Climbing the Educational Mountain: A Metaphor for Real Culture Change for Indigenous Students in Remote Schools

2007 ◽  
Vol 36 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Robyn Hewitson
Keyword(s):  
Culture Change ◽  
Community Education ◽  
Radical Change ◽  
Northern Territory ◽  
First Year ◽  
Indigenous Students ◽  
Parents And Children ◽  
Education Centre ◽  
History Of ◽  
To Come

AbstractThe history of remote school education in the Northern Territory can best be summarised as years of lost opportunities, pedagogies of discrimination, and diminished lives for those parents and children who trusted and responded to the government’s invitation to come to school. From late 2001 to 2005 historic educational change occurred in the remote Community Education Centre of Kalkaringi and Daguragu in the Northern Territory, the site for the delivery of the Northern Territory’s first Year 12 Indigenous graduates studying in their own community school. At the heart of the historic achievement was a radical change in thinking about education for Indigenous students. This paper discusses some of the policy parameters and educational circumstances that prevented significant change in the delivery model of education for the Community Education Centres in addition to a conceptualisation of how that school circumvented the policy parameters and instituted real change from the ground up. The paper examines, through a critical lens, the nature of the culture change that was crafted and built upon within Kalkaringi School and its communities, despite an initial and significant sense of powerlessness felt by families and to some extent the teachers and principal within the school. Through the development and embrace of a metaphor of possibility and hope - the challenge of climbing the educational mountain formed the foundation for a dedicated and committed enactment of an equitable educational entitlement for remote Indigenous students.

Eight Years of Asking Questions

2006 ◽  
pp. 289-304 ◽  
Author(s):  
Jim Boyle
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Radical Change ◽  
First Year ◽  
Feedback Systems ◽  
Teaching And Learning Strategies ◽  
Personal Response System ◽  
History Of ◽  
Asking Questions ◽  
Science Classes

Eight years ago, the Department decided to embark upon a radical change to its first-year teaching. A core feature of that change was the introduction of “classroom feedback systems” in large, engineering science classes, starting with ClassTalk and then moving on to the Personal Response System. This chapter gives a brief history of the reasons for this change, which involved other, complimentary, teaching, and learning strategies, our experiences, current developments, and a look to the future, in particular, the way we would like to see the technology developing.

Indigenous Knowledge, Perspectives, and Design Principles in the Engineering Curriculum

2018 ◽  
Author(s):  
Marcia R. Friesen ◽  
Randy Herrmann
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Design Principles ◽  
First Year ◽  
Infrastructure Development ◽  
Conceptual Approach ◽  
Indigenous Students ◽  
History Of ◽  
Energy Independence ◽  
The University

Canadians live with a legacy of troubled relationships between Indigenous Canadians and non-Indigenous Canadians, rooted in a history of colonialism and racism. Aligned with the Truth & Reconciliation Commission's Calls to Action and the University of Manitoba's Strategic Priorities 2015-2020, The Faculty of Engineering is planning curriculum initiatives to incorporate Indigenous Knowledge, perspectives and design principles.The paper reviews the conceptual approach which encompasses both the culture of the institution as well as specific curriculum initiatives. These curriculum initiatives include redeveloping three core courses, first-year Design in Engineering, third year Engineering Economics, and third year Technology & Society for explicit inclusion of Indigenous knowledge, perspectives, and design principles; integrating Indigenous design emphases in capstone design courses, including Indigenous design principles and design application of importance to Indigenous communities, such as infrastructure development, energy independence, and food security; increasing the participation of Indigenous students in the Coop/Industrial Internship Program (IIP), and using the Coop/IIP to build authentic linkages to Manitoba Indigenous communities and environments; and, fostering linkages between teaching and existing faculty research programs

An Extended Negotiated Narrative in an ESL Classroom

1996 ◽  
Vol 24 (1) ◽  
pp. 40-42
Author(s):  
Derek Pugh
Keyword(s):  
Community Education ◽  
Northern Territory ◽  
Narrative Writing ◽  
Writing Program ◽  
Third Language ◽  
Teenage Girls ◽  
Short Novel ◽  
Education Centre ◽  
General Studies ◽  
Esl Classroom

In October 1995 a short novel, Tammy Damulkurra, was published by Aboriginal Studies Press. Tammy was the result of a six-week narrative writing program undertaken with a class of teenage girls at Maningrida Community Education Centre, in the Northern Territory. The girls, Charlene Bonson Djarpi-Djarpi, Alison Cooper Gangarnda, Jacqueline Phillips Galamarrjin, Evette Dawn Pascoe, Sabrina Yulumurru Dhurrkay, Rhonda Brown Guykaladawuy, Eileen Bonson Djinjirrow, Simonne Lawrence, Justina Williams Wilinggirra and Roseanne Darcy Wangaytcha, are mostly Burarra, speak English as a second or third language and in 1994 were studying for their General Studies Certificate with me in Eagle Class.

