how people used to tradition in the past

[fella47]

oridou bahte b ingliziya hawla haw people used to tradition in the past fi a9rab wa9ta momkine

[رستم النوايا الحسنة]

oridou bahte b ingliziya hawla haw people used to tradition in the past fi a9rab wa9ta momkine


Hello my sister Fella, you'r fine

please juste five minute and give for you two object
thank you

[¨°o.رغـ{د الاسلامـ .o°¨]

دقييييييييييييييييييييييييييقة

[¨°o.رغـ{د الاسلامـ .o°¨]

http://www.djelfa.info/vb/showthread.php?t=402438

[رستم النوايا الحسنة]

First subject

Traditional Use Studies

Educational Uses



Traditional Land Use Studies ,Traditional Land Use Studies ,also called Traditional Ecological Use Studies examine the past and present use of land by First Nations' peoples, as concerns fishing, hunting and trapping, as well as their use of the flora, trees, plants, leaves, bark and berries for food, tools, herbal medicine and religious practices. The information is usually collected from Elders of the community and by excursions on-site to complete the information to further situate the specific information using a Global Positional System
Whether the study is done by graduates of a Traditional Land Use Study program, such as is offered at Red Crow Community College on the Kainai Reserve in southern Alberta or by consultants in the field, the information gathered will serve to enrich the body of knowledge about that community. Its contribution to the community's patrimony and understanding of itself over time is considerable. By encouraging community members to remember traditional activities in the region, their memory is put into play, and notable spots are noted, while other historical sites and events, sometimes almost forgotten, are recalled and localized. Burial sites, sacred sites, or even sites prized for hunting or fishing or for medicinal plants can be noted, and the knowledge about them can be gathered from various informants. All of these activities confirm and increase the collective knowledge about these places and the lifeways of the community.
A TUS done before a developer steps in can protect a traditional sacred site from being unintentionally desecrated or destroyed. A sacred grove in which a pipeline has been rammed through is not a pretty sight, and to the users of the site, it is a tragedy of irreparable consequences. The education factor works both ways; not only for the developers but also for the community. Knowledge about plant resources and their medicinal value can be increased through these studies. The healing values of plants is still a relatively untapped resource and there is a great potential on those reserve lands where virgin land is still to be found. At Red Crow College on the Kainai Reserve (Treaty 7) in southern Alberta, ethno-botany is part of the curriculum for students embarked on TUS, just as is fire management, fire suppression and hydrology. All of these subjects have a practical application in most First Nations' communities.
These studies can help in the transmission of traditional knowledge and educate about how Indigenous peoples used the land in the past and still do today. The participatory process that is inherent to TUS has many educational benefits, and is an ongoing process. The Study has been best described as a "living document."
One of the more fascinating aspects of this education is its cross-generational quality. When the understanding that has been gained by Elders, not only through their own personal experience, but also through what they have learned through the transmission of knowledge from previous generations, is appreciated as valuable in itself and important to present-day life, this, in turn, stimulates pride, and eagerness to learn more. For example, traditional management of wilderness areas included the regular burning of small meadows in ****tered woodlands in the early spring when the ground was still frozen. Burning was practiced on the edges of the meadows to prevent trees and bushes from crowding into the area. These little meadows provided good pasture for large game and, at the same time, provided potential hunting grounds for hunters who depended on a sure supply of "bush meat." Validating a traditional practice is empowering for those who share the practice, as well as for those who adopt it. The contribution to the local economy can be considerable in more ways than one. Better returns from the hunt can reduce the amount spent on store-bought foods, plus the wild game can be more nutritious. This practice of maintaining hunting grounds can also mean healthier game through improved pasture, thanks to the burning that returns nutrients to the ground. This is a win-win situation, educationally as well as culturally. Hunting can be better understood as a skill to which there are ecological ramifications. When outside concerns seek development, the community can decide as a group how to protect their lands and resources.
TUS information can also assist in the formal education system, whether elementary, secondary or post-secondary. All areas of curriculum can benefit from an infusion of Aboriginal *******. This, in turn, will make curriculum more relevant and immediate to Aboriginal students since they can seen the influence of their ancestors on historical events as well as culture and other aspects of traditional life. This kind of ******* expertise can open up new career paths not simply in the undertaking of TUS but also in work in the natural resource sector, education, law, medicine and other professions.
Web Resources

www.stmnetwork.ca/docs (http://www.stmnetwork.ca/docs) Sustainable Forest Management Network, Research Note Series, No. 26.
www.aseniwuche.com (http://www.aseniwuche.com/) -The official website of the Aseniwuche Winewak Nation of Canada provides information about their TUS as well as history.

