Dinger, Larry

Total Page:16

File Type:pdf, Size:1020Kb

Dinger, Larry The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project AMBASSADOR LARRY DINGER Interviewed by: Charles Stuart Kennedy Initial interview date: March 4th, 2014 Copyright 2018 ADST TABLE OF CONTENTS Background Born in Charles City, Iowa on August 8, 1946 BA in Political Science, Macalester College 1964-1968 J.D., Harvard Law School 1972-1975 U.S. Navy 1968-1972 Coordinator, Udall election campaign 1975-1976 Senate Judiciary Committee Staff 1976-1978 Entered the Foreign Service 1983 Mexico City, Mexico—Consular officer 1983-1985 Ambassador John Gavin Narcotics Assistance Unit Visas Washington, DC—Staff Assistant, East Asia and Pacific Bureau 1985-1986 Paul Wolfowitz Jakarta, Indonesia—Political officer 1987-1990 Indonesian language and culture Transmigration and integration East Timor Corruption and Madam Suharto Communists Vietnam and Cambodia Chinese community Borneo Washington, DC—Indonesian Desk Officer 1990-1992 Dili Massacre East Timor 1 Canberra, Australia—Political officer 1992-1995 Australian politics Ambassadors Asia Pacific Economic Cooperation meeting Australian foreign policy New Zealand Military collaboration Washington, DC—Special Assistant, East Asia and Pacific Bureau 1995-1996 Winston Lord EAP China Vietnam Suva, Fiji—Deputy Chief of Mission 1996-1999 Coups Ambassador Gevirtz Fiji Water Democracy development Mahendra Chaudhry Ethnicity China South Pacific Forum Kava Island cultures Kingdom of Tonga Peace Corps Nauru Washington, DC—National War College student 1999-2000 Curriculum Regional study for South Asia India and Pakistan trip Students Kathmandu, Nepal—Deputy Chief of Mission 2000-2001 Maoist insurgency Nepalese royal massacre China-India relationship Peace Corps Human trafficking Refugee camps Mountain climbing Gurkhas Kolonia, Micronesia—Ambassador 2002-2004 2 Compacts of free association Negotiations Peace Corps Visitors WWII ordnance Veterans Newport, Rhode Island— State Department Senior Representative, Naval War College 2004-2005 Grand strategy seminar Foreign students Suva, Fiji—Ambassador 2005-2008 Tonga, Tuvalu, Kiribati, and Nauru Fiji coup Elections Commodore Bainimarama Coup Embassy security China Nauru research Kiribati and climate change Cuban assistance U.S.-Tonga relations Typhoons Rangoon, Burma—Chief of Mission 2008-2011 Military dictatorships Aung San Suu Kyi Cyclone Nargis NayPyiTaw American Center in Rangoon Senator Jim Webb visit Censorship Constitutional referendum Election Aung San Suu Kyi release Burmese Army Rakhine State Travel Senator John McCain visit Wikileaks Retirement August 2011 Post retirement activities 3 Washington, DC —Office of the Inspector General 2012 Arlington, VA—Foreign Service Institute 2013 Jakarta, Indonesia— U.S. Mission to the Association of Southeast Asian Nations 2014 New York, NY—East Asia and Pacific Bureau, UN General Assembly 2013- INTERVIEW Q: All right. Today is the 4th of March, 2014, interview with Larry Dinger, D-I-N-G-E-R. This is being done on behalf of the Association of Diplomatic Studies and Training and I’m Charles Stuart Kennedy. And I assume you just go by Larry, don’t you? DINGER: I do. Q: Larry, let’s sort of start at the beginning. When and where were you born? DINGER: Charles City, Iowa, August 8, 1946. My parents lived in Riceville, Iowa, about 30 miles away. Q: All right. Let’s take the Dinger side of the thing, we’ll go to your mother’s in a minute. But can you tell me about the background, how did the Dingers end up with Iowa and all that? DINGER: All my grandparents were farmers. The ancestors had started out in various places in Western Europe, but by the mid 1850s they had all gotten to the United States. Some of them had come in the 1600s. Q: Do you know from whence they came? Dinger, sounds German. DINGER: Dinger is Pennsylvania Dutch, German. They may well have suffered religious persecution. One way or another they got to Pennsylvania and then they migrated on west and ended up in rural Howard County, Iowa. My mother’s family is Miles. They came to this country in about 1630 or ’40, I gather via Philadelphia, and eventually migrated on west and ended up in Iowa. And the other branches similarly. I’m a quarter Scottish, the Lockies and McClains. I'm an eighth Irish. I think those ancestors probably were starving and left Scotland and Ireland for better pastures, ending up in Iowa. The Wildmans came across at some point early as well, via New York. By about 1850 my ancestors were all farming in rural Iowa and many of them farmed throughout their lives. 