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Echoes of Pacific War
ECHOES of Pacific War Edited by Deryck Scarr, Niel Gunson, Jennifer Terrell Echoes of Pacific War Edited by Deryck Scarr, Niel Gunson, Jennifer Terrell Papers from the 7th Tongan History Conference held in Canberra in January 1997 TARGET OCEANIA CANBERRA 1998 © Deryck Scarr, Niel Gunson, Jennifer Terrell 1998 This work is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Book and cover design by Jennifer Terrell Printed by ANU Printing and Publishing Service ISBN 0-646-36000-0 Published by TARGET OCEANIA c/ o Division of Pacific and Asian History Research School of Pacific and Asian Studies Australian National University Canberra, ACT 0200, Australia Contents Maps and Figures v Fo reword ix Introduction xiii 1 Behind the battle lines: Tonga in World War II EUZABETHWOOD-EILEM 1 2 Changing values and changed psychology of Tongans during and since World War II 'I. F. HELU 26 3 Airplanes and saxaphones: post-war images in the visual and peiforming arts ADRIENNE L. KAEPPIER 38 4 Tonga and Australia since Wo rld War II GARETH GRAINGER 64 5 New behaviours and migration since Wo rld War II SIOSIUA F. POUVALU LAFITANI 76 6 The churches in Tonga since World War II JOHN GARRE'IT 87 7 Introduction and development of fa mily planning in Tonga 1958-1990 HENRY IVARATURE 99 8 Analysing the emergent mi ddle class - the 1990s KERRY JAMES 110 9 Changing interpretations of the kava ritual MEREDITH FILIHIA 127 10 How To ngan is a Tongan? Cultural authenticity revisited HELEN MORTON 149 Bibliograp hy 167 Index 173 Contributors 182 Maps Map 1: TheTonga Islands vii Map 2: Tongatapu 5 Map 3: Nuku'alofa 10 Figures Figure 1. -
Un Dominio De Internet Es Una Red De Identificación Asociada a Un Grupo De Disposi Tivos O Equipos Conectados a La Red Internet
Un dominio de Internet es una red de identificación asociada a un grupo de disposi tivos o equipos conectados a la red Internet. El propósito principal de los nombres de dominio en Internet y del sistema de nomb res de dominio (DNS), es traducir las direcciones IP de cada nodo activo en la r ed, a términos memorizables y fáciles de encontrar. Esta abstracción hace posible que cualquier servicio (de red) pueda moverse de un lugar geográfico a otro en la red Internet, aún cuando el cambio implique que tendrá una dirección IP diferente.1 Sin la ayuda del sistema de nombres de dominio, los usuarios de Internet tendrían que acceder a cada servicio web utilizando la dirección IP del modo (por ejemplo, sería necesario utilizar http://192.0.32.10 en vez de http://example.com). Además, r educiría el número de webs posibles, ya que actualmente es habitual que una misma di rección IP sea compartida por varios dominios. Dominios de nivel superior[editar] Cuando se creó el Sistema de Nombres de Dominio en los años 1980, el espacio de nomb res se dividió en dos grupos. El primero incluye los dominios territoriales, basad os en los dos caracteres de identificación de cada territorio de acuerdo a las abr eviaciones del ISO-3166 (ej. *.do, *.mx), denominados ccTLD (country code top le vel domain o «dominio de nivel superior geográfico»). El segundo grupo incluye dominio s de nivel superior genéricos (gTLD), que representan una serie de nombres y multi organizaciones. Inicialmente, estos dominios fueron: COM, NET, ORG, EDU, GOB y M IL, a los que posteriormente se unieron otros. -
Bus& 101 Introduction to Business Readings and Workbook Course Designer: Leslie Lum Academic Year 2010-2011 Funded by the Ga
Bus& 101 Introduction to Business Readings and Workbook Course Designer: Leslie Lum Academic Year 2010-2011 Revised 5/11 Funded by the Gates Foundation/State Board Open Course Initiative 5/28/2011 TABLE OF CONTENTS INTRODUCTION 5 Thirty Second Commercial 22 Resume 6 COMPANY ANALYSIS 24 DOING THE COMPANY ANALYSIS 25 Writing Self Assessment (Courtesy Robin Jeffers) 42 Company Selection 26 Company Research 29 Company Analysis- Marketing 37 Company Financial Analysis 38 Company Management Paper 39 Company Presentation 41 Links to sample student paper 42 Team Writing Assignment 47 Team Research Scavenger Assignment 49 MODULE 1: THE CONTEXT OF BUSINESS 51 Module 1 Goals 51 The Economy 52 GDP: One of the Great Inventions of the 20th Century 52 Economic Growth 55 World’s Economies 56 GDP per capita 66 Inflation 69 Business Cycles 74 Government and Policy 77 Fiscal Policy 77 