scholarly journals DEVELOPING AN ECOLOGICAL ASSESSMENT TOOL FOR SIWAN ECO-LODGES IN THE EGYPTIAN WESTERN DESERT

2019 ◽  
Author(s):  
OLA ALI BAYOUMI ◽  
MOHAMED ABDELLAL ◽  
MOHAMED FEKRY ◽  
AMR ALI BAYOUMI
Keyword(s):  
Assessment Tool ◽  
Ecological Assessment ◽  
Western Desert

Community readiness in the Syrian refugee community in Jordan: A rapid ecological assessment tool to build psychosocial service capacity.

2020 ◽  
Vol 90 (2) ◽  
pp. 212-222
Author(s):  
Ruth Wells ◽  
Mohammed Abo-Hilal ◽  
Zachary Steel ◽  
Caroline Hunt ◽  
Barbara Plested ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Ecological Assessment ◽  
Community Readiness ◽  
Service Capacity ◽  
Syrian Refugee ◽  
Refugee Community ◽  
Psychosocial Service ◽  
Rapid Ecological Assessment

scholarly journals He kete hauora taiao: A Bicultural Ecological Assessment Framework

2021 ◽  
Author(s):  
◽  
Sara Moylan
Keyword(s):  
Resource Management ◽  
Environmental Assessment ◽  
Assessment Tool ◽  
Ecological Indicators ◽  
Ecological Assessment ◽  
Scientific Data ◽  
Assessment Framework ◽  
Resource Managers ◽  
Terrestrial Habitats ◽  
Ecological Science

<p>Ka mau tonu ngā taonga tapu o ngā matua tupuna Koinei ngā taonga i tuku iho, na te ātua Hold fast to the treasures of the ancestors For they are the treasures that have been handed down to us by God’ (Dymond, 2013, p. 274)  Ecologists, resource managers, landowners and iwi generally strive to manage biodiversity on their whenua as obliged by legislation. This may include restoration, protection, the mitigation of negative human impacts, or the prevention of further habitat loss. Mainstream ecological science and resource management (ERM) usually guides management decisions and provides evidence of management effectiveness. However, ecological science can struggle with stochastic and complex biological systems. Māori have hundreds of years of environmental knowledge and understanding that could be utilised by mainstream resource managers to enhance society's combined knowledge. An assessment tool that places mātauranga at its core can introduce a Māori perspective, privilege Māori knowledge, enable holistic co-management, re/introduce social values and create a common ground on which the two paradigms can connect.  He Kete Hauora Taiao is an environmental assessment framework for terrestrial habitats constructed on Māori ecological health indicators by applying them to quantitative ecological scientific data. He Kete Hauora Taiao is built on the Driver – Pressure – State/Condition – Indicator – Response framework (K. F. D. Hughey, Cullen, Kerr, & Cook, 2004). Māori ecological perspectives or ariā (indicators, perspectives or concepts) are placed at the ‘condition’ level. Ariā include concepts such as mauri, whakapapa, tapu, wairua and mahinga kai which are linked to environmental structures, processes, functions and services. These ecological indicators can then be assessed with recognised qualitative scientific tools, metrics and targets. ESAT, Ecological State Assessment Tool, is a database that accompanies He Kete Hauora Taiao and enables quantitative ecological data to be viewed through a Māori perspective and weighted according to its relevance to management objectives.   Creating a new bicultural environmental assessment framework required the exploration of the intersection between Māori ecological knowledge (MEK) and ERM. To my knowledge this is the first MEK based ecological assessment framework created specifically for terrestrial habitats and the first one to attempt to quantify MEK ecological indicators, relate them to ecology and resource management metrics and develop an interface between the two epistemologies. He Kete Hauora Taiao and ESAT (Ecological Statement Assessment Tool) are valuable resource management tools. Together they can create resource management programmes informed by a Māori value framework and are tailored to specific whenua, iwi agendas and political reporting and management requirements. He Kete Hauora Taiao spans the intersection between ERM and MEK, enabling communication and translation. MEK may provide context to scientific data and the scientific data may help augment understanding of MEK. Combined, MEK and ERM may create a powerful force that could vastly improve our resource management and conservation efforts. He Kete Hauora Taiao is a framework that could be engaged with by territorial authorities, iwi kaitiaki and landowners nationwide to automatically build te ao Māori into our management practices.</p>

Preparing Online Instructors

2008 ◽  
pp. 89-113 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Jane Pitcock
Keyword(s):  
Social Learning ◽  
Qualitative Study ◽  
Faculty Development ◽  
Assessment Tool ◽  
Ecological Assessment ◽  
Complex Interaction ◽  
Learning Theories ◽  
Online Instructors ◽  
Multiple Factors ◽  
Learner Interaction

This chapter discusses methods for supporting the instructor in the development of strong learner-learner interactions. In this chapter, we present a brief overview of the importance of social learning theories and existing research that support learner-learner interaction as an important aspect of learning. Next, we discuss the multiple factors, and their complex interaction on the instructor’s ability to support learner-learner interaction. Additionally, we report and discuss findings from a qualitative study examining the use of an ecological assessment tool to evaluate an online course’s ability to support learner-learner interaction. The chapter concludes with suggestions for improved approaches to faculty development to support learner-learner interaction.