4 Q: Well, how about, take your grandparents and father and mother. Where did they -- were they farming too? DINGER: Grandparents were all farmers. My mother's relatives, the Miles family, were pretty prosperous farmers in Iowa. My grandfather and both uncles retired from the farm. The Miles family is not farming now, although my brother and sister and I still own 160 acres of inherited land near Riceville. We went to the Iowa State Fair a couple of years ago and received a "Century Farm" certificate for the Stella Miles farm, named for my grandmother. Q: When you say they’re farming, what kind of farming? DINGER: This was typical Iowa farming, where they were raising cattle and pigs and also grain farming, mostly corn and soybeans. And so in childhood I was out helping to hay and pick up rocks, and stuff like that. Q: Did your grandparents and your father and mother go to college? DINGER: My grandfather on my mother’s side went to teachers college for a couple of winter quarters when he wasn’t busy farming. My mother was the first person going back in my branches who graduated from college. She went to Iowa State Teachers College, now the University of Northern Iowa, and graduated with honors as a French major. That choice was not the smartest move going into the Great Depression, jobs were very scarce. She ended up being a teacher in a number of schools in the Iowa area and during World War II went to Chicago to work in a bank. She and my father, who had enlisted in the Navy, married during World War II. My dad’s family had no college in its background and my dad did not go to college. He was a high school graduate. Q: That is often the pattern. If anybody -- so many people I’ve interviewed -- I’m still dealing with a generation where their parents, if anybody had a college education it was usually the mother in often sort of a teaching or nursing degree. Mine didn’t, both -- mother never went to college, anything, father had one semester I think. DINGER: No, it’s not at all unusual. I do have older cousins who went to college, but in that previous generation my mom was the only one. Q: But interesting thing is that knowing this, that generation was heavily into reading. It wasn’t as though we’re talking about an uneducated group. It’s just that college was for the rich and the others you had the Carnegie Libraries and the free libraries and all and they did very well, thank you. DINGER: That’s right. There wasn’t a Carnegie Library in Riceville, Iowa, but they had access to books one way or another and, and they’d get a newspaper now and again, and they were avid readers. There’s no question about that. Q: Yeah. Well then -- 5 DINGER: I should mention my father’s side. My grandfather, was a part-time farmer. But he also was a small businessman. He owned the Acme Store along the railroad that went through the Riceville area, and serviced the community there for a while. And he eventually ended up in Minnesota. But that was after his first wife died of what they called consumption. Q: Well, it’s Riceville? What was it like when you were a kid? DINGER: Bucolic (laughs). Q: (laughs) DINGER: It was the perfect place to grow up. It truly was one of those places where you knew everybody and everybody knew you. My friends when I was two-years-old were my friends when I graduated from high school. I don’t think anybody locked the door when I was a small child. We lived right next door to my mother’s parents, my grandparents. I wandered over there at will to sit on Grandma’s lap and have her read books to me and -- yeah, it was just practically a perfect way to grow up (laughs). Q: And you had brothers? Sisters? DINGER: Had a half brother, older, considerably older. He was from my father’s first marriage. And he lived in Riceville for most of my life. And then I have a younger brother and younger sister. Q: As a kid, were you much of a reader? DINGER: Oh yeah. I practically exhausted the town library. I think I still remember the first time my mom took me to the library, which was then in the high school. And I think it was probably Bobbsey Twins that I checked out. I still remember the corner of the library where those books were. Q: Yeah. DINGER: Maybe five years, six-years-old. Q: Well, later on, looking back on sort of your early years up through early high school, were there any books that particularly influenced you or excited you or not, or any type, or? DINGER: Not in particular. I was an eclectic reader I think. Through junior high I probably wasn’t reading that huge a variety. I remember the Hardy Boys and things like that. But no, nothing particularly special. By the time I got to high school I just read through the entire library.
