CSI2911 - Case 2

.pdf

School

University of Ottawa *

*We aren’t endorsed by this school

Course

2911

Subject

Biology

Date

Apr 3, 2024

Type

pdf

Pages

5

Uploaded by ChancellorBraveryHerring15

Research ±ase 2: 7ZR°,\HG 6HHLQJ WKH ,WKLFDO 6SDFH RI ,GXFDWLRQ IRU 6XVWDLQDEOH +HYHORSPHQW ±,+6² Introduction (1 mark): °c]nLJLIOIVSYSiRTQWQgLNKQKc]nous LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n b\moLJLIOILNKQKa[ls SURXRhBA?A>DvLNKQK KJHJGMGLNKQKc]ntLNKQKrLNKQKLJLIOI BA?A>Drouc]nLJLIOI tSURXRhLNKQK vVSYSisVSYSioc]n oQSPVPf sustBA?A>DVSYSic]nBA?A>DJIGIFLa[lLNKQK LJLIOILNKQKvLNKQKa[lopb\mLNKQKc]nt (542±), wSURXRhVSYSiKJHJGMGSURXRh QSPVPfoKJHJGMGusLNKQKs oc]n VSYSic]ntLNKQKrKJHJGMGoc]nc]nLNKQKKJHJGMGtLNKQKLJLIOIc]nLNKQKss, SURXRhoa[lVSYSistVSYSiKJHJGMG KJHJGMGoc]nKJHJGMGLNKQKpts, KJHJGMGBA?A>DrVSYSic]nRTQWQg, BA?A>Dc]nLJLIOI rLNKQKspoc]nsVSYSiJIGIFLVSYSia[lVSYSity. 653SURXRhLNKQKsLNKQK b\moLJLIOILNKQKa[ls SURXRhBA?A>DvLNKQK JIGIFLLNKQKLNKQKc]n rootLNKQKLJLIOI VSYSic]n LNKQKxpLNKQKrVSYSiLNKQKc]nKJHJGMGLNKQKs oQSPVPf c]nBA?A>DturLNKQK, KJHJGMGob\mb\muc]nVSYSity, BA?A>Dc]nLJLIOI a[lBA?A>Dc]nLJLIOI, BA?A>Dc]nLJLIOI KJHJGMGob\mb\muc]nVSYSiKJHJGMGBA?A>DtLNKQKLJLIOI tSURXRhrouRTQWQgSURXRh storytLNKQKa[la[lVSYSic]nRTQWQg QSPVPfor tSURXRhousBA?A>Dc]nLJLIOIs oQSPVPf yLNKQKBA?A>Drs. °t VSYSis SURXRhVSYSiRTQWQgSURXRh tVSYSib\mLNKQK tSURXRhBA?A>Dt tSURXRhLNKQK LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n systLNKQKb\m tBA?A>D`ZkLNKQKs BA?A>D KJHJGMGuLNKQK QSPVPfrob\m °c]nLJLIOIVSYSiRTQWQgLNKQKc]nous LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n to rLNKQK_YjuvLNKQKc]nBA?A>DtLNKQK BA?A>Dc]nLJLIOI rLNKQK-BA?A>Da[lVSYSiRTQWQgc]n VSYSits RTQWQgoBA?A>Da[ls BA?A>Dc]nLJLIOI KJHJGMGorLNKQK KJHJGMGoc]nKJHJGMGLNKQKpts. Reflect on the title by developing a debate. Submit this portfolio to ²rightspace as a one P³° document ´roup: Students: 5For the Two°+4Eyed Seeing the ethical space of education for sustainable development ±+4E*3DS²% ) Two°+4Eyed Seeing³ the practice of incorporating the strengths of both western worldviews and indigenous values in a collaborative environment³ can be a particularly good approach in the context of +4E*3DS due to 8Indigenous worldviews fostering a larger emphasis on sustainability and protecting the environment´ 5Firstly³ diversifying one’s perspectives and viewpoints promotes the stimulation of new ideas and creative decision°making that might not emerge when considering only a single narrow perspective³ providing innovation to stimulate economic sustainability´ '0dditionally³ the profound respect for the environment throughout most 8Indigenous beliefs may be strongly beneficial to preserving the ecosystem and our resources´ 5Finally³ the holistic approach of combining western and indigenous values promotes cultural enrichment³ fostering greater understanding and empathy between individuals from different backgrounds³ building a strong foundation for social and human sustainability´ '0gainst the Two°+4Eyed Seeing the ethical space of education for sustainable development ±+4E*3DS²% ) 7However³ while the integration of the two°eyed seeing approach in education