DOCSLIB.ORG

Weaving Indigenous and Sustainability Sciences to Diversify Our Methods

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Weaving Indigenous and Sustainability Sciences to Diversify Our Methods Weaving Indigenous and Sustainability Sciences: Diversifying our Methods (WIS2DOM) Workshop February 13-16, 2013 Report prepared by Jay T. Johnson, University of Kansas Renee Pualani Louis, University of Kansas Andrew Kliskey, University of Alaska-Anchorage National Science Foundation 2014 Arctic Social Sciences Program, Directorate for Geosciences Our cover art depicts a portion of the Paddle to Squaxin 2012 Canoe Journey mural in Olympia, Washington. The artist and Squaxin Island tribal member, Joseph Seymour Jr., welcomed our group to his territory at the mural on February 13, 2013. Weaving Indigenous and Sustainability Sciences: Diversifying our Methods (WIS2DOM) Workshop February 13-16, 2013 Report prepared by Jay T. Johnson University of Kansas Renee Pualani Louis University of Kansas Andrew Kliskey University of Alaska-Anchorage Arctic Social Sciences Program, Directorate for Geosciences National Science Foundation 2014 1 Acknowledgments Acknowledgments We wish to thank Anna Kerttula de Echave, NSF Arctic Social Sciences Program Director for her assistance and encouragement in planning this workshop; Lilian Alessa, University of Alaska-Anchorage for her as- sistance with background material; Jackie Wall and Bill St. Jean from the Nisqually Tribe and Dale Sadler from Joint Base Lewis McChord for their tour of Nisqually river shed and salmon restoration programs; to the staff of The Evergreen State College Longhouse – sgwigwialʔtxw; our keynote speakers, Fikret Berkes, Gregory Cajete and Richie Howitt for their challenging and engaging presentations; Whitney Onasch, Administrative Associate at the Institute for Policy & Social Research, University of Kansas for extensive logistical assistance and travel planning; Katrina McClure, Joshua Meisel and Victoria Walsey, University of Kansas graduate assistants to Jay T. Johnson, for their help in organizing the workshop; Linda Williams, University of Kan- sas graduate assistant for her assistance in editing participants’ contributions; the 19 workshop participants who submitted the imaginative and constructive papers found within Appendix 3; and to all of the workshop participants who contributed thoughtfully to the discussions and breakout sessions, especially those who have responded to a draft of the workshop report. Finally, to Laura Kriegstrom Stull who assisted with the typeset- ting, layout and production of this report. Workshop Participants Fikret Berkes, University of Manitoba Renee Pualani Louis, University of Kansas Paulette Blanchard, University of Oklahoma Deb McGregor, University of Toronto Joseph Brewer, Haskell Indian Nations Debra McNutt, The Evergreen State College University Liz Medicine Crow, First Alaskans Institute Brian Buma, University of Colorado Mark Palmer, University of Missouri Gregory Cajete, University of New Mexico Marcela Palomino-Schalscha, Victoria University Ed Galindo, University of Idaho of Wellington Christian Giardina, Institute of Pacifi c Islands Lin Pei-Shan, National Taiwan University Forestry, U.S. Forest Service Karina Walters, University of Washington Zoltan Grossman, The Evergreen State College Jon Waterhouse, Yukon River Inter-tribal Lene Kielsen Holm, Greenland Institute Watershed Council of Natural Resources Kyle Wark, First Alaskans Institute Richard Howitt, Macquarie University Daniel Wildcat, Haskell Indian Nations University Jay T. Johnson, University of Kansas Laura Zanotti, Purdue University Kekuhi Keali‘ikanaka‘oleohaililani, Hawaiʻi John Ziker, Boise State University Community College Andrew D. Kliskey, University of Alaska Anchorage STUDENT ASSOCIATES Katrina McClure, University of Kansas Joshua Meisel, University of Kansas Victoria Walsey, University of Kansas 2 Executive Summary Executive Summary On February 13-16, 2013, a workshop, entitled Weaving Indigenous and Sustainability Sciences to Diversify our Methods (WIS2DOM), was held in Olympia, Washington at The Evergreen State University’s Longhouse (sgwigwialʔtxw). The workshop was funded by an NSF grant from the Arctic Social Sciences Program to Drs. Jay T. Johnson and Renee Pualani Louis, University of Kansas; and Andrew Kliskey, University of Alaska- Anchorage. The purpose of the workshop was to challenge key thinkers in the areas of Indigenous and sustain- ability sciences to cultivate mutually conducive and appropriate principles, protocols, and practices that address our common concern to sustain resilient landscapes in the midst of rapid environmental change. The WIS2DOM workshop brought together an internationally diverse set of Indigenous academics and com- munity scholars with non-Indigenous academics interested in advancing this discussion. Workshop participants were asked to address the following four questions in their short papers and workshop deliberations: 1. What are the strengths of these two paradigms of science in sustaining resilient landscapes? 