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Journal articles on the topic 'Nomadic schools'
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1
Ahmadishokouh, Aliasghar, Naser Janani, and Fatemeh Samadi. "English Language Teaching Problems in the Nomadic Society in Iran." International Journal of Multicultural and Multireligious Understanding 10, no. 10 (October 16, 2023): 250. http://dx.doi.org/10.18415/ijmmu.v10i10.5201.
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Education occupies the center stage in human life. Therefore, the importance of education has been adequately documented in the literature. In spite of the important role played by nomadic society in Iran, this society seems to be a neglected part of this Islamic country. When it comes to teaching English the problem becomes severe. Therefore, this study was carried out to highlight the burning issues ahead of English language teaching in the nomadic society in Iran. In order to go to the roots of problems in teaching and learning English in nomadic schools, researchers interviewed some English teachers and stakeholders in the nomadic educational center in Lorestan. Moreover, to find the possible differences between nomadic and non-nomadic students in terms of learning English as a foreign language, a total number of 75 nomadic students and 80 non-nomadic students participated in this study. Independent sample t-test was used to find the differences between the mean scores of two groups of students. The results of the study showed that the main obstacles in the way of English language learning in nomads are: formal school, Curriculum, student related problems, teachers-related problems, learning facilities and technological equipment, under norm problem and multimethod-multilevel classes.
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Mahmud, Abbas. "EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA." Sokoto Educational Review 14, no. 1 (June 30, 2013): 9. http://dx.doi.org/10.35386/ser.v14i1.84.
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The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.
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Sleptsov, Yurii Alekseevich. "Teaching the Even language in a nomadic camp: problems and solutions." Педагогика и просвещение, no. 2 (February 2022): 28–34. http://dx.doi.org/10.7256/2454-0676.2022.2.38248.
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The subject of the study is the education of children in a nomadic camp for indigenous minorities; the analysis of the difficulties that the organizers encountered in the first years of the nomadic camp when learning their native language by Even children was carried out. For the educational system of small comprehensive schools, the nomadic camp is a new form of organization of temporary association during the summer holidays as an inseparable system of teaching the native Even language in natural nomadic conditions. The first years of work showed that children hardly master their native language. One of the reasons is that in secondary schools they were taught the Even language based on the Olsky dialect, which Momsky Evens do not understand. Considering the above, the Even language was taught in the local dialect in the nomadic camp. Author concludes that children that were recruited to the camp did not have the opportunity to go to reindeer herding brigades, and thus had no idea about the traditional way of life of their people. Work experience since 2000 has shown positive dynamics in the field of teaching the native Even language and national culture. After graduating from secondary school, many students of the nomadic camp entered various secondary specialized educational institutions and higher educational institutions and subsequently joined the ranks of teachers in secondary schools, preschool educators, and cultural workers.
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Steiner-Khamsi, Gita, and Ines Stolpe. "Non-Traveling ‘Best Practices' for a Traveling Population: The Case of Nomadic Education in Mongolia." European Educational Research Journal 4, no. 1 (March 2005): 22–35. http://dx.doi.org/10.2304/eerj.2005.4.1.2.
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This article deals with a particular ‘best practice’ in Mongolia (boarding schools) that neither traveled elsewhere nor was rescued from the socialist past and adopted in the post-socialist present. The boarding schools accommodating children from nomadic herder families have experienced a long decade (1991–2003) of neglect. The boarding school system of the twenty-first century has ceased to be a universal institution catering to a nomadic population, and has been transformed into a socially stratified system that mostly attracts students from poor families (nomadic and otherwise) who could not afford to entertain alternative living arrangements for their school-aged children. The authors treat nomadic education in Mongolia as an interesting case of a ‘transfer vacuum.’ The authors investigate the political and economic reasons for this immunity towards ‘lessons from elsewhere’ or ‘lessons from the past,’ and draw conclusions for research on educational policy borrowing and lending.
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A, Sulaiman, A., Aliyu, M. T., and Gaya, M. U. "Relevance of MaqᾹsid Al-Sharī‘ah in Enhancing Nomadic Female Education in Adamawa State." Zamfara International Journal of Humanities 2, no. 02 (December 30, 2023): 87–95. http://dx.doi.org/10.36349/zamijoh.2023.v02i02.010.
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The study attempts to examine the relevance of Maqᾱsid al- Sharī،ah in enhancing nomadic female education in Adamawa State, Nigeria. The objective of the study is to highlight the challenges facing the female nomadic. The female nomadic are being disrupted from acquiring and enjoying the dividend of education due to movement from one place to another. This makes them remain in a state of ignorance. In Islam, the search for knowledge is obligatory for all regardless of age and gender. Yet, the nomadic females are deprived of it. The study employs the Maqᾱsid approach as it is relevant for overcoming intellectual stagnation and improving female nomads’ miserable social, cultural, economic and political conditions. The study adopts mixed methods in obtaining its data. The interview was used to get facts from the respondents across the six local government areas of Adamawa State based on sampling. The findings of the study reveal that female nomadic are facing some challenges such as Lukewarm attitudes of the parents toward their female education, poverty, misunderstanding and misinterpretation of the religion to mention but a few. The study concludes and recommends that parents should try to obtain knowledge of the religion from the right scholars and give their children the opportunity to acquire knowledge. The government and the stakeholders should provide mobile schools and enlightenment programmes on female education over the Radio and Television. There should be constant enlightenment by scholars about the teachings of Islam among others.
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Nuzhnova, N. M. "Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north." Science and School, no. 1, 2020 (2020): 79–89. http://dx.doi.org/10.31862/1819-463x-2020-1-79-89.
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The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.
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Lanyasunya, Andrew Ropilo. "The impact of distance to school on primary school enrolment in Samburu County, Kenya." Journal of Humanities and Social Sciences (JHSS) 1, no. 1 (December 23, 2022): 86–90. http://dx.doi.org/10.51317/jhss.v1i1.463.
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The aim of this study was to investigate the impact of distance to school on primary school enrolment in Samburu County, Kenya. The need for the study arose from the fact that even while education is a fundamental human right and a necessary condition for empowerment, it is still not widely available to pastoralists who live on the move. Notwithstanding, Kenya has made formal education a priority in her policies. However, despite primary schools’ Gross Enrolment Rates in Kenya reaching 95 per cent, in some nomadic pastoral areas like Samburu, it was 41.3 per cent. The study findings reveal that a facility-specific factor, such as distance, is the main factor affecting access to basic formal education in Samburu district and, by implication, other nomadic pastoral areas. The results of the study revealed that the association between distance to the nearest school and access to basic formal education was very strong, as indicated by the value of the contingency coefficient (0.76), and was very significant statistically. This implies that the deliberate provision of more schools closer to the people and/or promotion of alternative education opportunities in the district is likely to increase access to basic formal education. This is due to the fact that the households will be living in close proximity to education facilities, thus enhancing their utilisation. Consequently, the enrolment rate of children will be boosted, thus improving access to basic formal education. As a result, the study recommends that more schools be made available in nomadic pastoral areas and that other alternative forms of education be promoted.
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Francis, Torpev. "Pragmatic Approach to Use of Mastery Learning Model in Implementation of Social Studies Curriculum for Achievement of Sustainable Development Goal-4 in Nomadic Schools in Maiadua, Katsina State, Nigeria." NIU Journal of Humanities 8, no. 4 (December 31, 2023): 183–88. http://dx.doi.org/10.58709/niujhu.v8i4.1742.