Transitioning Business for a Circular Economy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan EVANS
Keyword(s):  
Professional Practice ◽  
Circular Economy ◽  
Radical Change ◽  
Virtual Space ◽  
Professional Experience ◽  
Operational Model ◽  
New Vision ◽  
To Come ◽  
Space Requirements

This case study explores the strategic business opportunities, for Lane Crawford, an iconic luxury department store, to transition in a circular economy towards sustainability. A new experimentation framework was developed and conducted among cross departmental employees, during a Design Lab, with intention to co-create novel Circular Economy business concepts towards a new vision: the later was a reframe of the old system based on the principles of sustainability; to move beyond a linear operational model towards a circular economy that can contribute to a regenerative society. This work draws on both academic and professional experience and was conducted through professional practice. It was found that innovative co-created concepts, output from the Design Lab, can create radical change in a circular economy that is holistically beneficial and financially viable; looking forward to extract greater value a)Internal organization requires remodeling to transform towards a circular economy; b)Requirement for more horizonal teams across departments vs solely vertical; c)New language and relationships are required to be able to transition towards a circular economy; d)Some form of physical and virtual space requirements, for cross-disciplinary teams to come together to co-create; e)Ability to iterate, learn and evolve requires agency across the business

We Have Tasted the Powers of the Age to Come: Thinking the Force of the Event—from Dynamis to Puissance

2018 ◽  
Vol 40 (1) ◽  
pp. 76-94 ◽  
Author(s):  
Thomas Clément Mercier
Keyword(s):  
History Of ◽  
To Come ◽  
Interpretative Model

Responding to the provocative phrase ‘The Age of Grammatology’, I propose to question the notion of ‘age’, and to interrogate the powers or forces, the dynameis or dynasties attached to the interpretative model of historical periodisation. How may we think the undeniable actuality of the event beyond the sempiternal history of ages, and beyond the traditional, onto-teleological chain of power, possibility, force or dynamis that undergirds such history?

Conclusion

2018 ◽  
Author(s):  
Stefan Winter
Keyword(s):  
Middle Eastern ◽  
Rich Diversity ◽  
The Social ◽  
Local Contexts ◽  
History Of ◽  
Religious Oppression ◽  
The Rich ◽  
To Come

This concluding chapter summarizes key themes and presents some final thoughts. The book has shown that the multiplicity of lived ʻAlawi experiences cannot be reduced to the sole question of religion or framed within a monolithic narrative of persecution; that the very attempt to outline a single coherent history of “the ʻAlawis” may indeed be misguided. The sources on which this study has drawn are considerably more accessible, and the social and administrative realities they reflect consistently more mundane and disjointed, than the discourse of the ʻAlawis' supposed exceptionalism would lead one to believe. Therefore, the challenge for historians of ʻAlawi society in Syria and elsewhere is not to use the specific events and structures these sources detail to merely add to the already existing metanarratives of religious oppression, Ottoman misrule, and national resistance but rather to come to a newer and more intricate understanding of that community, and its place in wider Middle Eastern society, by investigating the lives of individual ʻAlawi (and other) actors within the rich diversity of local contexts these sources reveal.

La ética del Otro: una introducción al pensamiento de Emmanuel Lévinas

2019 ◽  
Vol 1 (1) ◽  
pp. 5-14
Author(s):  
Carlos Alvaréz Teijeiro
Keyword(s):  
Interpersonal Relationships ◽  
Emmanuel Levinas ◽  
Radical Change ◽  
The Other ◽  
Western Philosophy ◽  
Ethical Implications ◽  
Essential Question ◽  
History Of ◽  
The Relationship ◽  
First Philosophy

