Podcasts about Miskito

➨ Iscrivetevi al nostro canale Telegram: https://t.me/spazio_70Diventa un supporter di questo podcast: https://www.spreaker.com/podcast/spazio-70--4704678/support.Tra i temi toccati all'interno dell'episodio: 1) Il decennio sandinista; 2) L' afflusso di migliaia di «simpatizzanti rivoluzionari» da tutto il mondo; 3) Militanti, esuli e intelligence. L'Intercontinental Hotel di Managua; 4) Un passaporto in cambio della collaborazione con i sandinisti; 5) La «piñata» dopo la sconfitta elettorale del 1990; 6) Capo dell'intelligence e ministro degli Interni. La figura di Tomas Borge Martinez; 7) Stati Uniti e Contras. Milioni di dollari per la «controrivoluzione»; 8) Repressione e censura nel Nicaragua sandinista. Le persecuzioni contro religiosi cattolici e indigeni Miskito.

Rounding Up Season 2 | Episode 11 – Translanguaging Guest: Tatyana Kleyn Mike Wallus: Over the past two years, we've done several episodes on supporting multilingual learners in math classrooms. Today we're going back to this topic to talk about “translanguaging,” an asset-focused approach that invites students to bring their full language repertoire into the classroom. We'll talk with Tatyana Kleyn about what translanguaging looks like and how all teachers can integrate this practice into their classrooms.  Mike: Well, welcome to the podcast, Tatyana. We're excited to be talking with you today.  Tatyana Kleyn: Thank you. This is very exciting.  Mike: So, your background with the topic of multilingual learners and translanguaging, it's not only academic. It's also personal. I'm wondering if you might share a bit of your own background as a starting point for this conversation.  Tatyana: Yes, absolutely. I think for many of us in education, we don't randomly end up teaching in the areas that we're teaching in or doing the work that we're doing. So, I always like to share my story so people know why I'm doing this work and where I'm coming from. So, my personal story, I work a lot at the intersection of language migration and education, and those are all three aspects that have been critical in bringing me here. So, I was actually born in what was the Soviet Union many, many years ago, and my family immigrated to the United States as political refugees, and I was just 5½ years old. So, I actually never went to school in the Soviet Union. Russian was my home language, and I quickly started speaking English, but my literacy was not quick at all, and it was quite painful because I never learned to read in my home language. I never had that foundation.  Tatyana: So, when I was learning to read in English, it wasn't meaning making, it was just making sounds. It was kind of painful. I once heard somebody say, “For some people, reading is like this escape and this pure joy, and for other people it's like cleaning the toilet. You get in and you get out.” And I was like, “That's me. I'm the toilet cleaner.” ( laughs ) So, that was how reading was for me. I always left my home language at the door when I came into school, and I wanted it that way because I, as a young child, got this strong message that English was the language that mattered in this country. So, for example, instead of going by Tatyana, I went by Tanya. So, I always kind of kept this secret that I spoke this other language. I had this other culture, and it wasn't until sixth grade where my sixth-grade teacher, Ms. Chang, invited my mom to speak about our immigration history.  Tatyana: And I don't know why, but I thought that was so embarrassing. I think in middle school, it's not really cool to have your parents around. So, I was like, “Oh my God, this is going to be horrible.” But then I realized my peers were really interested—and in a good way—and I was like, “Wait, this is a good thing?” So, I started thinking, “OK, we should be proud of who we are and let just people be who they are.” And when you let people be who they are, they thrive in math, in science, in social studies, instead of trying so hard to be someone they're not, and then focusing on that instead of everything else that they should be focusing on as students.  Mike: So, there's a lot there. And I think I want to dig into what you talked about over the course of the interview. I want to zero in a little bit on translanguaging though, because for me, at least until quite recently, this idea of translanguaging was really a new concept, a new idea for me, and I'm going to guess that that's the case for a lot of the people who are listening to this as well. So, just to begin, would you talk briefly about what translanguaging is and your sense of the impact that it can have on learners?  Tatyana: Sure. Well, I'm so glad to be talking about translanguaging in this space specifically, because often when we talk about translanguaging, it's in bilingual education or English as a second language or is a new language, and it's important in those settings, right? But it's important in all settings. So, I think you're not the only one, especially if we're talking about math educators or general elementary educators, it's like, “Oh, translanguaging, I haven't heard of that,” right? So, it is not something brand new, but it is a concept that Ofelia García and some of her colleagues really brought forth to the field in the early 2000s … around 2009. And what it does is instead of saying English should be the center of everything, and everyone who doesn't just speak English is peripheral. It's saying, “Instead of putting English at the center, let's put our students' home language practices at the center. And what would that look like?” So, that wouldn't mean everything has to be in English. It wouldn't mean the teacher's language practices are front and center, and the students have to adapt to that. But it's about centering the students and then the teacher adapting to the languages and the language practices that the students bring. Teachers are there to have students use all the language at their resource—whatever language it is, whatever variety it is. And all those resources will help them learn. The more you can use, when we're talking about math, well, if we're teaching a concept and there are manipulatives there that will help students use them, why should we hide them? Why not bring them in and say, “OK, use this.” And once you have that concept, we can now scaffold and take things away little by little until you have it on your own. And the same thing with sometimes learning English.  