Monetary Policy 79 Currency Risk 80 Economic Indicators 81 Individual Assignment – Calculating growth rates 85 Team Assignment - Economic Indicators 86 Team Assignment – Costco Case 91 Commanding Heights A Case Study of Bubbles 147 Module 1 Questions for Timed Writes 148 2 MODULE 2 - ENTREPRENEURSHIP AND LEGAL FORMS OF BUSINESS 149 Businesses and Entrepreneurship 150 Forms of Ownership 155 Choosing the Business Structure 158 Starting a Business – The Business Plan 159 Breakeven Analysis 167 Team Assignment – Forms of Business 171 Team Assignment – Entrepreneurship and Business Plan 173 Team Assignment Optional - Breakeven analysis of your business plan 174 Module 2 Questions -
Flag Research Quarterly, August 2016, No. 10
FLAG RESEARCH QUARTERLY REVUE TRIMESTRIELLE DE RECHERCHE EN VEXILLOLOGIE AUGUST / AOÛT 2016 No. 10 DOUBLE ISSUE / FASCICULE DOUBLE A research publication of the North American Vexillological Association / Une publication de recherche de THE FLAGS AND l’Association nord-américaine de vexillologie SEALS OF TEXAS A S I LV E R A NN I V E R S A R Y R E V I S I O N Charles A. Spain I. Introduction “The flag is the embodiment, not of sentiment, but of history. It represents the experiences made by men and women, the experiences of those who do and live under that flag.” Woodrow Wilson1 “FLAG, n. A colored rag borne above troops and hoisted on forts and ships. It appears to serve the same purpose as certain signs that one sees on vacant lots in London—‘Rubbish may be shot here.’” Ambrose Bierce2 The power of the flag as a national symbol was all too evident in the 1990s: the constitutional debate over flag burning in the United States; the violent removal of the communist seal from the Romanian flag; and the adoption of the former czarist flag by the Russian Federation. In the United States, Texas alone possesses a flag and seal directly descended from revolution and nationhood. The distinctive feature of INSIDE / SOMMAIRE Page both the state flag and seal, the Lone Star, is famous worldwide because of the brief Editor’s Note / Note de la rédaction 2 existence of the Republic of Texas (March 2, 1836, to December 29, 1845).3 For all Solid Vexillology 2 the Lone Star’s fame, however, there is much misinformation about it. -
Liste Des Indicatifs Téléphoniques Internationaux Par Indicatif 1 Liste Des Indicatifs Téléphoniques Internationaux Par Indicatif
Liste des indicatifs téléphoniques internationaux par indicatif 1 Liste des indicatifs téléphoniques internationaux par indicatif Voici la liste des indicatifs téléphoniques internationaux, permettant d'utiliser les services téléphoniques dans un autre pays. La liste correspond à celle établie par l'Union internationale des télécommunications, dans sa recommandation UIT-T E.164. du 1er février 2004. Liste par pays | Liste par indicatifs Le symbole « + » devant les indicatifs symbolise la séquence d’accès vers l’international. Cette séquence change suivant le pays d’appel ou le terminal utilisé. Depuis la majorité des pays (dont la France), « + » doit être remplacé par « 00 » (qui est le préfixe recommandé). Par exemple, pour appeler en Hongrie (dont l’indicatif international est +36) depuis la France, il faut composer un Indicatifs internationaux par zone numéro du type « 0036######### ». En revanche, depuis les États-Unis, le Canada ou un pays de la zone 1 (Amérique du Nord et Caraïbes), « + » doit être composé comme « 011 ». D’autres séquences sont utilisées en Russie et dans les anciens pays de l’URSS, typiquement le « 90 ». Autrefois, la France utilisait à cette fin le « 19 ». Sur certains téléphones mobiles, il est possible d’entrer le symbole « + » directement en maintenant la touche « 0 » pressée plus longtemps au début du numéro à composer. Mais à partir d’un poste fixe, le « + » n'est pas accessible et il faut généralement taper à la main la séquence d’accès (code d’accès vers l'international) selon le pays d’où on appelle. Zone 0 La zone 0 est pour l'instant réservée à une utilisation future non encore établie. -
The Colours of the Fleet
