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An Ethnography of African Diasporic Affiliation and Disaffiliation in Carriacou: How Anglo-Caribbean Preadolescent Girls Express Attachments to Africa
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses August 2015 An Ethnography of African Diasporic Affiliation and Disaffiliation in Carriacou: How Anglo-Caribbean Preadolescent Girls Express Attachments to Africa Valerie Joseph University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Social and Behavioral Sciences Commons Recommended Citation Joseph, Valerie, "An Ethnography of African Diasporic Affiliation and Disaffiliation in Carriacou: How Anglo-Caribbean Preadolescent Girls Express Attachments to Africa" (2015). Doctoral Dissertations. 370. https://doi.org/10.7275/6962219.0 https://scholarworks.umass.edu/dissertations_2/370 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AN ETHNOGRAPHY OF AFRICAN DIASPORIC AFFILIATION AND DISAFFILIATION IN CARRIACOU: HOW ANGLO-CARIBBEAN PREADOLESCENT GIRLS EXPRESS ATTACHMENTS TO AFRICA A Dissertation Presented By Valerie Joseph Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2015 Department of Anthropology © Copyright by Valerie Joseph 2015 All Rights Reserved AN ETHNOGRAPHY OF -
Bats of the Grenadine Islands, West Indies, and Placement of Koopman's Line
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Mammalogy Papers: University of Nebraska State Museum Museum, University of Nebraska State 7-2010 Bats of the Grenadine Islands, West Indies, and Placement of Koopman's Line Hugh H. Genoways University of Nebraska - Lincoln, [email protected] Gary G. Kwiecinski University of Scranton Peter A. Larsen Texas Tech University, [email protected] Scott C. Pedersen South Dakota State University, [email protected] Roxanne J. Larsen Texas Tech University, [email protected] See next page for additional authors Follow this and additional works at: https://digitalcommons.unl.edu/museummammalogy Part of the Biodiversity Commons, Other Ecology and Evolutionary Biology Commons, and the Zoology Commons Genoways, Hugh H.; Kwiecinski, Gary G.; Larsen, Peter A.; Pedersen, Scott C.; Larsen, Roxanne J.; Hoffman, Justin D.; de Silva, Mark; Phillips, Carleton J.; and Baker, Robert J., "Bats of the Grenadine Islands, West Indies, and Placement of Koopman's Line" (2010). Mammalogy Papers: University of Nebraska State Museum. 129. https://digitalcommons.unl.edu/museummammalogy/129 This Article is brought to you for free and open access by the Museum, University of Nebraska State at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Mammalogy Papers: University of Nebraska State Museum by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Authors Hugh H. Genoways, Gary G. Kwiecinski, Peter A. Larsen, Scott C. Pedersen, Roxanne J. Larsen, Justin D. Hoffman, Mark de Silva, Carleton J. Phillips, and Robert J. Baker This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/ museummammalogy/129 Chiroptera Neotropical 16(1), July 2010 BATS OF THE GRENADINE ISLANDS, WEST INDIES, AND PLACEMENT OF KOOPMAN’S LINE Hugh H. -
Scots in the West Indies in the Colonial Period: a View from the Archives
SCOTTISH ARCHIVES 2016 Volume 22 © The Scottish Records Association Viewpoint Scots in the West Indies in the Colonial Period: A View from the Archives Stephen Mullen In the incipient historiography of Scotland and the West Indies in the colonial period, historians have adopted distinct methodologies and approaches to archival research. First, some have taken a metropolitan-based approach and used source material accordingly. For example, T. C. Smout’s early work on sugar houses and the development of Glasgow are classic cis-atlantic studies based on Scottish records such as port and customs records.1 Secondly, other historians have adopted a trans atlantic approach and utilised material generated and stored in institutions in both Great Britain and the Caribbean. Alan Karras’s pioneering book Sojourners in the Sun (1992) utilised material in the National Library