Recommended publications
  • An Annotated Bibliography on ESL and Bilingual Education in Guam and Other Areas of Micronesia
    DOCUMENT RESUME ED 299 832 FL 017 646 AUTHOR Goetzfridt, Nicholas TITLE An Annotated Bibliography on ESL and Bilingual Education in Guam and Other Areas of Micronesia. SPONS AGENCY Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. PUB DATE 88 NOTE 112p.; A publioation of Project BEAM. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Bilingual Education; *English (Second Language); Foreign Countries; *Publications; *Resource Materials; Second Language Instruction IDENTIFIERS *Guam; *Micronesia ABSTRACT The bibliography contains 182 annotated and 52 unannotated citations of journal articles, newspaper articles, dissertations, books, program and research reports, and other publications concerning bilingual education and instruction in English as a second language (ESL) in Micronesia. An introductory section gives information on sources for the publications and other information concerning the use of the bibliography. The entries are indexed alphabetically. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** An Annotated Bibliography on ESL and Bilingual Education in Guam and Other Areas of Micronesia "PER? ISSION TO REPRODUCE THIS U.S. DEPARTMENTOF EDUCATION MATERIAL HAS BEEN GRANTED BY Othce of Educabona. Research and improvement EDUCATIONAL
    [Show full text]
  • Elak Sra Onak Project
    UNIVF:RSITY OF HAWAl'I LIBRARY ELAK SRA ONAK PROJECT Volume one, Issue two September 2004 ACKNOWLEDGMENT TIW proj«t u funded i11 whole or in part by tlte US National Park Savka and tM Kosru State Govan1M11t, DepartJMnt of Agriculture Land & Fisheries ,. INTRODUCTION The Elak Sra Onak Project is happy to present to you the Volume one, Issue two Elak Sra Onak Book. This issue is a continuation ofvolume one. This issue is specifically discusses four of Kosrae's areas of Culture. These four areas are: Ideology which presents mostly on the Religious activities, Beliefs, Changes is religion such as new churches and conversions, other aspects of ideology such as stories about people and events in different times, and ideas about the proper way people should act toward one another. Another area is the Cultural Transmission which discusses how culture is passed on to new generations, formal and informal education ofways ofmaking a living, values, and social structure, how are schools organized in Kosrae, who are the teachers, how are they trained, where does the curriculum come from, how do school activities relate to informal education in homes and other places, what are Kosrae's games and how do they reflect Kosrae culture. The last section talks about Social Structure and Changes which will present to you, how has Kosrae changed, what are some of the things that are causing the changes today such as the video cassette recorders(VCRs), the ctrcumfrenttal road or the new airport, who are the people who introduce changes, how is change accepted by different people in each village, how does each village react to change, the role of institutions and their acceptance or resistance to change.