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Acquisition of quality education for all is one of the basic concerns of societies in the world. This desire is anchored on universal protocol agreement contained in sustainable development goal four (quality education for all). The paper is therefore an attempt to investigate pragmatic approach to use of mastery learning model in implementation of social studies curriculum for achievement of sustainable development goal-4 in nomadic schools in maiadua, katsina state, Nigeria. A descriptive research design involving pre-test and post-test was used for the study. The population of the study was 78 headmasters in the 78 primary schools in the Local government area. Sample for the study was all the 78 headmasters who were purposively selected by virtue of their leadership positions in the schools. A Researcher designed questionnaire was used in data collection. The instrument was validated by two experts in test and measurement and one curriculum expert who were of the rank of senior lecturer and above. Reliability of the instrument was ensured by administering the instrument twice to 30 headmasters in Kurfi local government at interval of two weeks. The data collected was analysed using Pearson moment correlation coefficient. The coefficient of 0.67 was obtained which show that the instrument was reliable. Two objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The research questions were answered using descriptive statistics: frequency count and percentage, while the hypotheses were tested using chi-square statistic at 0.05 level of significance. The findings of the study revealed that: headmasters’ perception of mastery learning was positive as most of them responded positive to the items on the instrument, they had knowledge of mastery learning instructional model in implementation of Social studies curriculum in Nomadic schools in maiadua, Katsina State, Nigeria, they attempted to put to use knowledge of mastery learning in implementation of Social Studies curriculum in Nomadic schools Katsina State, Nigeria, however they lacked the modern technique used in achievement of the instructional model. Based on the findings the following recommendations were made: deliberate effort should be made to improve the skills of teachers on the acquisition and use of mastery learning instructional strategy by ministry of education through organization of workshops and conferences for the teachers in basic schools. Mastery learning instructional strategy should be given prominence in teacher education programmes in higher tertiary institutions to enable the pre-service teachers acquire necessary knowledge and skill on the strategy and fresh graduates from Colleges of Education employed in nomadic schools should be sensitized on the benefits of mastery learning instructional strategy by school administrators using symposium and other available means to avoid attrition.
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Lanyasunya, Andrew Ropilo. "Effect of cost of schooling on the participation of children in basic education in Samburu County, Kenya." Journal of Education Management & Leadership (JEML) 1, no. 1 (October 20, 2022): 67–73. http://dx.doi.org/10.51317/jeml.v1i1.462.
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This study aimed to determine the effect of the cost of schooling on children’s participation in basic education in Samburu County, Kenya. Data were gathered and analysed using Excel and SPSS computer packages and presented using descriptive and inferential statistics. The specific tools used were frequencies, cross-tabulations, contingency tables, chi-square, multiple regression, correlation, and qualitative presentation in quotations. The study findings reveal that a facility-specific factor, such as cost, is the main factor affecting access to basic formal education in Samburu district and, by implication, other nomadic pastoral areas. From the study findings, it emerges that the cost of education has a significant influence on access to basic formal education. As a result, the study recommends that more schools be available in nomadic pastoral areas, promoting other alternative forms of education, developing the nomadic people’s economic resource- livestock- and subsidising the cost of schooling. Accordingly, for the nomadic pastoralists to be able to meet the cost of basic formal education in the era of cost-sharing, there is a dire need to strengthen their economic base- livestock. The latter can be done by opening up markets where they can sell their livestock.
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Ben-Yosef, Erez. "The Architectural Bias in Current Biblical Archaeology." Vetus Testamentum 69, no. 3 (July 8, 2019): 361–87. http://dx.doi.org/10.1163/15685330-12341370.
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AbstractThis paper aims at highlighting a methodological flaw in current biblical archaeology, which became apparent as a result of recent research in the Aravah’s Iron Age copper production centers. In essence, this flaw, which cuts across all schools of biblical archaeology, is the prevailing, overly simplistic approach applied to the identification and interpretation of nomadic elements in biblical-era societies. These elements have typically been described as representing only one form of social organization, which is simple and almost negligible in historical reconstructions. However, the unique case of the Aravah demonstrates that the role of nomads in shaping the history of the southern Levant has been underestimated and downplayed in the research of the region, and that the total reliance on stone-built archaeological features in the identification of social complexity in the vast majority of recent studies has resulted in skewed historical reconstructions. Recognizing this “architectural bias” and understanding its sources have important implications on core issues in biblical archaeology today, as both “minimalists” and “maximalists” have been using stone-built architectural remains as the key to solving debated issues related to the geneses of Ancient Israel and neighboring polities (e.g., “high” vs. “low” Iron Age chronologies), in which— according to both biblical accounts and external sources—nomadic elements played a major role.
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JIBRIN, M. A., U. V. OYINVWI, and B. S. ABDULLAHI. "INFLUENCE OF NOMAD’S RELIGION ON PUPILS’ ENROLMENT AND RETENTION IN NOMADIC SCHOOLS IN NORTH- CENTRAL GEOPOLITICAL ZONE, NIGERIA." International Journal of Social Sciences and Management Review 03, no. 03 (2020): 133–43. http://dx.doi.org/10.37602/ijssmr.2020.3306.
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Neustroeva, A. N., T. A. Shergina, and A. A. Kozhurova. "Training of future tutors for of the main small nomadic school of the North." SHS Web of Conferences 113 (2021): 00068. http://dx.doi.org/10.1051/shsconf/202111300068.
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The article substantiates the relevance of future teachers’ vocational training majoring in Primary Education and Tutoring for work in an uneducated rural school, where there are great opportunities for individualizing the learning process, creating conditions for the harmonious personal development of younger students. The purpose of the research: the study is aimed at providing scientific substantiation of the relevance of the tutors’ activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research results: teacher training experience was obtained in introducing a new combined profile in the bachelor’s program “Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North”. The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.
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Mukhamedova, Sh. "The Nomadic Mood of Loneliness Embodied in The Raven by Edgar Allen Poe." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 562–65. http://dx.doi.org/10.33619/2414-2948/67/74.
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The article investigates the poem The Raven by American dark genius Edgar Allen Poe. The research was done basing on historical, biographical and psychological literary schools, and is aimed to disclose hidden link of the poem to the life of the author. Moreover, the research includes the study of elements of gothic literature depicted in the poem.
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Bangsbo, Ellen. "Schooling for knowledge and cultural survival: Tibetan community schools in nomadic herding areas." Educational Review 60, no. 1 (February 2008): 69–84. http://dx.doi.org/10.1080/00131910701794598.
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Burke, Kevin J., and Abraham DeLeon. "Nomadic Teaching, Vagabond Dreaming: An Examination of the Spaces That Schools Might Become." Review of Education, Pedagogy, and Cultural Studies 37, no. 1 (January 2015): 4–20. http://dx.doi.org/10.1080/10714413.2015.988489.
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Azhigali, S. Y., and B. A. Ashim. "FEATURES OF MOSQUES IN CULTURAL RESIDENTIAL COMPLEXES BESPAI AND IZENAGASH OF DONYZTAU AREA." History of the Homeland 93, no. 1 (March 5, 2021): 169–79. http://dx.doi.org/10.51943/1814-6961_2021_1_169.
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In the mid-19th century, Islamic ideology played an important role in the Donyztau region, adapting to a semi-nomadic, and later - semi-sedentary lifestyle. Later, special types of Kazakh settlements were formed, in which the cult function was clearly manifested. In particular, in the second half of the 19th century, special original “cult-dwelling complexes” were erected in the Donyztau area, including “mosques, schools-madrasahs, residential buildings, ancestral cemeteries or burials” made of processed and unworked stone. Cult-dwelling complexes were located mainly in the autumn camps of the nomads who inhabited Donyztau. In the article, the authors study some of the issues related to the history of cult-dwelling complexes formation in the Donyztau region. Along with this, a description of the Bespai and Isenagash mosques is given and an analysis of some of its features is carried out. The materials collected by the authors in Donyztau in 2019 during the period of the “West Kazakhstan Integrated Ethnoarchaeological Expedition” (headed by S.E. Azhigali) are considered.
