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Enregistrement W266503150

The Necessity of Native American Autonomy for Successful Partnerships

2010· article· en· W266503150 sur OpenAlex

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Notice bibliographique

RevueAnglican Theological Review · 2010
Typearticle
Langueen
DomaineHealth Professions
ThématiqueIndigenous Studies and Ecology
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésIndigenousPovertySociologyEnvironmental ethicsCompassionAutonomyPolitical scienceGender studiesLaw
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Native Americans today live within a legacy that is the result of complex historical relationships, intimately interwoven with issues of cultural identity and human development. Acquiring understanding and compassion from an examination of our common national history is a spiritual enterprise. Therefore, we must tread gently together on the Sacred Ground that is the wounded story of America and the First Peoples' struggle for life freely and wonderfully lived. World leaders from every nation are currently examining indigenous issues related to economic poverty. Recent international efforts indicate a growing commitment to promoting global development in regions with indigenous populations. Having some sense of how empowered culture frames indigenous issues globally can uncover the nature of the lens through which Native communities are viewed within the United States. Domestic national and local relationships with Native Americans could achieve greater mutual success by applying the lessons learned from the United Nations' research. However, in considering the current understanding of we must listen carefully for what constrains people and for what liberates them within the words and concepts that are used to shape us all. We must also listen for whose voice is telling the story of us; meaning and perspective shifts between tellers, as all sacred stories do. This story, as I will share it with you, begins with the new millennium. In the year 2000, the United Nations created eight international goals that the Episcopal Church knows and supports as the Millennium Development Goals. As a collaborative effort to alleviate poverty, hunger, illiteracy, and disease, the Millennium Development Goals established targets for achieving greater gender equality, environmental sustainability, and opportunities for mutually-enhancing global partnerships toward the development of a better world. The goals focus on countries within the Third World (or Developing World) including those in Eastern, Western, and Southern Asia, as well as in Sub-Saharan and North Africa. Within the goals, global partnerships are initiated by supportive efforts from First World countries, such as the United States, Canada, the United Kingdom, and Australia. Despite recent global economic challenges, the United Nations' Millennium Development Goals Report 2009 indicates that there has been improvement in alleviating extreme poverty, predominantiy in Eastern and Southern Asia.1 In the development and successful execution of the Millennium Development Goals, the United Nations looked to the World Bank for contextual research and economic guidance. In 1996, the World Bank articulated a vision for itself to become a knowledge bank as well as a monetary bank, mediating ideas in addition to finances. Because the highest rates of extreme poverty were associated with indigenous populations, the World Bank pursued international research and dialogue in order to learn the practices of indigenous communities in various areas of the Global South. As a result of their efforts, World Bank executives recognized the need for First World partners to approach Developing World indigenous communities not as recipients of knowledge, but as contributors and protagonists of their own development.2 World Bank researchers came to three general conclusions: (1) human development is an integrated holistic process of change, including economic and income growth; (2) essential social conditions (meeting basic needs first) are necessary for promoting human agency and autonomy; and (3) the sustainability of indigenous culture has a critical impact on the success or failure of vital economic change. In 1998, the President of the World Bank, James D. Wolfensohn, remarked: We start from the proposition that you cannot have development without a recognition of culture and of history. In a world that is becoming increasingly globalized, in a world where there are pressures for a culture homogeneity across all our countries, what is abundantly clear is that it is essential for us to nurture, to prize, to revere and to support the culture and the history of the countries in which we operate. …

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 enseignants

Ni 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.

score de la tête « metaresearch » (Codex)0,003
score de la tête « metaresearch » (Gemma)0,003
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,944
Score d'incertitude au seuil0,999

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0030,003
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0010,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0020,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0010,000

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.

Tête enseignante Opus0,083
Tête enseignante GPT0,441
Écart entre enseignants0,358 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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