...Bahamian History Bk.I by Bain, G. Macmillan,1983 2.Caribbean story Bk. I and II By Claypole, W Longman (new edition) 1987 3. Development to Decolonization by Greenwood R, Macmillan, 1987 4.Caribbean people Bk.I by Lennox Honeychurch. Nelson, 1979 The Migration of the Indians to the New World. It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on level of development, structure of society, religion). The migration continued south through Central America into South America from where the Arawaks and Caribs migrated to the West Indies...
Words: 69958 - Pages: 280
...overcome the challenges they now face. However, these challenges created by globalization are transferred to the design and application of effective TVET facilities, thereby making it even more difficult to conquer these globalization issues. Technical and Vocational Education and Training (TVET) has many soubriquets depending on the area of the world in which you reside. In various parts of the world it is also known as vocational education, workforce education, technical education, apprenticeship training or Career and Technical Education (CTE), as it is more commonly referred to presently. TVET “comprises all more or less organized or structured activities, whether or not they lead to recognized qualification, which aim to provide people with knowledge, skills and competencies that are necessary and sufficient in order to perform a job or set of jobs” (Özsoy, 2007).In today’s rapidly changing technological environment, new disciplines are constantly being created and refined, and the emphasis that was once placed on the academic forms of study is slowly but surely being eroded. In this innovative age, the primeval chain of thought that individuals entering the technical/vocational fields only did so because they are unable to grasp the higher level, academic and theoretical aspects of education is fast becoming extinct. One would think that this...
Words: 3418 - Pages: 14
...MAURITIUS? Introduction This assignment aims to look at the special importance of human capital to the economy of Mauritius. First, we go about defining the concept of human capital. Afterwards, there will be a section which talks a bit about the history of the economy of Mauritius. Then we will move on to another section which tries to explore the different factors as to why and how human capital is important to Mauritius. We will then have a concluding remark. We will end by some possible recommendations. What is human capital? Adam Smith defined human capital as follows: “Fourthly, of Justin Slay’s types of capital which is of the acquired and useful abilities of all the inhabitants or members of the education, study, or apprenticeship, always costs a real expense, which is a capital fixed and realized, as it were, in his person. Those talents, as they make a part of his fortune, so do they likewise that of the society to which he belongs. The improved dexterity of a workman may be considered in the same light as a machine or instrument of trade which facilitates and abridges labour, and which, though it costs a certain expense which certainly repays afterwards. The use of the term in the modern neoclassical economic literature dates back to Jacob Mincer's article "Investment in Human Capital and Personal Income Distribution" in the Journal of Political Economy in 1958. Theorists also found that, human capital is a means of production, into which additional investment...
Words: 4728 - Pages: 19
...caribbean studies notes MODULE ONE LOCATION AND DEFINITION OF THE CARIBBEAN REGION Definition of the Caribbean Region Geographical This describes the area washed by the Caribbean Sea and is often described as the Caribbean Basin. It would therefore include most of the islands of the Lesser Antilles, Greater Antilles as well as the mainland territories in Central America (Costa Rica, Belize, Panama, Honduras) and Northern South America such as Columbia and Venezuela. The common link here is the Caribbean Sea. Geological There are deep seated structural features of Caribbean geology which also identifies commonalities. It is the area that is defined by the Caribbean Plate and which experiences similar tectonic, seismic and volcanic features and processes. Historical It describes the area that saw the impact of European colonization, slavery, indentureship and the plantation system. this refers to all the territories so that one way of defining the Caribbean is to identify those countries that experienced the rule of specific European countries. Thus the Caribbean may be defined as being broken up into the English, French, Dutch and Spanish speaking countries and territories. Political In the Caribbean at least three types of governmental systems are found. They include Independent States, Associated States and Colonial Dependencies. CHARACTERISTICS OF SOCIETY Society Society is a collection of people occupying a defined geographical...