Emmanuel Lévinas, the philosopher of ethics par excellence in the twentieth century, and by own merit one of the most important ethical philosophers in the history of western philosophy, is also the philosopher of the Other. Thereby, it can be said that no thought has deepened like his in the ups and downs of the ethical relationship between subject and otherness. The general objective of this work is to expose in a simple and understandable way some ideas that tend to be quite dark in the philosophical work of the author, since his profuse religious production will not be analyzed here. It is expected to show that his ideas about the being and the Other are relevant to better understand interpersonal relationships in times of 4.0 (re)evolution. As specific objectives, this work aims to expose in chronological order the main works of the thinker, with special emphasis on his ethical implications: Of the evasion (1935), The time and the Other (1947), From the existence to the existent (1947), Totality and infinity: An essay on exteriority (1961) and, last, Otherwise than being, or beyond essence (1974). In the judgment of Lévinas, history of western philosophy starting with Greece, has shown an unusual concern for the Being, this is, it has basically been an ontology and, accordingly, it has relegated ethics to a second or third plane. On the other hand and in a clear going against the tide movement, our author supports that ethics should be considered the first philosophy and more, even previous to the proper philosophize. This novel approach implies, as it is supposed, that the essential question of the philosophy slows down its origin around the Being in order to inquire about the Other: it is a philosophy in first person. Such a radical change of perspective generates an underlying change in how we conceive interpersonal relationships, the complex framework of meanings around the relationship Me and You, which also philosopher Martin Buber had already spoken of. As Lévinas postulates that ethics is the first philosophy, this involves that the Other claims all our attention, intellectual and emotional, to the point of considering that the relationship with the Other is one of the measures of our identity. Thus, “natural” attitude –husserlian word not used by Lévinas- would be to be in permanent disposition regarding to the meeting with the Other, to be in permanent opening state to let ourselves be questioned by him. Ontology, as the author says, being worried about the Being, has been likewise concerned about the Existence, when the matter is to concern about the particular Existent that every otherness supposes for us. In conclusion it can be affirmed that levinasian ethics of the meeting with the Other, particular Face, irreducible to the assumption, can contribute with an innovative looking to (re)evolving the interpersonal relationships in a 4.0 context.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

STEREOTACTIC HYPO-FRACTIONAL RADIOTHERAPY OF PATIENTS WITH LUNG CANCER I-IIA CLINICAL STAGE: THE ROLE OF SUVMAX ASSESSMENT IN 18F-FDG PET/CT FOR MONITORING TREATMENT OUTCOMES

2017 ◽  
Vol 63 (4) ◽  
pp. 632-638
Author(s):  
Tatyana Borisova ◽  
Arif Allakhverdiev ◽  
Yuriy Gerasimov ◽  
Nadezhda Meshcheryakova ◽  
Mikhail Dolgushin ◽  
...  
Keyword(s):  
Lung Cancer ◽  
Treatment Effectiveness ◽  
Clinical Stage ◽  
First Year ◽  
Pet Ct ◽  
History Of ◽  
Single Factor Analysis ◽  
Fdg Pet Ct ◽  
Second Tumor ◽  
Monitoring Treatment

Material and methods: Since 2014, 33 patients with lung cancer of clinical stage I-IIa (cT1N0M0 - 12 patients, with T2N0M0 - 21 patients) have undergone SRT. Verification of tumor process was obtained in 30 patients. A third of patients (n = 10) had a history of metachronic primary-multiple tumors and 31 patients had peripheral lung cancer. The used variants of SRT fractionation were as followed: 10Gr x 5 fractions (n = 22) and 7Gr x 8 fractions (n = 11) - BED 100Gy. Results: With a median follow-up of 21 months (range 3-37 months), 4 patients (12 %) within the first year had a loco-regional and distant progression, of which two died. During the year one patient died from complications of treatment, one - from the progression of the second tumor. One- and two-year local control was 94 %. Overall and disease-free 2-year survival was 84 % (95 % CI, 70 - 99) and 83.2 % (95 % CI, 70.5 - 99), respectively. Single-factor analysis revealed a significant effect on the overall survival of the fractionation regimen (p = 0.04). The effect of the baseline SUVmax tended to be reliable (p = 0.07). Conclusions: In order to implement the principles of risk-adaptive radiation therapy it is necessary to consider the initial SUVmax of tumor as one of potential predictive and predicative markers of treatment effectiveness.

Epistemic Crisis

2018 ◽  
Author(s):  
Yochai Benkler ◽  
Robert Faris ◽  
Hal Roberts
Keyword(s):  
Public Sphere ◽  
Intellectual History ◽  
Public Institutions ◽  
First Year ◽  
Fake News ◽  
Media And Politics ◽  
Social Divisions ◽  
Echo Chambers ◽  
History Of ◽  
Media Ecosystem

This chapter describes the contours of the epistemic crisis in media and politics that threatens the integrity of democratic processes, erodes trust in public institutions, and exacerbates social divisions. It lays out the centrality of partisanship, asymmetric polarization, and political radicalization in understanding the current maladies of political media. It investigates the main actors who used the asymmetric media ecosystem to influence the formation of beliefs and the propagation of disinformation in the American public sphere, and to manipulate political coverage during the election and the first year of the Trump presidency, , including “fake news” entrepreneurs/political clickbait fabricators; Russian hackers, bots, and sockpuppets; the Facebook algorithm and online echo chambers; and Cambridge Analytica. The chapter also provides definitions of propaganda and related concepts, as well as a brief intellectual history of the study of propaganda.

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