Tatyana: We should allow students to learn English as a new language using their home language resources. But one thing I will say is we should never take away their home language practices from the classroom. Even when they're fully bilingual, fully biliterate, it's still about, “How can we use these resources? How can they use that in their classroom?” Because we know in the world, speaking English is not enough. We're becoming more globalized, so let's have our students grow their language practices. And then students are allowed and proud of the language practices they bring. They teach their language practices to their peers, to their teachers. So, it's really hard to say it all in a couple of minutes, but I think the essence of translanguaging is centering students' language practices and then using that as a resource for them to learn and to grow, to learn languages and to learn content as well.  Mike: How do you think that shifts the experience for a child?  Tatyana: Well, if I think about my own experiences, you don't have to leave who you are at the door. We are not saying, “Home language is here, school language is there, and neither shall the two meet.” We're saying, “Language, and in the sense that it's a verb.” And when you can be your whole self, it allows you to have a stronger sense of who you are in order to really grow and learn and be proud of who you are. And I think that's a big part of it. I think when kids are bashful about who they are, thinking who they are isn't good enough, that has ripple effects in so many ways for them. So, I think we have to bring a lens of critical consciousness into these kind of spaces and make sure that our immigrant-origin students, their language practices, are centered through a translanguaging lens.  Mike: It strikes me that it matters a lot how we as educators—internally, in the way that we think and externally, in the things that we do and the things that we say—how we position the child's home language, whether we think of it as an asset that is something to draw upon or a deficit or a barrier, that the way that we're thinking about it makes a really big difference in the child's experience.  Tatyana: Yes, absolutely. Ofelia García, Kate Seltzer and Susana Johnson talk about a translanguaging stance. So, translanguaging is not just a practice or a pedagogy like, “Oh, let me switch this up, or let me say this in this language.” Yes, that's helpful, but it's how you approach who students are and what they bring. So, if you don't come from a stance of valuing multilingualism, it's not really going to cut it, right? It's something, but it's really about the stance. So, something that's really important is to change the culture of classrooms. So, just because you tell somebody like, “Oh, you can say this in your home language, or you can read this book side by side in Spanish and in English if it'll help you understand it.” Some students may not want to because they will think their peers will look down on them for doing it, or they'll think it means they're not smart enough. So, it's really about centering multilingualism in your classroom and celebrating it. And then as that stance changes the culture of the classroom, I can see students just saying, “Ah, no, no, no, I'm good in English.” Even though they may not fully feel comfortable in English yet, but because of the perception of what it means to be bilinguals.  Mike: I'm thinking even about the example that you shared earlier where you said that an educator might say, “You can read this in Spanish side by side with English if you need to or if you want to.” But even that language of you can implies that, potentially, this is a remedy for a deficit as opposed to the ability to read in multiple languages as a huge asset. And it makes me think even our language choices sometimes will be a tell to kids about how we think about them as a learner and how we think about their language.  Tatyana: That's so true, and how do we reframe that? “Let's read this in two languages. Who wants to try a new language?” Making this something exciting as opposed to framing it in a deficit way. So that's something that's so important that you picked up on. Yeah.  Mike: Well, I think we're probably at the point in the conversation where there's a lot of folks who are monolingual who might be listening and they're thinking to themselves, “This stance that we're talking about is something that I want to step into.” And now they're wondering what might it actually look like to put this into practice? Can we talk about what it would look like, particularly for someone who might be monolingual to both step into the stance and then also step into the practice a bit?  Tatyana: Yes. I think the stance is really doing some internal reflection, questioning about what do I believe about multilingualism? What do I believe about people who come here, to come to the United States? In New York City, about half of our multilingual learners are U.S. born. So, it's not just immigrant students, but their parents, or they're often children of immigrants. So, really looking closely and saying, “How am I including respecting, valuing the languages of students regardless of where they come from?” And then, I think for the practice, it's about letting go of some control. As teachers, we are kind of control freaks. I can just speak for myself. ( laughs ) I like to know everything that's going on.  Mike: I will add myself to that list, Tatyana.  