    [Show full text]
  • Mathematics in Kosraean Weaving Mathematics in Kosraean Weaving: Identification and Possible
    Mathematics in Kosraean Weaving Mathematics in Kosraean Weaving: Identification and Possible Integration in Culturally Responsive Mathematics Curriculum Latika Raisinghani 1 Mathematics in Kosraean Weaving Mathematics in Kosraean Weaving: Identification and Possible Integration in Culturally Responsive Mathematics Curriculum Latika Raisinghani Assistant Professor Education and Science Department College of Micronesia-FSM Kosrae FM 96944 Micronesia E-mail: [email protected] 2 Mathematics in Kosraean Weaving Introduction This paper focuses on identification and description of mathematical ideas, patterns and thinking involved in the making of specific artifacts of weaving (otwot) in Kosrae, using coconut leaves and fibers (sroacnu), pandanus leaves (lol) and hibiscus bast (ne), and their possible integration in a culturally responsive Mathematics curriculum. Kosrae (pronounced as Ko-shry), also called the “Island of the Sleeping Lady”, is the only island state within the Federated States of Micronesia (FSM) that does not have any outer islands. It is of volcanic origin and is believed to have been formed by the shifting of the great Pacific Tectonic Plate, which was later called the Caroline Plate, approximately 3,000,000 years ago. Kosrae had many other names as well: Kusaie, Katau, Kato, Kosiu, Kusae, Carao Tevya, Strong’s Island, Hope Island; however, the people who found it used none of these. They called it Kosrae (Segal, 1995). Dr. Ernst Sarfert described Kosrae as “the most beautiful island of the great ocean, as honoring its name ‘Gem of the Pacific’ indicates, which it received at the time of its highest popularity with the white people” (Sarfert, 1919). Kosrae covers an area of 42.31 square miles and is roughly triangular in shape.
    [Show full text]
  • Pacific Youth: Local and Global Futures
    PACIFIC YOUTH LOCAL AND GLOBAL FUTURES PACIFIC YOUTH LOCAL AND GLOBAL FUTURES EDITED BY HELEN LEE PACIFIC SERIES Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760463212 ISBN (online): 9781760463229 WorldCat (print): 1125205462 WorldCat (online): 1125270333 DOI: 10.22459/PY.2019 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press Cover photograph: ‘Two local youths explore their backyard beach in Tupapa, Rarotonga’ by Ioana Turia This edition © 2019 ANU Press Contents 1. Pacific Youth, Local and Global ..........................1 Helen Lee and Aidan Craney 2. Flexibility, Possibility and the Paradoxes of the Present: Tongan Youth Moving into the Future .....................33 Mary K Good 3. Economic Changes and the Unequal Lives of Young People among the Wampar in Papua New Guinea. 57 Doris Bacalzo 4. ‘Things Still Fall Apart’: A Political Economy Analysis of State—Youth Engagement in Honiara, Solomon Islands .......79 Daniel Evans 5. The New Nobility: Tonga’s Young Traditional Leaders ........111 Helen Lee 6. Youth Leadership in Fiji and Solomon Islands: Creating Opportunities for Civic Engagement. 137 Aidan Craney 7. Entrepreneurship and Social Action Among Youth in American Sāmoa .................................159 Aaron John Robarts Ferguson 8. Youth’s Displaced Aggression in Rural Papua New Guinea ....183 Imelda Ambelye 9. From Drunken Demeanour to Doping: Shifting Parameters of Maturation among Marshall Islanders ..................203 Laurence Marshall Carucci 10.