2. What are the limitations of these two paradigms of science in successfully sustaining resilient landscapes? 3. How can these two paradigms collaborate in their efforts toward sustaining resilient landscapes? 4. What protocols will aid in the collaboration of these two paradigms toward sustaining resilient landscapes? The report is organized into fi ve sections: Part I outlines the strengths and limitations of sustainability science in sustaining resilient landscapes; provides a brief introduction to the development of sustainability science over the past two decades; addresses the strengths identified by participants (a transdisciplinary approach, systems framework, scientific method and measurement); as well as the weaknesses (politics of science, economics of sustainability management, scalar applications of sustainability science). Part II identifies the strengths and limitations of Indigenous science in sustaining resilient landscapes; provides a brief introduction to the development of Indigenous science within the academy over the past two decades; address the strengths identified by participants (deep-spatial knowledge, long-term observations, an ethos of reciprocal appropriation); as well as the weaknesses (issues related to translation, finding common ground). Part III explores successful collaborations between Indigenous and sustainability sciences in sustaining resilient landscapes; relevant theoretical work on Indigenous science and traditional ecological knowledge are referenced alongside participants’ contributions. Part IV discusses protocols necessary for successful collaborations between Indigenous and sustainability sciences in sustaining resilient landscapes; participant discussions regarding research protocols, principles and practices are described. Part V contains recommendations to Indigenous and sustainability scientists as well as to funding agencies, including NSF, for fostering collaboration between Indigenous communities and scholars and sustainability scientists, encouraging Indigenous community research leadership with an emphasis on mentoring future Indigenous scholars, and further discussions and research into appropriate research principles, protocols, and practices in order to aid collaborations. 3 Acknowledgments Recommendations for building bridges for collaboration: Increase collaborations between Indigenous and sustainability scientists to utilize the strengths and over- come any weaknesses inherent in both paradigms. Allow each paradigm to occupy their own separate intellectual space while building bridges between them for dialogue. Focus these collaborations on the shared concern of enhancing the native biodiversity, structure and function of natural environments. Recommendations for encouraging Indigenous leadership in research: Encourage Indigenous scholars to take an increasingly active role in initiating and leading research ini- tiatives within their own communities. Establish a funded research network to explore the research needs and capacities of Indigenous commu- nities. D evelop strategies for developing research capacity within Indigenous communities. Recommendations for mentoring Indigenous scholarship: Facilitate the training of a new generation of Indigenous scholars skilled at building bridges between Western and Indigenous scientific traditions and knowledge systems. Secure on-going funding for a summer program aimed at preparing Indigenous undergraduate students for graduate study, particularly in STEM disciplines. Develop a national program to support and mentor Indigenous PhD students. Provide training on Indigenous community research needs for national research funders such as NSF, NIH, USDA, EPA, etc. Recommendations for identifying and developing appropriate research methods: Fund research into how Indigenous communities and organizations are engaging research policies and review boards in research permitting and collaboration. The report concludes with appendices that list workshop participants, the workshop agenda, and include the papers submitted by workshop participants. A complete copy of this report is available on the University of Kansas Indigenous Geographies Research Center website: http://ipsr.ku.edu/igrc/wis2dom/WorkshopRe- port2013.pdf 4 Table of Contents Table of Contents Acknowledgments ........................................................................................................2 Executive Summary ......................................................................................................3 Background ..................................................................................................................7
Load more

Recommended publications
  • Clay Madsen Recreation Center 1600 Gattis School Road Afterschool/Preschool Programs
    2 Register online at www.RoundRockRecreation.com ROUND ROCK PARKS AND RECREATION DEPARTMENTS Parks and Recreation Office 301 W. Bagdad, Suite 250 Round Rock, TX 78664 Table of Contents Phone: 512-218-5540 Office Hours 50+ Adults (Baca Center) ..................................................................6 Mon.–Fri.: 8:00am–5:00pm Adaptive & Inclusive Recreation (AIR) ..................................... 17 Clay Madsen Recreation Center 1600 Gattis School Road Afterschool/Preschool Programs ................................................ 24 Round Rock, TX 78664 Aquatics & Swim Lessons ............................................................. 28 Phone: 512-218-3220 Administration Office Hours Arts & Enrichment .......................................................................... 36 Mon.–Fri.: 8:00am–6:00pm Camps .................................................................................................. 38 Allen R. Baca Center 301 W. Bagdad, Building 2 Fitness & Wellness .......................................................................... 42 Round Rock, TX 78664 Outdoor Recreation/Adventure ................................................... 45 Phone 512-218-5499 Administration Office Hours Special Events ................................................................................... 46 Mon.–Thurs.: 8:00am–6:00pm Fri.: 8:00am–4:00pm Sports ................................................................................................... 51 Register online at www.RoundRockRecreation.com Reasonable Accommodations
    [Show full text]
  • Guide to Civic Tech and Data Ecosystem Mapping
    Guide to Civic Tech & Data Ecosystem Mapping JUNE 2018 Olivia Arena Urban Institute Crystal Li Living Cities Guide to Civic Tech & Data Ecosystem Mapping CONTENTS Introduction to Ecosystem Mapping 03 Key Questions to Ask before Getting Started 05 Decide What Data to Collect 07 Choose a Data-Collection 09 Methodology and Mapping Software Analyze Your Ecosystem Map 11 Appendix A – Ecosystem Mapping Tools Analysis 14 For more information on the Civic Tech & Data Collaborative visit livingcities.org/CTDC 1 Guide to Civic Tech & Data Ecosystem Mapping About the National Partners Living Cities harnesses the collective power of 18 of the world’s largest foundations and financial institutions to develop and scale new approaches for creating opportunities for low-income people, particularly people of color, and improving the cities where they live. Its investments, applied research, networks, and convenings catalyze fresh thinking and combine support for innovative, local approaches with real-time sharing of learning to accelerate adoption in more places. Additional information can be found at www.livingcities.org. The nonprofit Urban Institute is a leading research organization dedicated to developing evidence-based insights that improve people’s lives and strengthen communities. For 50 years, Urban has been the trusted source for rigorous analysis of complex social and economic issues; strategic advice to policy- makers, philanthropists, and practitioners; and new, promising ideas that expand opportunities for all. Our work inspires efective decisions that advance fairness and enhance the well-being of people and places. Coordinated by the Urban Institute, the National Neighborhood Indicators Partnership (NNIP) consists of independent organizations in 32 cities that share mission to help community stakeholders use neighborhood data for better decisionmaking, with a focus on assisting organizations and residents in low- income communities.
    [Show full text]
  • Summer 2021 Alumni Class Notes
    NotesAlumni Alumni Notes Policy where she met and fell in love with Les Anderson. The war soon touched Terry’s life » Send alumni updates and photographs again. Les was an Army ROTC officer and the directly to Class Correspondents. Pentagon snatched him up and sent him into the infantry battles of Europe. On Les’ return in » Digital photographs should be high- 1946, Terry met him in San Francisco, they resolution jpg images (300 dpi). married and settled down in Eugene, where Les » Each class column is limited to 650 words so finished his degree at the University of Oregon. that we can accommodate eight decades of Terry focused on the care and education of classes in the Bulletin! their lively brood of four, while Les managed a successful family business and served as the » Bulletin staff reserve the right to edit, format Mayor of Eugene. and select all materials for publication. Terry’s children wrote about their vivacious, adventurous mom: “Terry loved to travel. The Class of 1937 first overseas trip she and Les took was to Europe in 1960. On that trip, they bought a VW James Case 3757 Round Top Drive, Honolulu, HI 96822 bug and drove around the continent. Trips over [email protected] | 808.949.8272 the years included England, Scotland, France, Germany, Italy, Greece, Russia, India, Japan, Hong Kong and the South Pacific. Class of 1941 “Trips to Bend, Oregon, were regular family Gregg Butler ’68 outings in the 1960s. They were a ‘skiing (son of Laurabelle Maze ’41 Butler) A fond aloha to Terry Watson ’41 Anderson, who [email protected] | 805.501.2890 family,’ so the 1968 purchase of a pole house in Sunriver allowed the family of six comfortable made it a point to make sure everyone around her A fond aloha to Terry Watson Anderson, who surroundings near Mount Bachelor and a year- was having a “roaring good time.” She passed away passed away peacefully in Portland, Oregon, round second home.
