scholarly journals Environmental Education: Ecological Wisdom of Indigenous Peoples in Western Siberia

2021 ◽  
Vol 13 (7) ◽  
pp. 4040
Author(s):  
Olga V. Zakharova ◽  
Lyudmila G. Suvorova ◽  
Mariya V. Bogdanova ◽  
Anton Viktorovich Zakharov ◽  
Anton Permyakov ◽  
...  
Keyword(s):  
Environmental Education ◽  
Indigenous Peoples ◽  
Education Program ◽  
Western Siberia ◽  
Indigenous Communities ◽  
Control Groups ◽  
Global Environmental ◽  
Global Agenda ◽  
And Control ◽  
Ecological Wisdom

The goal of environmental education is to form a respectful attitude towards nature in the interests of sustainable development. This paper describes the environmental education program at an ethnic camp, which enables visitors to become familiar with the ecological wisdom of the indigenous peoples of Western Siberia, Russia. This program illustrates how indigenous communities can participate in the global agenda as actors suggesting their responses to global environmental challenges. This paper aims to assess the content, form, and effectiveness of the environmental education program at the ethnic camp. The content and form were assessed in compliance with the elements of modern environmental education. To measure the effectiveness of the education program, the Theory of Planned Behavior (TPB) was used to study the students’ intentions to engage in sustainable behavior after visiting the ethnic camp. The research participants were 210 university students. This program is rich in content and form, including traditional activities and the ecological wisdom of the indigenous peoples. However, the findings demonstrated that the program had little effect on their sustainable environmental behavior. No significant differences were found between the results of the experimental and control groups. The study suggests ways to improve the education program.

scholarly journals Effect of Diabetes Education Program on Gestational Diabetes Mellitus Knowledge Among Diabetic Pregnant Women: An Experimental Study

2020 ◽  
Author(s):  
Uchenna Cosmas Ugwu ◽  
Osmond Chukwuemeka Ene
Keyword(s):  
Diabetes Mellitus ◽  
Gestational Diabetes ◽  
Gestational Diabetes Mellitus ◽  
Pregnant Women ◽  
Education Program ◽  
Diabetes Education ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

Abstract Background: Gestational diabetes mellitus (GDM) is a disease condition present during pregnancy and if not properly managed would have severe effect on the maternal and neonatal health. This research determined the effect of diabetes education program (DEP) on gestational diabetes mellitus knowledge (GDMK) among diabetic pregnant women (DPW) and significant differences within groups.Methods: This study was based on a pretest – posttest measures of experimental research design involving experimental (n=110) and control (n=110) groups. A total of 220 DPW were purposively recruited from public hospitals in Nigeria between October and December 2019. The DEP was delivered to DPW in experimental group. The Gestational Diabetes Mellitus Knowledge Questionnaire (GDMKQ) of 0.774 was used for data collection. The statistical analysis was completed using IBM SPSS version 22. Results: The results revealed that no statistically significant difference existed on GDM history (P=0.801>0.05), smoking habit (P=0.0615>0.05), parity status (P=0.503>0.05), and level of education (P=0.720>0.05), while difference was observed on alcohol status (P=0.011<0.05), and age by birth (P=0.009<0.05). Also, while no significant difference existed between the DPW in the treatment and control groups on GDMK pretest measures (P=0.901>0.05), difference existed between the DPW in the intervention and control groups on GDMK posttest scores (P=0.026<0.05). Also, the higher percentage score (78%) of DPW in the experimental group in the posttest GDMK measures which is higher than the score in the pretest measures (55%) of the same group were indications that DEP has significant effect on GDMK among DPW.Conclusion: This demonstrates that reliable interventions are effective in combating pregnancy-related complications. This requires collaborative efforts by concerned bodies to combat notable complications during pregnancy using reliable intervention.Trial Registration: In retrospect, the Pan African Clinical Trial Registry documented the study with registration trial code (Trial No.: PACTR201903003187005)

Effects of a Leisure Education Program on Activity Involvement and Social Interaction of Mentally Retarded Persons