    [Show full text]
  • A Case Study from Micronesia the Following: David A
    In this issue – Grass Roots Language Preservation – Bilingual Living in a ‘Monolingual’ Country – Multicultural Adoption News and Views for Intercultural People – Too Much of a Good Thing? Editors: Sami Grover & Marjukka Grover 2003, Vol 20 No.3 – News from the USA EDITORIAL PRESERVING LANGUAGE FROM THE BOTTOM UP: All too often bi/multilinguals are asked A Case Study From Micronesia the following: David A. Hough and Alister Tolenoa ‘What exactly is the point of preserving your Spanish/ German/ Arabic/ Urdu ?’ Pohnpeian, with Kiribati, Nauruan and (delete as appropriate) Chuukese also related. In a world where English predominates, Much of Kosrae’s early history has been monolinguals can find it hard to lost because of colonisation and understand that language can mean so depopulation. From 1840–1880 the much more than just being a tool for population decreased from about 7000 to communication. For many of us, our 300 due to diseases brought by Western multiple languages are important links to whaling ships. Direct colonial rule our heritage and our cultural identities. followed, first under Spain until 1898, They are part of who we are. then Germany until 1914, Japan from 1914 until 1945, and following that the In this issue we hear from David Hough Official efforts to preserve a language, and Alister Tolenoa on a language United States. The legacy of this or anything else for that matter, are colonialism is still very much alive. program in Micronesia that is often led from the top down by empowering the inhabitants of a tiny government and experts who may not Today, the island is part of the Federated island to preserve their own language.
    [Show full text]
  • Tungusic Languages
    641 TUNGUSIC LANGUAGES he last Imperial family that reigned in Beij- Nanai or Goldi has about 7,000 speakers on the T ing, the Qing or Manchu dynasty, seized banks ofthe lower Amur. power in 1644 and were driven out in 1912. Orochen has about 2,000 speakers in northern Manchu was the ancestral language ofthe Qing Manchuria. court and was once a major language ofthe Several other Tungusic languages survive, north-eastern province ofManchuria, bridge- with only a few hundred speakers apiece. head ofthe Japanese invasion ofChina in the 1930s. It belongs to the little-known Tungusic group Numerals in Manchu, Evenki and Nanai oflanguages, usually believed to formpart ofthe Manchu Evenki Nanai ALTAIC family. All Tungusic languages are spo- 1 emu umuÅn emun ken by very small population groups in northern 2 juwe dyuÅr dyuer China and eastern Siberia. 3 ilan ilan ilan Manchu is the only Tungusic language with a 4 duin digin duin written history. In the 17th century the Manchu 5 sunja tungga toinga rulers ofChina, who had at firstruled through 6 ninggun nyungun nyungun the medium of MONGOLIAN, adapted Mongolian 7 nadan nadan nadan script to their own language, drawing some ideas 8 jakon dyapkun dyakpun from the Korean syllabary. However, in the 18th 9 uyun eÅgin khuyun and 19th centuries Chinese ± language ofan 10 juwan dyaÅn dyoan overwhelming majority ± gradually replaced Manchu in all official and literary contexts. From George L. Campbell, Compendium of the world's languages (London: Routledge, 1991) The Tungusic languages Even or Lamut has 7,000 speakers in Sakha, the Kamchatka peninsula and the eastern Siberian The mountain forest coast ofRussia.
    [Show full text]
  • FSM 2000 Census Report Kosrae
    Kosrae State Census Report 2000 FSM Census of Population and Housing December 2002 Kosrae Branch Statistics Office Division of Statistics Department of Economic Affairs National Government Tofol, Kosrae 96944 Federated States of Micronesia 2000 FSM Census of Population and Housing Kosrae State Census Report December 2002 Kosrae Branch Statistics Office Division of Statistics Department of Economic Affairs National Government Tofol, Kosrae State Federated States of Micronesia i iii v vii ix x TABLE OF CONTENTS CONTENTS PAGE PRESIDENT'S MESSAGE ................................................................................................................................................. iii GOVERNOR'S MESSAGE.................................................................................................................................................. v ACKNOWLEDGEMENT MESSAGE.............................................................................................................................. vii PREFACE………………………………………………………………………………………………………………ix TABLE OF CONTENTS..................................................................................................................................................... xi LIST OF TEXT TABLES................................................................................................................................................... xv LIST OF FIGURES...........................................................................................................................................................
