Appendix a Survey of the Literature
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Winter Camping and Backpacking Tips
Winter Camping and Backpacking Tips Camping or backpacking in the snow appeals to anyone who enjoys the beauty and peacefulness of a pristine winter wonderland. There are no bugs or crowds, and who doesn't enjoy playing in the snow? With a little preparation, you also might be surprised at how comfortable it can be. Here's a look at how to get started. Pre-trip Planning Winter outings offer different challenges than summer camping. You must be prepared for more severe weather and shorter daylight hours by having extra gear and additional skills. Before you leave home, have a plan. Don't go alone. Share your adventure with a few friends who have expertise in different winter skills (snow shelters, route finding, snow travel, etc.). Study maps and research the area. How long will it take to get there and set up camp? If something goes wrong, what emergency services (i.e., medical, search & rescue) are closest? Talk to people who have been there and can give you pointers. Check the weather forecast. Are conditions favorable? The NOAA-NWS Web site offers detailed backcountry forecasts. Check the local road and trail conditions. Recognize and avoid avalanche areas. Check the local avalanche forecast and don't go if avalanche danger is high. Keep in mind that avalanche forecasts may be general and not accurate for specific areas. If you are on or near any slope greater than 20°, your group should have formal avalanche training. Leave a trip plan. Let others know where you'll be, when you'll be there, when you'll return, vehicle information and names and contact number for participants in your group. -
Building a Tipi
Building a Tipi Overview: This lesson uses photographs, objects, and a small tipi to introduce students to the tipi as one type of housing used long ago by Indians living on the Kansas plains. Sentence strips and corresponding pictures reinforce ten facts about the tipi. This lesson is designed to be taught in two parts. Recommendation: It is recommended that the lesson “Indians in Kansas Today” be taught first and that the tipi lesson be taught in conjunction with those on the grass house and earth lodge. Objectives: Content The student identifies facts about the tipi. The student identifies that natural resources were used to make tools and tipis. The student identifies where tipis were used in Kansas. Skills The student matches pictures to expository text. The student reads expository text to gain knowledge. The student reads to practice fluency. Essential Questions: Who lived in tipis in Kansas? Why did Indians choose to make their house out of bison hide and wood? Trunk Materials Needed: “Setting Up a Tipi” sequence cards Miniature tipi o Tipi cover (fabric) o Tipi footprint marked for pole placement (fabric) o 4 Lacing Pins o Tipi Instruction Sheet Kansas floor map (fabric) Tipi scale model 10 pink tipi sentence strips and corresponding picture clue cardss Pocket chart Reproduction Objects Pole sample Scraper (stone attached to elk antler) Tanned hide without fur Sinew Awl Flesher Images #13-20 #13 – Dry Kansas Environment Indian Homes in Kansas - A Traveling Resource Trunk Kansas State Historical Society ©2006 40 #14 – Tipi Village #15 – Bison #16 – Travois #17 – Setting Up a Tipi #18 – Scraping a Bison Hide #19 – Three Tipis #20 –Girls with a Toy Tipi Materials You Need to Supply: 11 poles for tipi (These should be 36” long and approximately 5/16” in diameter. -
Syllabus/Schedule
UNIVERSITY OF OREGON • PE & REC • Outdoor Pursuits Program PEO 371 - Snowcamping Course Syllabus Course Description This two-credit course includes several classroom sessions and a three-day snowcamping outing in the Oregon Cascades. Classroom topics include cold weather clothing and equipment requirements, a review of thermoregulation and cold injuries, snow shelter construction techniques, Leave No Trace travel and camping ethics, and winter navigation and survival techniques. The outing provides an opportunity to learn and practice safe and responsible winter camping and travel techniques, snow shelter construction and backcountry routefinding techniques. Prerequisites / Corequisites PEO 285 Wilderness Survival (no exceptions) AND PEO 351 Backpacking (or equivalent experience at the discretion of the course instructor) Learning Outcomes The Outdoor Pursuits Program emphasizes safe and responsible participation in outdoor activities. In addition to meeting the learning outcomes of prerequisite courses, upon completion of this course participants should be able to: 1. List the clothing and equipment necessary for a safe multi-day snow camping trip. 2. Plan, organize, equip and safely implement a multi-day winter camping trip. 3. Describe the potential risks and hazards inherent to snow camping in the Oregon Cascades. 4. Explain the mechanisms of heat loss and techniques for keeping warm in winter. 5. Explain the signs and symptoms of hypothermia and frostbite and techniques for preventing and/or treating each of these cold injuries. 6. Demonstrate how to read a topographic map and utilize a map and compass while routefinding in a winter environment. 7. Implement Leave No Trace travel and camping ethics specific to the winter environment. 8. -