of Scotland, National Records of Scotland (then the Scottish Records Office) as well as archival sources located in America and Jamaica.2 This strategy was followed by Douglas Hamilton in Scotland, the Caribbean and the Atlantic World, 1750–1820 (2005).3 Records revealing activities across the Atlantic world were generated in both Scotland and the Caribbean at the time. For example, the ledgers and journals of Alexander Houston & Co. – the premier Glasgow–West India firm before bankruptcy in 1805 – reveal much about mercantile practices in eighteenth- century Glasgow.4 Plantations records were also systematically generated in the West Indies to be sent back to Great Britain to absentee owners. The Stirling of Keir papers in Glasgow City Archives is one of Scotland’s most comprehensive collections related to Scots in eighteenth-century Jamaica. -
The Ancient Kemetic Worldview and Self-Liberation: Mdw Ntr and Seeing with Sia
THE ANCIENT KEMETIC WORLDVIEW AND SELF-LIBERATION: MDW NTR AND SEEING WITH SIA A Thesis Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS by Stephanie Joy Tisdale May 2013 Thesis Approval: Dr. Iyelli Ichile, African American Studies, Thesis Advisor © Copyright 2013 by Stephanie Joy Tisdale All Rights Reserved ii ABSTRACT As the direct descendants of the first human beings, African people are the supreme witnesses of Creation itself, and senior authorities regarding the earthly Creations. African people bear supreme witness to humanity, and the most effective methods of being human: the biology and chemistry of life, the physiological and metaphysical aspects of earthly existence, and the science of the cosmic Creations—observing all that is above and what exists there, beyond the sky. By definition humanity is African: the first human beings were African and the first defining innovations of humanity were birthed in Africa. Since history is necessarily a study of the origins of humanity, and the first humans were African, history then must initiate at the emergence of humankind, which took place in Africa. The records left and maintained by the oldest humans on earth—written, memorized, or otherwise—provide amazing clues as to the initial Creation and subsequent development of humankind. As each successive generation works to strengthen the collective memory of their own people’s past before conquer, the struggle to remember memories and to keep traditions intact becomes even more evident. As with every epic turn of events, the conquered are forced to decide if they will remain as such or not. -
Third International Conference on Small Island Developing States: Grenada National Report
Third International Conference On Small Island Developing States: Grenada National Report Prepared By Melissa Felician and Lynette Joseph‐Brown With support from the United Nations Development Programme Subregional Office for the OECS and Barbados 1 TABLE OF CONTENTS 1. INTRODUCTION ........................................................................................................................ 3 2. ABOUT GRENADA: PROFILE AND EXPERIENCE OF A SMALL ISLAND DEVELOPING STATE (SIDS) .................................................................................................. 5 3. NATIONAL ASSESSMENT OF IMPLEMENTATION .......................................................... 7 3.1. PROGRESS TO DATE IN KEY AREAS....................................................................................................7 3.2. GAPS AND CHALLENGES TO IMPLEMENTATION........................................................................... 11 3.2.1. Financial constraints:................................................................................................................11 3.2.2. Ad hoc approach to implementation:.................................................................................12 3.2.3. Low levels of participation among citizenry: .................................................................12 3.2.4. Absence of legislative enforcement:....................................................................................12 3.2.5. Insufficient documentation and use of good practices: .............................................12 -