THE COLOURS OF THE FLEET TCOF BRITISH & BRITISH DERIVED ENSIGNS ~ THE MOST COMPREHENSIVE WORLDWIDE LIST OF ALL FLAGS AND ENSIGNS, PAST AND PRESENT, WHICH BEAR THE UNION FLAG IN THE CANTON “Build up the highway clear it of stones lift up an ensign over the peoples” Isaiah 62 vv 10 Created and compiled by Malcolm Farrow OBE President of the Flag Institute Edited and updated by David Prothero 15 January 2015 © 1 CONTENTS Chapter 1 Page 3 Introduction Page 5 Definition of an Ensign Page 6 The Development of Modern Ensigns Page 10 Union Flags, Flagstaffs and Crowns Page 13 A Brief Summary Page 13 Reference Sources Page 14 Chronology Page 17 Numerical Summary of Ensigns Chapter 2 British Ensigns and Related Flags in Current Use Page 18 White Ensigns Page 25 Blue Ensigns Page 37 Red Ensigns Page 42 Sky Blue Ensigns Page 43 Ensigns of Other Colours Page 45 Old Flags in Current Use Chapter 3 Special Ensigns of Yacht Clubs and Sailing Associations Page 48 Introduction Page 50 Current Page 62 Obsolete Chapter 4 Obsolete Ensigns and Related Flags Page 68 British Isles Page 81 Commonwealth and Empire Page 112 Unidentified Flags Page 112 Hypothetical Flags Chapter 5 Exclusions. Page 114 Flags similar to Ensigns and Unofficial Ensigns Chapter 6 Proclamations Page 121 A Proclamation Amending Proclamation dated 1st January 1801 declaring what Ensign or Colours shall be borne at sea by Merchant Ships. Page 122 Proclamation dated January 1, 1801 declaring what ensign or colours shall be borne at sea by merchant ships. 2 CHAPTER 1 Introduction The Colours of The Fleet 2013 attempts to fill a gap in the constitutional and historic records of the United Kingdom and the Commonwealth by seeking to list all British and British derived ensigns which have ever existed. -
3Rd Grade, Unit #9, World Language, Cinco De Mayo
3rd grade, Unit #9, World Language, Cinco de Mayo Content Area: Generic Content Area Course(s): Generic Course Time Period: May Length: 2 weeks Status: Published Enduring Understanding Hispanics have impacted and influenced America. Language and cultural are connected and inseparable. Essential Questions What is Cinco de Mayo? How and why is Cinco de Mayo celebrated? Common Core Standards FL.PK-12.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). FL.PK-12.7.1.NM.A.4 Identify familiar people, places, and obJects based on simple oral and/or written descriptions. FL.PK-12.7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. FL.PK-12.7.1.NM.B.C Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. (Topics and activities that assist in the development of this understanding should include, but are not limited to: authentic celebrations, songs, and dances.) FL.PK-12.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. FL.PK-12.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. FL.PK-12.7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Student Learning Objectives The students will: • Identify Mexico and the town of Puebla on a world map. • Distinguish between Cinco de Mayo and Mexican Independence Day. -
Name PRETEST
1 Name PRETEST TRUE OR FALSE Directions: Indicate whether each statement is true (“T”) or false (“F”). 1. Christopher Columbus was the leader of the first European expedition that attempted to find a new trade route to Asia by sailing west from Europe. 2. Columbus started the first Spanish colony in the New World. 3. In the fifteenth century, Spain and Portugal were leaders in world exploration. 4. Vasco Da Gama led the first European expedition that sailed around the world. 5. In 1400, no Native American had ever seen a horse. 6. The development of gunpowder by the Aztecs made it easy for them win most of their battles with the Spanish. 7. North and South America were named after the Americo plant found only in the New World. 8. The earliest long distance explorations by fifteenth century Europeans were along the west coast of Africa. 9. The discovery of Australia by Europeans in 1410 was what made them think the world was round. 10. In 1420, the best map of the world was over one thousand years old. © 1998 Chariot Productions Distributed by United Learning The Great Age of Exploration (1400-1550) #2364 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706 www.agcunitedlearning.com e-mail: [email protected] 2 Name DISCUSSION QUESTIONS Directions: Discuss the answers to these questions. Use this sheet to keep notes. Use the back of the sheet if necessary. 1. What are some reasons why Native Americans resent the fact that Christopher Columbus was glorified for so long? 2. -
The World Factbook Central America and Caribbean