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Elsera, Marisa, Glory Yolanda Yahya, Elfa Oprasmani, Casiavera Casiavera, and Syakila Syakila. "Eksistensi Suku Laut (Suku Akit) di Dusun Bangsal Ujung, Desa Sungai Asam, Kabupaten Tanjungbalai Karimun, Provinsi Kepulauan Riau." Jurnal Sosiologi Andalas 7, no. 2 (October 30, 2021): 81–93. http://dx.doi.org/10.25077/jsa.7.2.81-93.2021.
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Suku Akit (suku laut) who originally lived as a nomadic person lives in sampan. They have occupied houses on the land. Their houses were obtained through the government program Ministry of Social Affairs. This study described the existence of Suku Akit. They have not only settled/ relocated but also experienced changes in economies such as switching of traditional fishing tools to aquaculture, learning in schools, believing in religion, and having a figure who can bridge of the Suku Akit
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Lunaček, Sarah. "Schooled Tuaregs' Engagement with Mobile Pastoralism in the Agadez Region (Niger): Avoidable Sedentism and Alternative Forms of Cooperation." Nomadic Peoples 27, no. 2 (September 1, 2023): 242–64. http://dx.doi.org/10.3197/np.2023.270205.
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The recognition that pastoralism is well-suited to conditions of variability and uncertainty is growing among academics and policy-makers. With the notion that schooled individuals with pastoralist backgrounds could influence political decisions regarding support and providing services for mobile pastoralism, this paper questions the sedentist bias among schooled Tuareg in the Agadez region. In the first part, the history of schooling for nomads in Niger is discussed in the context of schooling for mobile people. Compared to experiences elsewhere, boarding schools can either encourage sedentarisation or support mobility. The same holds in the case of service centres for mobile populations, which are making their way back to regional planning. Ideas regarding the development of schooled Tuareg from caravan and gardening backgrounds in Aïr and from pastoralist communities in the west and south of Aïr are not only influenced by schooling, but relate to different development trends and depend on individual experiences, identity and affective relation to pastoralism. While on the one hand, certain schooled Tuaregs have embraced a sedentist vision of development, those who enjoy active relationships with nomadic pastoralists nonetheless recognise the value of their customary knowledge and practices, including herd mobility. Schools could participate in transmitting a favourable image of pastoralism as a productive system for sustainable futures and thereby equip future generations of diverse policymakers to engage meaningfully with mobile pastoralists.
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Lanyasunya, Andrew Ropilo, and Robinson M. Charo. "The relationship between family location and access of children to primary school in Samburu County, Kenya." Journal of History and Cultural Studies (JHCS) 1, no. 1 (September 15, 2022): 25–31. http://dx.doi.org/10.51317/jhcs.v1i1.457.
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This study sought to determine the relationship between family location and children's access to primary school in Samburu County, Kenya. Three agro-ecological zones and regions (Highland-Rural, Lowland-Rural, and Urban) impact differently on access to basic formal education among the nomadic pastoral Samburu. To facilitate the data collection, Samburu District was stratified into three clusters – Highland-Rural, Lowland-Rural and Urban. Multi-stage and random sampling were used to select from each cluster, one division, one location, one sub-location and then 200 household heads from all the villages in the sub-location. That is moving from the division down to the villages using random sampling. Data were collected and analysed using Excel and SPSS computer packages and further presented using descriptive and inferential statistics. The study recommends that for the government and/or non-governmental organisations undertaking interviews and programmes to improve the well-being of nomadic pastoralists (like the provision of schools), there is a need to take the various zones into consideration. More significantly, this study found that agro-ecological zones have a significant influence on access to basic formal education in Samburu District.
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Orbodoeva, Marina Valer'evna. "Prerequisites for the formation of schools of Chinese Buddhism in the Nanbeichao period." Исторический журнал: научные исследования, no. 6 (June 2023): 40–46. http://dx.doi.org/10.7256/2454-0609.2023.6.69045.
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The article examines the initial stage of the formation of schools of Chinese Buddhism in the era of Nanbeichao (Northern and Southern kingdoms). Buddhism of the era of the Southern and Northern Kingdoms (386-589) is a little-studied period in the history of Buddhism in China in domestic science. At the same time, this period represents a very important stage in the development of Buddhism in China, characterized by the completion of the adaptation of Buddhism to the political, social, cultural and mental traditions of this country and the formation of Chinese religious and philosophical principles of Buddhism, which began during the reign of the Eastern Jin Dynasty (317-420) and which continued during the period of the division of China into Southern and Northern kingdoms. The division of China began with the capture of the nomadic tribes of the Tobians of the northern part of the Eastern Jin (317-420). By this time, the rule of the Eastern Jin Dynasty was characterized by political chaos, internal strife, economic decline, famine and devastation. The research is based on translations of sources from Chinese, as well as on the works of Russian scientists. As a result of the study, it can be concluded that it was the period of the Northern and Southern Kingdoms that became a kind of prerequisite for the formation of Chinese schools of Buddhism, the appearance of which marked the final formation of Buddhism in China, known as "Chinese Buddhism". Translations of texts into Chinese became the basis for the formation of schools of Buddhism. The translation activity of Buddhist missionaries of the era of the Southern and Northern Kingdoms, despite the political, economic and social difficulties caused by internecine strife, the invasion of nomadic tribes, devastation and famine, steadily continued. The tradition of translation activities of the Eastern Jin was continued in the Southern and Northern kingdoms. During Southern and Northern Kingdom epoch was made a significant contribution to the development of Buddhism in China, preparing the textual ground for the formation of schools of Chinese Buddhism, which began in the subsequent Sui era (581-618) and ended in the Tang era (618-907).
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Komandzhaev, Alexandr N., and Evgeniy A. Komandzhaev. "Школы в Калмыцкой степи Астраханской губернии во второй половине XIX в." Монголоведение (Монгол судлал) 14, no. 2 (August 10, 2022): 281–92. http://dx.doi.org/10.22162/2500-1523-2022-2-281-292.
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Introduction. The topic remains understudied and is thus relevant enough to historical science. Despite the over a century has witnessed a dozen of publications examining schooling in prerevolutionary Kalmykia in various perspectives and detail, the bulk of them only partly approach the issue as a background phenomenon within wider insights into history of culture and education on broader timescapes. And only two related articles have been published in recent times. Furthermore, the problem is being actualized in connection with contemporary contexts: present-day Russian society utterly needs a new national educational trajectory of its own. In this regard, a historical review of schooling formation and development in sparsely inhabited specific regions with a nomadic population may be useful enough. Goals. The article aims to characterize the school system of Kalmyk Steppe (Astrakhan Governorate) at its initial stages. So, the paper primarily seeks to introduce newly discovered archival sources into scientific circulation. Materials and Methods. The work employs a complex of general scientific and special historical research methods, of which the principle of historicism, system-oriented analysis and interdisciplinary approach are of paramount importance, the three to identify actual conditions and development trends of Kalmyk Steppe’s school system and determine the latter’s place in the structure of value-based orientations inherent to Kalmyk nomadic society. The study focuses on documentary materials contained in the Collection of the Kalmyk People’s Executive Department (National Archive of Kalmykia), the former to largely include annual reports of the Astrakhan Governor on respective conditions in Kalmyk Steppe. Results. The article characterizes Kalmyk schools by numbers of students, teachers’ staffing levels, and disciplines taught. Conclusions. Initially, Kalmyk schools were meant to train translators for administrative structures. Hence, largest numbers of students were registered in the 1860s–1870s. At the same time, the Central Kalmyk College was educating future teachers for the few ulus schools. This acconts for both the set of required disciplines taught and the teaching staff employed.
