Дисертації з теми "Expanding knowledge in Indigenous studies"
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Griffin, Rory D. "Indigenous knowledge for sustainable development : case studies of three indigenous tribes of Wisconsin /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Griffin.pdf.
Повний текст джерелаSubmitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resource Management, College of Natural Resources. Includes bibliographical references (leaves 167-176).
Mukwambo, Muzwangowenyu. "Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8382.
Повний текст джерелаPhillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.
Повний текст джерелаValencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
Повний текст джерелаFord, Linda Mae, and linda ford@deakin edu au. "Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge Interests." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070614.105953.
Повний текст джерелаSpak, Stella. "Canadian resource co-management boards and their relationship to indigenous knowledge, two case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63584.pdf.
Повний текст джерелаSheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.
Повний текст джерелаDroz, PennElys. "Biocultural Engineering Design for Indigenous Community Resilience." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323449.
Повний текст джерелаHart, Tim George Balne. "The value of using rapid rural appraisal techniques to generate and record indigenous knowledge : the case of indigenous vegetables in Uganda." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16338.
Повний текст джерелаENGLISH ABSTRACT: In recent decades increasing attention has been paid to the idea of sustainable development and in particular to sustainable agricultural practices. Studies in the seventies, eighties and nineties indicated that many resource-poor farmers were practising low external input sustainable practices by virtue of their resource-poor status. Despite this status these farmers were developing sustainable practises that enabled them to survive even the harshest conditions. It was believed that an understanding of their local practices and associated knowledge, called indigenous technical knowledge by conventional scientists, could provide agricultural development workers with a greater understanding of how to achieve sustainable agricultural development. This awareness would ensure the optimal and sustainable use of local livelihood sources. Following this interest a number of complementary research methods were developed to generate and record indigenous knowledge. Many of these methods fall within the participatory research paradigm of the Social Sciences. Using one of the earlier complementary methods, Rapid Rural Appraisal (RRA), this study considers its value as a method to collect indigenous knowledge about the local cultivation and use of indigenous vegetables in a parish in Uganda. The basic RRA tools are described and the position of RRA within the participatory research paradigm is discussed, indicating that the method probably has a lower-middle of the road position when placed on a continuum of participation. In this study the use of the method enabled the generation of information relating to the context in which agriculture was practised in the parish; specifically the production and use of plants known as indigenous vegetables. At the same time the tools enabled a broad understanding of indigenous knowledge regarding the production, associated practises and beliefs, as well as the use of indigenous vegetables in the parish. This information included technical and socio-cultural information indicating that indigenous knowledge is not only about technical knowledge. In recent years debate has emerged with regard to the value, use and misuse of indigenous knowledge. The debate has questioned the ability of various participatory complementary methods to accurately generate and record this knowledge. One of the main concerns is that most of these methods, like those associated with the quantitative and qualitative paradigms, tend to have inherent biases which detract from their value. Reflection on the use of RRA in the Ugandan study indicated that it was subject to a number of contextual constraints, namely: the assumption and treatment of indigenous knowledge as a stock of knowledge which can neatly conform to scientific categorisation; the unawareness of the powerladen interactions in which knowledge is generated; the consequences of local power struggles on the generation of knowledge; the significance that the presence of researchers during the knowledge generating process has on the resultant knowledge; the relevance of the time, timing and location where knowledge is generated; and the effect that local social differences, such as gender, age, wealth, class, etc. have on who has access to what sort of knowledge. More recently developed and refined methods such as Participatory Rural Appraisal (PRA) and Participatory Technology Development (PTD) include some tools and strategies that overcome some of these constraints. However, these methods are often subject to similar constraints, given the context in which they are used. In the final analysis, the use of the RRA method in Uganda is considered to be a useful tool for collecting contextual data and indigenous knowledge given the circumstances in which it was used. These circumstances included financial constraints, a lack of skills in the complementary methods within the research team, insufficient time and other resources. These hindrances are common in many agricultural development contexts. Based on the results of the study it is recommended that where circumstances permit it, participatory methods such as PRA and PTD should be used. However, users must remain aware that these methods can suffer from some contextual constraints if they are not used with care and if this use is not regularly reflected upon. Despite a number of shortcomings, the use of the RRA method indicated that it is a suitable method in certain contexts. It also indicated that indigenous knowledge is extremely important for agricultural development, but that care must be taken as to how it is generated, understood, recorded and subsequently used. The data generated by means of the RRA method enabled some preliminary reflections on the current understanding of indigenous knowledge. These were reflections on the following: it is a system of knowledge; it originates in and is exclusive to a particular location; it has the ability to include knowledge developed in other locations; and it is deeply entwined within the context in which it is developed. In conclusion a number of possible areas for future research on indigenous knowledge and participatory methods are identified which will allow us to develop a deeper understanding of the value of participatory methods and the significance of indigenous knowledge.
