Learning Preferences and Impacts of Education Programs in Dog Health Programs in Five Rural and Remote Australian Indigenous Communities

2011 ◽  
Vol 40 ◽  
pp. 48-58 ◽  
Author(s):  
Sophie Constable ◽  
Roselyn Dixon ◽  
Robert Dixon

As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by most (68.4%) respondents, followed by visual (65.0%) and practical learning (46.9%). Text-based and computer/screen-based learning were important to 16.2% and 14.6% of respondents respectively. With paper-based visual and text resources, respondents reported a preference for locally made (28/36 or 78%) over mainstream resources. Twenty eight residents involved in the creation of locally made resources reported satisfaction, knowledge exchange, and displayed enthusiasm for the process. Colour resources were more successful than black and white resources or word of mouth in terms of program advertising, alerting 67% (10/15) of respondents compared to 6% to 24% for programs using word of mouth. Dog health programs that incorporated education programs based on these identified preferences achieved significantly better results in terms of improvements in mange prevalence and average condition score, partly through increased community understanding and engagement with the program. Thus, culturally appropriate and locally relevant education programs can significantly improve the success of dog health programs.

Author(s):  
R. Stavetska ◽  
Y. Dynko ◽  
M. Bushtruk ◽  
I. Starostenko ◽  
O. Babenko ◽  
...  

It has been experimentally proven that the strength and direction of the connection between the linear type traits evaluation of the Ukrainian black-and-white dairy breed cows and their body build depends on the type of the build and the sign of the exterior. The study was conducted in 2018 on a breeding plant of the Ukrainian Black-and-White Dairy breed SPC named Shchorsa in Kiev region (n=89). Differentiation of cows on types of their body build was conducted by the method proposed by Chernenko (low-capacity, mid-capacity and high-capacity types) and Kolesnik (by the massiveness index – on the friable and dense, the bone index – delicate and rough, the wide-breast and wide-rump indices – on narrow-body and wide-body types). It was found that the cow-heiferswere well-developed, had intermediate stature and optimum body condition score, deep body, and wide, slight slope rump. They alsohad desirable rear legs, set and foot angle but some toe-out, the udder was well-balanced. Under the good total score of the exterior of studied cows there were some animals with short stature (134– 136 cm), very wide rump, straight rear legs side view and toe-out, extremely steep foot angle, loose fore udder attachment, deep udder below hocks and front teat placement inside of quarter. The degree of development of the studied linear traits of cow-heifers confirms their in-herd variability. The variability of the exterior traits varies from 10,7 % (body depth) to 38,6 % (stature). In addition to the stature of a significant variability was characterized of angularity (22,4 %), rear legs set (22,5 %), body condition score (21,8 %), as well as traits that describe udder: rear udder attachment (31,4 %), udder depth (32,6 %) and front and rear teat position (31,3 % and 25,1 %, respectively). The high variability of linear traits indicates the possibility of effective their selection. As a result of the research, it has been established that the strength and direction of the correlations between the linear type traits evaluation of Ukrainian Black-and-White Dairy breed cows and the type of their body build depends on the type of the body build and the linear trait. The low-, mid- and high-capacity bodies build types (according to Chernenko) reliably correlate with chest width (r=0,58) and body depth (r=0,48), rear legs rear view (r=0,30), the central ligament (r=0,28), udder depth (r =-0,22) and teat length (r=0,25), P˂0,01–0,001. Friable and dense bodies build (according to Kolesnik) were most strongly associated with stature (r=-0,28), chest width (r =-0,70), and body depth (r=-0,38), as well as with rear legs rear view (r=-0,23), P˂0,05...0,001; delicate and rough bodies build – with stature (r=-0,51), angularity (r=-0,22),rump width (r=-0,35), udder depth (r=-0,27) and rear udder attachment (r =0,20), P ˂ 0,05–0,001; narrow-body and wide-body types – with chest width (r=0,30) and rump width (r=0,23), P˂0,05–0,01. Linear type trait evaluation of cows depends on the body build. The strength and direction of the correlations between types of body build and linear traits showed that the most informative is the classification of the body build by low-, mid- and high-capacity according to Chernenko – on the average η2x=17,5 %. The less informative – by narrow-body and wide-body types according to Kolesnik – η2x=7,6 %. The classification of cows on delicate-rough, narrow-body and wide-body types (according to Kolesnik) according to informativeness and reliability can have the intermediate position – η2x=10,0–11,5 %. The strongest influence on the body build has the cows’ height (η2x=27,9 % on average for all studied types of body build), chest width (η2x=33,5 %), body depth (η2x=21,8 %), rump width (η2x=24,1 %) and rear legs (η2x=18,7 %). Key words: cows, linear type trait evaluation, body build, correlation, power of influence.