    [Show full text]
  • Paths of Central Caroline Island Children During Migration and Times of Rapid Changei
    Paths of Central Caroline Island Children during Migration and Times of Rapid Changei Mary L. Spencer University of Guam Abstract When the post World War II United Nations trusteeship of the US for the Micronesian Region was replaced in 1986 and 1992 by Compacts of Free Association between the US and the Federated States of Micronesia (FSM), the Republic of Palau (RP), and the Republic of the Marshall Islands (RMI); and in 1976 by commonwealth status with the Northern Mariana Islands (CNMI), citizens of these entities were free to reside and work in the United States. The ensuing migration process accelerated rapidly, leading to declining populations in some areas, as documented in the 2000 and 2010 FSM Census reports; and the rise of Micronesian newcomer clusters on Guam, CNMI, Hawaii, and in many continental US states. Today’s Micronesian migration process involves families with children. This paper examines the probable paths and experiences of FSM children in their Central Caroline Island residences compared to life in 2 US locations (Hawaii and Guam), and globalizing back-flow impacts of migration. Focusing on Chuuk, 1 of the 4 FSM states, the author proposes that such an analysis benefits from comparison of child development and experience indicators from everyday life in the origin and destination locations. Promising avenues of future research on migration issues involving Micronesian children and their receiving community and school settings are suggested. Keywords: children; migration; Micronesia This article summarizes the course of modern Micronesian migration and then examines what is known of the lives of Micronesian children and their families following migration stimulated by the US Compacts of Free Association with former U.S.
    [Show full text]
  • Library of Congress Subject Headings for the Pacific Islands
    Library of Congress Subject Headings for the Pacific Islands First compiled by Nancy Sack and Gwen Sinclair Updated by Nancy Sack Current to January 2020 Library of Congress Subject Headings for the Pacific Islands Background An inquiry from a librarian in Micronesia about how to identify subject headings for the Pacific islands highlighted the need for a list of authorized Library of Congress subject headings that are uniquely relevant to the Pacific islands or that are important to the social, economic, or cultural life of the islands. We reasoned that compiling all of the existing subject headings would reveal the extent to which additional subjects may need to be established or updated and we wish to encourage librarians in the Pacific area to contribute new and changed subject headings through the Hawai‘i/Pacific subject headings funnel, coordinated at the University of Hawai‘i at Mānoa.. We captured headings developed for the Pacific, including those for ethnic groups, World War II battles, languages, literatures, place names, traditional religions, etc. Headings for subjects important to the politics, economy, social life, and culture of the Pacific region, such as agricultural products and cultural sites, were also included. Scope Topics related to Australia, New Zealand, and Hawai‘i would predominate in our compilation had they been included. Accordingly, we focused on the Pacific islands in Melanesia, Micronesia, and Polynesia (excluding Hawai‘i and New Zealand). Island groups in other parts of the Pacific were also excluded. References to broader or related terms having no connection with the Pacific were not included. Overview This compilation is modeled on similar publications such as Music Subject Headings: Compiled from Library of Congress Subject Headings and Library of Congress Subject Headings in Jewish Studies.
    [Show full text]
  • Developing Early Reading Assessments in First Languages: Lessons from the Pacific
    Developing Early Reading Assessments in First Languages: Lessons from the Pacific Denise L. Uehara and L. David van Broekhuizen Pacific Resources for Education and Learning 1. Introduction A firm foundation in reading provides students the potential for lifelong learning in a variety of disciplines. According to Lyon (1998), reading serves as the critical foundational skill for all school- based learning. Without it, opportunities for academic and occupational success are limited. Current research indicates that children who do not learn the basics of early reading are unlikely to learn them at all (Moats, 1994). A crucial component of learning to read is employing effective assessment tools for both formative and summative purposes. However, if there are no effective assessment instruments to aid in reading pedagogy, then all efforts are naught. This is the case with a majority of the classrooms in the Federated States of Micronesia (FSM). The construction of a Pacific language reading assessment is one of the many necessary steps needed to address the low rates of literacy among Micronesian students. How then does one go about creating an instrument designed to assess the early reading skills of Micronesian children? 1.1. Background of the study The necessity for the development of such an instrument was brought to the attention of Pacific Resources for Education and Learning (PREL) researchers a few years ago, at the onset of the Pacific Language Use in Schools (PLUS) study (PREL, 2000). The PLUS study sought to identify the classroom language-use patterns and instructional approaches in Pacific region schools. The study was a regional research endeavor designed to answer the question “Do classroom language use and instructional practices influence students’ literacy development?” As a part of the study, teachers in the Pacific were asked whether or not they knew explicitly the vernacular reading abilities of their students.