AFRIKAANSE OPSOMMING: Gedurende die afgelope dekades is verhoogde aandag geskenk aan die idee van volhoubare ontwikkeling en spesifiek aan volhoubare landboupraktyke. Studies gedurende die sewentigs, tagtigs en negentigs wys daarop dat verskeie hulpbronbeperkte boere lae eksterne inset, volhoubare praktyke be-oefen het na aanleiding van hulle hulpbronbeperkte status. Nieteenstaande hierdie boere se stand van sake het hulle nietemin standhoudende praktyke ontwikkel wat hulle in staat gestel het om selfs die moeilikste omstandighede te oorleef. Daar was geglo dat deur van hulle plaaslike praktyke en die daarmee saamgaande kennis, bekend as Inheemse Tegniese Kennis onder konvensionele wetenskaplikes, te begryp, dit landbouontwikkelingswerkers kan voorsien van ‘n beter begrip rakende, hoe om standhoudende landbou-ontwikkeling te bereik. Hierdie bewustheid sal die optimale en volhoubare gebruik van plaaslike lewens- en huishoudingsbronne verseker. As gevolg van hierdie belangstelling is ‘n hele aantal komplimenterende navorsingsmetodes ontwikkel om inheemse kennis in te win en op te teken. Verskeie van hierdie metodes val binne die deelnemende navorsingsparadigma van die Geesteswetenskappe. Deur gebruik te maak van een van die vroeëre aanvullende metodes, Rapid Rural Appraisal (RRA), lê die waarde van RRA daarin dat dit ‘n metode is om inheemse kennis in te samel rakende die plaaslike verbouïng en gebruik van inheemse groentes in ‘n wyk in Uganda. Die basiese RRA tegnieke word omskryf asook die posisie van RRA binne die deelnemende navorsings paradigma en dan word daar aangedui dat die metode heel moontlik ‘n lae-middelposisie het wanneer dit geplaas word in terme van ‘n kontinuüm van deelname. In hierdie studie het die metode dit moontlik gemaak om inligting in te win wat verband hou met die konteks waarbinne landbou be-oefen is in die wyk; spesifiek wat produksie en die gebruik van plante, bekend as inheemse groentes, aanbetref. Terselfdertyd het die tegnieke ‘n breër begrip daargestel van inheemse kennis rakende die produksie, daarmee saamgaande praktyke en plaaslike menings, sowel as die gebruik van inheemse groentes in die wyk. Hierdie inligting het ingesluit die tegniese en sosio-kulturele inligting en aangedui dat inheemse kennis nie net oor tegniese kennis handel nie. In die pas afgelope jare het die debat ontstaan rakende die waarde, gebruik en misbruik van inheemse kennis. Die debat het die vermoë van die verskeie deelnemende komplimentêre metodes om akkuraat hierdie kennis in te win en op te skryf, bevraagteken. Een van die hoof bekommernisse is dat die meeste van hierdie metodes, soos die verbonde aan kwalitatiewe en kwantitatiewe paradigmas, daarna neig om inherent bevooroordeeld te wees wat hulle van hul waarde laat verminder. ‘n Refleksie op die gebruik van RRA in die Uganda-studie wys daarop dat dit onderhewig was aan ‘n aantal kontekstuele beperkings naamlik: die aanname en hantering van inheemse kennis as ‘n inventaris van kennis wat netjies omgeskakel kan word in wetenskaplike katagorisering; onbewustheid van die magsonewewigtigheid interaksies waarbinne kennis ingewin word; die gevolge van plaaslike magstryde op die insameling van kennis; die effek wat die teenwoordigheid van navorsers tydens die proses van kennis insameling het op die resultaatgewende kennis, die relevansie van tyd, tydsberekening en plek waar kennis ingewin word; en die effek wat plaaslike sosiale verskille, soos geslag, ouderdom, rykdom, klas, ens. het op wie toegang het tot watter soort van kennis. Meer onlangs ontwikkelde en verfynde metodes soos Participatory Rural Appraisal (PRA) en Participtory Technology Development (PTD) sluit van die tegnieke en strategieë in wat sommige van hierdie beperkings oorkom. Maar sommige van hierdie metodes is gereëld onderworpe aan soortgelyke beperkings, gegewe die konteks waarbinne dit gebruik word. In die finale analise is die gebruik van die RRA metode in Uganda beskou as ‘n bruikbare tegniek vir die insameling van kontekstuele data en inheemse kennis, gegewe die omstandighede waarbinne dit gebruik is. Hierdie omstandighede sluit in, finansiele beperkings, ‘n gebrek aan vaardigheid met die komplimentêre metodes binne die navorsingspan, onvoldoende tyd en ander bronne. Hierdie hindernisse is algemeen in verskeie landbouontwikkelingskontekste. Gebasseer op die resultate van die studie word aanbeveel dat waar omstandighede hul daartoe leen, deelnemende metodes soos PRA en PTD, gebruik moet word. Maar gebruikers moet daarvan bewus bly dat hierdie metodes kan ly aan kontekstuele tekortkomings indien hulle nie met sorg gebruik word en daar nie gereeld oor die gebruik daarvan gereflekteer word nie. Ten spyte van ‘n aantal tekortkomminge het die gebruik van die RRA metode aangewys dat dit ‘n toespaslike metode binne ‘n sekere konteks is. Dit het ook aangewys dat inheemse kennis uiters belangrik is vir landbouontwikkeling, maar dat sorg gedra moet word rakende hoe dit ingewin, verstaan, opgeskryf en daarna gebruik word. Die data wat ingewin is deur middel van die RRA metode het voorlopige refleksies moontlik gemaak rakende die huidige begrip van inheemse kennis. Hierdie was refleksies op die volgende: dit is ‘n stelsel van kennis, dit ontstaan in en is eksklusief aan ‘n spesifieke gebied, dit het die vermoë om kennis in te sluit wat in ander gebiede ontwikkel is, en dit is diep ingeweef in die konteks waarbinne dit ontwikkel is. Ten slotte ‘n hele aantal moontlike areas vir toekomstige navorsing rakende inheemse kennis en deelnemende metodes is geidentifiseer wat ons in staat sal stel om ‘n beter begrip te ontwikkel van die waarde van deelnemende metodes en die belangrikheid van inheemse kennis.
Fredericks, Azeza. "Putting indigenous knowledge on the science policy agenda in South Africa, 1994-2002." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16605.
Повний текст джерелаENGLISH ABSTRACT: The study focuses on tracking the developments accompanying the rise of indigenous knowledge (IK) and its positioning on the science policy and national research agenda in South Africa (SA). The historical occasion, the variety of policy developments in a diverse ‘new’ SA and how IK evolved, presented the impetus and context of the study. The objectives of the study were to consider more closely the roles and actions of the participants in the overall process, how they interacted and to identify broad patterns that occurred. Other areas included positioning IK as strategic science and how it was refracted through the national research system. To achieve these objectives, a significant part of the methodology involved a historical reconstruction of developments in IK. The data obtained from this reconstruction provided the basis for further analysis and closer scrutiny of the issues. Reconstructing the history assisted with providing some answers regarding the sources of concern and motivation which led to formulating policy on IK, the processes that advanced IK to its position in 2002, looking at how the various players in the research system were mobilized and how the prelegislative stage of activity determined the outcome of the IK legislative process. In addition to these questions, there was an opportunity to consider Wally’s Serote’s role as ‘moral entrepreneur and to try to understand both his personal trajectory and the role he played in the system. The historical reconstruction provided a periodization comprising three chronological phases, namely • Genesis (1994 – 1996) • Awareness Creation (1997 – 1998) • Programmes and Implementation (1999 – 2002) New policy directions in SA provided a context for positioning IK within strategic science. The leadership and passion displayed by Serote also required an understanding of his personal trajectory and the role he played in the system. IK as strategic science is positioned within framework of the moral entrepreneur’s cycle in a changing system. The historical reconstruction raised the issue of how easy or difficult it is to embed processes and how these processes co-evolve in the system. It also showed how IK was refracted through the national research system. The broad ‘success’ of the IK initiative is discussed with respect to its legislative and policy journey in SA and its current position in the research system. The ‘lesser successful’ side is also discussed in terms of the intended objectives and the eventual outcomes. Protecting IK, a central issue throughout the process, led to struggles and tensions that required rethinking both the policy and epistemic aspects of both western science and IK.
AFRIKAANSE OPSOMMING: Hierdie studie fokus daarop om dié ontwikkelinge te volg wat deel was van die opkoms van inheemse kennis (IK) en die posisionering daarvan op die agenda vir wetenskapsbeleid en nasionale navorsing in Suid-Afrika (SA). Die historiese gebeurlikhede, die verskeidenheid in beleidsontwikkelinge in 'n diverse "nuwe" SA en die manier waarop IK ontwikkel het, het die stukrag en die konteks vir hierdie studie verskaf. Die doelwitte van die studie was as volg: om die rolle en die aksies van die deelnemers aan die proses as geheel in meer detail te oorweeg; om hulle interaksie waar te neem en om die breë aksiepatrone te identifiseer. Ander ondersoekareas was om IK as strategiese wetenskap te posisioneer en om vas te stel hoe dit deur middel van die nasionale navorsingstelsel gerefrakteer is. Om hierdie doelwitte te kan bereik, het 'n belangrike deel van die metodologie die historiese rekonstruksie van ontwikkelinge in IK behels. Die data wat deur middel van hierdie rekonstruksie verkry is, het die basis voorsien vir die verdere analise en nadere beskouing van die relevante kwessies. Deur die geskiedenis te rekonstrueer kon sommige van die vrae oor die volgende beantwoord word: die oorsprong van sake wat kommer gewek het en die motivering wat gelei het tot die formulering van beleid oor IK; die prosesse wat IK tot die posisie daarvan in 2002 bevorder het deur te kyk hoe die onderskeie rolspelers in die navorsingstelsel gemobiliseer is; en hoe die pre-wetgewende fase van aktiwiteite die uitkoms van die IK-wetgewende proses bepaal het. Bo en behalwe die beantwoording van hierdie vrae, kon Serote se rol as morele entrepreneur ook ondersoek word om sodoende beide sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het te probeer verstaan. Die historiese rekonstruksie het 'n periodisering, bestaande uit drie chronologiese fases, verskaf, naamlik ������� Genesis (1994 – 1996) ������� Skepping van 'n Bewussyn (1997 – 1998) ������� Programme en Implementering (1999 – 2002) Nuwe beleidsrigtings in Suid-Afrika het 'n konteks verskaf vir die posisionering van IK binne die strategiese wetenskap. Die leierskap en passie wat Serote geopenbaar het, het ook begrip vir sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het, gevra. IK as 'n strategiese wetenskap is geposisioneer binne-in die raamwerk van die morele entrepreneur se siklus in 'n veranderende stelsel. Die historiese rekonstruksie het die kwessie geopper van hoe maklik of hoe moeilik dit is om prosesse in te bed, en hoe hierdie prosesse saam in die stelsel ontwikkel. Dit het ook gewys hoe IK deur middel van die nasionale navorsingstelsel gerefrakteer is. Die breë "sukses" van die IK-inisiatief word bespreek met betrekking tot die pad wat dit geloop het in die wetgewende en die beleidsvormende proses in Suid-Afrika en die huidige posisie daarvan in die navorsingstelsel. Die "minder suksesvolle" kant word ook bespreek met betrekking tot die vooropgestelde doelwitte en die uiteindelike uitkomste. Die beskerming van IK, 'n sentrale kwessie regdeur die proses, het gelei tot worstelinge en spanninge wat vereis het dat die beleids- én die epistemiese aspekte van beide die westerse wetenskap en IK herbedink moes word.
Hanisi, Nosipho. "Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008372.
Повний текст джерелаJones, Lowri Madeleine. "Local knowledge & indigenous agency in the history of exploration : Studies from the RGS-IBG collections." Thesis, Royal Holloway, University of London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531297.
Повний текст джерелаHolmquist, Jenny. "Enhet eller mångfald? : En dekonstruktion av samernas bibliotek bibliotekskatalog." Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413556.