2017 ◽  
Vol 18 (2) ◽  
pp. 257-289
Author(s):  
Dewi Dewi

Abstract : The Utilization Program of zakat, infak, and alms LAZISNU Banyumas there are four namely: Nu-Preneur, Nu-Smart, Nu-Skill, and Nu-Care. However, by 2017 following LAZISNU provisions, the Center will be replaced with education programs, economic programs, health programs and disaster programs. In maximizing the four programs, especially the Nu-Preneur (economic) program management strategy is using network approach, mustahik character, and business condition mustahik. The utilization of productive zakat in order to empower the mustahik welfare is valued effective. The effective use of zakat is considered effective in empowering the mustahik welfare and it can be measured from several elements, namely: The accuracy of program targets, program socialization, program objectives and program monitoring. Keywords: Program, utilization, LAZIZNU.


Author(s):  
Celia Haig-Brown ◽  
Te Kawehau Hoskins

Indigenous teacher education has proven to be a powerful influence in the resurgence of Indigenous cultures and languages globally. In Canada and Aotearoa New Zealand, while there are numerous distinctions between the countries in size, linguistic and cultural diversity, and the histories of Indigenous peoples and colonization, an Indigenous commitment to schooling has shaped long-term and recent aspirations in both contexts. Within Canada, the proliferation of Indigenous teacher education programs is a direct result of a 1972 landmark national policy document Indian Control of Indian Education. This document written by Indigenous leaders in response to the Canadian government was the culmination of a decades-long, relentless commitment to creating the best possible schooling systems for Indigenous students within the provinces and territories. In 2015, despite some significant gains, the Truth and Reconciliation Commission of Canada completed its work articulating Calls to Action that reinforce the original recommendations, particularly the focus on Indigenous control of education. In the Aotearoa New Zealand context, the establishment of Māori language schooling pathways and Māori medium teacher education programs has been made possible by activism focused on the recognition of Indigenous-Māori rights to language and culture guaranteed by the 1840 Treaty of Waitangi. Forms of constitutional recognition of the Treaty of Waitangi mean that New Zealand endorses a social policy of biculturalism. From the 1970s and 1980s, responses to exclusionary and racist colonial policies and practices have led to the creation of teacher education programs in both Canada and Aotearoa New Zealand transforming universities and schools and establishing spaces of Indigenous authority, activism and expertise. While the pace of change varies radically from place to place and from institution to institution, and the specific contexts of the two countries differ in important ways, the innumerable Indigenous graduates of the programs make ongoing contributions to Indigenizing, decolonizing, and educating Indigenous and non-Indigenous communities alike. The growth and strengthening of an Indigenous education sector have led to significant policy and curriculum reforms across the education systems and to ongoing engagement in critique, advocacy, research, and practice. Throughout their development, Indigenous leadership and control of the programs remain the immediate and long-range goals.


2013 ◽  
Vol 4 (1) ◽  
pp. 1-19 ◽  
Author(s):  
A. Sy

This paper seeks to analyze the problems and barriers encountered when public policy health programs are implemented within indigenous communities. The initial stumbling block for such programs is precisely the idea of health as a universal right, around which emerges a characterization and stereotype of the indigenous population who are consequently addressed as a homogenized unit subsisting below the poverty line, and marginalized. A result of this is that the  particular ethno-cultural register of such populations fails to be acknowledged and form part of a systematic public health policy. Consequently, health policies become generalized in character, unable to variate and differentiate according to the culturally specific contexts within which health outreach and access is needed. In this sense, based on the results of an ethnographic study carried out in two Mbya-Guaraní indigenous communities of Argentina, our study highlights as to how public policies of indigenous health are perceived, their impact value measured, and the meanings which emerge locally about the policy practices implemented.Lastly, our study identifies problems that can be avoided in fulfilling the goals of universal policies and certain questions to consider at the time of policy design and implementation.