The World Factbook Central America and Caribbean :: Honduras Introduction :: Honduras Background: Once part of Spain's vast empire in the New World, Honduras became an independent nation in 1821. After two and a half decades of mostly military rule, a freely elected civilian government came to power in 1982. During the 1980s, Honduras proved a haven for anti-Sandinista contras fighting the Marxist Nicaraguan Government and an ally to Salvadoran Government forces fighting leftist guerrillas. The country was devastated by Hurricane Mitch in 1998, which killed about 5,600 people and caused approximately $2 billion in damage. Since then, the economy has slowly rebounded. Geography :: Honduras Location: Central America, bordering the Caribbean Sea, between Guatemala and Nicaragua and bordering the Gulf of Fonseca (North Pacific Ocean), between El Salvador and Nicaragua Geographic coordinates: 15 00 N, 86 30 W Map references: Central America and the Caribbean Area: total: 112,090 sq km country comparison to the world: 103 land: 111,890 sq km water: 200 sq km Area - comparative: slightly larger than Tennessee Land boundaries: total: 1,520 km border countries: Guatemala 256 km, El Salvador 342 km, Nicaragua 922 km Coastline: Caribbean Sea 669 km; Gulf of Fonseca 163 km Maritime claims: territorial sea: 12 nm contiguous zone: 24 nm exclusive economic zone: 200 nm continental shelf: natural extension of territory or to 200 nm Climate: subtropical in lowlands, temperate in mountains Terrain: mostly mountains in interior, narrow coastal plains Elevation -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
Health Care Professionals' Perceptions of Treatments for Co-Occurring Disorders
THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT Lesieli Hingano Faaoso Tutuu B.S., Brigham Young University, Hawaii, 2008 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Multicultural Education) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2010 THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT A Project by Lesieli Hingano Faaoso Tutuu Approved by: __________________________________, Committee Chair Forrest Davis, Ph.D. Date ii Student: Lesieli Hingano Faaoso Tutuu I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. , Graduate Coordinator Dr. Maria Mejorado Date Department of Bilingual and Multicultural Education iii Abstract of THE UTILIZATION OF A QUALITATIVE RESEARCH TO CONDUCT A CONGRUENT ACULTURALLY UNIT by Lesieli Hingano Faaoso Tutuu This project was oriented towards a study of the emic worldview of the Tongan population in Sacramento. The data that was collected in this study was utilized as a frame of reference for the curriculum. The lesson plans in the project are based upon the Single Study approach in multicultural education. This approach was utilized because the members of the Tongan populations have specific educational needs to be addressed in the process of acculturation into American Society. __________________________________, Committee Chair Forrest Davis, Ph.D. ____________________________ Date iv ACKNOWLEDGMENTS I would like to say “MALO ‘AUPITO” to Dr. Forrest Davis for his continual encouragement, refining, and persistency in following up my project. -
Masaryk University Faculty of Arts
Masaryk University Faculty of Arts Institute of Archaeology and Museology Master’s Diploma Thesis 2015 Bc. Barbora Kubíková Masaryk University Faculty of Arts Institute of Archaeology and Museology Centre of Prehistoric Archaeology of the Near East Bc. Barbora Kubíková Morphological Study of Sling Projectiles with Analysis of Clay Balls from the Late Neolithic Site Tell Arbid Abyad (Syria) Master’s Diploma Thesis Supervisor: Dr. Phil. Maximilian Wilding Brno 2015 Bc. Barbora Kubíková Morphological Study of Sling Projectiles with Analysis of Clay Balls from the Late Neolithic Site Tell Arbid Abyad (Syria) Master’s Diploma Thesis DECLARATION I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. I agree with storing this work in the library of Prehistoric Archaeology of the Near East at the Masaryk University in Brno and making it accessible for the study purposes. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the scientific researchers who supervised my thesis work or, in their absence, by the Head of the Institute of Archaeology and Museology or the Dean of the Faculty of Arts in which my thesis was done. It is understood that any copying, publication, or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the Masaryk University in any scholarly use which may be made of any material in my thesis.