    [Show full text]
  • CHAPTER 13 Air Passenger Safety Instructions SECTIONS § 1301. Air
    FSMCode2014Tit20Chap13 CHAPTER 13 Air Passenger Safety Instructions SECTIONS § 1301. Air passenger safety instructions required. § 1302. Indigenous language defined. § 1303. Regulations to impose civil penalties. § 1301. Air passenger safety instructions required. Any person providing regularly scheduled passenger air transportation service between any State of the Federated States of Micronesia and any other nation aboard aircraft capable of transporting more than 25 passengers at one time shall provide, before departure from any State in which passengers are boarded, oral air passenger safety instructions in both the English language and in the indigenous language of the State of departure. The oral instructions may be supplied by recording broadcast throughout the aircraft cabin, provided such recording is clearly audible and intelligible. Source: PL 6-39 § 1. § 1302. Indigenous language defined. As used in section 1301 of this chapter, the term "indigenous language of the State of departure" shall mean the following: (1) In the State of Kosrae, the Kosraean language; (2) In the State of Pohnpei, the Pohnpeian language as spoken on Pohnpei proper; (3) In the State of Truk, the Trukese language as spoken on Moen; and (4) In the State of Yap, the Yapese language as spoken on Yap proper. Source: PL 6-39 § 2, modified. § 1303. Regulations to impose civil penalties. The Secretary of the Department of Transportation is authorized to issue implementing regulations which shall provide for the imposition of civil penalties, not to exceed $5,000 per offense, for the failure to provide air passenger safety instructions in the required languages. Such regulations shall be issued in accordance with the requirements of FSMCode2014Tit20Chap13.html[11/8/2014 9:27:11 AM] FSMCode2014Tit20Chap13 chapter 1 of title 17 of this code.
    [Show full text]
  • 45052-001: Technical Assistance Consultant's Report
    Technical Assistance Consultant’s Report Project Number: 45052 Regional–Capacity Development Technical Assistance (R–CDTA) August 2015 Quality Primary Education in the North Pacific (Financed by the Japan Fund for Poverty Reduction) Prepared by: Development Strategists International Consulting Incorporated This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design. FINAL REPORT TA 8066 REG: QUALITY PRIMARY EDUCATION IN THE NORTH PACIFIC Submitted by DEVELOPMENT STRATEGISTS INTERNATIONAL CONSULTING, INC. (PHILIPPINES) 15 August 2015 ABBREVIATIONS ADB Asian Development Bank CDTA Capacity Development Technical Assistance COFA Compact of Free Association DMC Developing Member Countries DMF Design and Monitoring Framework DOE Department of Education DRE Division of Research and Evaluation DSIC Development Strategists International Consulting, Inc. EGLA Early Grade Learning Assessment EGLA-L Early Grade Learning Assessment – Literacy EGLA-N Early Grade Learning Assessment – Numeracy EGRA Early Grade Reading Assessment EMIS Education Management Information System FGD Focus Group Discussion FSM Federated States of Micronesia JFPR Japan Fund for Poverty Reduction JICA Japan International Cooperation Agency MOE Ministry of Education MOU Memorandum of Understanding NDOE National Department of Education PAT
    [Show full text]