenous and/or tribal (Berkes, 1993). Chief Robert Wavey of Fox Lake First Nation of Manitoba states that the which Indigenous people hold of earth, its ecosystems, wildlife, fisheries, forests and other integrated living systems is extensive and extremely accurate (1993, p.11). TEK is specific to group that belongs to. It is local and can include customary rules and laws, rooted in values and norms of community from which developed. Hunn (1999) points out that is local because of its use, acquisition, and transmission: it is acquired via direct personal experience, is transmitted orally within a community, and is validated by its relevance to daily struggle to wrest a livelihood from one's land (pp.23-24). Because is local knowledge, TEK is also fragile. It is specific to its immediate environment and will not be entirely common to any other community. A consequence of this is that lives and dies with community that sustains and that sustains, but a benefit is that the value of TEK is additive across world's cultures (Hunn, 1999; p.24). As a whole, TEK systems embody cultural diversity of humanity, and must be preserved and practiced. Hunn (1999) states that in order to preserve full value of TEK, member of traditional community must be allowed to apply, maintain and modify as well as pass on to their descendants as still useful knowledge (p.27). It is vital to point out that TEK is still being eliminated on a daily basis through colonization, acculturation, and elimination of practitioners and potential practitioners; and through destruction of necessary unique environments and environmental resources. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle