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Newsletter 298 AMDG F E B R U a R Y 2 0 0 9
stonyhurst association NEWSLETTER NEWSLETTER 298 AMDG FEBRU A R Y 2 0 0 9 1 stonyhurst association NEWSLETTER NEWSLETTER 298 AMDG FEBRUA RY 2009 lourdes 150th anniversary edition CONTENTS FROM THE CH A IR man F CHRist came TO TURN THE Pedro Arrupe arrived in Lourdes as a Diary of Events 4 world upside down, Berna dette, medical student but left to become a Congratulations 5 that stalwart by whom Lourdes Jesuit. His life was transformed, and Iis now known throughout the world, he challenged us also, as Jesuit alumni, Correspondence is another example of his amazing to transform our lives. To him, a Jesuit & Miscellany 6 aptitude to choose the right people to education that was not an education be vehicles of his grace. Bernadette for justice was deficient. By justice, Reunions & Convivia 8 was the antithesis of worldly power; Arrupe meant first a basic respect for small, frail, illiterate, living in all which forbids the use of others 1983 Reunion 9 absolute poverty in the Cachot (the as instruments for our own profit; Eagle Aid 10 town gaol). The transformational second, a firm resolve not to profit force of the messages that she passed passively from the active oppression Charities’ News 11 to us reflects the power of the gospel. of others and which refuses to be a Lourdes is an upside down place, silent beneficiary of injustice; third, a Lourdes 13 where the ‘malades’ are carried or decision to work with others towards Headmaster’s Report 21 pushed at the front of all the liturgies dismantling unjust social structures, and processions, where so called so as to set free those who are weak Committee Report 23 “broken humanity” is promoted to and marginalised. -
Peoples in the Brazilian Amazonia Indian Lands
Brazilian Demographic Censuses and the “Indians”: difficulties in identifying and counting. Marta Maria Azevedo Researcher for the Instituto Socioambiental – ISA; and visiting researcher of the Núcleo de Estudos em População – NEPO / of the University of Campinas – UNICAMP PEOPLES IN THE BRAZILIAN AMAZONIA INDIAN LANDS source: Programa Brasil Socioambiental - ISA At the present moment there are in Brazil 184 native language- UF* POVO POP.** ANO*** LÍNG./TRON.**** OUTROS NOMES***** Case studies made by anthropologists register the vital events of a RO Aikanã 175 1995 Aikanã Aikaná, Massaká, Tubarão RO Ajuru 38 1990 Tupari speaking peoples and around 30 who identify themselves as “Indians”, RO Akunsu 7 1998 ? Akunt'su certain population during a large time period, which allows us to make RO Amondawa 80 2000 Tupi-Gurarani RO Arara 184 2000 Ramarama Karo even though they are Portuguese speaking. Two-hundred and sixteen RO Arikapu 2 1999 Jaboti Aricapu a few analyses about their populational dynamics. Such is the case, for RO Arikem ? ? Arikem Ariken peoples live in ‘Indian Territories’, either demarcated or in the RO Aruá 6 1997 Tupi-Mondé instance, of the work about the Araweté, made by Eduardo Viveiros de RO Cassupá ? ? Português RO/MT Cinta Larga 643 1993 Tupi-Mondé Matétamãe process of demarcation, and also in urban areas in the different RO Columbiara ? ? ? Corumbiara Castro. In his book (Araweté: o povo do Ipixuna – CEDI, 1992) there is an RO Gavião 436 2000 Tupi-Mondé Digüt RO Jaboti 67 1990 Jaboti regions of Brazil. The lands of some 30 groups extend across national RO Kanoe 84 1997 Kanoe Canoe appendix with the populational data registered by others, since the first RO Karipuna 20 2000 Tupi-Gurarani Caripuna RO Karitiana 360 2000 Arikem Caritiana burder, for ex.: 8,500 Ticuna live in Peru and Colombia while 32,000 RO Kwazá 25 1998 Língua isolada Coaiá, Koaiá contact with this people in 1976. -
Stonyhurst Association Newsletter 309 February 2015
AMDG STONYHURST GES RU 1762 . B .L 3 I 9 E 5 G 1 E S 1 R 7 7 E 3 M . O 4 T S 9 . 7 S 1 T O ST association news N YHUR STONYHURST NEWSLETTER 309 CHINA AND HONG KONG ASFEBRUARYSOC 2015IATION 1 GES RU 1762 . B .L 3 I 9 E G STONYHURST ASSOCIATION 5 Stonyhurst Association, Great War Battlefields Tour 2015 1 E S 1 R 7 7 E Led by Paul Garlington, Battlefield Historian 3 M . O 4 T Sunday 12th – Thursday 16th April 2015 S 9 newsletter . 7 S 1 T O ST N YHUR After the tremendous success of the Stonyhurst Great War lunchtime ferry from Dover. We will then visit the Carrière Heroes Tour last year you are invited to a second Association Wellington at Arras with dinner at 8 pm in the Somme War Graves Tour, which continues the programme of hotel. NEWSLETTER 309 AMDG FEBRUARY 2015 recognition of Stonyhurst involvement throughout the Great • Monday 13th: all day on the Somme including Beaumont War. The tour is led by Paul Garlington, Battlefield Historian Hamel, Mametz, Montauban, Fricourt andS ThiepvalT beforeO NYHURST and St Mary’s Hall and Stonyhurst College History teacher CONTENTS returning for dinner in the hotel at 8.30pm. (www.paulgarlington.com) who will take us to the sites of famous battles and also to the areas where OS were heavily • Tuesday 14th: morning and early afternoon on the Somme Diary of Events 4 involved in the fighting and many of whom fell in action. then transfer to Ypres arriving about 6.30pm. -
Keeping the Martyrs Alive
Keeping the Martyrs Alive John O’Connor OP St Edmund Campion, St Robert Southwell and Companions are remembered by the Society of Jesus on 1 December, but how does their martyrdom inform our lives as followers of Christ today? ‘Perhaps when questions are resolved and peace is restored the impact of martyrdom becomes weaker’, suggests Fr John O’Connor OP. A couple of years ago I read an who had died for their faith. Of article by Nicholas Lash, entit- course, I knew about St Oliver led ‘What Might Martyrdom Plunkett and those who suffer- Mean?’ ed under the penal laws, but at school, even in politically relax- A good question, that. There is ed Galway, it was Robert Em- a fairly obvious way of answer- met and Wolfe Tone, Connolly ing it, in high-minded, abstract and Pearse who were spoken terms. But perhaps the import- about more – mainly in history ant question is: what might lessons, admittedly – and who martyrdom mean to us , what were put forward as the key role does it actually play in our markers in the common story. lives, in our personal and coll- ective understandings of what it Photo by Lawrence OP at flickr.com I suppose it was because relig- is to be a follower of Christ? ious persecution had long gone Reflecting on the Feast of St Edmund Campion and that Oliver Plunkett did not grip the collective the English Jesuit Reformation Martyrs, I found imagination as the political martyrs did, for the myself asking these questions of myself. political questions were still ongoing and not resolved. -
A Jesuit Education
A Jesuit Education at Mount St Mary’s College and Barlborough Hall School At Mount St Mary’s College and our preparatory school, Barlborough Hall we continue a centuries-old tradition of providing a Jesuit education in the rural heart of England. The sole focus of our work is to help girls and boys, aged three to 18, to grow in compassion, competence and conscience so they become men and women for others. Welcome 2 3 Introducing the Jesuits Nearly five hundred years ago a group of intellectuals, visionaries and philosophers formed the Society of Jesus (the Jesuits). They shared a belief that if a person fully develops every aspect of themselves they can give of their best to the world. This benefits the individual, their family, the wider community and even humankind. The friends believed that ultimately, all human endeavour is for the greater glory of God. Today the Society of Jesus is renowned for its role in education. It is the largest religious order in the Roman Catholic Church, the leader of which, Pope Francis, is himself a Jesuit. There are many other prominent Jesuits in the fields of politics, science, the arts and, of course, education. The Jesuits specialise in education. Their approach and expertise has stood the test of time and has influenced the shape and delivery of education in classrooms the world over. A global network of more than 3,700 Jesuit schools, colleges and universities make the Jesuits the single most successful provider of education in history. 4 5 Defining a Jesuit School A number of principles, shared across Jesuit Our academic programme is robust and challenging schools and universities, underlie Jesuit and examination results are of great importance to education. -
Indigenous and Tribal Peoples of the Pan-Amazon Region