    [Show full text]
  • The Making of a Short Film About George Helm
    ‘Apelila (April) 2020 | Vol. 37, No. 04 Hawaiian Soul The Making of a Short Film About George Helm Kolea Fukumitsu portrays George Helm in ‘Äina Paikai's new film, Hawaiian Soul. - Photo: Courtesy - - Ha‘awina ‘olelo ‘oiwi: Learn Hawaiian Ho‘olako ‘ia e Ha‘alilio Solomon - Kaha Ki‘i ‘ia e Dannii Yarbrough - When talking about actions in ‘o lelo Hawai‘i, think about if the action is complete, ongoing, or - reoccuring frequently. We will discuss how Verb Markers are used in ‘o lelo hawai‘i to illustrate the completeness of actions. E (verb) ana - actions that are incomplete and not occurring now Ke (verb) nei - actions that are incomplete and occurring now no verb markers - actions that are habitual and recurring Ua (verb) - actions that are complete and no longer occurring Use the information above to decide which verb markers are appropriate to complete each pepeke painu (verb sentence) below. Depending on which verb marker you use, both blanks, one blanks, or neither blank will be filled. - - - - - - - - - I ka la i nehinei I keia manawa ‘a no I ka la ‘apo po I na la a pau Yesterday At this moment Tomorrow Everyday - - - - - - - I ka la i nehinei, I kEia manawa ‘a no, I ka la ‘apo po, lele - - I na la a pau, inu ‘ai ka ‘amakihi i ka mele ka ‘amakihi i ka ka ‘amakihi i ke ka ‘amakihi i ka wai. mai‘a. nahele. awakea. - E ho‘i hou mai i ke-ia mahina a‘e! Be sure to visit us again next month for a new ha‘awina ‘o-lelo Hawai‘i (Hawaiian language lesson)! Follow us: /kawaiolanews | /kawaiolanews | Fan us: /kawaiolanews ‘O¯LELO A KA POUHANA ‘apelila2020 3 MESSAGE FROM THE CEO WE ARE STORYTELLERS mo‘olelo n.
    [Show full text]
  • Integrating Indigenous Knowledge Into an Undergraduate Earth Systems Science Course Mark H
    Xoa:dau to Maunkaui: Integrating Indigenous Knowledge into an Undergraduate Earth Systems Science Course Mark H. Palmer1, R. Douglas Elmore2, Mary Jo Watson3, Kevin Kloesel4, Kristen Palmer5 ABSTRACT Very few Native American students pursue careers in the geosciences. To address this national problem, several units at the University of Oklahoma are implementing a geoscience “pipeline” program that is designed to increase the number of Native American students entering geoscience disciplines. One of the program’s strategies includes the development of an undergraduate course called ‘Earth Systems of the Southern Great Plains.’ The course focuses on geoscience topics that relate to the southern plains (particularly Oklahoma), emphasizes “sense of place,” integrates indigenous knowledge and geoscience content, makes use of Kiowa stories and metaphors, and uses Native American Art as a vehicle of learning. Students in the course are required to put living indigenous philosophies into practice through teaching activities and the construction of geoscience models using everyday materials. The course is designed to highlight the integrated nature of Earth processes, elicit students’ experiences through exploration of case studies illustrating links between indigenous knowledge and Earth processes, and demonstrate the process of practicing science. Formative student evaluations are providing useful information and the course is evolving. Preliminary assessment results suggest that integrating Native American culture, art, and geoscience content is a successful approach. INTRODUCTION communities, and contribute to the growing science and The course ‘Earth Systems on the Southern Great technology workforce in Oklahoma and surrounding Plains’ is an introductory Earth System Science course that regions. integrates indigenous knowledge into the geosciences and The introductory undergraduate course uses a uses Native American art as a vehicle of learning.