Development of an Ecological Assessment Tool for a Workplace Physical Activity Program Standard

2005 ◽  
Vol 6 (4) ◽  
pp. 453-463 ◽  
Author(s):  
Ronald C. Plotnikoff ◽  
Tricia R. Prodaniuk ◽  
Allan J. Fein ◽  
Leah Milton
Keyword(s):  
Physical Activity ◽  
Assessment Tool ◽  
Ecological Assessment ◽  
Physical Activity Program ◽  
Activity Program

scholarly journals He kete hauora taiao: A Bicultural Ecological Assessment Framework

2021 ◽  
Author(s):  
◽  
Sara Moylan
Keyword(s):  
Resource Management ◽  
Environmental Assessment ◽  
Assessment Tool ◽  
Ecological Indicators ◽  
Ecological Assessment ◽  
Scientific Data ◽  
Assessment Framework ◽  
Resource Managers ◽  
Terrestrial Habitats ◽  
Ecological Science

<p>Ka mau tonu ngā taonga tapu o ngā matua tupuna Koinei ngā taonga i tuku iho, na te ātua Hold fast to the treasures of the ancestors For they are the treasures that have been handed down to us by God’ (Dymond, 2013, p. 274)  Ecologists, resource managers, landowners and iwi generally strive to manage biodiversity on their whenua as obliged by legislation. This may include restoration, protection, the mitigation of negative human impacts, or the prevention of further habitat loss. Mainstream ecological science and resource management (ERM) usually guides management decisions and provides evidence of management effectiveness. However, ecological science can struggle with stochastic and complex biological systems. Māori have hundreds of years of environmental knowledge and understanding that could be utilised by mainstream resource managers to enhance society's combined knowledge. An assessment tool that places mātauranga at its core can introduce a Māori perspective, privilege Māori knowledge, enable holistic co-management, re/introduce social values and create a common ground on which the two paradigms can connect.  He Kete Hauora Taiao is an environmental assessment framework for terrestrial habitats constructed on Māori ecological health indicators by applying them to quantitative ecological scientific data. He Kete Hauora Taiao is built on the Driver – Pressure – State/Condition – Indicator – Response framework (K. F. D. Hughey, Cullen, Kerr, & Cook, 2004). Māori ecological perspectives or ariā (indicators, perspectives or concepts) are placed at the ‘condition’ level. Ariā include concepts such as mauri, whakapapa, tapu, wairua and mahinga kai which are linked to environmental structures, processes, functions and services. These ecological indicators can then be assessed with recognised qualitative scientific tools, metrics and targets. ESAT, Ecological State Assessment Tool, is a database that accompanies He Kete Hauora Taiao and enables quantitative ecological data to be viewed through a Māori perspective and weighted according to its relevance to management objectives.   Creating a new bicultural environmental assessment framework required the exploration of the intersection between Māori ecological knowledge (MEK) and ERM. To my knowledge this is the first MEK based ecological assessment framework created specifically for terrestrial habitats and the first one to attempt to quantify MEK ecological indicators, relate them to ecology and resource management metrics and develop an interface between the two epistemologies. He Kete Hauora Taiao and ESAT (Ecological Statement Assessment Tool) are valuable resource management tools. Together they can create resource management programmes informed by a Māori value framework and are tailored to specific whenua, iwi agendas and political reporting and management requirements. He Kete Hauora Taiao spans the intersection between ERM and MEK, enabling communication and translation. MEK may provide context to scientific data and the scientific data may help augment understanding of MEK. Combined, MEK and ERM may create a powerful force that could vastly improve our resource management and conservation efforts. He Kete Hauora Taiao is a framework that could be engaged with by territorial authorities, iwi kaitiaki and landowners nationwide to automatically build te ao Māori into our management practices.</p>

Preparing Online Instructors

2010 ◽  
pp. 277-292
Author(s):  
Evelyn S. Johnson ◽  
Jane Pitcock
Keyword(s):  
Social Learning ◽  
Qualitative Study ◽  
Faculty Development ◽  
Assessment Tool ◽  
Ecological Assessment ◽  
Complex Interaction ◽  
Learning Theories ◽  
Online Instructors ◽  
Multiple Factors ◽  
Learner Interaction

This chapter discusses methods for supporting theinstructor in the development of strong learner-learner interactions. In this chapter, we present a brief overview ofthe importance of social learning theories and existing research that support learner-learner interaction as an important aspect of learning. Next, we discuss the multiple factors, and their complex interaction on the instructor’s ability to support learner-learner interaction. Additionally, we report and discuss findings from a qualitative study examining the use of an ecological assessment tool to evaluate an online course’s ability to support learner-learner interaction. The chapter concludes with suggestions for improved approaches to faculty development to support learner-learner interaction.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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