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White, Thomas. "Pastoralism and the State in China’s Inner Mongolia." Current History 120, no. 827 (September 1, 2021): 227–32. http://dx.doi.org/10.1525/curh.2021.120.827.227.
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The Chinese government has downgraded use of the Mongol language in schools in the Inner Mongolia Autonomous Region, and is now using its brand of state environmentalism to rein in Mongol pastoralists, blaming them for the degradation of grasslands. By targeting language and land use, the two pillars of Mongol autonomy, the state has shown that it is prepared to override the very limited forms of autonomy still enjoyed by China’s minority nationalities. Mongol leaders are responding by working within the state and its discourses to preserve pastoralism, casting herders not as keepers of a timeless nomadic culture but as partners in preserving biodiversity and stemming desertification.
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Dmitriev, Vladislav. "Crimean Tatars and Kazakhs: a Comparative Analysis of the Imperial Policy of Acculturation in the Management System, Social, Military and Educational Spheres." ISTORIYA 15, no. 1 (135) (2024): 0. http://dx.doi.org/10.18254/s207987840029885-2.
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The article examines the acculturation policy pursued by the tsarist government and regional authorities in relation to nomadic, semi-nomadic and sedentary peoples living in the Black Sea and Central Asian regions. Crimean Tatars and Kazakhs were selected for comparative analysis. The study analyzes the main directions of state policy pursued to integrate the Crimean Tatars and Kazakhs into Russia. These areas of work define the management system, social, military and educational spheres. The article also raises the question of whether the tsarist government had a unified program according to which the integration of nomadic, semi-nomadic and sedentary peoples took place in the southern and south-eastern outskirts of Russia. The chronological framework of the work is determined by the end of the 18th — beginning of the 20th centuries, since it was during this period that the Russian authorities carried out the main activities aimed at integrating the Crimean Tatars and Kazakhs into the empire. Archival documents, legislative acts, statistical data and scientific publications were used to cover this topic. The article indicates that this topic has not previously been the subject of special study. The study showed that the tsarist government did not have a single program in accordance with which the integration of the newly annexed peoples living in the southern and southeastern outskirts of Russia took place. In each individual case there were regional peculiarities. It is noted that the acculturation of the Crimean Tatars and Kazakhs in the management system, social, military and educational spheres cannot be assessed unambiguously. Administrative acculturation led to the gradual replacement of traditional institutions of power and the introduction of a general imperial system of management. Legislative consolidation of the rights of new subjects representing different class groups contributed to their rapid incorporation into Russian society. Acculturation in the educational sphere cannot be viewed unambiguously. The main task of the tsarist government in creating Russian-foreign schools was the gradual Russification of new subjects. At the same time, Crimean Tatars and Kazakhs, studying the Russian language and Russian literature, became familiar with the achievements of European civilization.
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O’ Regan, Michael. "From its drifter past to nomadic futures: future directions in backpacking research and practice." Tourist Studies 21, no. 1 (February 6, 2021): 45–56. http://dx.doi.org/10.1177/1468797621990974.
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While the label ‘backpacker’ didn’t originate in 1990 when first presented at an academic conference by the late Philip L. Pearce, its usage rose within an emerging academic discourse community that established shared interests, sources of information, terminology, and methods of communication, along with a certain level of expertise and knowledge on the subject. While the community internationalised and embraced interdisciplinary approaches, a review of the academic scholarship points to the communities increasing instability, as differential authoritative voices conflict over discursive conventions that regulate our understanding of backpacking. While once conceptual and theoretical developments in backpacker research were built through subject level consensus, distinctions within the community point to new hierarchies, with their own particular schools of thought and reinterpretations. As disparities, incongruities and deviations in backpacker research output emerge, this overview explores current research directions and identifies paradoxes, challenges and opportunities that lie ahead.
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ترجمان, لیلا, and سید حسین سیادت. "Possibility of having E-learning in high schools of rural and nomadic areas in Lorestan province." Journal of Management and Planning in Educational Systems 12, no. 1 (June 22, 2019): 311–38. http://dx.doi.org/10.29252/mpes.12.1.311.
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Slepa, Klavdia A. "FEATURES OF THE DEVELOPMENT OF NOMADIC SCHOOLS IN THE YAMAL-NENETS AUTONOMOUS DISTRICT: HISTORY AND MODERNITY." Scientific Review. Series 2. Human sciences, no. 6 (2019): 52–61. http://dx.doi.org/10.26653/2076-4685-2019-6-05.
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Shahu, Man Bahadur. "Resistance and reproduction of knowledge in the post-nomadic life of foraging Raute." Hunter Gatherer Research: Volume 5, Issue 1-2 5, no. 1-2 (January 1, 2019): 93–118. http://dx.doi.org/10.3828/hgr.2019.5.
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This article focuses on the imposition of modern education upon the foraging Raute people and the ways in which this project has been both reluctantly accepted and actively resisted by the Raute. The Nepalese government established schools for Raute children as part of the nation-state development policy. However, it has refused to incorporate their cultural values, traditions, customs and language into the school curriculum. This paper argues that in attempting to create forms of domination through the educational process the state fosters inequality. Such an arrangement is met with everyday forms of resistance through non-collective and unorganised behaviour of Raute children at school. The Raute’s silent reaction against the government policies typifies the cultural disposition and ethos of the Raute community. This paper is based on research methods that include observation, interviews, informal discussions and document analysis, and outlines the interconnections between family, social class, students and state agency as they relate to education. In particular, it explores the Raute’s own narratives, perspectives and reactions with regard to their educational processes. This case study is presented in an effort to better understand the relations between resistance and reproduction of knowledge in foraging societies.
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Shahu, Man Bahadur. "Resistance and reproduction of knowledge in the post-nomadic life of foraging Raute." Hunter Gatherer Research: Volume 5, Issue 1-2 5, no. 1-2 (January 1, 2019): 93–118. http://dx.doi.org/10.3828/hgr.2019.5.
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This article focuses on the imposition of modern education upon the foraging Raute people and the ways in which this project has been both reluctantly accepted and actively resisted by the Raute. The Nepalese government established schools for Raute children as part of the nation-state development policy. However, it has refused to incorporate their cultural values, traditions, customs and language into the school curriculum. This paper argues that in attempting to create forms of domination through the educational process the state fosters inequality. Such an arrangement is met with everyday forms of resistance through non-collective and unorganised behaviour of Raute children at school. The Raute’s silent reaction against the government policies typifies the cultural disposition and ethos of the Raute community. This paper is based on research methods that include observation, interviews, informal discussions and document analysis, and outlines the interconnections between family, social class, students and state agency as they relate to education. In particular, it explores the Raute’s own narratives, perspectives and reactions with regard to their educational processes. This case study is presented in an effort to better understand the relations between resistance and reproduction of knowledge in foraging societies.
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Lanyasunya, Andrew Ropilo, and Robinson M. Ocharo. "Relationship between household mobility and primary school enrolment in Samburu County, Kenya." Journal of Policy and Development Studies (JPDS) 1, no. 1 (December 30, 2022): 60–64. http://dx.doi.org/10.51317/jpds.v1i1.459.
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This study sought to investigate the relationship between household mobility and primary school enrolment in Samburu County, Kenya. Three agro-ecological zones and regions (Highland-Rural, Lowland-Rural, and Urban) impact differently on access to basic formal education among the nomadic pastoral Samburu. To facilitate the data collection, Samburu District was stratified into three clusters – Highland-Rural, Lowland-Rural and Urban. Multi-stage and random sampling were used to select from each cluster, one division, one location, one sub-location and then 200 household heads from all the villages in the sub-location. That is moving from the division down to the villages using random sampling. Data were collected and analysed using Excel and SPSS computer packages and further presented using descriptive and inferential statistics. The study found that mobility is a critical factor, especially in the Lowland-Rural region, affecting access to basic formal education. For this reason, schools are needed in such areas. The above can be accomplished by having mobile and /or more boarding schools.