Making the Best of Two Worlds: an Anthropological Approach to the Development of Bilingual Education Materials in Southwestern Alaska
DOCUMENT RESUME ED 323 065 RC 017 719 AUTHOR Morrow, Phyllis TITLE Making the Best of Two Worlds: An Anthropologicdl Approach to the Development of Bilingual Education Materials in Southwestern Alaska. PUB DATE Aug 87 NOTE 338p.; Ph.D. Dissertation, Cornell University. AVAILABLE FROMUniversity Microfilmes International, Inc., 300 N. Zeeb Rd., Ann Arbor, MI 48106. PUB TYPE Dissertations/Theses - Doctoral Dissertatims (041) -- Reports - Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Alaska Natives; *Anthropology; Biculturalism; Bilingual Education; *Bilingual Education Programs; *Bilingual Instructional Materials; Cultural Background; *Cultural Education; Cultural Interrelationships; Eskimos; *Material Development; Multicultural Education; *Native Language Instruction; Program Development; Secondary Education; Yupik IDENTIFIERS Alaska (Southwest); *Yupik Eskimos ABSTRACT For the Yupik Eskimos of southwestern Alaska, a primary goal of bilingual-bicultural education is to forge a society that represents the "best of two worlds." While this is an expressed ideal, educational programs have focused on first and second language learning and have not dealt with the relationship between Yupik and non-Yupik cultures or with the concept of culture change. This thesis describes a secondary-level bilingual-bicultural program designed by an anthropologist to address such issues. Background information is provided on Yupik culture and language and on the history of bilingual education in the region. The results of a survey of parent, teacher, student, and administrator opinions of bilingual education are summarized. The collaboration of the ethnographer with Native teachers in the development of instructional materials and methods is discussed. The paper discusses in detail the program projects that guide students to examine personal values in light of Yupik tradition and current social, economic, and political conditions. -
About the Caa / À Propos De L'aca
ABOUT THE CAA / À PROPOS DE L’ACA The Canadian Archaeological Association (caa) was founded in 1968. Membership includes professional, avocational and student archaeologists, as well as individuals of the general public of any country, who are interested in furthering the objectives of the Association. The objectives of the caa are as follows: § To promote the increase and the dissemination of archaeological knowledge in Canada; § To promote active discourse and cooperation among archaeological societies and agencies and encourage archaeological research and conservation efforts; § To foster cooperative endeavours with aboriginal groups and agencies concerned with First Peoples’ heritage of Canada; § To serve as the national association capable of promoting activities advantageous to archaeology and discouraging activities detrimental to archaeology; § To publish archaeological literature, and; § To stimulate the interest of the general public in archaeology. ——— L’Association canadienne d’archéologie (aca) a été fondée en 1968. Ses adhérents comptent des archéologues dont c’est la profession ou un violon d’Ingres et des étudiants, ainsi que des membres venant du grand public et de n’importe quel pays, qui ont en vue de favoriser les objectifs de l’Association. Les objectifs de l’aca sont les suivants: § promouvoir l’accroissement et la propagation de connaissances archéologiques au Canada; § promouvoir une coopération et des échanges actifs entre les sociétés et les organismes archéologiques, et favoriser le travail de recherche et de conservation; § stimuler les efforts de coopération avec les groupes autochtones et les organismes concernés par le patrimoine canadien des Premières nations; § servir d’association nationale pouvant promouvoir les activités avantageuses pour l’archéologie et décourager les activités nuisibles à l’archéologie; § publier de la documentation archéologique; § stimuler l’intérêt du grand public pour l’archéologie. -
How to Build an Igloo Get the App! What's
Launch Your Website You'll need: A divisive ingredient and an email newsle!er. Launch it with Open Squarespace. Squarespace ADVERTISEMENT GAMES JOKES OUTDOORS & GEAR HOBBIES & PROJECTS SCOUTS CONTESTS SUBSCRIBE Recent Comments Sqeegee wrote: "Talk to the hand." posted to Write a Funny Caption For This Photo. Type here to search ??? wrote: ""Are you real? What are you doing?"" posted to Write a Funny Caption For This Photo. Home » Hobbies & ProjectsNovaWolf » How wrote: To Do "Well It » doneHow tomy Build friend an" Iglooposted to Write a Funny Caption For This Photo. lets keep secret wrote: "Chameleon: Hey..!! Why are you not wearing a mask? I am COVID- positive, let me cover your mouth so you won't get infected." posted to Write a Funny Caption For This Photo. Get the App! How to Build an Igloo We've opened up free access to a whole year kman7911 wrote: "use the force luke!" posted to Write a Funny Caption For This Photo. of Scout Life on our app. Download it today! By Michael Rutland mr.minecraft wrote: "what happens when you don't want people to get too close" posted to Write a Funny Caption Illustrations by Robert Prince For This Photo. SAFETYDuckDog FIRST: wrote: Ask "i havean adult a funny to help meme with to toolssubmit you to boyslifehaven't forused meme before. king" posted to Write a Funny Caption For This Photo. FortSalamander wrote: "Shhhhhh! There’s bug right over there!" posted to Write a Funny Caption For This Photo. ADVERTISEMENT Tadhgboy10 wrote: "The lizards version of the lion king" posted to Write a Funny Caption For This Photo. -