1985 ◽  
Vol 2 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Stephen C. Anderson ◽  
Lawrence R. Allen
Keyword(s):  
Social Interaction ◽  
Education Program ◽  
Total Population ◽  
Sampling Technique ◽  
Mentally Retarded ◽  
Control Groups ◽  
Leisure Education ◽  
Activity Involvement ◽  
Dependent Variables ◽  
And Control

A 9-week leisure education program to increase activity involvement and social interaction of institutionalized mentally retarded adults was investigated. A disproportional stratified (by residential unit) random sampling technique was employed to select 40 subjects from a total population of 243 mentally retarded persons. Subjects were randomly assigned to treatment and control groups. The hypotheses were that there would be no significant increase in activity involvement or social interaction of the subjects who participated in the treatment. Four ANCOVAs were conducted utilizing frequency and duration as the dependent variables for both social interaction and activity involvement. Length of institutionalization was the covariate. The grouping variables were treatment/control and level of retardation. The findings revealed the treatment had a significant effect only on frequency of activity involvement.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

scholarly journals Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples

2003 ◽  
Vol 32 ◽  
pp. 77-84 ◽  
Author(s):  
Frank A. York ◽  
Lyn Henderson
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Indigenous Peoples ◽  
Education Program ◽  
Teacher Education Program ◽  
Indigenous Communities ◽  
School Of Education ◽  
Community Based ◽  
James Cook ◽  
Torres Strait

AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the School of Education at James Cook University and the Tropical North Queensland Institute of Technical and Further Education (TAFE). A second area is RATEP’s innovative use of information and communication technologies in teaching and learning. A third theme is its dynamic evolution from (a) two dedicated RATEP sites in the Torres Strait to 12 sites throughout Queensland; (b) geographically remote sites to a combination of remote, rural, and urban sites; (c) a principle where students gather at a dedicated site with its own teachercoordinator to clusters where a number of students are living in different locations and the coordinator travels between these; (d) movement of sites from location to location depending on need and demand; and (e) a fixed program to a highly flexible one that allows multiple entry and exit points, including honours. A fourth area is the critical insights generated from research into the program by Indigenous and non-Indigenous researchers. The final theme is the retention of graduates from RATEP within the classroom and their promotion into the administrative and advisory teaching sectors.

scholarly journals “Barrage Fire”: Pyrotechnics in the Traditional Economy of Western Siberia and the Transformation of the Environment

2020 ◽  
Vol 8 (5) ◽  
Author(s):  
Sergei Turov
Keyword(s):  
Indigenous Peoples ◽  
Forest Fires ◽  
Western Siberia ◽  
Industrial Structure ◽  
Indigenous Communities ◽  
Forest Steppe ◽  
Mass Migration ◽  
Open Fire ◽  
Blood Sucking ◽  
Traditional Economy

This article carries out a comprehensive study of the use of open fire in the traditional economy of Western Siberia between the eighteenth and nineteenth centuries. For this purpose, the author studies the use of fire in the Russian peasant economy and by the native population of the region. The region’s environment was affected by the use of open fire while the effect of the pyrogenically altered agro-industrial structure of the region. In the article, special attention is paid to the traditional and administrative regulation of the use of fire in economic activities. The ecological-historical method considers landscape and climate zoning in the study of local economic structures. The author uses historical and ethnographic methods, handling data from field ethnography and agricultural history. Documents from the Forest Department of the Ministry of Agriculture and State Property have the greatest potential for the subject explored. Open fire was widely used by Russian peasant farms. Fields and their boundaries were singed in order to destroy stubble and weeds. Last season’s grass was burnt in the spring on pastures and meadows. In the north of the region, Russians and indigenous peoples “renewed” the forest areas where they grew berries with the help of fire. The indigenous peoples of the taiga and tundra (Khanty, Mansi, Nenets) set the taiga on fire in order to attract fur-bearing animals and renew areas grown over with reindeer moss. In order to get rid of blood-sucking insects, both Russian cattle breeders and indigenous reindeer herders could not do without smudges. Russian peasants set forests on fire in order to create spacious insect-free pastures. All the aforementioned economic methods, as well as forest industries, often led to disastrous forest fires. They were especially destructive for the agro-industrial structure of northern floodwater cultivation, plunging the economy into a prolonged depression (impoverishment of hunting, fishing, and cedar production). Forest fires in the southern taiga and forest-steppe zones not only led to forest destruction but to soil degradation, marsh drainage, and the shallowing of rivers. The Russian and indigenous communities tried to regulate fire setting and singeing. However, the restrictions quite often existed on paper only. In the mid-nineteenth century, the administration started paying attention to the problem. As a result, singeing of meadows and fields was limited to a certain spring period. At the beginning of the twentieth century, because of mass migration, anthropogenic forest fires occurred more often and, consequently, resulted in a regional catastrophe. The pyrogenic changes in the environment had an adverse effect on the region’s agro-industrial structure. The administration tightened control of the use of open fire in order to achieve economic aims.