Words: 9332 - Pages: 38
...ADVANCED PROFICIENCY EXAMINATIONS MAY/JUNE 2007 GENERAL COMMENTS The format of the Examination in CAPE History is similar for both Unit 1 and Unit 2. Paper 01 in each unit consisted of nine short-answer questions, three on each Module. The questions were intended to assess the range of content covered by the syllabus, and questions were set on each theme. Candidates were expected to answer all nine questions. This paper was worth 30 per cent of the candidates’ overall grade. Paper 02, on the other hand, emphasized depth of coverage. Three questions were set on each Module, one of which required candidates to analyse extracts from a set of documents related to one of the themes in the Module. The other two questions were extended essays. Both the document analysis and the essay questions required well-developed and clearly reasoned responses. Candidates were required to choose three questions, one from each Module. They were required to respond to one document analysis and two essay questions. This paper contributed 50 per cent to the candidates’ overall grade. Paper 03, was the internal assessment component. Candidates were required to complete a research paper on a topic of their choice from within the syllabus. This paper contributed 20 per cent to the candidates’ overall grade. Unit 1: The Caribbean in the Atlantic World Paper 1- Short Responses that Test Coverage Module 1 This Module focused on Indigenous Societies and their encounter with the Iberians. Question 1 This question...
Words: 3883 - Pages: 16
...in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history, looking at the non elite and into topics such as family life. Books started to look at women’s social and political activities. Unfortunately there was a lack of first hand accounts from the period of the transatlantic slave trade – accounts written by men at the time either ignored women or perpetuated the myth of female inferiority and stereotyping. Gender sensitivity history was one...
Words: 6900 - Pages: 28
...Our vision is to enhance the quality of life of our citizens by bringing arts and culture from the margins to the mainstream of the economy and society through culturally sustainable policies and actions that will lead us to the status of the first Artistic & Cultural Island City in the World Table of contents Page Message of Prime Minister…………………………………………………………. 3 Message of Minister of Arts and Culture …………………………………………... 4 Introduction…………………………………………………………………………. 5 Executive summary…………………………………………………………………. 7 Chapter 1: Overview of the Arts and Culture set-up ………………………………. 19 Chapter 2: The Music industry……………………………………………………... 23 Chapter 3: The Arts sector …………………………………………………………. 30 Chapter 4: Publishing, Reading and Writing ………………………………………. 39 Chapter 5: The audio-visual sector ………………………………………………… 43 Chapter 6: Heritage Management and Promotion………………………………….. 47 Chapter 7: Mauritius, an Artistic and Cultural Island City- ACIC………………… 51 Chapter 8: Developing synergies…………………………………………………… 56 Chapter 9: Arts and Culture: the cement of our nation …………………………….. 61 Chapter 10: Conclusion - Arts and Culture make Mauritius a haven ……………...63 Message of the Prime Minister Culture is connecting with development and is poised to become a fundamental component of sustainable development. This White Paper sets the stage for...
Words: 20646 - Pages: 83
...Economic Revival June 2012 June 2012 © Confederation of Indian Industry Copyright © 2011 by Confederation of Indian Industry (CII), All rights reserved. No part of this publication may be reproduced, stored in, or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior written permission of the copyright owner. CII has made every effort to ensure the accuracy of information presented in this document. However, neither CII nor any of its office bearers or analysts or employees can be held responsible for any financial consequences arising out of the use of information provided herein. However, in case of any discrepancy, error, etc., same may please be brought to the notice of CII for appropriate corrections. Published by Confederation of Indian Industry (CII), The Mantosh Sondhi Centre; 23, Institutional Area, Lodi Road, New Delhi-110003 (INDIA), Tel: +91-11-24629994-7, Fax: +91-11-24626149; Email: info@cii.in; Web: www.cii.in Confederation of Indian Industry The Mantosh Sondhi Centre 23, Institutional Area , Lodi Road, New Delhi – 110 003 Tel.: 011-24621874, 24629994-97 : Fax: 011-24626149 Website:www.cii.in Edited, printed and published by: Chandrajit Banerjee, Director General, CII on behalf of Confederation of Indian Industry from The Mantosh Sondhi Centre, 23, Institutional Area, Lodi Road, New Delhi –110 003 Tel: 91-11-24629994-7 Fax: 91-11-24626149 email:...
Words: 19794 - Pages: 80
...improve the lives of refugee women and children through a vigorous program of public education and advocacy, and by acting as a technical resource. The Commission, founded in 1989 under the auspices of the International Rescue Committee, is the only organization in the United States dedicated solely to speaking out on behalf of women and children uprooted by armed conflict or persecution. Acknowledgments The Women’s Commission expresses its sincere thanks to the scores of practitioners who participated in the study and to the Andrew W. Mellon Foundation, UNHCR (Senior Coordinator for Refugee Children Office) and Dr. Gail Furman for their generous support and commitment to children and adolescents affected by war and persecution. This report was researched and written by Jane Lowicki, Senior Coordinator, Children and Adolescents...