Повний текст джерелаEspinoza, Hannah Brady. "The Sovereignty of Story: The Voices of Native American Women Continuing Indigenous Knowledge and Practice." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429270316.
Повний текст джерелаSilvestru, Alexandra. "Decolonizing Ecology: How Do Indigenous Knowledge and Decolonization Contrast and Challenge Eurocentric Conceptions of Ecological Moral Worth?" Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35297.
Повний текст джерелаMahl, Beate. ""Constantly revisit your position" : Researchers' application of Indigenous methodologies in working with reindeer herders." Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170354.
Повний текст джерелаDiop, Ousmane. "Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.
Повний текст джерелаDelgato, Margaret H. "Considerations of Multicultural Science and Curriculum Reform: A Content Analysis of State-Adopted Biology Textbooks in Florida." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1929.
Повний текст джерелаKarnyski, Margaret A. "Ethnomedical and biomedical health care and healing practices among the Rathwa adivasi of Kadipani village, Gujarat State, India." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003050.
Повний текст джерелаLockwood, Devi(Devi Kailasa). "The living library : an indigenous community in the Peruvian Amazon is combating climate change, deforestation, and loss of traditional knowledge by preserving their plants in the wild." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123784.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (page 28).
Farmacia Viva Indigena, the Living Indigenous Pharmacy, is five hectares of primary forest in the Amazon preserved as an intact library of indigenous plants, many of them medicinally useful, near the river village of Paoyhan in Ucayali, Peru. The library is an indigenous climate adaptation strategy in the rainforest, and an effort to revive the Shipibo-Conibo culture of healing with medicinal plants. The pharmacy was established last year by Alianza Arkana, an NGO in Pucallpa. They have divided the land into sub-parcels, and are categorizing and archiving each of the medicinal plants contained inside. In Ucayali, the main environmental concern is deforestation. Land-use change also changes patterns of rainfall, as water is transported in the atmosphere through aerial rivers. The Living Library is an archive and repository of plants in a rainforest that is rapidly disappearing-an attempt to revitalize and preserve indigenous knowledge systems of medicinal plant life in Shipibo culture. The living library of plants in Paoyhan provides an economic alternative to deforestation. They also hope to attract ecotourism, scientists, and possibly pharmaceutical companies. Making the land useful by extracting medicines is one way of protecting it from loggers who enter legally or illegally.
by Devi Lockwood.
S.M. in Science Writing
S.M.inScienceWriting Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing
Freilich, Emily. "Restoration of Mauri (Life-Force) to Ōkahu Bay: Investigation of a Community Driven Restoration Process." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/pomona_theses/196.
Повний текст джерелаMsomi, Zuziwe Nokwanda. "The protection of indigenous knowledge within the current intellectual property rights regime: a critical assessment focusing upon the Masakhane Pelargonium case." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1007744.
Повний текст джерелаLefler, Brian John. "Nuwuvi (Southern Paiute) Ecological Knowledge of Piñon-Juniper Woodlands: Implications for Conservation and Sustainable Resource Use in Two Southern Nevada Protected Areas." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2007.
Повний текст джерелаHall, David Edward. "Sustainability from the Perspectives of Indigenous Leaders in the Bioregion Defined by the Pacific Salmon Runs of North America." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/2569.
Повний текст джерелаBarnes, Helen Moewaka. "Arguing for the spirit in the language of the mind: a Maori practitioner's view of research and science : a thesis submitted for the degree of Doctor of Philosphy at Massey University." Massey University, 2008. http://hdl.handle.net/10179/1008.
Повний текст джерелаSpiegel, Rachel Hannah. "Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.
Повний текст джерелаTso, Mariah. "Dine Food Sovereignty: Decolonization through the Lens of Food." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/348.
Повний текст джерелаFitch, Michelle L. "Native American Empowerment Through Digital Repatriation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2291.
Повний текст джерелаWendel, Kendra Lesley. "Lifeblood of the earth| Nuwuvi (Southern Paiute) hydrological knowledge and perceptions of restoration in two Southern Nevada protected areas." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1553973.
Повний текст джерелаIn the arid landscapes of the southern Great Basin and northern Mojave Desert, issues surrounding water resource management are often politically contentious. Nuwuvi (Southern Paiute) have known and managed these resources for thousands of years prior to Euro-American arrival in the region. A variety of factors, including federal policies that resulted in the creation of reservations and forced placement in boarding schools, as well as contemporary resource commodification, have influenced Nuwuvi knowledge and practice. In this thesis, I examined the character of Nuwuvi ethnohydrological knowledge, including management knowledge, of two protected areas: Spring Mountains National Recreation Area (SMNRA), managed by the U.S. Forest Service (USFS) and Desert National Wildlife Refuge (DNWR), managed by the U.S. Fish and Wildlife Service (USFWS). In addition, I investigated perceptions of water health and restoration among participants from the two managing agencies and six Nuwuvi Nations. I addressed these topics using the theoretical framework of political ecology and a methodology that included semi-structured interviews and demographic questionnaires with 16 Nuwuvi knowledge holders and four federal agency participants. I conducted text analysis of partial interview transcripts using the inductive coding method in order to identify recurring themes and concepts related to hydrology, management, and restoration. My results illustrated that Nuwuvi ethnohydrological knowledge, which developed incrementally over time, conceptualized water as a sentient being that required human interaction to remain healthy. There was also evidence that Nuwuvi knowledge of water was changing as a result of political, economic, and social forces. Furthermore, these findings suggest that Nuwuvi and agency approaches to hydrological management and restoration were built upon differing epistemologies, though there was convergence among specific management and restoration techniques. Based on these results, a report of findings from the Nuwuvi Knowledge-to-Action project, including recommendations for collaborative stewardship approaches, was delivered to participants in August 2013.