scholarly journals Indigenous Participation and the Incorporation of Indigenous Knowledge and Perspectives in Global Environmental Governance Forums: a Systematic Review

2021 ◽  
Author(s):  
Melanie Zurba ◽  
Anastasia Papadopoulos
Keyword(s):  
Systematic Review ◽  
Indigenous Peoples ◽  
Environmental Governance ◽  
Biological Diversity ◽  
Indigenous Communities ◽  
Convention On Biological Diversity ◽  
Future Research ◽  
Global Environmental Governance ◽  
Global Environmental ◽  
Indigenous Participation

AbstractGlobal environmental governance (GEG) forums, such as those convened through the United Nations, result in the development of monumental guiding frameworks such as the Sustainable Development Goals (SDGs) and the Convention on Biological Diversity (CBD) Conference of Parties (COPs) Aichi and post-2020 targets. The ratification of policy frameworks by member and/or signatory states can result in major shifts in environmental policy and decision-making and has major implications for Indigenous communities. In this article, we present systematic review of the peer-reviewed literature on Indigenous participation in GEG forums, and focus on the specific questions: (1) what GEG forums include Indigenous participation and (2) how do Indigenous peoples participate in GEG forums, including how their perspectives and knowledges are framed and/or included/excluded within governance discussions, decisions, and negotiations. We provide a bibliometric analysis of the articles and derive seven inductively determined themes from our review: (1) Critical governance forums and decisions; (2) inclusion and exclusion of Indigenous voices and knowledge in GEG forums; (3) capacity barriers; (4) knowledge hierarchies: inclusion, integration, and bridging; (5) representation and grouping of Indigenous peoples in GEG; (6) need for networks among and between Indigenous peoples and other governance actors; and (7) Indigenous peoples influence on GEG decisions and processes. Our findings can be used to improve GEG forums by contributing to the development strategies that address the barriers and inequities to meaningful and beneficial Indigenous participation and can contribute to future research that is focused on understanding the experiences of Indigenous peoples within GEG forums.

scholarly journals THE EFFECT OF TEACHING PREPARED IN ACCORDANCE WITH COMMON KNOWLEDGE CONSTRUCTION MODEL ON STUDENTS PROBLEM-SOLVING SKILLS

2021 ◽  
Vol 9 (59) ◽  
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Common Knowledge ◽  
Control Group ◽  
Control Groups ◽  
Problem Solving Skills ◽  
Post Test ◽  
School Learning ◽  
And Control ◽  
Out Of School

The aim of this study is to investigate the effect of the education program prepared in accordance with the Common Knowledge Constructing Model on the 5th grade students' problem determination and problem-solving skills in the Science course "Biodiversity". The research sample consisted of 74 fifth grade students studying in a secondary school in Uskudar, Istanbul. In the research, a pre-test-post-test control group pattern, one of the quasi-experimental methods, was used. The study was implemented in the 2018-2019 academic year and 24 of the students were selected as experiment 1, 25 as experiment 2, and 25 as control group. In experiment 1 group, teaching in accordance with CKCM, in the experiment 2 group, teaching in accordance with CKCM was supported with out-of-school learning environments, and in the control group, teaching in accordance with the Science Curriculum. “Problem Identification and Problem-Solving Skills Test (PIPSST)” was used as a pre-test and post-test data collection tool in the experimental and control groups. As a result of the research, it was concluded that the education program with CKCM and out-of-school learning within the CKCM is more effective in increasing students' problem determination and problem-solving skills compared to teaching in accordance with the science lesson curriculum. It can be said that out-of-school education, which is included in the CKCM, increases students' problem determination and problem-solving skills more. In addition, it was concluded that CKCM and out-of-school learning and teaching improved skills such as analysis, synthesis, evaluation and prediction. When the answers given by the students in the experimental and control groups to the PIPSST open-ended problem were examined, it was observed that the physical, persuasion and political action solution suggestions changed in the experimental and control groups. It was determined that the most and different solution suggestions were in the experiment 2 group. This situation shows that the inclusion of out-of-school learning in the CKCM positively affects the physical, political and persuasion actions of the students towards the solution of the problem. Keywords: Science Education, Environmental Literacy, Scientific Process Skills, Common Knowledge Constructing Model