School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH
School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH STREET ACADEMY NC 21ST CENTURY ALTERNATIVE MO 21ST CENTURY COMMUNITY SCHOOLHOUSE OR 21ST CENTURY CYBER CS PA 270 HOPKINS ALC MN 270 HOPKINS ALT. PRG - OFF CAMPUS MN 270 HOPKINS HS ALC MN 271 KENNEDY ALC MN 271 MINDQUEST OLL MN 271 SHAPE ALC MN 276 MINNETONKA HS ALC MN 276 MINNETONKA SR. ALC MN 276-MINNETONKA RSR-ALC MN 279 IS ALC MN 279 SR HI ALC MN 281 HIGHVIEW ALC MN 281 ROBBINSDALE TASC ALC MN 281 WINNETKA LEARNING CTR. ALC MN 3-6 PROG (BNTFL HIGH) UT 3-6 PROG (CLRFLD HIGH) UT 3-B DENTENTION CENTER ID 622 ALT MID./HIGH SCHOOL MN 917 FARMINGTON HS. MN 917 HASTINGS HIGH SCHOOL MN 917 LAKEVILLE SR. HIGH MN 917 SIBLEY HIGH SCHOOL MN 917 SIMLEY HIGH SCHOOL SP. ED. MN A & M CONS H S TX A B SHEPARD HIGH SCH (CAMPUS) IL A C E ALTER TX A C FLORA HIGH SC A C JONES HIGH SCHOOL TX A C REYNOLDS HIGH NC A CROSBY KENNETT SR HIGH NH A E P TX A G WEST BLACK HILLS HIGH SCHOOL WA A I M TX A I M S CTR H S TX A J MOORE ACAD TX A L BROWN HIGH NC A L P H A CAMPUS TX A L P H A CAMPUS TX A MACEO SMITH H S TX A P FATHEREE VOC TECH SCHOOL MS A. C. E. AZ A. C. E. S. CT A. CRAWFORD MOSLEY HIGH SCHOOL FL A. D. HARRIS HIGH SCHOOL FL A. -
Annual Report 2014-2015
2014 2015 Annual Report Table of Contents 2/3 The International Space Science Institute (ISSI) is an Institute of Advanced Studies where scientists from all over the world meet in a multi- and interdisciplinary setting to reach out for new scientific horizons. The main function is to contribute to the achievement of a deeper understanding of the re- sults from different space missions, ground based observations and laboratory experiments, and add- ing value to those results through multidisciplinary research. The program of ISSI covers a widespread spectrum of disciplines from the physics of the solar system and planetary sciences to astrophysics and cosmology, and from Earth sciences to astrobiology. 4 From the Board of Trustees 20 International Teams 5 From the Directors 37 International Teams approved in 2015 6 About the International Space Science Institute 39 Visiting Scientists 7 The Board of Trustees 41 International Space Science Institute Beijing 8 The Science Committee 42 Events and ISSI in the media at a glance (including centerfold) 9 ISSI Staff 44 Staff Activities 10 Facilities 48 Staff Publications 11 Financial Overview 51 Visitor Publications 12 The Association Pro ISSI 61 Space Sciences Series of ISSI (SSSI) 13 Scientific Activities: The 20th Year 66 ISSI Scientific Reports Series (SR) 14 Forum 67 Pro ISSI SPATIUM Series 15 Workshops 68 ISSI Publications in the 20th Business Year ISSI Annual Report 2014 | 2015 From the Board of Trustees One year ago the undersigned was appointed by the President as secretary of the Board, succeeding Kathrin Altwegg who had served in that capacity for six years. -
Lunar and Planetary Science XXXII (2001) 1510.Pdf
Lunar and Planetary Science XXXII (2001) 1510.pdf CRATER CHAINS ON MERCURY. V. V. Shevchenko and T. P. Skobeleva, Sternberg State Astronomical In- stitute, Moscow University, Universitetsky 13, Moscow 119899, Russia, [email protected] Introduction: After discovery of disruption comet It was examined many images from the Mariner 10 Shoemaker-Levy 9 into fragment train before it’s colli- set and there were identified a total 15 crater chains sion with Jupiter there was proposed that linear crater and were unable to link any of these directly chains on the large satellites of Jupiter and on the to any specific large crater associated with ejecta de- Moon are impact scars of past tidally disrupted comets posits. Chain craters are remarkably aligned. All dis- [1 - 4]. tinguished crater chains are superposed on preexisting It’s known that radar images have revealed the pos- formations. sible presence of