OAS/Ser.L/V/II. Doc. 176 29 September 2019 Original: Spanish INTER-AMERICAN COMMISSION ON HUMAN RIGHTS Situation of Human Rights of the Indigenous and Tribal Peoples of the Pan-Amazon Region 2019 iachr.org OAS Cataloging-in-Publication Data Inter-American Commission on Human Rights. Situation of human rights of the indigenous and tribal peoples of the Pan-Amazon region : Approved by the Inter-American Commission on Human Rights on September 29, 2019. p. ; cm. (OAS. Official records ; OEA/Ser.L/V/II) ISBN 978-0-8270-6931-2 1. Indigenous peoples--Civil rights--Amazon River Region. 2. Indigenous peoples-- Legal status, laws, etc.--Amazon River Region. 3. Human rights--Amazon River Region. I. Title. II. Series. OEA/Ser.L/V/II. Doc.176/19 INTER-AMERICAN COMMISSION ON HUMAN RIGHTS Members Esmeralda Arosemena de Troitiño Joel Hernández García Antonia Urrejola Margarette May Macaulay Francisco José Eguiguren Praeli Luis Ernesto Vargas Silva Flávia Piovesan Executive Secretary Paulo Abrão Assistant Executive Secretary for Monitoring, Promotion and Technical Cooperation María Claudia Pulido Assistant Executive Secretary for the Case, Petition and Precautionary Measure System Marisol Blanchard a.i. Chief of Staff of the Executive Secretariat of the IACHR Fernanda Dos Anjos In collaboration with: Soledad García Muñoz, Special Rapporteurship on Economic, Social, Cultural, and Environmental Rights (ESCER) Approved by the Inter-American Commission on Human Rights on September 29, 2019 INDEX EXECUTIVE SUMMARY 11 INTRODUCTION 19 CHAPTER 1 | INTER-AMERICAN STANDARDS ON INDIGENOUS AND TRIBAL PEOPLES APPLICABLE TO THE PAN-AMAZON REGION 27 A. Inter-American Standards Applicable to Indigenous and Tribal Peoples in the Pan-Amazon Region 29 1. -
Turtle Shells in Traditional Latin American Music.Cdr
Edgardo Civallero Turtle shells in traditional Latin American music wayrachaki editora Edgardo Civallero Turtle shells in traditional Latin American music 2° ed. rev. Wayrachaki editora Bogota - 2021 Civallero, Edgardo Turtle shells in traditional Latin American music / Edgardo Civallero. – 2° ed. rev. – Bogota : Wayrachaki editora, 2021, c2017. 30 p. : ill.. 1. Music. 2. Idiophones. 3. Shells. 4. Turtle. 5. Ayotl. 6. Aak. I. Civallero, Edgardo. II. Title. © 1° ed. Edgardo Civallero, Madrid, 2017 © of this digital edition, Edgardo Civallero, Bogota, 2021 Design of cover and inner pages: Edgardo Civallero This book is distributed under a Creative Commons license Attribution- NonCommercial-NonDerivatives 4.0 International. To see a copy of this license, please visit: https://creativecommons.org/licenses/by-nc-nd/4.0/ Cover image: Turtle shell idiophone from the Parapetí River (Bolivia). www.kringla.nu/. Introduction Turtle shells have long been used all around the world for building different types of musical instruments: from the gbóló gbóló of the Vai people in Liberia to the kanhi of the Châm people in Indochina, the rattles of the Hopi people in the USA and the drums of the Dan people in Ivory Coast. South and Central America have not been an exception: used especially as idiophones ―but also as components of certain membranophones and aero- phones―, the shells, obtained from different species of turtles and tortoises, have been part of the indigenous music since ancient times; in fact, archaeological evi- dence indicate their use among the Mexica, the different Maya-speaking societies and other peoples of Classical Mesoamerica. After the European invasion and con- quest of America and the introduction of new cultural patterns, shells were also used as the sound box of some Izikowitz (1934) theorized that Latin American string instruments. -
Innovative Operations Measures and Nutritional Support for Mass Endurance Events