Mattioli, Érica Aparecida Kawakami. "Povos indígenas na universidade: ação afirmativa e a geopolítica do conhecimento." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/6691.
Повний текст джерелаFinanciadora de Estudos e Projetos
The selectivity concerning the access of indigenous students to Brazilian higher education have been due to the practices formed racially and the understanding of the political strategy of the education for the recognition of the otherness has appeased the definition of public policies of Affirmative Actions (AA) for groups historically considered subaltern. Affirmative action is often conceptualized as strategic mechanism when both racial tension and socio-economic inequality exist in order to counter the effects of a colonial history of discrimination and disadvantaging that has left huge silences and deformations in the historical narratives about indigenous people and their knowledge, philosophies, bodies and cultures. Therefore, we also can think about affirmative action in its epistemological dimension. A post-colonial reading of affirmative action policies in Brazilian universities focused on indigenous people provided the basis for our analysis. We argue that AA policies have a potential force to produce epistemological disruptions in university contexts. The goal of this research is both to analyze and to describe sociologically the experiences of indigenous students from different ethnic groups in the context of Affirmative Action Policies Program at Federal University of São Carlos. This study ends presenting discussions on how we can epistemologically rethink AA policies in Brazilian universities, especially regarding to indigenous people.
O presente trabalho debruça-se sobre a política de ação afirmativa para acesso ao ensino superior no Brasil, num cenário em que diferentes argumentos que a justifica se encontram e se tensionam. Numa perspectiva de analítica pós-colonial buscamos discutir a crescente presença dos povos indígenas nas universidades, tendo em vista que o pós-colonial constrói sua crítica ao modo como o conhecimento científico tem sido produzido e posto em circulação. Observamos que, no geral, as universidades públicas brasileiras operam em função de concepções e representações forjadas nas relações coloniais, de modo que em seus espaços, formas de produção, validação, aplicação e circulação de conhecimentos ainda são definidas a partir de uma matriz epistemológica ocidental, eurocentrada, racializada. Ao considerar o racismo inscrito nas matrizes das ciências e o fato de que houve e há hierarquização dos conhecimentos, a crítica póscolonial leva a cabo o exercício epistemológico de desfamiliarização das experiências antes racializadas e de desconstrução do vocabulário colonial a partir do qual elas têm sido nomeadas, conhecidas e inscritas nos imaginários. Nesse sentido, temos nos perguntado se as presenças indígenas podem provocar algum tipo de deslocamento (epistemológico, metodológico, cultural, político) no contexto da universidade. Mais especificamente, as presenças indígenas nas universidades podem constituir-se em possibilidade de deslocar o espaço-tempo dos signos, deslocar os contextos de significação? Podem constituir-se como possibilidade de produção de novos sentidos e de novos arranjos das diferenças? Tendem a provocar mudanças na própria institucionalização dos programas de ação afirmativa das universidades? A experiência em curso na Universidade Federal de São Carlos nos tem permitido conceber a política de ação afirmativa como estratégia que pode possibilitar deslocamentos nas representações acerca da diferença e, em alguma medida, levar a desarranjos epistemológicos.
Smith, Ailsa Lorraine. "Taranaki waiata tangi and feelings for place." Lincoln University, 2001. http://hdl.handle.net/10182/2137.
Повний текст джерелаSaeni, Fredrick Dear. "Customary land ownership, recording and registration in the To'abaita Region of the Solomon Islands." Diss., Lincoln University, 2008. http://hdl.handle.net/10182/869.
Повний текст джерелаAdefarakan, Elizabeth Temitope. "Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality." Thesis, 2011. http://hdl.handle.net/1807/29656.
Повний текст джерелаMhlongo, Maned Annie. "Integration of indigenous knowledge into the services of public libraries in South Africa." Thesis, 2018. http://hdl.handle.net/10500/23849.
Повний текст джерелаInformation Science
D. Litt. et Phil. (Information Science)
Maluleka, Jan Resenga. "Acquisition, transfer and preservation of indigenous knowledge by traditional healers in the Limpopo Province of South Africa." Thesis, 2017. http://hdl.handle.net/10500/23792.
Повний текст джерелаInformation Science
D. Litt. et Phil. (Information Science)
Fogarty, William. "'Learning through country : competing knowledge systems and place based pedagogy'." Phd thesis, 2010. http://hdl.handle.net/1885/11712.
Повний текст джерелаTownsend-Cross, Marcelle Louise. "Difficult knowledge and uncomfortable pedagogies : student perceptions and experiences of teaching and learning in critical indigenous Australian studies." Thesis, 2018. http://hdl.handle.net/10453/123274.
Повний текст джерелаThis research presents a grounded interrogation of students’ perceptions and experiences of teaching and learning in two mandatory stand-alone Critical Indigenous Australian Studies subjects at an Australian university. The study proffers rare empirical insight into the student experience of teaching and learning about colonialism, racism, whiteness and privilege. It contributes to building a better understanding of the complexities, opportunities, challenges and risks of four specific pedagogical approaches: critical anticolonialism, critical race theory, critical whiteness and intersectional privilege studies. The research was conducted by way of a critical ethnographic process involving in-depth interviews with students and teachers, focus group discussions with students and classroom observations. The research design was built on critical social constructionist foundations informed by poststructural and critical hermeneutical theoretical perspectives. The study produced two key findings. The first is that learning in Critical Indigenous Australian Studies is inherently affective. Affectivity plays a determinant role in the opportunities, challenges and risks of teaching about colonialism, racism, whiteness and privilege. This finding signposts the need to take into serious consideration the emotionally onerous task of teaching and learning in Critical Indigenous Australian Studies and the need for compassionate pedagogical approaches and strategies that can productively navigate and manage affectivity. The second key finding is that if Critical Indigenous Australian Studies is to inspire and motivate students to act for social justice and social change, teaching and learning must focus equally on both the ‘know-what’ and the ‘know-how’. Knowing what the urgent matters are without the cultivation of practical skills to engage in social change action falls short of meeting teaching and learning objectives. A dedicated and substantive focus on cultivating practical social change skills such as discursive counter-narrative skills is a pedagogical pathway toward empowering, inspiring and motivating students to act for social change.