    [Show full text]
  • Spring 2020 Alumni Class Notes
    Alumni Notes NotesAlumni Alumni Notes Policy EDITOR’S NOTE » Send alumni updates and photographs directly to Class Correspondents. Our deadline for Class correspondents to complete the Class » Digital photographs should be high- resolution jpg images (300 dpi). notes occurred well before the COVID-19 outbreak. Thus, » Each class column is limited to 650 words so the following submissions do not make mention of the health that we can accommodate eight decades of classes in the Bulletin! crisis and its impact on communities across the globe. We » Bulletin staff reserve the right to edit, format nevertheless are including the Class notes as they were and select all materials for publication. finalized earlier this year, since we know Punahou alumni want to remain connected to each other. Mahalo for reading! Class of 1935 th REUNION 85 OCT. 8 – 12, 2020 George Ferdinand Schnack peacefully passed away on Feb. 21, 2020, at home in Honolulu, School for one year and served abroad in with all his wits and family at his side. At Class of 1941 World War II. When he returned, he studied Punahou, he was very active in sports, student medicine at Johns Hopkins University and Gregg Butler ’68 government and ROTC, and was also an editor psychiatry at the Psychiatric Institute in New (son of Laurabelle Maze ’41 Butler) and manager of the Oahuan. He took a large [email protected] | 805.501.2890 York City, where he met his wife, Patricia. role in the 1932 origination and continuing After returning to Honolulu in 1959, he opened tradition of the Punahou Carnival – which a private psychiatric practice and headed up began as a fundraiser for the yearbook.
    [Show full text]
  • Alternative Management Strategies for Southeast Australian Commonwealth Fisheries: Stage 2: Quantitative Management Strategy Evaluation
    Alternative Management Strategies for Southeast Australian Commonwealth Fisheries: Stage 2: Quantitative Management Strategy Evaluation Elizabeth A. Fulton Anthony D.M. Smith David C. Smith June 2007 Australian Fisheries Management Authority Fisheries Research and Development Corporation Alternative Management Strategies for Southeast Australian Commonwealth Fisheries: Stage 2: Quantitative Management Strategy Evaluation Elizabeth A. Fulton Anthony D.M. Smith June 2007 Australian Fisheries Management Authority Fisheries Research and Development Corporation ISBN - 978-1-921232-86-2 Quantitative MSE of Alternative Management Strategies for Southeast Australian Fisheries Enquiries should be addressed to: Dr Elizabeth Fulton CSIRO Division of Marine and Atmospheric Research GPO Box 1538, Hobart, Tasmania 7001, Australia +61 3 62325018 +61 3 62325053 [email protected] Distribution list Project Manager On-line approval to publish Client Authors Other CSIRO Staff National Library State Library CMAR Library as pdf (Meredith Hepburn) CMAR Web Manager as pdf (Diana Reale) Important Notice © Copyright Commonwealth Scientific and Industrial Research Organisation (‘CSIRO’) Australia 2005 All rights are reserved and no part of this publication covered by copyright may be reproduced or copied in any form or by any means except with the written permission of CSIRO. The results and analyses contained in this Report are based on a number of technical, circumstantial or otherwise specified assumptions and parameters. The user must make its own assessment of the suitability for its use of the information or material contained in or generated from the Report. To the extent permitted by law, CSIRO excludes all liability to any party for expenses, losses, damages and costs arising directly or indirectly from using this Report.
    [Show full text]
  • Lloyd L. Lee Native American Studies 7-1-21
    Lloyd L. Lee Native American Studies 7-1-21 Educational History Ph.D., 2004, University of New Mexico, Albuquerque, NM, American Studies, Dissertation title: 21st Century Diné Cultural Identity: Defining and Practicing Sa’ah Naaghai Bik’eh Hozhoon, Amanda Cobb, Ph.D. M.A., 1995, Stanford University, Palo Alto, CA, Teacher Education and California Teaching Credential in Social Studies B.A., 1994, Dartmouth College, Hanover, NH, Major: History, Minor: Native American Studies Employment History, Part I Professor, 7/1/21 – present, University of New Mexico, Albuquerque, NM Associate Professor, 7/1/14 – 6/30/21, University of New Mexico, Albuquerque, NM Assistant Professor, 8/1/08 – 6/30/14, University of New Mexico, Albuquerque, NM Assistant Professor, 8/1/04 – 7/31/07, Arizona State University, Phoenix, AZ Social Studies Teacher, 8/1/95 – 5/31/99, Wingate High School, Fort Wingate, NM Employment History Part II Visiting Assistant Professor in Native American Studies, 8/1/07 -7/31/08, University of New Mexico, Albuquerque, NM Professional Recognition and Honors Presidential Teaching Fellow Award, promotes excellence in teaching and given the highest recognition for effective teaching, 2017 – 2019, Center for Teaching Excellence – University of New Mexico Honorary Stars, Special thank you and recognition from students, 2012 – 2013, American Indian Student Services – University of New Mexico Outstanding Commitment to Students Award, Recognition and honor of faculty and staff, 2005 -2006, Arizona State University at the West Campus 1 Short Narrative Description of Research, Teaching, and Service Interests My philosophy is to develop an individual’s critical consciousness through my teaching, research, and service.