Tatyana: It's a long list. It's a long list. ( laughs ) But I think first of all, as educators, we have a sense when a kid is on task, and you can tell when a kid is not on task. You may not know exactly what they're saying. So, I think it's letting go of that control and letting the students, for example, when you are giving directions … I think one of the most dangerous things we do is we give directions in English when we have multilingual students in our classrooms, and we assume they understood it. If you don't understand the directions, the next 40 minutes will be a waste of time because you will have no idea what's happening. So, what does that mean? It means perhaps putting the directions into Google Translate and having it translate the different languages of your students. Will it be perfect? No. But will it be better than just being in English? A million times yes, right?  Tatyana: Sometimes it's about putting students in same-language groups. If there are enough—two or three or four students that speak the same home language—and having them discuss something in their home language or multilingually before actually starting to do the work to make sure they're all on the same page. Sometimes it can mean if asking students if they do come from other countries, sometimes I'm thinking of math, math is done differently in different countries. So, we teach one approach, but what is another approach? Let's share that. Instead of having kids think like, “Oh, I came here, now this is the bad way. Or when I go home and I ask my family to help me, they're telling me all wrong.” No, again, these are the strengths of the families, and let's put them side by side and see how they go together.  Tatyana: And I think what it's ultimately about is thinking about your classroom, not as a monolingual classroom, but as a multilingual classroom. And really taking stock of who are your students? Where are they and their families coming from, and what languages do they speak? And really centering that. Sometimes you may have students that may not tell you because they may feel like it's shameful to share that we speak a language that maybe other people haven't heard of. I'm thinking of indigenous languages from Honduras, like Garífuna, Miskito, right? Of course, Spanish, everyone knows that. But really excavating the languages of the students, the home language practices, and then thinking about giving them opportunities to translate if they need to translate. I'm not saying everything should be translated. I think word problems, having problems side by side, is really important. Because sometimes what students know is they know the math terms in English, but the other terms, they may not know those yet.  Tatyana: And I'll give you one really powerful example. This is a million years ago, but it stays with me from my dissertation. It was in a Haitian Creole bilingual classroom. They were taking a standardized test, and the word problem was where it was like three gumballs, two gumballs, this color, what are the probability of a blue gumball coming out of this gumball machine? And this student just got stuck on gumball machine because in Haiti people sell gum, not machines, and it was irrelevant to the whole problem. So, language matters, but culture matters, too, right? So, giving students the opportunity to see things side by side and thinking about, “Are there any things here that might trip them up that I could explain to them?” So, I think it's starting small. It's taking risks. It's letting go of control and centering the students.  Mike: So, from one recovering control freak to another, there are a couple of things that I'm thinking about. One is expanding a little bit on this idea of having two kids who might speak to one another in their home language, even if you are a monolingual speaker and you speak English and you don't necessarily have access to the language that they're using. Can you talk a little bit about that practice and how you see it and any guidance that you might offer around that?  Tatyana: Yeah, I mean, it may not work the first time or the second time because kids may feel a little bit shy to do that. So maybe it's, “I want to try out something new in our class. I really am trying to make this a multilingual class. Who speaks another language here? Let's try … I am going to put you in a group and you're going to talk about this, and let's come back. And how did you feel? How was it for you? Let me tell you how I felt about it.” And it may be trying over a couple times because kids have learned that in most school settings, English is a language you should be using. And to the extent that some have been told not to speak any other language, I think it's just about setting it up and, “Oh, you two spoke, which language? Wow, can you teach us how to say this math term in this language?”  Tatyana: “Oh, wow, isn't this interesting? This is a cognate, which means it sounds the same as the English word. And let's see if this language and this language, if the word means the same thing,” getting everyone involved in centering this multilingualism. And language is fun. We can play with language, we can put language side by side. So, then if you're labeling or if you have a math word wall, why not put key terms in all the languages that the students speak in the class and then they could teach each other those languages? So, I think you have to start little. You have to expect some resistance. But over time, if you keep pushing away at this, I think it will be good for not only your multilingual students, but all your students to say like, “Oh, wait a minute, there's all these languages in the world, but they're not just in the world. They're right here by my friend to the left and my friend to the right” and open up that space.  