Words: 101041 - Pages: 405
...This page intentionally left blank Entrepreneurship Second Edition William Bygrave Babson College Andrew Zacharakis Babson College John Wiley & Sons, Inc. To Frederic C. Hamilton and John H. Muller, Jr., pioneers, entrepreneurs, and benefactors of Babson College. VICE PRESIDENT AND PUBLISHER EDITOR EDITORIAL ASSISTANT MARKETING MANAGER PHOTO EDITOR DESIGNER PRODUCTION MANAGER SENIOR PRODUCTION EDITOR GEORGE HOFFMAN LISE JOHNSON SARAH VERNON KAROLINA ZARYCHTA HILARY NEWMAN RDC PUBLISHING GROUP SDN BHD JANIS SOO JOYCE POH Cover image © panorios/iStockphoto This book was set in 10.5/12pt Adobe Garamond by Laserwords Private Limited and printed and bound by RR Donnelley. The cover was printed by RR Donnelley. This book is printed on acid free paper. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support....
Words: 60876 - Pages: 244
...3122-prelims.qxd 10/29/03 2:20 PM Page i International Human Resource Management 3122-prelims.qxd 10/29/03 2:20 PM Page ii 3122-prelims.qxd 10/29/03 2:20 PM Page iii second edition International Human Resource Management edited by A n n e - Wi l H a r z i n g J o r i s Va n R u y s s e v e l d t SAGE Publications London l Thousand Oaks l New Delhi 3122-prelims.qxd 10/29/03 2:20 PM Page iv © Anne-Wil Harzing and Joris van Ruysseveldt, 2004 First published 2004 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 1 Olivers Yard London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 4039 1 ISBN 0 7619 4040 5 (pbk) Library of Congress Control Number...
Words: 205529 - Pages: 823
...essays have been selected to give you the widest possible range of materials from which to profit. The first four applicants all applied to the University of Chicago. They were chosen by Chicago’s admissions director, Don Martin, according to my desire that they be from four very different people and of average quality for those admitted. In other words, these essays will show you exactly what you are competing against. They are of perfectly acceptable quality, but they should not discourage you. If you follow the lessons of this book you should be able to surpass each of these efforts. The second set of three applicants—Melissa, Doreen, and Carol—is taken from Columbia University’s files. Columbia’s admissions director, Linda Meehan, was asked to supply several applications, again from people of widely differing backgrounds, but this time of superior quality. I think that this group’s applications are of a somewhat higher average standard than the Chicago applications, true to my request, but I do not think that any of them should prove daunting to readers of this book. The remaining applicants feature a high proportion of candidates whom Education U.S.A. helped apply. This is not true for all of them, but what is true is that all of their applications are of a high standard....
Words: 76050 - Pages: 305
...U N I T E D N AT I O N S C O N F E R E N C E O N T R A D E A N D D E V E L O P M E N T WORLD INVESTMENT REPORT 2011 NON-EQUITY MODES OF INTERNATIONAL PRODUCTION AND DEVELOPMENT U N I T E D N AT I O N S C O N F E R E N C E O N T R A D E A N D D E V E L O P M E N T WORLD INVESTMENT REPORT 2011 NON-EQUITY MODES OF INTERNATIONAL PRODUCTION AND DEVELOPMENT New York and Geneva, 2011 ii World Investment Report 2011: Non-Equity Modes of International Production and Development NOTE The Division on Investment and Enterprise of UNCTAD is a global centre of excellence, dealing with issues related to investment and enterprise development in the United Nations System. It builds on three and a half decades of experience and international expertise in research and policy analysis, intergovernmental consensus-building, and provides technical assistance to developing countries. The terms country/economy as used in this Report also refer, as appropriate, to territories or areas; the designations employed and the presentation of the material do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. In addition, the designations of country groups are intended solely for statistical or analytical convenience and do not necessarily express a judgment about the stage...
Words: 156270 - Pages: 626
...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
Words: 123617 - Pages: 495
...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
Words: 211687 - Pages: 847