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Sports Med (2015) 45 (Suppl 1):S61–S69 DOI 10.1007/s40279-015-0396-6 REVIEW ARTICLE Innovative Operations Measures and Nutritional Support for Mass Endurance Events 1,2,3 4 George T. Chiampas • Anita V. Goyal Published online: 9 November 2015 Ó The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Endurance and sporting events have increased safety and success, and such strategies and concepts are in popularity and participation in recent years worldwide, reviewed for implementation. The nature of endurance and with this comes the need for medical directors to apply events increasingly relies on medical leaders to balance innovative operational strategies and nutritional support to safety and prevention of morbidity while trying to help meet such demands. Mass endurance events include sports optimize athlete performance. such as cycling and running half, full and ultra-marathons with over 1000 participants. Athletes, trainers and health care providers can all agree that both participant outcomes 1 Introduction and safety are of the utmost importance for any race or sporting event. While demand has increased, there is rel- With the increased global popularity of endurance events atively less published guidance in this area of sports such as cycling and running half, full and ultra-marathons, medicine. This review addresses public safety, operational meeting the medical demands for the unique conditions systems, nutritional support and provision of medical care seen in these events has become a priority in the realm of at endurance events. -
Guyana's REDD+ Agreement with Norway
Guyana’s REDD+ Agreement with Norway: Perceptions of and Impacts on Indigenous Communities Tim Laing Abstract This report examines the impact of the REDD+ agreement between Guyana and Norway on indigenous communities in the country. Through literature review, analysis of secondary data, and interviews with indigenous chiefs and other informed stakeholders, it aims to understand the concerns, hopes, and fears of indigenous communities at the start of the agreement, and the effects, if any, that communities have faced from REDD+. Concerns at the inception of the agreement focused on long-standing issues with land rights, and a sense of lack of consultation. There were hopes, however, in the potential economic benefits that could accompany REDD+. Implementation of REDD+ in Guyana has proved slow, and the cash (or other benefits) received by communities has been small. Deforestation has risen—due to increased mining activity—and costs incurred by REDD+ have been minimal. This has created an overall air of scepticism regarding the future of the initiative. Future developments of REDD+ could be stronger through its indirect effect on changing donor actions, and broader policy thinking in Guyana; but major challenges exist in creating an opt-in mechanism that is fair for all indigenous communities, integrating REDD+ with the extractives industries such as mining, and keeping a focus on low-carbon development in the light of major new oil finds. Keywords: REDD+, Deforestation, Climate Change, Economic Development, Indigenous Peoples, Human Rights, Public Policy, Political Economy JEL: O19, Q01, Q23, Q28, P48 Working Paper 476 February 2018 www.cgdev.org Guyana’s REDD+ Agreement with Norway: Perceptions of and Impacts on Indigenous Communities Tim Laing Brighton Business School, University of Brighton The author would like to thank all the participants to the interviews in this study and also in the interviews for Laing (2014) that informed this work. -
Wimbledon College
Wimbledon College 125 Years of forming men for others Head of English required from September 2020 (earlier if possible) Salary scale : WCMS/UPS[Inner London] +TLR1b[£9,666] Closing date: 12pm Monday 24th June Wimbledon College is committed to safeguarding and promoting the welfare of young people. The successful candidates will be subject to an enhanced DBS check. ‘Wimbledon College is an outstanding school’ Diocesan Inspection July 2015 A Jesuit school founded in 1892 for improvement in living and learning to the greater glory of God and the common good Head of English Application Pack We are seeking to appoint a dynamic and innovative teacher to lead our excellent English Department which comprises of ten teaching staff. Each member of the department is seen as an integral part of the team, working together, sharing ideas and developing resources cohesively. The successful candidate will have the capacity to bring innovative ideas to the classroom and show a strong record of raising student attainment through their teaching. Wimbledon College prides itself on its exam results at both GCSE and A level. This is a fantastic opportunity for an exceptional teacher and you do not need to be a practising Catholic to apply. Visits to the school are welcome by appointment Job Specification • The strategic development of the department and the annual Department Development Plan • The line management of English • Monitoring and developing standards of teaching and learning in the department • Performance Management of staff within the department • Responsibility for the drawing up and updating of schemes of work • Responsibility for the schemes of assessment • Managing the composition of sets and classes • Managing the departmental timetable • Managing preparations for public examinations. -