Mike: So, I want to ask another question. What I'm thinking about is participation. And we've done an episode in the past around not privileging verbal communication as the only way that kids can communicate their ideas. We were speaking to someone who, their focus really was elementary years mathematics, but specifically, with multilingual learners. And the point that they were making was, kids gestures, the way that they use their hands, the way that they move manipulatives, their drawings, all of those things are sources of communication that we don't have to only say, “Kids understand things if they can articulate it in a particular way.” That there are other things that they do that are legitimate forms of participation. The thing that was in my head was, it seems really reasonable to say that if you have kids who could share an explanation or a strategy that they've come up with or a solution to a problem in their home language in front of the group, that would be perfectly legitimate. Having them actually explain their thinking in their home language is accomplishing the goal that we're after, which is can you justify your mathematical thinking? I guess I just wanted to check in and say, “Does that actually seem like a reasonable logic to follow that that's actually a productive practice for a teacher, but also a productive practice for a kid to engage in?”  Tatyana: That makes a lot of sense. So, I would say for every lesson you, you may have a math objective, you may have a language objective, and you may have both. If your objective is to get kids to understand a concept in math or to explain something in math, who cares what language they do it in? It's about learning math. And if you're only allowing them to do it in a language that they are still developing in, they will always be about English and not about math. So, how do you take that away? You allow them to use all their linguistic resources. And we can have students explain something in their home language. There are now many apps where we could just record that, and it will translate it into English. If you are not a speaker of the language that the student speaks, you can have a peer then summarize what they said in English as well. So, there's different ways to do it. So yes, I think it's about thinking about the objectives or the objective of the lesson. And if you're really focusing on math, the language is really irrelevant. It's about explaining or showing what they know in math, and they can do that in any language. Or even without spoken language, but in written language artistically with symbols, et cetera.  Mike: Well, and what you made me think, too, is for that peer, it's actually a great opportunity for them to engage with the reasoning of someone else and try to make meaning of it. So, there's a double bonus in it for that practice.  Tatyana: Exactly. I think sometimes students don't really like listening to each other. They think they only need to listen to the teacher. So, I think this really has them listen to each other. And then sometimes summarizing or synthesizing is a really hard skill, and then doing it in another language is a whole other level. So, we're really pushing kids in those ways as well. So, there's many advantages to this approach.  Mike: Yeah, absolutely. We have talked a lot about the importance of having kids engage with the thinking of other children as opposed to having the teacher be positioned as the only source of mathematical knowledge. So, the more that we talk about it, the more that I can see there's a lot of value culturally for a mathematics classroom in terms of showing that kids thinking matters, but also supporting that language development as well.  Tatyana: Yes, and doing it is hard. As I said, none of this is easy, but it's so important. And I think when you start creating a multilingual classroom, it just has a different feel to it. And I think students can grow so much in their math, understanding it and in so many other ways.  Mike: Absolutely. Well, before we close the interview, I invite you to share resources that you would recommend for an educator who's listening who wants to step into the stance of translanguaging, the practice of translanguaging, anything that you would offer that could help people continue learning.  Tatyana: I have one hub of all things translanguaging, so this will make it easy for all the listeners. So, it is the CUNY New York State Initiative on Emergent Bilinguals. And let me just give you the website. It's C-U-N-Y [hyphen] N-Y-S-I-E-B.org. And I'll say that again. C-U-N-Y, N-Y-S-I-E-B.org, cuny-nysieb.org. That's the CUNY New York State Initiative on Emergent Bilinguals. And because it's such a mouthful, we just say “CUNY NYSIEB,” as you could tell by my own, trying to get it straight. You can find translanguaging resources such as guides. You can find webinars, you can find research, you can find books. Literally everything you would want around translanguaging is there in one website. Of course, there's more out there in the world. But I think that's a great starting point. There's so many great resources just to start with there. And then just start small. Small changes sometimes have big impacts on student learning and students' perceptions of how teachers view them and their families.  Mike: Thank you so much for joining us, Tatiana. It's really been a pleasure talking with you.  Tatyana: Yes, it's been wonderful. Thank you so much. And we will just all try to let go a little bit of our control little by little. Both: ( laugh)  Tatyana: Because at the end of the day, we really don't control very much at all. ( laughs )  Mike: Agreed. ( chuckles ) Thank you.  Tatyana: Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

As The Kerry Investigation starts, Mattes and Kerry's staff track down a mercenary who was reportedly running operations in the field for the secret war being run by the White House, and his story will change everything Mattes thinks he knows about covert operations. If you would like this podcast early and ad-free please go to:https://lawyersgunsandmoney.supercast.com/

Poyais: a magical place, and the picture of Caribbean paradise. And according to Scottish swindler Gregor MacGregor, it could all be yours … if you invested in his land, Poyais. In the early 19th century, MacGregor invented his own country, and then conned investors into buying the bonds of a country that did not exist.See omnystudio.com/listener for privacy information.