(9193688), Kaden C. Milliren. "Resurrection Flowers and Indigenous Ecological Knowledge: Sacred Ecology, Colonial Capitalism, and Yakama Feminism as Preservation Ethic." Thesis, 2020.
Знайти повний текст джерелаClark, Herman Pi'ikea. "Kûkulu kauhale o limaloa : a Kanaka Maoli culture based approach to education through visual studies : a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education, Massey University, College of Education." 2006. http://hdl.handle.net/10179/1459.
Повний текст джерелаBlose, Princess. "The integration of indigenous graphics knowledge and skills to enhance Grade 9 learners’ understanding of graphic designs in Technology Education." Diss., 2019. http://hdl.handle.net/10500/26601.
Повний текст джерелаThis single descriptive case study explored the integration of indigenous graphics knowledge and skills into the Technology curriculum of a school in the Ehlanzeni District of the Mpumalanga Province with a Grade 9 Technology teacher and the learners. The integration of indigenous knowledge and skills can help promote Grade 9 learners’ understanding of graphic design, which forms part of the content taught in Technology Education. The graphics knowledge and skills existent in the indigenous contexts from which most of learners come can make the learning of graphic design relevant and more understandable to learners. Hence, there was a need to research this issue. One Grade 9 Technology teacher was purposively selected for an interview and observed while teaching the class. Seven learners from this teacher’s class were also selected to be interviewed. The data analysed in the present study were obtained from the teacher and seven learners. The constructivist theory of learning framed this study. The findings revealed that, although the teacher had some understanding of technology, (i) she battled with the concept of indigenous knowledge; (ii) she was unaware that indigenous knowledge is even mentioned in the subject’s Curriculum, Assessment Policy Statement (CAPS); and, (iii) her limited understanding of the concept of indigenous knowledge meant that she did not to know how she could integrate indigenous knowledge into the teaching of graphic design. She also did not capitalise on indigenous knowledge as a resource in a resource-hungry teaching environment that she faced. While she acknowledged the importance of the learners’ culture, she did not take full advantage thereof in her teaching. Her adoption of demonstration as her predominant teaching approach provided an opportunity for integrating indigenous knowledge and skills but, again, she did not capitalise on that opportunity fully. This study can help transform the teaching of Technology by ensuring the integration of indigenous knowledge into the teaching of graphic design, a much-needed approach to education in the (South) African context.
Lesifundvo sinye, lesichazako sihlola kufakwa kwelwati lwebuchwepheshe nemakhono eluhlelwenitifundvo Lwebuchwepheshe esikolweni seSigodzi saseNhlanzeni eSifundzeni saseMpumalanga. Kuloku, thishela nemfundzi wesifundvo sebuchwepheshe welibanga 9 babe nencenye kulesifundvo lesifuna kubona kutsi kufakwa kwelwati lwendzabuko nemakhono kungatfutfukisa kuvisisa kwemfundzi likhono lekuhlanganisa titfombe nemfanekiso, lokuyincenye yengcikitsi lefundziswa eSifundvweni seBuchwepheshe Technology teacher and learners participated in a study seeking to determine how the integration of indigenous knowledge and skills can help to promote learners’ understanding of graphic design, which forms part of the content taught in Technology Education. Lwati lwebuchwepheshe nemakhono losekuvele kukhona encenyeni yendzabuko leyo linyenti lebafundzi lebeta, baphindza bayisebentisa lokwenta kufundza ngemakhona etitfombe nemifanekiso kwekubili kufaneleke kuphindze kuvisiseke kakhulu. Ngenca yalesizatfu, thishela munye wesifundvo seBuchwepheshe weLibanga 9 wakhetfwa ngenhloso kute ahlolwe ngemibuto, aphindze acashelwe lapho afundzisa. Bafundzi labaSikhombisa kuleliklasi lalothishela bakhetfwa kute bahlolwe ngemibuto, lokwatsi emva kwaloko ledatha yahlatiywa. Ngekusebentisa ithiyori yemcambititayela yekufundza kute kwetiwe luhlaka lwalesifundvo, lokutfoliwe kuveta kutsi, nakuba thishela anekuvisisa lokutsite ngebuchwepheshe, (i) unebumatima ngemcondvo welwati lwendzabuko; (ii) bekangati nekutsi lwati lwendzabuko kukhulunywa ngalo esifundvweni seCurriculum Assessment Policy Statement (CAPS); nekutsi (iii) lwati lwakhe lolulinganiselwe ngemcodvo welwati lwendzabuko kusho kutsi akakwati kukufaka lapho afundzisa likhono lekuhlanganisa titfombe nemifanekiso. Amange asebentise lwati lwendzabuko kutsi lumsite njengemtfombo wesimondzawo sekulambela kufundzisa lebekabukene naso. Nakuba akuvuma kubaluleka kwemasiko ebafundzi bakhe, amange akusebentise kutsi kumsite ekufundziseni kwakhe. Kusebentisa kufanekisa njengendlela legcame kakhulu ekufundziseni kwakhe kumnike litfuba lekufaka lwati lwendzabuko nemakhono, kodvwa, futsi, amange akusebentise kute kumsite. Lokutfolwe kulesifundvo kungasita ekushintjeni kufundzisa sifundvo seBuchwepheshe, ngekuciniseka kutsi kufakwa lwati lwendzabuko ekufundziseni emakhono ekuhlanganisa titfombe nemifanekiso – lokuyintfo ledzingeka kakhulu emfundvweni nemcodvo we (Ningizimu) ne-Afrika.
