Grenada 2016 Coral Reef Report Card
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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. -
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 -
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. -
Danielle Sirek, Phd Candidate [email protected] 418-5340 Supervisor: Dr
MUSICKING AND IDENTITY IN GRENADA: STORIES OF TRANSMISSION, REMEMBERING, AND LOSS DANIELLE DAWN SIREK A thesis submitted in partial fulfilment of the requirements of the Manchester Metropolitan University for the degree of Doctor of Philosophy Awarded for a Collaborative Programme of Research at the Royal Northern College of Music by the Manchester Metropolitan University December 2013 For my family, for my colleagues, for my students: May you find stories of ‘who you are’, and feel connected to others, through your musicking ii Acknowledgements I am grateful for the unending support, academic and personal, that I have received throughout the research and writing of this dissertation. Firstly I would like to thank my husband Adam Sirek, my parents Kim and Marius LaCasse, and my father- and mother-in-law Jan and Elizabeth Sirek, who have been my constant support in every possible way throughout this journey. My thankfulness to you is immeasurable. And to my baby Kathryn, whose smiles were a constant source of strength and encouragement, my thanks and love to you. I would like to express my sincere gratitude to my co-supervisory team, Drs Felicity Laurence and Byron Dueck, who devoted seemingly unending hours closely analysing my thesis, discussing ideas with me, and providing me with encouragement and inspiration in many more ways than just academic. I am truly grateful for their guidance, expertise, and for being so giving of their time and of themselves. I learned so much more than research techniques and writing style from both of them. -
Granada, Is It Pronounced Gruh-NAY-Duh Or Gruh-NAH-Duh: I Don't Know, but Reagan's Foreign Policy Sucked
Ouachita Baptist University Scholarly Commons @ Ouachita History Class Publications Department of History 11-13-2017 Granada, Is it Pronounced Gruh-NAY-duh or Gruh-NAH-duh: I Don't Know, but Reagan's Foreign Policy Sucked Austin Clements Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/history Part of the Diplomatic History Commons, International Relations Commons, Political History Commons, and the United States History Commons Recommended Citation Clements, Austin, "Granada, Is it Pronounced Gruh-NAY-duh or Gruh-NAH-duh: I Don't Know, but Reagan's Foreign Policy Sucked" (2017). History Class Publications. 67. https://scholarlycommons.obu.edu/history/67 This Class Paper is brought to you for free and open access by the Department of History at Scholarly Commons @ Ouachita. It has been accepted for inclusion in History Class Publications by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. Grenada: Is it pronounced Gruh-NAY-duh or Gruh-NAH-duh I don’t know but Reagan’s foreign policy sucked A paper on the US invasion of Grenada, 1982. Austin Clements Under the direction of Dr. Myra Houser History of the Caribbean November 13, 2017 Abstract The history of the Caribbean is one infested with slavery, colonialism, imperialism, and coups d’état. While these are all very important when considering the history of these island nations, what is also equally important is considering that these islands are often seen as tokens and means to convey a message by world superpowers, not as genuine nations that should be respected just as much as any European power. -
Caribbean Marine Biodiversity Program Grenadines Bank
Caribbean Marine Biodiversity Program Cooperative Agreement No. AID-OAA-A14-00064) Grenadines Bank Seascape Transboundary Fisheries Action Plan Prepared by Zahidah Afrin. August 9, 2016. This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of The Nature Conservancy and its partners (CEBSE, FOPROBIM, C-CAM, and SusGren) and do not necessarily reflect the views of USAID or the United States Government. i TABLE OF CONTENTS 1 Introduction .................................................................................................................................................... 1 2.0 Approach and Objectives of the Action Plan .................................................................................... 6 3.0 Recommended Actions from the RFSA .............................................................................................. 6 4.0 The Action Plan for CMBP Demonstration Activities .................................................................... 8 5.0 Justification of the Demonstration Activities ............................................................................... 19 i 1 INTRODUCTION 1.1 CONTEXT AND OVERVIEW OF THE GRENADINE BANK St. Vincent and the Grenadines (SVG) and Grenada share the continental shelf that extends from the island of Bequia (in SVG) to Grenada, referred to here as the Grenadine Bank. There are several inhabited islands (Bequia, Mustique, Canouan, Mayreau, -
Project Report for Nominate Carriacou Shakespeare Mas
PROJECT REPORT Nominations of Carriacou Shakespeare Mas and Carriacou Traditional Boat Building to be Inscribed on the Representative List of Intangible Cultural Heritage of Humanity TALONS Consulting Practice Main Street Hillsborough, Carriacou Tel: +1 473 410 9880 Email: [email protected] Original design TALONS Consulting Practice Cover art used with permission of Cuthbert Snagg. Printed in Grenada, W.I. ©TALONS 2021 SUBMITTED 30 JANUARY 2021 BY TALONS, HILLSBOROUGH, CARRIACOU, GRENADA, W.I. TO THE GRENADA TOURISM AUTHORITY, ST. GEORGE’S, GRENADA, W.I. _____________________ PROJECT REPORT COURTESY COPY FOR THE NOMINATIONS OF CARRIACOU SHAKESPEARE MAS AND CARRIACOU TRADITIONAL BOAT BUILDING TO BE INSCRIBED ON THE UNESCO REPRESENTATIVE LIST OF INTANGIBLE CULTURAL HERITAGE OF HUMANITY 2 CONTENTS ACKNOWLEDGEMENTS _____________________________________________________________________ 8 TERMINOLOGY HEREIN ____________________________________________________________________ 11 CULTURAL HERITAGE IN CONTEXT _______________________________________________________ 13 Intangible Cultural Heritage Defined................................................................................................ 14 PROJECT PREDECESSORS 1992 - 2012 ____________________________________________________ 15 PROJECT SUMMARY ________________________________________________________________________ 18 Element Selections: Why Carriacou Traditional Boat Building and Carriacou Shakespeare Mas? ................................................................................................................................... -
Table of Contents Articles Challenges of Educational
TABLE OF CONTENTS ARTICLES CHALLENGES OF EDUCATIONAL RESEARCH FROM A DECOLONIAL PERSPECTIVE João Colares da Mota Neto and Adriane Raquel Santana de Lima EXPERIENCES OF VULNERABILITY IN POVERTY EDUCATION: DEVELOPING REFLEXIVE ETHICAL PRAXIS Tim Blackman “SECOND-CHANCE EDUCATION: RE-DEFINING YOUTH DEVELOPMENT IN GRENADA Laura Perez Gonzalez REVIEWS THEATRE FOR THE MOMENT Kirstin Sonne IN MEMORIAM PHYLLIS COARD Anne Hickling Hudson OLIVER FRIGGIERI Adrian Grima EDWARD KAMAU BRATHWAITE Anne Collet This is an international journal published by the Faculty of Education, University of Malta Postcolonial Directions in Education Focus and Scope Postcolonial Directions in Education is a peer reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contribute to advancing the field. As indicated in the Editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti- racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and ‘imagination’ of empire, the impact of neoliberalism/globalisation/structural