[fella47]

http://www.djelfa.info/vb/showthread.php?t=402438

thank you so much


baraka Allahu fikum

[fella47]

First subject

Traditional Use Studies

Educational Uses



Traditional Land Use Studies ,Traditional Land Use Studies ,also called Traditional Ecological Use Studies examine the past and present use of land by First Nations' peoples, as concerns fishing, hunting and trapping, as well as their use of the flora, trees, plants, leaves, bark and berries for food, tools, herbal medicine and religious practices. The information is usually collected from Elders of the community and by excursions on-site to complete the information to further situate the specific information using a Global Positional System
Whether the study is done by graduates of a Traditional Land Use Study program, such as is offered at Red Crow Community College on the Kainai Reserve in southern Alberta or by consultants in the field, the information gathered will serve to enrich the body of knowledge about that community. Its contribution to the community's patrimony and understanding of itself over time is considerable. By encouraging community members to remember traditional activities in the region, their memory is put into play, and notable spots are noted, while other historical sites and events, sometimes almost forgotten, are recalled and localized. Burial sites, sacred sites, or even sites prized for hunting or fishing or for medicinal plants can be noted, and the knowledge about them can be gathered from various informants. All of these activities confirm and increase the collective knowledge about these places and the lifeways of the community.
A TUS done before a developer steps in can protect a traditional sacred site from being unintentionally desecrated or destroyed. A sacred grove in which a pipeline has been rammed through is not a pretty sight, and to the users of the site, it is a tragedy of irreparable consequences. The education factor works both ways; not only for the developers but also for the community. Knowledge about plant resources and their medicinal value can be increased through these studies. The healing values of plants is still a relatively untapped resource and there is a great potential on those reserve lands where virgin land is still to be found. At Red Crow College on the Kainai Reserve (Treaty 7) in southern Alberta, ethno-botany is part of the curriculum for students embarked on TUS, just as is fire management, fire suppression and hydrology. All of these subjects have a practical application in most First Nations' communities.
These studies can help in the transmission of traditional knowledge and educate about how Indigenous peoples used the land in the past and still do today. The participatory process that is inherent to TUS has many educational benefits, and is an ongoing process. The Study has been best described as a "living document."
One of the more fascinating aspects of this education is its cross-generational quality. When the understanding that has been gained by Elders, not only through their own personal experience, but also through what they have learned through the transmission of knowledge from previous generations, is appreciated as valuable in itself and important to present-day life, this, in turn, stimulates pride, and eagerness to learn more. For example, traditional management of wilderness areas included the regular burning of small meadows in ****tered woodlands in the early spring when the ground was still frozen. Burning was practiced on the edges of the meadows to prevent trees and bushes from crowding into the area. These little meadows provided good pasture for large game and, at the same time, provided potential hunting grounds for hunters who depended on a sure supply of "bush meat." Validating a traditional practice is empowering for those who share the practice, as well as for those who adopt it. The contribution to the local economy can be considerable in more ways than one. Better returns from the hunt can reduce the amount spent on store-bought foods, plus the wild game can be more nutritious. This practice of maintaining hunting grounds can also mean healthier game through improved pasture, thanks to the burning that returns nutrients to the ground. This is a win-win situation, educationally as well as culturally. Hunting can be better understood as a skill to which there are ecological ramifications. When outside concerns seek development, the community can decide as a group how to protect their lands and resources.
TUS information can also assist in the formal education system, whether elementary, secondary or post-secondary. All areas of curriculum can benefit from an infusion of Aboriginal *******. This, in turn, will make curriculum more relevant and immediate to Aboriginal students since they can seen the influence of their ancestors on historical events as well as culture and other aspects of traditional life. This kind of ******* expertise can open up new career paths not simply in the undertaking of TUS but also in work in the natural resource sector, education, law, medicine and other professions.
Web Resources

www.stmnetwork.ca/docs (http://www.stmnetwork.ca/docs) Sustainable Forest Management Network, Research Note Series, No. 26.
www.aseniwuche.com (http://www.aseniwuche.com/) -The official website of the Aseniwuche Winewak Nation of Canada provides information about their TUS as well as history.


thank you very much for your help

baraka Allahu fikum

[¨°o.رغـ{د الاسلامـ .o°¨]

thank you so much


baraka allahu fikum

وفيك بركة
هذا من دواعي سروري

[*أســيـــــرツالــبــســـمـــة*]

باااااااااارك الله فيك اختي أمونة أخي رستم
الله يردها عليكم بالخير ان شاء الله
بالتوفيق

[_أمل جديد_]

thanks all of you

[اسماء الياسمين]

Thanks for you