10.2196/21155 ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. e21155
Author(s):  
Tarun Reddy Katapally

Indigenous youth mental health is an urgent public health issue, which cannot be addressed with a one-size-fits-all approach. The success of health policies in Indigenous communities is dependent on bottom-up, culturally appropriate, and strengths-based prevention strategies. In order to maximize the effectiveness of these strategies, they need to be embedded in replicable and contextually relevant mechanisms such as school curricula across multiple communities. Moreover, to engage youth in the twenty-first century, especially in rural and remote areas, it is imperative to leverage ubiquitous mobile tools that empower Indigenous youth and facilitate novel Two-Eyed Seeing solutions. Smart Indigenous Youth is a 5-year community trial, which aims to improve Indigenous youth mental health by embedding a culturally appropriate digital health initiative into school curricula in rural and remote Indigenous communities in Canada. This policy analysis explores the benefits of such upstream initiatives. More importantly, this article describes evidence-based strategies to overcome barriers to implementation through the integration of citizen science and community-based participatory research action.


Author(s):  
Victoria Thomsen ◽  
Jill Seniuk Cicek ◽  
Afua Mante ◽  
Shawn Bailey ◽  
Farhoud Delijani

The University of Manitoba Price Faculty of Engineering is actively working on initiatives to increaseIndigenous representation and ideology in engineering education. The initiatives aim to create ethical and equitable space for Indigenous Peoples, so their knowledges and perspectives are visible and valued in the Price Faculty of Engineering community. An Elder-in- Resident presented to an engineering ethics class the realities Indigenous communities face and how to work with Indigenous Peoples at the intersection of engineering projects such as oil and gas, hydroelectricity, andcommunity infrastructure. This study uses the threedimensional space narrative methodology and boundarycrossing theory to realize the impact on students’ learning.  The student’s perspective negotiated and represented in this study acts as an artifact of boundary crossing and provides insight into the exchange of cross-cultural knowledge. Findings reveal a distinction between relationship and knowledge, where knowledge exchange is dependent on the relationship between people. Key factors contributing to a relationship include identifying each other’s historical backgrounds; situational contexts, and values, which require active listening; genuine curiosity; empathy; and time. The research presented in this paper is part of a more extensive case study exploring the impact onstudents’ learning when integrating Indigenous knowledges and perspectives into engineering education and is approved by the University of Manitoba’s Research Ethics Board.


2020 ◽  
Author(s):  
Larissa Naylor ◽  
Ying Zheng ◽  
Joe Oyesiku-Blakemore ◽  
Sarah Dennis ◽  
David Oliver ◽  
...  

<p>Critical Zone Observatories (CZO) have the potential to offer a holistic, social-ecological systems approach to understanding of agricultural systems. They allow us to consider the inter-linkages of nutrients, water and human interactions across the landscape, to help society better achieve UN sustainable development goals. Here we report on how two different work packages of a multi-partner (UK and China), multi-university project are working together, at the geoscience – social science interface. Social science surveys were used to gain an understanding of knowledge exchange pathways, learning preferences and social dynamics in three regions of China that can usefully inform the design of decision support tools (DSTs). These DSTs are being developed to provide information to users about the consequences of their actions (e.g. effects of fertiliser on water quality) and to identify where changed practice may alleviate degradation of ecosystem services.</p><p> </p><p> </p><p>Our work assesses these tools through a Critical Zone (CZ) perspective focusing on farmers, agricultural policy makers (village to county scale) and farm advisors in Chinese agriculture. We explored the best pathways to deliver applicable DSTs in three different Chinese rural areas. We undertook: 1) surveys of Chinese (n = 27) and British (n = 16) scientists researching CZ science in China and 2) surveys and interviews of local stakeholders (592 farmers; 77 officials). This identified how knowledge was exchanged between researchers and users, and what are the preferred and effective ways of knowledge sharing. These data were used to develop a conceptual model of the science-policy-practice interface; identifying different routes for DST knowledge exchange. Alongside this, we carried out a systematic review of over 400 existing DSTs worldwide to identify tools that were: a) suitable for use in China (e.g. lower data requirements); b) had environmental protection goals and c) provided outputs which provide specific support to stakeholders in decisions. Few tools reviewed explained their approaches to KE or engagement with users or assessed the environmental impacts of agricultural practice. Our analysis highlights the need for more interdisciplinary DSTs that are co-produced with users and include both environmental consequences and financial incentives alongside parameters such as crop yield.</p>


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