Part III Rights to Culture, Ch.13 Indigenous Education and the UNDRIP: Article 14

2018 ◽  
Author(s):  
Graham Lorie M ◽  
Van Zyl-Chavarro Amy B
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Educational Systems ◽  
Right To Education ◽  
Cultural Methods ◽  
The Right ◽  
And Control ◽  
Special Meaning

This chapter discusses the right to education in Article 14. Article 14 takes on a special meaning and purpose in terms of repairing, restoring, and strengthening indigenous communities and cultures through education. These aims are to be achieved through linkages with other basic rights, such as the rights of self-determination, non-discrimination, and cultural and linguistic integrity. For instance, Article 14 provides for the right of indigenous peoples to develop and control educational systems that are consistent with their linguistic and cultural methods of teaching and learning. It also articulates a more general right of non-discriminatory access to all levels and forms of education within the State, thereby ensuring that indigenous pupils are placed on an equal footing with non-indigenous pupils. Moreover, it ensures that any action that a State takes with respect to the education of indigenous individuals is done in partnership with indigenous communities.

Indigenous People and the Written Word

2020 ◽  
pp. 473-489
Author(s):  
Linc Kesler
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
School System ◽  
Indigenous Communities ◽  
Political Organization ◽  
Court Cases ◽  
Future Prospects ◽  
Electronic Communications ◽  
Written Word ◽  
And Control

The regimes of thought, culture, and political organization based in European literacy have been part of the destruction of many Indigenous societies. Their emergence in Europe was often disruptive, but the effects for Indigenous people in the context of colonial dominance and control were more cataclysmic. Indigenous communities continue to define new paths in literacy and electronic communications while attempting to limit damage to traditional systems. The current functions and future prospects of books for Indigenous peoples are shaped by the ways in which this past informs—and intrudes into—the present. Recent events in Canada, such as the documentation of the abuses of the Indian residential school system and testimony given in landmark court cases, provide ways of understanding what the culture of books continues to mean for Indigenous communities, what shapes their responses, and what now emerge as opportunities for future forms of Indigenous agency.

scholarly journals The Effect of Psychodrama Integrated Psycho-Education Program on Resilience and Divorce Adjustment of Children of Divorced Families

2020 ◽  
Vol 10 (1) ◽  
pp. 56
Author(s):  
Uğur Gürgan
Keyword(s):  
Data Collection ◽  
Education Program ◽  
Personal Information ◽  
Control Groups ◽  
Divorced Families ◽  
Divorce Adjustment ◽  
Post Test ◽  
The Difference ◽  
And Control

The aim of this study is to determine the effect of Psycho-drama Integrated Psycho-Education Program (PIPP) on divorce adaptation and resilience scores of children of divorced families. In this study, a 2x3 design with experimental and control groups and having pre-test, post-test and follow-up measurements was used. Nonparametric statistics were used in the analysis of the obtained data. Mann Whitney U test was adopted to determine the significance of the difference between the groups and Wilcoxon Signed-Ranks Test was utilized to find the significance of the difference between the measurements. The Child’s Divorce Adjustment Inventory, Child and Youth Resilience Measure and Personal Information Form were used as data collection tools. Based on the results, it was seen that the PIPP had a highly significant effect on the increase in adaptation and resilience scores of children of divorced families and this effect was long-lasting.

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