    [Show full text]
  • Hawaiian Telcom TV Channel Packages
    Hawaiian Telcom TV 604 Stingray Everything 80’s ADVANTAGE PLUS 1003 FOX-KHON HD 1208 BET HD 1712 Pets.TV 525 Thriller Max 605 Stingray Nothin but 90’s 21 NHK World 1004 ABC-KITV HD 1209 VH1 HD MOVIE VARIETY PACK 526 Movie MAX Channel Packages 606 Stingray Jukebox Oldies 22 Arirang TV 1005 KFVE (Independent) HD 1226 Lifetime HD 380 Sony Movie Channel 527 Latino MAX 607 Stingray Groove (Disco & Funk) 23 KBS World 1006 KBFD (Korean) HD 1227 Lifetime Movie Network HD 381 EPIX 1401 STARZ (East) HD ADVANTAGE 125 TNT 608 Stingray Maximum Party 24 TVK1 1007 CBS-KGMB HD 1229 Oxygen HD 382 EPIX 2 1402 STARZ (West) HD 1 Video On Demand Previews 126 truTV 609 Stingray Dance Clubbin’ 25 TVK2 1008 NBC-KHNL HD 1230 WE tv HD 387 STARZ ENCORE 1405 STARZ Kids & Family HD 2 CW-KHON 127 TV Land 610 Stingray The Spa 28 NTD TV 1009 QVC HD 1231 Food Network HD 388 STARZ ENCORE Black 1407 STARZ Comedy HD 3 FOX-KHON 128 Hallmark Channel 611 Stingray Classic Rock 29 MYX TV (Filipino) 1011 PBS-KHET HD 1232 HGTV HD 389 STARZ ENCORE Suspense 1409 STARZ Edge HD 4 ABC-KITV 129 A&E 612 Stingray Rock 30 Mnet 1017 Jewelry TV HD 1233 Destination America HD 390 STARZ ENCORE Family 1451 Showtime HD 5 KFVE (Independent) 130 National Geographic Channel 613 Stingray Alt Rock Classics 31 PAC-12 National 1027 KPXO ION HD 1234 DIY Network HD 391 STARZ ENCORE Action 1452 Showtime East HD 6 KBFD (Korean) 131 Discovery Channel 614 Stingray Rock Alternative 32 PAC-12 Arizona 1069 TWC SportsNet HD 1235 Cooking Channel HD 392 STARZ ENCORE Classic 1453 Showtime - SHO2 HD 7 CBS-KGMB 132
    [Show full text]
  • Mana Leo Project
    Proposal under the Native Hawaiian Education Program CFDA Number: 84.362A United States of America Department of Education MANA LEO PROJECT Submitted By: Mana Maoli 501(c)3 1903 Palolo Ave Honolulu, HI 96816 Telephone: 808-295-626 February 11, 2020 Part 1: Forms Application for Federal Assistance (form SF 424) ED SF424 Supplement Grants.gov Lobbying Form Disclosure of Lobbying Activities U.S. Department of Education Budget Information Non-Construction Programs ED GEPA427 Form Part 2: ED Abstract Form Part 3: Application Narrative Section A - Need for Project…………………………………………………………… 1 Section B - Quality of the Project Design…………………………………………….. 6 Section C - Quality of the Project Services………………………………………….. 13 Section D - Quality of the Project Personnel…………………………………………. 17 Section E - Quality of Management Plan…………………………………………….. 21 Section F - Quality of the Project Evaluation…………………………………………. 26 Section G - Competitive Preference Priorities……………………………………….. 29 Part 4: Budget Summary and Narrative Part 5: Other Attachments Attachment A: Partner School Contributions: Summary Chart and Letters of Support Attachment B: Additional Partner Contributions: Summary Chart and Letters of Support Attachment C: Letters of Support: Charter School Commission and DOE Complex Area Superintendent Attachment D: Mana Leo Project Organization Chart Attachment E: Bios and Resumes for Key Project Staff Attachment F: Job Description for Key Project Staff Attachment G: Curriculum Summary and Sample Lessons Attachment H: Stakeholder Testimonials Attachment I: Bibliography Attachment J: Indirect Cost Rate Agreement Attachment K: Letter from LEA - Hawaii State Department of Education SECTION A - NEED FOR PROJECT “Na wai hoʻi e ʻole, he alanui i maʻa i k a he le ʻi a e oʻu mau m ākua?” – W ho s hall object t o the path I choose when it is well-traveled by my parents? S o s poke Liholiho (Kamehameha II), in a declaration that has become a prove rb for steadfast pride rooted in humility at the vastness of knowledge and accomplishments of one’s ancestors.