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Belianskaia, Marina Kh. "Modern Nomadic Schools for Small-Numbered Indigenous Peoples in the North of the Republic of Sakha (Yakutia)." Journal of Siberian Federal University. Humanities & Social Sciences 9, no. 10 (October 2016): 2342–50. http://dx.doi.org/10.17516/1997-1370-2016-9-10-2342-2350.
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L.K., Shotbakova, Smagulova G.M., Tuleuova B.T., and Beisenbekova N.A. "The development of public education in the Karkaralinsky district in the 20–30s of the twentieth century: successes, problems, prospects." Bulletin of the Karaganda university History.Philosophy series 111, no. 3 (September 30, 2023): 129–39. http://dx.doi.org/10.31489/2023hph3/129-139.
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The article, based on a significant set of archival materials, including both the archival funds of the central state archives of the Republic of Kazakhstan and the funds of regional and district archives, examines the main measures to create a school education system in the Karkaraly region in 1917-1941. An attempt is being made to trace the transformations in the education system, to identify quantitative and qualitative indicators characterizing the formation and development of public education in the region. The analysis of the state of school education is given on the example of the development of Russian and Kazakh schools, the main characteristics, role and place of first-stage schools and second-stage schools are identified. Attention is drawn to the fact that the creation of the education system was accompanied by measures to eliminate illiteracy among the adult population of the Karkaraly region through a system of educational programs, red yurts, etc. The role of boarding schools in the education system is traced, attention is drawn to their special importance in the conditions of a nomadic lifestyle, which was characteristic of a significant part of the population of the studied region in the 1920s and 30s. The role of the pedagogical college in the formation of the teaching staff necessary to work in the schools of the city of Karkaralinsk and Karkaralinsky district is shown. The analysis of quantitative indicators of the development of the education system in the region for two decades has allowed us to conclude about the progressive development of school education, about the constant growth of the number of students, primarily of Kazakh nationality in schools of the first stage.
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Yakar, Jak. "Regional and Local Schools of Metalwork in Early Bronze Age Anatolia Part II." Anatolian Studies 35 (December 1985): 25–38. http://dx.doi.org/10.2307/3642869.
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This is one of the most eventful periods in the early history of preliterate Anatolia. Urban and rural settlements in western Anatolia, in the central Anatolian plateau including the Pontus region and in the eastern highlands show signs of conflagration. Archaeological surveys carried out in north-central Anatolia and in the Konya plain suggest that in some cases permanent settlements were abandoned at different phases of the EB III. These destructions were no doubt caused by unrecorded events such as inter-regional rivalry between city-states, intruding pastoralists, incursions by foreign armies (e.g. from Mesopotamia/N. Syria), invasions by nomadic hordes and natural catastrophes (Yakar 1981a: 106–7). On the basis of field surveys and a few excavations of limited scope alone one cannot establish a pattern of destructions which could be attributed to one particular factor described above. I prefer to refer to this period as “emerging dynasties” because monumental architecture in some of the major sites points to centrally located administrative complexes (palaces?) which, taken together with unprecedented mortuary practices (e.g. Alacahöyük Royal Tombs), may confirm the existence of ruling aristocracies in Anatolia.
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Lin (林崗), Gang. "Using Ancient Maps to Examine Historical Changes in China’s Territory and Concept of Territory." Journal of Chinese Humanities 8, no. 3 (December 1, 2022): 322–38. http://dx.doi.org/10.1163/23521341-12340139.
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Abstract When using maps to study China’s historical concept of itself, we find that the research can be divided into two schools: the “Map of the Traces of Yu” (Yu ji tu 禹跡圖) system and the “Unification Map” (yitong tu 一統圖) system. There are also two major classifications for the type of map used: the “China Proper” type and the type that includes the outlying areas. These competing concepts of what constitutes China reflect the different modes of life that have existed alongside each other throughout China’s long history, namely the agrarian and the nomadic lifestyles. The relationship between these two economic modes has alternated between peaceful and hostile and this tumultuous relationship has influenced who are considered “real” Chinese and who are the outsiders. This paper explores the evolution of what is considered China’s territory and what is not.
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Darnal, Jit Bahadur, Tsheten, Sonam Peldon, Tenzin Dorji, Tandin Dorji, Gang Dorji, and Sonam Wangchuk. "Measles Outbreak among Nomadic Population with Low Herd Immunity in an Eastern District of Bhutan, 2016." Outbreak, Surveillance, Investigation & Response (OSIR) Journal 11, no. 1 (March 29, 2018): 14–21. http://dx.doi.org/10.59096/osir.v11i1.263072.
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During September-November 2016, a number of measles cases were reported from Trashigang District, Bhutan. The outbreak was investigated to determine epidemiological characteristics and risk factors, and recommend control measures. Hospital records of measles cases were reviewed. An active case finding was conducted in the affected communities and schools. Vaccination records were also reviewed. A case-control study was conducted to determine risk factors for measles infection. Tests for measles and rubella immunoglobulin M (IgM) antibodies, viral identification in throat swabs by polymerase chain reaction, and viral genotyping were performed. Total 62 suspected cases were identified, with no reported deaths. The first case developed symptoms on 15 Sep 2016 and 72.2% of the cases occurred in October 2016. The majority (85.0%) were 14 years old and younger (median 8.2 years, interquartile range 6.5-12.0). Cases were from Sakteng (87.1%) and Merak (12.9%) Subdistricts, the latter being a common place where nomads lived. Among 40 cases tested for measles IgM and viral identification, 33 (82.5%) were found to have measles IgM antibodies. All positive samples were genotyped and 11 (33%) were identified as D8 strains which circulated in India during 2016. The measles vaccine efficacy was 82.0%. Significant risk factors were having previous contact with a measles case (OR = 8.46, 95% CI = 2.08-34.41) and not receiving measles vaccination (OR = 6.61, 95% CI = 2.60-16.82). Immunization for outbreak response, case-based investigation and supplementary immunization activities were recommended.
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Bashkuev, Vsevolod Yu, and Surzhana B. Miyagasheva. "Советский геополитический проект в МНР и проблемы демографии в середине 1920-х – начале 1940-х гг." Oriental Studies 15, no. 6 (December 29, 2022): 1217–26. http://dx.doi.org/10.22162/2619-0990-2022-64-6-1217-1226.
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Introduction. The Soviet-Mongolian public health cooperation was a major component of the Soviet project (with geopolitical motives) aimed at modernizing the nomadic society. The Soviet shaping of Mongolia’s public health institutions not only yielded an efficient tool of soft power and neutralized competition from other medical systems, but also set the stage for the country’s demographic well-being in subsequent periods. Goals. The article aims at highlighting some pivotal points of medical efforts undertaken to improve the MPR’s demographic situation in the 1920s to 1940s. Materials and methods. The study analyzes documents housed at the State Archive of the Russian Federation and the Russian State Archive of Sociopolitical History, examines some unpublished dissertations authored by Mongolian and Russian physicians. The employed research methods include the retrospective, comparative, and geopolitical ones. Results. In the 1920s to 1940s, the key problems of Mongolia’s demography were social diseases, primarily syphilis and gonorrhea, that reduced reproductive capacities and caused increased infant mortality, these having been aggravated by traditional obstetric practices and unsanitary conditions of nomadic life. The former were adversely affecting the entire course of socialist modernization and hindering socioeconomic development of the nation. The anti-venereal disease campaign, establishment of maternity and child health services, development of pre-schools, and health education for women laid the early groundwork for a dramatic health transition. Conclusions. The efforts of Soviet physicians at earliest stages of the MPR’s healthcare system development ensured the growth of demographic indicators in the 1940s–1960s, namely: a two-fold decrease in infant mortality paralleled by increased birth rates, and a population growth of 60 %. So, all that served a basis for the comprehensive implementation of Mongolia’s socialist modernization project, which had geopolitical significance both for the Soviets and the MPR, the latter to have become a full member of the UN and the CMEA after 1961.