Enafron in Web.Pdf
20YEARS ENAFRON Research ASSESSMENT OF TRAFFICKING IN PERSONS IN THE BORDER AREAS October 2013 MINISTRY OF JUSTICE NATIONAL SECRETARIAT OF JUSTICE National Secretary of Justice Paulo Abrão Director of the Department of Justice, Classification, Titles and Qualification Fernanda Alves dos Anjos Interim Anti-Trafficking Coordinator Lucicleia Souza e Silva Rollemberg UNODC – UNITED NATIONS OFFICE ON DRUGS AND CRIME Representative of the UNODC Liaison and Partnership Office in Brazil Rafael Franzini Coordinator of the Governance and Justice Unit Rodrigo Vitória Coordinator of the Crime Prevention and Public Safety Unit Nívio Nascimento Project Assistant Elisa Ribeiro ICMPD - INTERNATIONAL CENTRE FOR MIGRATION POLICY DEVELOPMENT Research Officer Claire Healy Research Coordinator in Brazil Alline Pedra Jorge Birol Research Assistant Cíntia Yoshihara Project Assistant Edgar Federzoni dos Santos Local Researchers Anamaria Marcon Venson, Cíntia Yoshihara, Eduardo Caetano da Silva, Liliana Lopes Sanjurjo, Luísa Luz da Souza, Mariana Wiecko V. de Castilho, Maurício Rebouças and Ricardo de Lacerda Ferreira. Translator Claire Healy 6 WORKING DEFINITIONS 14 LIST OF ABBREVIATIONS 16 FOREWORD 19 1. INTRODUCTION 20 1.1 Trafficking in Persons: Legal and Conceptual Framework 28 1.1.1 Trafficking in Persons and Criminal Legislation 33 1.1.2 Trafficking in Persons, Migrant Smuggling and Irregular Migration: Conceptual Commonalities and Distinctions 36 1.2 Trafficking in Persons and the Border Areas of Brazil 40 1.3 Justification for the ENAFRON Research 45 1.4 Objectives of the ENAFRON Research 48 1.5 ENAFRON Research Methodology 56 1.6 Description of the Geographic Scope of the ENAFRON Research 58 Northern Axis 68 Central Axis 72 Southern Axis 81 1.7 Time Period covered by the ENAFRON Research 85 2. -
Children Born Between 1 September 2005 and 31 August 2006
Children born between 1 September 2005 and 31 August 2006 Closing date: 31 October 2016 Starting Secondary School 2017 Contents Section Page Secondary school applications 3 When to apply and important dates 4 Choosing which secondary schools to apply for 6 Location of Merton secondary schools 10 Secondary schools in Merton 11 Secondary school admissions criteria 16 Guide to applying for a secondary school place 19 Apply for a place 22 Secondary school applications: offers & waiting lists 26 2 Secondary school applications All children transfer from primary to secondary school at the end of Year 6. Applications can be made during the period 1 September to 31 October each year. If your child attends a Merton primary school you will be provided with information at the correct time. If your child does not attend a Merton school, please contact School Admissions for further information using the details on this page. The content of this booklet is correct at the time of going to press, August 2016. The information in this booklet is also available on our website, www.merton.gov.uk/admissions. Wherever possible we would advise parents and carers to access the information via the website. Information in this booklet is for parents and carers with children due to transfer to secondary school from September 2017. If you have a child already of secondary school age and need information on how to apply for a place, please contact School Admissions for further advice. If you have any questions regarding the Secondary admissions process, please contact: School Admissions Team Civic Centre Morden SM4 5DX Telephone: 020 8274 4906 Email: [email protected] 3 When to apply and important dates The application process for children born between 1 September 2005 and 31 August 2006 will begin on 1 September 2016.