Leli rhubhululo elilodwa elihlathululako elisasibonelo beliphenya ngokuhlanganiswa kwelwazi kanye namakghonofundwa wendabuko asagrafu kukharikhyulamu yeThekinoloji yesikolo esisesiPhandeni seHlanzeni esiFundeni seMpumalanga. Ukufika lapha. utitjhere wakwaGreyidi 9 kanye nabafundi bazibandakanye kurhubhululo elifuna ukuthola ukobana ukuhlanganiswa kwelwazi namakghonofundwa kungasiza bunjani ekuthuthukiseni ilwazi labafundi malungana nokudizayinwa kwamagrafiki (graphic design), okuyinto eyingcenye yommongo ofundiswa eFundweni yeThekonoloji. Ilwazi kanye namakghonofundwa wegrafiki sele akhona ngaphakathi kobujamo bendabuko, kukulapho abafundi abanengi beza khona, kanti bangasebenza ukobana benze ukufundwa kwedizayini yegrafiki ukobana kukhambisane neendingo zabafundi begodu kuzwisiseke. Yeke-ke ngalesi sizathu, utitjhere munye wakwa Greyidi 9 weThekinoloji wakhethwa ngehloso ukobana abuzwe ngehlolombono, ngemva kwalokho idatha yoke yahlathululwa. Ngokulandela ithiyori i-constructivist theory yokufunda ngokwesakhiwo serhubhululo leli, okutholakeleko kwaveza ukobana, nanyana utitjhere bekanelwazi lethekinoloji, y, (i) bekakalukana nokuzwisisa amagama amalungana nelwazi lendabuko; (ii) bekangakatjheji ukobana ilwazi lendabuko khelavezwa kuSitatimende soMthethomgomo seKharikhyulamu yezokuHlola (Curriculum Assessment Policy Statement (CAPS)) yesifundo; begodu (iii) ukuzwisisa kwakhe kancani igama lelwazi lendabuko bekutjho ukobana bekangazi ukobana ilwazi leli bekangalihlanganisa bunjani nokufundisa ukudizayinwa kwegrafiki. Njengombana wabuka ukuqakatheka kwesikopilo labafundi, akhange asebenzise ngokuzeleko ithuba eliveleko lokha nakafundisako. Ukulandela kwakhe indlela yokufundisa ngokukhombisa njengendlela ejayelekileko yokufundisa kulethe ithuba lokuhlanganisa ilwazi kanye namakghonofundwa wendabuko, kanti, begodu, akhange abambelele kilokho. Okutholakeleko kileli rhubhululo kungasiza ukutjhugulula ukufundiswa kweThekinoloji, ngokuqinisekisa ukuhlanganiswa kwelwazi lendabuko ngokudizayinwa kwegrafiki – okuyindlela edingeka khulu efundweni ngaphasi kobujamo beSewula Afrika.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Murwira, Stanley. "Integrating indigenous african knowledge systems in teaching and learning at the Catholic University of Zimbabwe : a critical investigation." Thesis, 2020. http://hdl.handle.net/10500/26722.
Повний текст джерелаEducational Foundations
D. Ed. (Philosophy of Education)
"Confronting Convention: Discourse and Innovation in Contemporary Native American Women's Theatre." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9175.
Повний текст джерелаDissertation/Thesis
Ph.D. Theatre 2011
Buthelezi, Nkosinomusa Nomfundo. "The use of scientific and indigenous knowledge in agricultural land evaluation and soil fertility studies of Ezigeni and Ogagwini villages in KwaZulu-Natal, South Africa." Thesis, 2010. http://hdl.handle.net/10413/651.
Повний текст джерелаThesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
"Quliaqtuavut Tuugaatigun (Our Stories in Ivory): Reconnecting Arctic Narratives with Engraved Drill Bows." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.21001.
Повний текст джерелаDissertation/Thesis
Ph.D. Art 2013
"The Earth Memory Compass: Diné Educational Experiences in the Twentieth Century." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38358.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation History 2016
Thamaga, Mangakane Rebecca M. "Exploring the indigenous religious identities of African adolescents in selected South African secondary schools." Diss., 2018. http://hdl.handle.net/10500/26908.