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Auanasova, A. M., G. I. Kushenova, Bizhanov A.S., and Smagulov N.B. "Theoretical and methodological foundations of the study of the Central Asian Futuvwa movement and the prerequisites of the Ahi Institute for the formation of a concept in the historical science of Kazakhstan." Bulletin of the Karaganda university History.Philosophy series 106, no. 2 (June 30, 2022): 43–53. http://dx.doi.org/10.31489/2022hph2/43-53.
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The study of the prerequisites of the Futuvwa movement and the institution of Ahi, which had a strong influence on the socio-cultural life of Central Asia in the Middle Ages, raises important issues in the history of the country. There are almost no historical works in the database of scientific indicators that raise questions about the political and economic impact of the Yasawiyya school. Since the followers of Yasawiyya were people of different status ranging from ordinary people to the rulers of the country, the historical analysis of the political, economic, and spiritual influence of the school in Turkestan is the basis of fundamental research. The research work enables to fully generalize this period of the country’s history and comprehensively identify the areas of cooperation between states in the field of education and science, political, economic, and spiritual spheres. In medieval Kazakhstan, the Yasawiyya movement occupied a special place. The khanqahs worked for constant service to the brotherhood, and their disciples, such as Khoja Ahmed Yasawi, were engaged in spoon carving. Murshid became the “spirit” of the Turkic peoples. As the animal husbandry was the main activity in the Kipchak steppes, each animal had its own “spirit”. The Ahi Institute also had the “spirit” of every profession. We also see that the concepts used in the hierarchical system of the institution were applied among the nomadic Kazakhs. Yasawiyya Sheikhs interacted with the local population of the territories they visited, developed the Turkestan Sufi school, and formed new structures. The Ahi Institute in Anatolia, which originated as one of these schools, began to function during the Jochi dynasty. Thus, one can note the influence of the Futuvwa movement among the nomadic population of the Turkic peoples in medieval Kazakhstan and prove that the Turkestan Sufi school served as a prerequisite for the creation of the institute of Ahi in Anatolia.
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Koukhareva, E. V. "Education in the Arab Countries. from the Depth of Centuries to Our Days." MGIMO Review of International Relations, no. 2(35) (April 28, 2014): 299–306. http://dx.doi.org/10.24833/2071-8160-2014-2-35-299-306.
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The process of acquiring knowledge and the methods of acquiring it through education and upbringing has a long history in the Arab world. In the pre-Islamic period it meant getting practical skills and relevant knowledge for surviving in the conditions of nomadic life. The main method of transferring knowledge was home education, imitation of the actions of adults and instructions of the elders. The adoption of Islam, at the time of prophet Mohammad, knowledge was presented in the form of divine revelation - Koran. The task of education changed towards learning the scriptures and truths of the new doctrine, spiritual and physical perfection of young people with the aim of their active participation in the spread of Islam. Among the ways of getting an education in that period, along with domestic education and private tutorials, there were two-level religious schools and military training. With the development and strengthening of the Arab Khaliphate, the educational system was perfected and there emerged pedagogical science. The schools of new type - madrasah - taught theological as well as secular subjects. The modern system of education in many Arab countries copies that of their former metropolies. Thus, the system of primary and secondary education in the countries of Maghreb described in the article, was formed under the influence of the French educational system, although in certain cases it takes into account specific national features.
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Smestad, Bjørn. "LGBT Issues in Norwegian Textbooks." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 4 (December 15, 2018): 4–20. http://dx.doi.org/10.7577/njcie.2208.
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In Norway, a model for schools’ teaching about LGBT issues is chosen where the responsibility is divided between different school subjects: social science, natural science, RLE2 (religion, philosophies of life and ethics), Norwegian and English. This article looks at how this is implemented in the textbooks. 129 text-books in Norwegian primary and lower secondary education (grades 1–10) are analysed. Of these, 246 textbook pages included LGBT issues. In this article, I discuss how LGBT issues are included in Norwegian textbooks and how the divided responsibility between school subjects work. The most striking finding is that of the five subjects, English and Norwegian have the least demanding curriculum goals, but still the largest number of pages related to LGBT issues. The inclusion of fictional voices makes possible a nomadic perspective (observing issues from multiple perspectives). It is also striking that about half of the textbook pages are in 10th grade textbooks. Heteronormativity is still a problem, and bisexual and transgendered people are far less visible than lesbian and gay people are.
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Ambreen, Mamonah, and Anwaar Mohyuddin. "IDENTIFYING OUT OF SCHOOL CHILDREN IN PAKISTAN: A POLICY BREACH." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 1–9. http://dx.doi.org/10.52567/pjsr.v4i1.338.
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Present research article deals with the overall misrepresentation of Out of School Children in Pakistan, because after the analysis of various educational national policies and the five-year educational plans it was observed that there was no particular space available for the children who were not present in the national data base. Due to various reasons so many communities living without national identity cards (NIC). In the research site various families were living without their identification of being the citizen of the country. It was hypothesized that if in capital territory various families were living without any particular identification than how many around the country would have been living under the same circumstances. This hypothetical consideration became the main theme of the present article. Objective of the study was to identify those primary school going age children who were still out of school. Most of them were wandering in the streets and some of them were working in vocational-workshops. Both of these segments were not included in the OOSC data bank. The scenario was hypothetically reproduced upon the nomadic and semi-nomadic communities, and those who were living in far-flung areas, including valleys, pastures, hilly and coastal areas. Movement of these communities reduced the possibility of their inclusion in main database for OOSC. The qualitative research paradigm was used for the present research article. The study was explorative and applied in nature which identified various issues of calculating OOSC and proposed solutions as coping mechanism. Data were collected from two different segments, one from existing educational policies and reports, and the other from native community, stakeholders who were working for the promotion of enrollment rate in primary schools. After the analysis of available educational policies related to OOSC it was found that no homework has ever been done before calculating the number of OOSC in Pakistan. So many modules and tools given by UIS, UNESCO, and UNICEF for the promotion of education at primary level were available, but none of them were ever incorporated in educational policy. The data about the children living under gray-line i.e., semi-visible and invisible were never been gathered which may arise question on the efficiency of the government educational database. Study concluded that if the government wants to publish actual numbers of OOSC which may be more than the existing number in Pakistan for the effective policies, it needs have to include the gray-line children and to make the policies more implementable. Children engaged in vocational-workshops and those who were never enrolled in schools may be included for effective policies. Keywords: OOSC, Visibility Model, Education for All, 18th Amendment, Five Dimensions of Exclusion, 5Des.
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Vithoba Pandit Khairnar and Dr. Nirmala S. Padmavat. "English Language Acquisition of the Secondary School Students Belonging to Tribal Area of Nanded District: An Investigation." Creative Launcher 5, no. 3 (August 30, 2020): 173–80. http://dx.doi.org/10.53032/tcl.2020.5.3.23.