water ice deposits in polar regions of Chain Morphology: A total 127 craters were Mercury. Impacts by a few large comets seem to pro- identified in the 15 recognized crater chains. The vide the best explanation for both the amount and number of craters per chain ranges from 4 to 11. cleanliness of the ice deposits on Mercury because they Fig. 2 shows that crater diameters range from 3 to have a larger volatile content that others external 13 km, with an average of 7 km. Crater statistics dem- sources, for example, asteroid [5]. onstrates remarkable uniformity of the crater popula- A number of crater chains on the surface of Mer- tion of the chains. -
2D Mercury Crater Wordsearch V2
3/24/2019 Word Search Generator :: Create your own printable word find worksheets @ A to Z Teacher Stuff MAKE YOUR OWN WORKSHEETS ONLINE @ WWW.ATOZTEACHERSTUFF.COM NAME:_______________________________ DATE:_____________ Craters on Mercury SICINIMODFIQPVMRQSLJ BEETHOVEN MICHELANGELO BLTVPTSDUOMRCIPDRAEN BYRON RAPHAEL YAPVWYPXSEHAUEHSEVDI CUNNINGHAM SAVAGE RRZAYRKFJROGNIGSNAIA DAMER SHAKESPEARE ORTNPIVOCDTJNRRSKGSW DOMINICI SVEINSDOTTIR NOMGETIKLKEUIAAGLEYT DRISCOLL TOLSTOI PCLOLTVLOEPSNDPNUMQK ELLINGTON VANGOGH YHEGLOAAEIGEGAHQAPRR FAULKNER VIEIRADASILVA NANHIDLNTNNNHSAOFVLA HEMINGWAY VIVALDI VDGYNSDGGMNGAIEDMRAM HOLST GALQGNIEBIMOMLLCNEZG HOMER VMESTIWWKWCANVEKLVRU IMHOTEP ZELTOEPSBOAWMAUHKCIS IZQUIERDO JRQGNVMODREIUQZICDTH JOPLIN SHAKESPEARETOLSTOIOX KIPLING BBCZWAQSZRSLPKOJHLMA LANGE SFRLLOCSIRDIYGSSSTQT LARROCHA FKUIDTISIYYFAIITRODE LENGLE NILPOJHEMINGWAYEGXLM LENNON BEETHOVENRYSKIPLINGV MARKTWAIN 1/2 Mercury Craters: Famous Writers, Artists, and Composers: Location and Sizes Beethoven: Ludwig van Beethoven (1770−1827). German composer and pianist. 20.9°S, 124.2°W; Diameter = 630 km. Byron: Lord Byron (George Byron) (1788−1824). British poet and politician. 8.4°S, 33°W; Diameter = 106.6 km. Cunningham: Imogen Cunningham (1883−1976). American photographer. 30.4°N, 157.1°E; Diameter = 37 km. Damer: Anne Seymour Damer (1748−1828). English sculptor. 36.4°N, 115.8°W; Diameter = 60 km. Dominici: Maria de Dominici (1645−1703). Maltese painter, sculptor, and Carmelite nun. 1.3°N, 36.5°W; Diameter = 20 km. Driscoll: Clara Driscoll (1861−1944). American glass designer. 30.6°N, 33.6°W; Diameter = 30 km. Ellington: Edward Kennedy “Duke” Ellington (1899−1974). American composer, pianist, and jazz orchestra leader. 12.9°S, 26.1°E; Diameter = 216 km. Faulkner: William Faulkner (1897−1962). American writer and Nobel Prize laureate. 8.1°N, 77.0°E; Diameter = 168 km. Hemingway: Ernest Hemingway (1899−1961). American journalist, novelist, and short-story writer. 17.4°N, 3.1°W; Diameter = 126 km. -
Vulnerability and Capacity Assesment
Grenada Red Cross Society VULNERABILITY AND CAPACITY ASSESMENT May 2010 Andris Douglas Table of contents Table of contents ....................................................................................................................... 1 Foreword .................................................................................................................................... 2 Acronyms ................................................................................................................................... 2 Introduction ............................................................................................................................... 4 Part 1: Vulnerability and Capacity Assessment of Petite Martinique ....................................... 5 What is VCA? .............................................................................................................................................. 5 How is the VCA carried out? ................................................................................................................... 6 1. Gathering data from secondary sources .............................................................................................. 7 Location of the community ...................................................................................................................... 7 Population of the island ............................................................................................................................ 8 Housing structure type ............................................................................................................................. -