can bring many positives³ there remains a few critical points which can harm the impact of the approach´ 5Firstly³ as a western culture³ we are not fully familiar with 8Indigenous knowledge´ Thus³ by integrating it into mainstream education systems³ we risk misinterpretation³ cultural appropriation³ and diluting 8Indigenous teachings´ 5Furthermore³ in order to integrate the Two°+4Eyed Seeing³ we must teach teachers³ and integrate it in the current curriculum of schools³ which can lead to many malintegrations´ Therefore³ although the Two°+4Eyed seeing approach may offer many benefits³ its integration may cause a lot of issues´
µctivity 1 (3 marks): 7646sVSYSic]nRTQWQg 653²542 BA?A>Ds BA?A>Dc]n VSYSic]ntLNKQKRTQWQgrBA?A>DtVSYSivLNKQK QSPVPfrBA?A>Db\mLNKQKwor`Zk, BA?A>DrRTQWQguLNKQK tSURXRhBA?A>Dt KJHJGMGurrLNKQKc]nt pVSYSivotBA?A>Da[l VSYSiLJLIOILNKQKBA?A>Ds VSYSic]n =<:<9LNKQKstLNKQKrc]n LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n b\mBA?A>Dy or b\mBA?A>Dy c]not JIGIFLLNKQKc]nLNKQKQSPVPfVSYSit QSPVPfrob\m BA?A>Dc]nLJLIOI KJHJGMGoc]nc]nLNKQKKJHJGMGt to QSPVPfouc]nLJLIOIBA?A>DtVSYSioc]nBA?A>Da[l vBA?A>Da[luLNKQKs oQSPVPf °c]nLJLIOIVSYSiRTQWQgLNKQKc]nous LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n tSURXRhrouRTQWQgSURXRh tSURXRhLNKQK a[lLNKQKc]ns oQSPVPf 542±. ³ow KJHJGMGBA?A>Dc]n tSURXRhLNKQK 653²542 RTQWQguVSYSiLJLIOILNKQK tSURXRhLNKQK prBA?A>DKJHJGMGtVSYSiKJHJGMGLNKQKs oQSPVPf LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]nBA?A>Da[l systLNKQKb\ms to KJHJGMGrLNKQKBA?A>DtLNKQK BA?A>DspVSYSirBA?A>DtVSYSioc]nBA?A>Da[l spBA?A>DKJHJGMGLNKQK QSPVPfor 542± to a[lLNKQKBA?A>Drc]n toRTQWQgLNKQKtSURXRhLNKQKr QSPVPfrob\m b\mua[ltVSYSipa[lLNKQK wBA?A>Dys oQSPVPf `Zkc]nowVSYSic]nRTQWQg? =<:<9SURXRhBA?A>Dt KJHJGMGSURXRhBA?A>Da[la[lLNKQKc]nRTQWQgLNKQKs LJLIOIoLNKQKs ²&± LNKQKLJLIOIuKJHJGMGBA?A>DtVSYSioc]n JIGIFLrVSYSic]nRTQWQg? ±LNKQKvLNKQKa[lop BA?A>Dc]n opinion vVSYSiBA?A>D BA?A>D poster tSURXRhBA?A>Dt rLNKQKQSPVPfa[lLNKQKKJHJGMGts oc]n tSURXRhLNKQK BA?A>DJIGIFLovLNKQK.
µctivity 2 (3 marks): °s sustBA?A>DVSYSic]nBA?A>DJIGIFLVSYSia[lVSYSity BA?A>Dc]n LNKQKxBA?A>Db\mpa[lLNKQK oQSPVPf spVSYSic]nLNKQK (KJHJGMGorLNKQK) vBA?A>Da[luLNKQK LNKQKb\mLNKQKrRTQWQgLNKQKc]nKJHJGMGLNKQK? =<:<9SURXRhBA?A>Dt VSYSis tSURXRhLNKQK oJIGIFL_YjLNKQKKJHJGMGtVSYSivLNKQK oQSPVPf tSURXRhLNKQK LNKQKtSURXRhVSYSiKJHJGMGs oQSPVPf sustBA?A>DVSYSic]nBA?A>DJIGIFLVSYSia[lVSYSity? °c]nvLNKQKstVSYSiRTQWQgBA?A>DtLNKQK tSURXRhLNKQK 7646(' sustBA?A>DVSYSic]nBA?A>DJIGIFLa[lLNKQK LJLIOILNKQKvLNKQKa[lopb\mLNKQKc]nt RTQWQgoBA?A>Da[ls (542±´s) BA?A>Dc]nLJLIOI tSURXRhLNKQKVSYSir rLNKQKa[lBA?A>DtVSYSioc]nsSURXRhVSYSip to vBA?A>Da[luLNKQK KJHJGMGSURXRhBA?A>Dc]nRTQWQgLNKQK. '&BA?A>D`ZkLNKQK BA?A>D poster tSURXRhBA?A>Dt rLNKQKQSPVPfa[lLNKQKKJHJGMGts oc]n tSURXRhLNKQK BA?A>DJIGIFLovLNKQK VSYSic]nKJHJGMGa[luLJLIOIVSYSic]nRTQWQg BA?A>D figure tSURXRhBA?A>Dt sSURXRhows 542±´s tSURXRhBA?A>Dt BA?A>DrLNKQK LJLIOIVSYSirLNKQKKJHJGMGta[ly rLNKQKa[lBA?A>DtLNKQKLJLIOI to LNKQKc]nRTQWQgVSYSic]nLNKQKLNKQKrVSYSic]nRTQWQg BA?A>Dc]nLJLIOI KJHJGMGob\mputVSYSic]nRTQWQg prBA?A>DKJHJGMGtVSYSiKJHJGMGLNKQK.
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