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Being an International language English holds an important position in school curriculum of India. It is introduced as a second or third language. The students not only study it as language but as a subject. However the performance of the students in English is a matter of discussion. There are some issues regarding English language acquisition at secondary level of school education. These issues are much intense in Tribal area of the country in general and Maharashtra in special. The remote, backward, notified tribal areas of the Maharashtra are known for the diversity of sociolinguistic factors. Nanded district located to south east part of Maharashtra state has the tribal region covering Kinwat and Mahoor tehsils. Most of the people in this area are the people from Scheduled Tribe and Nomadic Tribe social categories. The schools located in this tribal area are mostly in vernacular language i.e. in Marathi. Despite of the strenuous, Himalayan efforts undertaken by the state government, a sorry state of affairs is still rampant to exist in the achievement of English and the acquisition of English language of secondary school students belonging to tribal area of Nanded district in Maharashtra state is not satisfactory. The dialects, social background, weaker economic condition, aloofness from the advanced world, lack of amenities, health issues, ignorance are some of the social issues. Poor infrastructure, lack of teaching aids and competent teachers in tribal schools are some causes behind poor performance in English language. Students commit mistakes in spellings, sentence formation in addition to wrong pronunciation.
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Potolitsyna, Natal’ya, and Evgeniy Boyko. "Vitamins B1 and B2 Status in Indigenous Northerners Leading a Seminomadic and Sedentary Lifestyle." Journal of Medical and Biological Research, no. 3 (October 5, 2021): 295–304. http://dx.doi.org/10.37482/2687-1491-z067.
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The Komi Republic is one of the regions with large communities of reindeer herders. As a result of the active development of northern territories, the indigenous population is shifting from nomadic to sedentary lifestyle, which is accompanied by significant changes in their traditional way of life and diet. As a result, representatives of the same ethnic group can have different dietary patterns. This paper compares the status of vitamins B1 and B2 between the groups of northerners leading a seminomadic and sedentary lifestyle. Indigenous inhabitants – children (aged 7–17 years, n = 395) and adults (aged 18–57 years, n = 370) – living in the Komi Republic (65–67°N) were examined. The group of reindeer herders consisted of workers of reindeer-herding teams travelling with the herd and their children (either attending boarding schools or living with their families). The control group was represented by indigenous northerners not involved in reindeer herding and permanently living in settlements. The vitamins B1 and B2 status was measured by the activity of vitamin-dependent red cell enzymes. We found a high prevalence of vitamin deficiency (over 40 % for vitamin B1 and over 30 % for vitamin B2) among the indigenous population of the North. The total prevalence of vitamin deficiency among reindeer herders was similar to that in the population leading a sedentary lifestyle; however, severe hypovitaminosis was more than twice as common among the latter. The vitamin status of reindeer herders’ children attending boarding schools and those living with their families during the academic year did not differ significantly from the status of children whose families lead a permanent sedentary lifestyle.
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Potolitsyna, Natal’ya, and Evgeniy Boyko. "Vitamins B1 and B2 Status in Indigenous Northerners Leading a Seminomadic and Sedentary Lifestyle." Journal of Medical and Biological Research, no. 3 (October 5, 2021): 295–304. http://dx.doi.org/10.37482/2687-1491-z067.
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The Komi Republic is one of the regions with large communities of reindeer herders. As a result of the active development of northern territories, the indigenous population is shifting from nomadic to sedentary lifestyle, which is accompanied by significant changes in their traditional way of life and diet. As a result, representatives of the same ethnic group can have different dietary patterns. This paper compares the status of vitamins B1 and B2 between the groups of northerners leading a seminomadic and sedentary lifestyle. Indigenous inhabitants – children (aged 7–17 years, n = 395) and adults (aged 18–57 years, n = 370) – living in the Komi Republic (65–67°N) were examined. The group of reindeer herders consisted of workers of reindeer-herding teams travelling with the herd and their children (either attending boarding schools or living with their families). The control group was represented by indigenous northerners not involved in reindeer herding and permanently living in settlements. The vitamins B1 and B2 status was measured by the activity of vitamin-dependent red cell enzymes. We found a high prevalence of vitamin deficiency (over 40 % for vitamin B1 and over 30 % for vitamin B2) among the indigenous population of the North. The total prevalence of vitamin deficiency among reindeer herders was similar to that in the population leading a sedentary lifestyle; however, severe hypovitaminosis was more than twice as common among the latter. The vitamin status of reindeer herders’ children attending boarding schools and those living with their families during the academic year did not differ significantly from the status of children whose families lead a permanent sedentary lifestyle.
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Micheli, Ilaria. "“We are Indigenous and We Want to be Literate in Our Own Language”." Annali Sezione Orientale 76, no. 1-2 (November 28, 2016): 77–101. http://dx.doi.org/10.1163/24685631-12340004.
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The Ogiek of Mariashoni living in the Mau Forest of Kenya are a group of hunters and gatherers, who in the last 30 years have been facing a progressive process of habitat and climate change which obliged them to settle down and leave their semi-nomadic way of life. The major characteristic of the Ogiek has always been a very high degree of adaptability to their social and environmental context, which allowed them to develop what we can now call a fluid identity. Recently they have come into contact with new social (and economic) movements promoted and supported by national and international ngos working in the field of human rights and for the safeguard of indigenous peoples, which gave them the possibility to enter the international circuit of aid for cooperation and development. In a socio-linguistic perspective one of the most interesting aspects of this new situation is the speakers’ changed attitude towards their own language and its promotion. This paper contains an accurate description of a project aimed at the definition of a good orthographic system for the Ogiek language and the production of didactic materials for primary schools. The project, which ended up as a failure due to the lack of participation and funding from the local Kenyan official institutions, was promoted by the University of Trieste in the framework of the ATrA project.
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Kaipbayeva, A. T., and A. M. Abikey. "FORMATION OF THE SYSTEM OF SECULAR EDUCATION IN KAZAKHSTANAND THE PEOPLE'S COMMISSARIAT FOR EDUCATION." History of the Homeland 99, no. 3 (September 29, 2022): 117–26. http://dx.doi.org/10.51943/1814-6961_2022_3_117.
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The article considers the radical changes in the field of education, which began with the establishment of Soviet power in Kazakhstan, the role of the People's Commissariat of Education of Kazakhstan in the active implementation of the secular education system. The People's Commissariat for Education raises the issue of decisions and concrete work plans to address pressing issues such as school construction, textbooks and staff shortages in line with the secular education system in Kazakhstan. The article analyzes the positions of the Bolsheviks, who supported the introduction of a secular education system in Kazakhstan, and their views, such as ignoring the continuity of national ideology and educational traditions.In particular, the operation of madrassas operating on Kazakh soil before the October Revolution was banned and considered restricted as a religious education.Similar restrictions were applied to Russian-tolerant schools that began to operate under Tsarist Russia.It is no secret that the secular education system has manyadvantages. However, his first difficulties in Kazakhstan were many.It was especially closely connected with the inability of the Kazakh people to mobilize their children for regular school work due to their nomadic pastoralism. There was also a high demand for textbooks in the Kazakh language and specialists with special education. It was the People's Commissariat for Education that resolved these pressing issues and ensured the regularity of work in this area.
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Yang, jing. "Reflection of Cultural Values in Traditional Chinese Costume." Философия и культура, no. 4 (April 2023): 1–14. http://dx.doi.org/10.7256/2454-0757.2023.4.39779.
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The culture of traditional clothing and jewelry is an integral part of the ancient Chinese civilization. Chinese traditional costume is distinguished by its rich content, relevance at any time, as well as its unique features. Traditional clothing was influenced by successive millennial dynasties that brought the chaos of war. Traditional Chinese clothing has not only become the embodiment of the Chinese concepts of "the unity of Heaven and man", "the ritual of respect for nature and harmonious coexistence with nature", but also a visual representation of the cultural characteristics of different dynasties and the level of development of production. Chinese traditional costume carries the thinking of many Chinese philosophical teachings and schools, reflects the clash and synthesis of agrarian and nomadic cultures of different regions of China. The value of culture carried by the Chinese traditional costume goes beyond the costume itself, it reflects both the social hierarchy, and the peculiarities of society management, and the national spirit. In this article, based on the objective and subjective conditions of the formation of the culture of Chinese costume and accessories, on the basis of ornaments, patterns, colors of garments, as well as on the example of the Shenyi robe that violated previous traditions, the features of the embodiment of Chinese traditional cultural values in clothing are considered.