A House of Snow and Ice and Snow of House A
8 7 Inuit builder cuts these blocks using a sharp knife. The knife might be made of of made be might knife The knife. sharp a using blocks these cuts builder Inuit Congress). Congress). So how does one build an igloo? Start with blocks of well-packed snow. The The snow. well-packed of blocks with Start igloo? an build one does how So Frank and Frances Carpenter Collection (Library of of (Library Collection Carpenter Frances and Frank Photo courtesy of Canadian Geological Survey via via Survey Geological Canadian of courtesy Photo collapse. An Inuit builder stacks the snow blocks into a ring. ring. a into blocks snow the stacks builder Inuit An igloo is strong. A grown man can stand on top of the igloo without causing it to to it causing without igloo the of top on stand can man grown A strong. is igloo from snow, which can be weak, to ice, which is much stronger. A well-built well-built A stronger. much is which ice, to weak, be can which snow, from the second ring. second the ice cause the water to refreeze. In this way the walls of the igloo start to change change to start igloo the of walls the way this In refreeze. to water the cause ice ring is complete, the builder starts on on starts builder the complete, is ring with the snow and ice closer to the outside of the igloo. This colder snow and and snow colder This igloo. the of outside the to closer ice and snow the with level patch of icy ground. -
Large Whale Restraint – Page 1 of 108 REPORT of LARGE WHALE
Large Whale Restraint – Page 1 of 108 REPORT OF LARGE WHALE RESTRAINT WORKSHOP Feb 7th & 8th 2006 AT CARRIAGE HOUSE WOODS HOLE OCEANOGRAPHIC INSTITUTION WOODS HOLE MA 02543 SPONSORED BY NATIONAL MARINE FISHERIES SERVICE Order # EM133F05SE5824 Requisition/ Reference # NFFM5100-5-00800 AUTHORS Andrea Bogomolni1, Regina Campbell-Malone1, Nadine Lysiak1 and Michael Moore2 1Rapporteurs, 2Chair Biology Department, Woods Hole Oceanographic Institution Woods Hole MA 02543 Large Whale Restraint – Page 2 of 108 Executive Summary The Problem: until large whale entanglements can be avoided, disentanglement is a necessary stop gap measure to enhance the survival of critically endangered large whales. Cases that are refractory to the standard protocols developed and used by the Provincetown Center for Coastal Studies (PCCS) are especially head and flipper wraps in right whales. There is a need both for immediately deployable solutions and development of better technology and techniques. Such advances must avoid proliferation of at sea personnel and include plans for next steps in each possible contingency. These are not currently supported within the Disentanglement Network or NOAA. History: two prior workshops resulted in a focus on the potential for sedation to enhance tractability, the delivery of hyper-concentrated Meperidine and Midazolam via a pole delivered, gas powered syringe to an entangled right whale, the acquisition of a working right whale tail model and its use to develop tail harness systems, and the conceptualization of a suction cup tag that could deliver drugs on demand and monitor the status of the individual. Experience from sedating marine mammals in captivity, and observation of sleeping right whales suggests that adequate tractability might be achieved in free swimming animals without significant loss of equilibrium. -
Enter the Cube by Nicholas and Daniel Dobkin January 2002 to December 2004
Enter the Cube by Nicholas and Daniel Dobkin January 2002 to December 2004 Table of Contents: Chapter 1: Playtime, Paytime ..............................................................................................................................................1 Chapter 2: Not in Kansas Any More....................................................................................................................................6 Chapter 3: A Quiz in Time Saves Six................................................................................................................................18 Chapter 4: Peach Pitstop....................................................................................................................................................22 Chapter 5: Copter, Copter, Overhead, I Choose Fourside for my Bed...........................................................................35 Chapter 6: EZ Phone Home ..............................................................................................................................................47 Chapter 7: Ghost Busted....................................................................................................................................................58 Chapter 8: Pipe Dreams......................................................................................................................................................75 Chapter 9: Victual Reality................................................................................................................................................102 -