Amerindian Heritage Teacher Kit
renada ational useum Celebrating the Historical and Cultural Heritage of Grenada, Carriacou and Petite Martinique Amerindian Heritage Teacher Kit Shawn McGinniss Graduate Student, Purdue University Jonathan Hanna US Peace Corps Volunteer Stephanie Morano US Peace Corps Volunteer John Angus Martin Museum Director (2013) Some Rights Reserved. This work except where credited is licensed under a Creative Commons Attribution‐ NonCommercial‐ShareAlike 3.0 Unported License. Introduction for Teachers Educator Getting the most out of these lesson plans and resources Resources Exciting Changes at the Museum Grenada National Museum Teacher Kit— The Grenada National Museum is pleased to Amerindian Heritage Room announce the release of the first installment of Teacher Kits to accompany a forthcoming exhibit on Amerindian Heritage. The kits include lesson plans and activities for Grades 4 through Form 5 for use before, during, and after visiting the museum. Additionally, a set of Field Trip Guides include similar lessons and activities for use at the Duquesne Beach Petroglyphs, Leaper’s Hill, and Pearls Airport sites. We hope you take the time to explore everything the Lessons at a Glance new exhibits have to offer. These resources were designed to help you engage your students in using Amerindian ● Amerindian migrations these exhibits to learn about Grenada’s history, ● Foods and agriculture beginning with our early Amerindian ancestors. We Heritage ● Prehistoric tools hope you enjoy them. Room ● Culture ● What is archaeology? Mission of the National Museum European ● What’s in a name? o Carib vs. Arawak monikers The GNM shall be the premier resource for Invasion o Origin of the name ‘Grenada’ residents, visitors, students and scholars who are Room ● Where they cannibals? interested in learning about the historical, natural ● 1649 French Settlement (Coming Soon) and cultural heritage of Grenada, Carriacou and ● Where did they go? Petite Martinique. -
To Download Compass Yearly Calendar of Events 2021
K Y M C C A R I B B E A N C MPASS CALENDAR OF CARIBBEAN EVENTS 2021 APRIL Pull out and pin up the paper version, 2 Holiday in many places (Good Friday) and use the version with live links at www.caribbeancompass.com 2 – 5 Bequia Easter Regatta. www.bequiaregatta.com 4 Easter Sunday The Covid-19 pandemic continues to make plans uncertain, so check with event 10 – 11 St. Maarten Multiclass Regatta. www.smyc.com organizers and see the updated monthly calendar in each new issue of Compass. 11 Jamaica Carnival 11 – 17 Les Voiles de St. Barths. www.stbarthyachtclub.com 14 – 22 St. Barth Theatre Festival. www.festivaldetheatredesaintbarthelemy.com 16 Public holiday in Puerto Rico (Birthday of José de Diego) JANUARY 16 St. Croix International Regatta. www.stcroixyc.com 1 Public holiday or ‘recovery day’ in many places (New Year’s Day) 18 – 22 Oyster Regatta, Antigua. https://oysteryachts.com/events/antigua-regatta-2021 1 Annual Festival Parade in Montserrat. visitmontserrat.com/festivals 22 Earth Day 1 – 2 St. Kitts ‘Sugar Mas.’ stkittstourism.kn/about/events 22 – 25 Tobago Jazz Experience 1 – 6 St. Croix Virtual ‘Crucian Carnival.’ www.facebook.com/USVIFestivals 24 Peters & May Round Antigua Race. www.antiguayachtclub.com25 – 30 Antigua Sailing Week. www.antiguayachtclub.com 6 Public holiday in some places (Three Kings Day/Epiphany) 26 FULL MOON 8 – 18 St. Barth Classical Music Festival. www.saintbarth-tourisme.com/en/classical-music-festival-of-saint-barts 28 Public holiday in Barbados (National Heroes’ Day) 9 RORC Transat arrival in Grenada. http://rorctransatlantic.rorc.org 29 – 2 May West Indies Regatta, St.