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Amar, Amar, Zulfitriah Masiming, Zubair Butudoka, and Ahda Mulyati. "Adaptation Strategy And of Topo Da’a Remote Indigenous Communities Survivability to Climate Change in Their Settlement Environment (Case Study: Lekatu Da’a Topo Settlement in Central Sulawesi Province)." Devotion : Journal of Research and Community Service 5, no. 2 (February 21, 2024): 222–30. http://dx.doi.org/10.59188/devotion.v5i2.683.
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Topo Da’a is one of sub-ethnic of Kaili tribe in Central Sulawesi, Indonesia. This Isolated Traditional Community or Komunitas Adat Terpencil (KAT) originally is nomadic people who live in Kamalisi mountain forest area. Generally, this society live in mountain area either in highland area, mountain slope, or lowland area. Topo Da’a Lekatu settlement is the only settlement of Topo Da’a that located in Palu city administrative region. This settlement is in lowland area that near from central area of Palu city. Aim of this study is to know how adaptation strategy and community survival ability against climate change environment around their living area from inside the mountain forest area with low temperature then live in lowland area the near the center of the city with high temperature. Qualitative method with phenomenological approach applied in this research. Data collection is purposive sampling with snowball sampling technique. Data analysis is inductive with three steps of selection or reduction, which are phenomenological reduction, eidetic reduction, and transcendental reduction. The research results found that the main factors of survival were economic factors and customs. Apart from that, the settlement location is close to schools and markets. Meanwhile, the adaptation strategy is to adjust to different climates, by creating relaxing or gathering space outside their house and sometimes they sleep in the farm that located on the mountain.
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Amar, Amar, Zulfitriah Masiming, Zubair Butudoka, and Ahda Mulyati. "ADAPTATION STRATEGY AND OF TOPO DA’A REMOTE INDIGENOUS COMMUNITIES SURVIVABILITY TO CLIMATE CHANGE IN THEIR SETTLEMENT ENVIRONMENT (CASE STUDY: LEKATU DA’A TOPO SETTLEMENT IN CENTRAL SULAWESI PROVINCE)." Proceedings of the 1st International Conference on Social Science (ICSS) 3, no. 1 (February 15, 2024): 12–20. http://dx.doi.org/10.59188/icss.v3i1.157.
Full textAbstract:
Topo Da’a is one of sub-ethnic of Kaili tribe in Central Sulawesi, Indonesia. This Isolated Traditional Community or Komunitas Adat Terpencil (KAT) originally is nomadic people who live in Kamalisi mountain forest area. Generally, this society live in mountain area either in highland area, mountain slope, or lowland area. Topo Da’a Lekatu settlement is the only settlement of Topo Da’a that located in Palu city administrative region. This settlement is in lowland area that near from central area of Palu city. Aim of this study is to know how adaptation strategy and community survival ability against climate change environment around their living area from inside the mountain forest area with low temperature then live in lowland area the near the center of the city with high temperature. Qualitative method with phenomenological approach applied in this research. Data collection is purposive sampling with snowball sampling technique. Data analysis is inductive with three steps of selection or reduction, which are phenomenological reduction, eidetic reduction, and transcendental reduction. The research results found that the main factors of survival were economic factors and customs. Apart from that, the settlement location is close to schools and markets. Meanwhile, the adaptation strategy is to adjust to different climates, by creating relaxing or gathering space outside their house and sometimes they sleep in the farm that located on the mountain.
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Dorzheeva, Victoria V., and Olga Yu Sleptsova. "Nomadic Schools as a Form of Education and Preservation of Traditional Culture of Indigenous Small-Numbered Peoples of the North. Modern Day Experience of the Russian Regions." Вестник Северо-Восточного государственного университета. История 3, no. 1 (2022): 45–56. http://dx.doi.org/10.53549/27132374_2022_3_1_6.
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Ekşi, İlyas. "Cumhuriyet Devri Öncesinde ve Sonrasında Eğitim ve Öğretim Alanında Ülkemizde Yaşanan Gelişimlerin İncelenmesi." International Journal of Social Sciences 7, no. 32 (November 9, 2023): 68–83. http://dx.doi.org/10.52096/usbd.7.32.05.
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A special importance has been attributed to education in Turks since the earliest times. Since the earliest times, different educational methods have been tried using various methods and techniques. Under the reasons why such importance is given to education in Turks, it comes from the perception of education both as an individual and as a duty to one's own state in everyday life. According to the Turkish educational tradition, education starts in the family, continues at school and develops on the axis of the environment owned. Since the first Turks preferred a nomadic lifestyle in the period up to the Uighurs, trainings were generally carried out on horses, obas, tents. With the transition of the Uyghurs to a settled life, educational institutions were established in an architectural sense, a national alphabet was developed like the Göktürks, and literacy mobilization was carried out. Our people have committed their feelings and thoughts to obelisks. In the process after the Uyghurs, the madrasa method was adopted. This method was continued by the Ottoman State with its institutions and organizations in all aspects until the Tanzimat period, and it enabled the bureaucrats and statesmen of the Republic of Turkey, which will be established in the future, to grow up. It should be noted that with the Tanzimat era, schools and institutions providing a new style of education and training were opened in the country. In the educational model that Turkey inherited from the Ottoman Empire, there was a system that raised different individuals and applied different educational methods. The new education system, on the other hand, wanted to build an educational model of a national character. In order for the innovations to be made to have an impact on the public, all existing education systems had to be united under one roof. For this purpose, education and training activities were combined. One of the sharpest attempts made to bring the country to the level of contemporary states was made with the establishment of a new alphabet and the adoption of international numerals. After that, there are many developments and progress activities made in the field of education and training with a revolutionary character. The revolution of letters has definitely and irrevocably determined where the direction of the country will be. With the adoption of Latin letters instead of Arabic letters, which Turkish society has been using for a thousand years in general, new and different literacy-teaching schools and courses such as public houses, public schools and national schools have been opened, and a completely integrated and oriented education model has been developed for the West. Key Words: The Tanzimat Era, the Republican Era, Education and Training
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Yenti, Zarfina, and Mina Zahara. "Keadilan bagi Aliran Kepercayan: Studi tentang Sikap Aparatur Pemerintah Daerah terhadap Kepercayaan Orang Rimba Bukit Dua Belas Provinsi Jambi." Kontekstualita 35, no. 01 (December 30, 2020): 65–82. http://dx.doi.org/10.30631/35.01.65-82.
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After the issuance of the Constitutional Court's decision on the flow of trust in relation to the population administration law in November 2017, it required the government to make changes, especially to the Identity Card column. However, because this decision has not been properly socialized at the local level, the local government still lists islam for believers and there are even ID cards that are vacated by their religion. Another problem that arises is the large number of Orang Rimba who do not have an ID card because their lives are still nomadic so they are considered to have no place to live. Whereas for the Orang Rimba the forest is home to them. This research uses qualitative methods. Data were obtained using interview, observation and documentation techniques. This research was carried out in several Orang Rimba rombongs whose distribution includes Tebo, Batanghari and Sarolangun Regencies, and several areas traveled through cross-Sumatra such as Merangin Regency. The results showed some of the injustices experienced by orang rimba including being often bullied and made fun of in schools for adhering to a faith stream. The absence of Orang Rimba who have an ID card causes them to be unable to enjoy the facilities provided by the state such as the Smart Indonesia Card, BPJS, and Cash Direct Assistance as during this pandemic. For this reason, it is necessary to socialize the decisions produced by the Constitutional Court so that the community and local governments know about it and can carry out policies on the rights that must be possessed by the Orang Rimba.