Повний текст джерелаLolu cwaningo lwenziwa ngenhloso yokuhlaziya nokuhlolisisa izimo nezici zobunjalo bentsha empisholo esesigabeni sokuthomba (adolescents) elandela izinkolo zomdabu noma zendabuko efunda ezikoleni ezingamasekhondari ezikhethiweyo esifundazweni saseMpumalanga, eNingizimu Afrika. Lolu cwaningo obelugxile ezintweni eziphathekayo nezibonakalayo lwasebenzisa idizayini yocwaningo lwezigameko ekhwalithethivu ebhekisisa isigameko ngasinye ngenhloso yokuhlaziya izimo kanye nezinto ezinokufana okuthile phakathi kweqoqwana lwezigameko ezimbadlwana (phenomenological collective case study design). Uhlaka locwaningo kwahlinzekwa yitiyori egxile ekutheni abantu bakha ulwazi kanye nokuqonda kwabo ngokususela ezimweni abadlule kuzona futhi abahlangabezane nazo ezimpilweni zabo (constructivist theory) kanye nolwazi lwendabuko lwase-Afrika, futhi lokhu kwasekelwa kwaphinde kwafakazelwa ngohlaziyo olubanzi lwemibhalo ephathelene nezihloko ezihlobene nalokhu. Kwasetshenziswa indlela yokukhetha ababambiqhaza ngokubheka izimo nezici zabo kanye nezinhloso zocwaningo (purposive sampling) futhi ngaleyo ndlela kwaqokwa abafundi abangama-42 abafunda iBanga lesi-8 kuya kwele-11; futhi abangama-33 kulaba bafundi ngabalandeli bamabandla endabuko ase-Afrika, kanti abayisishiyagalombili bebevela emabandleni obuKhrestu ahlukahlukene, futhi bekunomfundi oyedwa ongumhedeni (ongakholelwa kuNkulunkulu). Umphumela osemqoka kakhulu owatholwa ocwaningweni wukuthi azibhekelelwa futhi azisekelwa ngokwanele nangokugculisayo izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zendabuko efunda ezikoleni ezingamasekhondari eNingizimu Afrika. Ngenxa yalokho-ke kwenziwa izincomo zokuthi kumele zibhekelelwe izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zomdabu ekufundisweni kwesifundo sezenkolo (RE) ekilasini.
Psychology of Education
M. Ed. (Psychology of Education)
Nixon, Marie Ann Zillah. "Credibility and validation through syntheses of customary and contemporary knowledge : a thesis presented for the degree of Doctor of Philosophy in Maori Studies, Massey University, Wellington, New Zealand." 2007. http://hdl.handle.net/10179/1547.
Повний текст джерелаThis ground breaking doctoral thesis brings together science, history and the values derived from lore and tikanga to address a significant health issue for contemporary Maaori. The specific contribution of this research thesis is the combination of knowledge bases from two perspectives. The thesis first presents a scientific view, then a Maaori view, discovered through an interface of customary and contemporary knowledge. The method first examines Western academic theoretical methodologies, then, Kaupapa Maaori methodologies, then introduces and develops the concept of inherited knowledge supported by the mandatory Standards required in an academic context. Therefore the major findings present the syntheses of the two approaches. The framework used is reproducible through an accepted or approved example of something against which others are judged or measured. At this point the thesis explores the theoretical framework for a health intervention by surveying whether it is possible to combine knowledge traditions in a contemporary setting. Thus the accessed inherited traditional and scientific knowledge discovered in this thesis has been adapted for the nine point health intervention designed for Maaori participation. This thesis hypothesises that the staple long finned eel diet contained the essential fatty acid omega-3 and is presented as a metaphor for Hauora, thus being consistent with modern scientific knowledge where the scientific findings presented. The long finned eel was chemically assayed for the presence of the unsaturated essential fatty acid omega-3, and assayed again to assess the stability and quality of fresh and smoked eel. Type II diabetes mellitus is offered as a story and why it has suddenly occurred in Maaori subsequent to urban migration and thereafter. In addition a ten year study of Waikato hapuu supports the research that regular consumption of the long finned eel prevents Type II diabetes. And that prior to urban migration holistic practice, through established lifestyle choices and inherited knowledge, provided nutritional, other physiological benefits and broader wellness outcomes. The double vowel has been used for all te reo Maaori words in the thesis because that is the kawa or protocol of the Tainui Kiingitanga.
Croker, Chanel. "Young children's early learning in two rural communities in Tanzania : implications for policy and programme development : a case study." 2007. http://arrow.unisa.edu.au:8081/1959.8/42989.
Повний текст джерелаNgcobo, Khumbuzile Mornica. "A study of factors shaping learners' perceptions of ICT-based teaching and learning by applying personality and technology adoption theories on indigenous knowledge students." Thesis, 2016. http://hdl.handle.net/10321/1707.
Повний текст джерелаExisting literature indicates that the use of Information and Communication Technologies (ICTs) and the inclusion of Indigenous Knowledge Systems (IKSs) in the school curriculum have the potential to increase academic performance. However, formal education is still unable to integrate ICTs into the teaching and learning of school subjects, especially, those that are related to IKSs. This research therefore aims to construct a model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. This aim is sub-divided into four research objectives: (a) to identify appropriate technology diffusion theories for the investigation of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (b) to construct a theoretical model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (c) to perform an empirical confirmation of the above announced theoretical model of the factors shaping the perceptions of learners on the usefulness of ICTs for the teaching and learning of IKSs, and (d) to suggest new ideas for future research on learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. A review of existing literature on eLearning adoption by students and learners was conducted in order to achieve objectives a, b, and d. As for objective c, it was achieved through the survey of 115 Hospitality studies learners from the ILembe and UMgungundlovu municipality districts in the KwaZulu-Natal (KZN) province of South Africa. The study’s findings can be summarized as follows: (a) The Technology Adoption Model (TAM) is the backbone of the model designed by this study on the factors affecting learners’ perceptions of the usefulness of ICTs for the teaching and learning of IKSs; (b) Learners’ perceived usefulness of ICTs is hypothetically affected by the following factors: demographics, computer self-efficacy, trust in ICTs, and level of conscientiousness, (c) All these factors were empirically confirmed through a survey conducted by the current study, except that the only validated demographics were : school location, cell phone access, class grade and preferred subject; (d) This research recommends further investigation on the factors affecting learners’ perceived usefulness of ICTs for the teaching and learning of IKSs, mainly because of the insufficient literature on this subject.
M
Finn, Stuart. "The Multiple Barrier Approach to Safe Drinking Water for First Nations Communities: A Case Study." Thesis, 2010. http://hdl.handle.net/10012/4957.
Повний текст джерела