North Slope Borough Fiscal Year 2020-2021
NORTH SLOPE BOROUGH FINAL BUDGET DOCUMENT Photo Provided By: Kevin Fisher, Utqiagvik Alaska ORDINANCE 2020-3 FISCAL YEAR 2020-2021 NORTH SLOPE BOROUGH Office of the Mayor P.O. Box 69 UTQIAGVIK, AK 99723 HARRY K. BROWER, JR., MAYOR Members of the North Slope Borough Assembly Utqiagvik, Alaska In accordance with the North Slope Borough municipal charter provisions, I am pleased to present the annual budget document for the fiscal year 2020-2021. This operating budget is balanced as required by law, and projects expenditures to equal estimated operating revenues of $413,861,293. This budget is based on a preliminary forecast of our property tax receipts associated with oil and gas assets of the North Slope Borough. I requested that our departments for the most part, prepare a status quo budget in order to have a balanced budget without reliance from our savings. The foundation of our budget is built on property tax revenues. We continue to be blessed with stable property tax values and expect to receive approximately $387,460,000 in funding for the coming year. This funding is primarily collected from oil and gas properties, but it also includes tax payments from local businesses and homeowners. Our remaining estimated revenue of $26,429,854 is derived from charges for services, investment income and intergovernmental contributions. This year’s budget reflects an increase in revenues of $11,530,474 from the prior year’s original budget. The increase in estimated revenue is primarily due to an increase in the Borough’s population. Recent census data put our population on slope at 17,591, which is approximately a 400 person increase over last year. -
Sugar Cube Igloo
High Touch High Tech® Science Experiences That Come To You Sugar Cube Igloo Supplies: • Cardboard or Heavy cardstock paper • Aluminum foil • Sugar cubes – 1 box • White glue Optional Supplies: • Circular plastic lid/ plate (at least 5-inch circumference) • Pen • Plastic cup • Pictures polar bears • White frosting • Glitter Instructions: In this activity, you will make a model igloo from sugar cubes. Just like the Inuit people, your igloo will be a circular dome. 1. Wrap your cardboard / cardstock with aluminum foil. 2. Trace the plastic lid on your cardboard / cardstock. 3. Build the first circular ring of sugar cubes. This will be the foundation. • Using white glue, carefully glue the sugar cubes onto the cardboard. Follow the traced ring. 4. Build the second ring of sugar cubes on top of the foundation. • These cubes need to be slightly moved inward. This ring will be slightly smaller than the foundation ring. 5. Let the foundation dry overnight. • The glue needs to dry completely overnight. This will make a stronger igloo structure. 6. Build the third ring of sugar cubes. • This ring will be smaller. Notice that the igloo walls are beginning to curve inward. 7. Build the fourth ring of sugar cubes. 8. Let the igloo dry overnight. 9. Depending on the size of your igloo, continue to build layers. 10. Once the walls have formed a dome, leave an open space at the very top. www.ScienceMadeFun.net • 800.444.4968 High Touch High Tech® Science Experiences That Come To You 11. Now that your igloo is built, you can add Arctic animals and glitter. -
DEER-DISSERTATION-2017.Pdf (1.472Mb)
A QUALITATIVE STUDY OF WOMEN’S EXPERIENCES TRANSITIONING FROM THE SEX TRADE TO LEGAL EMPLOYMENT OPPORTUNITIES A Dissertation by SHANNON KNIGHT DEER Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Lisa M. Baumgartner Committee Members, Jill Zarestky Valerie Hudson Nancy Plankey-Videla Head of Department, Fredrick M. Nafukho May 2017 Major Subject: Education Human Resource Development Copyright 2017 Shannon Deer ABSTRACT Law enforcement, the media, and the public have given recent attention to the sex trade in conjunction with an increased focus on combatting sex trafficking. However, little is known about women’s experiences transitioning out of the sex trade, especially related to learning and finding economically sustainable employment. The purpose of this study was to investigate the experiences of women transitioning out of the sex trade, especially related to finding legal employment. Transitional learning theory, experiential learning theory, and a general transition model formed the conceptual framework which guided this study. Participants included 10 adult English speaking women who engaged in the sex trade in Texas for at least 1 year, and who exited the sex trade at least 3 months before being interviewed. Data collection involved two semi-structured interviews composed of open-ended questions and probing questions. I used the constant comparative coding method for data analysis. Respondents described the challenges, supports, and types of learnings used throughout their experience transitioning from the sex trade. The participants’ experiences were categorized into (a) employment related challenges, (b) managing mental health and emotions, (c) navigating basic life skills, and (d) building, rebuilding, and managing relationships.