    [Show full text]
  • A Quantification of Visual Salience
    A Quantification of Visual Salience by Alexander Krüger Submitted in partial fulfillment for the requirements of the degree Doctor of Philosophy Advised by Prof. Dr. Ingrid Scharlau Paderborn University Faculty of Arts and Humanities Psychology 2020 i Erklärung und Bestandteile der Dissertation Die vorgelegte Arbeit wurde von mir selbstständig und ohne Benutzung anderer als der in der Arbeit angegebenen Hilfsmittel angefertigt. Ebenfalls wurde die Arbeit bisher weder im In- noch Ausland in gleicher oder ähnlicher Form einer anderen Prüfungsbehörde vorgelegt. Desweitere habe ich weder früher noch gleichzeitig ein Promotionsverfahren bei einer anderen Hochschule oder bei einer anderen Fakultät beantragt. Die Anteile meiner Koautoren an den Artikeln, die Teil diese kumulativen Dissertation sind, sind in der folgenden Tabelle 1 ausgewiesen. Paderborn, 25. Februar 2020 ii Titel Beitrage der Autoren Status Article 1 Fast and Conspicuous? Alexander Krüger: Idee, Veröffentlicht in Ad- Quantifying Salience Literaturrecherche, De- vances in Cognitive With the Theory of Visual sign, Durchführung, Psychology, 12(1), 20–38. Attention Modellierung, Analyse, https://doi.org/10.5709/ Text; acp-0184-1* Jan Tünnermann: Betreu- ung der Analyse; Ingrid Scharlau: Betreuung Article 2 Measuring and modeling Alexander Krüger: Idee, Veröffentlicht in At- salience with the theory of Literaturrecherche, De- tention, Perception, & visual attention sign, Durchführung, Psychophysics, 1–22. Modellierung, Analyse, https://doi.org/10.3758/ Text; Jan Tünnermann: s13414-017-1325-6* Betreuung der Ana- lyse; Ingrid Scharlau: Betreuung Article 3 Quantitative Explanation Alexander Krüger: Idee, Veröffentlicht in Ar- as a Tight Coupling of Da- Literaturrecherche, Text; chives of Data Science, ta, Model, and Theory Jan Tünnermann: Beitrag Series A (Online First), des Beispiels unter “4 Ap- 5(1), A10, 27 S.
    [Show full text]
  • April Event Guide
    Asia's Premier Event For The Media, Telecoms & Entertainment Industry 3 Apex Virtual Events in 2021 April 20-22 | Asia Pacic + June 22-23 | India + September 1-3 | Asia Pacic & Middle East APRIL EVENT GUIDE APOS SPONSORS APOS 2021 April Event Guide | 2 Thank you for joining us for APOS 2021. APOS, the dening voice and global platform for the Asia Pacic media, telecoms and entertainment industry, continues to evolve this year, to deliver 3 apex events that uniquely combine unrivalled human and digital connection. This rst event focuses on the Asia Pacic region with emphasis on the continued growth of the digital economy, powered by streaming video, and its impact on consumption, content, connectivity and technology. Consumer spending on video in 14 Asia Pacic markets reached an aggregate of US$58.3 billion in 2020, according to Media Partners Asia (MPA). This represents a robust 9% year-on-year growth, driven by 35% growth in SVOD revenues in the peak pandemic year of 2020. Total video advertising revenues reached US$56.1 billion, a 13% decline with a 16% drop in TV advertising due to the pandemic impact, partially offset by 3% growth in the robust digital video advertising market. Both TV & digital started to recover in Q4 2020. We are grateful for the insights and diverse perspectives shared over these next three days from platforms, content creators, investors, policymakers and technology industry leaders as they discuss strategies and trends from a local, regional and global perspective. On Demand, you will also nd valuable industry briengs & roundtable discussions along with daily sessions after live streaming is complete.
    [Show full text]