Steve Box is a marine biologist studying the effects of fishing practices that endanger more than half of our ocean's biodiversity.His work assesses the impact of fishing on coastal ecosystems and connections between key marine species. Steve focused on collaborative solutions to improve fishing practices with Smithsonian's Marine Conservation Program. The Marine Conservation Program is based at the Smithsonian Marine Station at Fort Pierce, Florida.Steve was the first scientist to study the extent and scale of different fishing activities in Honduras in the Western Caribbean and their importance to the economy and food security of rural areas. This effort evolved from his doctoral research in Honduras, where he studied the coral reefs around the Bay Islands. Later he began working with indigenous Miskito fishers to build sustainable commercial fisheries that provided local livelihoods while preserving biodiversity.Working with local communities and governments, Steve uses his research to help create networks of marine protected areas with measurable biodiversity conservation impact. To inform the design and placement of marine protected areas Steve uses molecular and genetic approaches, spatial dynamics and modeling, and fisheries economics and remote sensing. Steve's research and investment in local communities is building fisheries that protect the environment and the livelihoods for fishers in the Western Caribbean and around the world.SELECTED LINKS FROM THE EPISODE Predicting vulnerability to management changes in data-limited, small-scale fisheries. Marine Policy Evaluating tools for the spatial management of fisheries Fine-scale population structure of Lobatus gigas in Jamaica's exclusive economic zone considering hydrodynamic influences A case for redefining the boundaries of the Mesoamerican Reef Ecoregion Isolation by oceanic distance and spatial genetic structure in an overharvested international fishery A genuine win‐win: resolving the “conserve or catch” conflict in marine reserve network design Biophysical connectivity explains population genetic structure in a highly dispersive marine species Contrasting genetic effects of red mangrove (Rhizophora mangle L.) range expansion along West and East Florida OTHER RELATED LINKS Ocean Resilience: Biodiversity's Role in Coping with Adversity  On ocean dumping and ocean pollution On Marine Debris and the impact of human  On the Great Pacific Garbage Patch A message from Dr. Steve Box as Senior Vice President, Fish Forever OPINION: To help the ocean globally, we need a local approach Long and short term economic drivers of overexploitation in Honduran coral reef fisheries due to their dependence on export markets. Follow the Data Podcast: Why are small-scale fisheries such a big deal?  Catalyzing sustainable fisheries management through behavior change interventions  Human Behaviour: The Key Source of Uncertainty in Fisheries Management Social marketing is shown to help small fishing communities adopt sustainable fishing practices The hidden value of artisanal fisheries in Honduras Scientists design first reserve network balancing fishing benefits, species protection System-level optimal yield: increased value, less risk, improved stability, and better fisheries Hidden in plain sight: Using optimum yield as a policy framework to operationalize ecosystem-based fisheries management Follow the Data Podcast: Community-Based Conservation: Local Approach with a Global Impact Using stakeholder's perspectives of ‘Managed Access' to guide management efforts in small-scale fisheries Stakeholders in Fisheries Understanding stakeholder conflicts in coastal fisheries: evidence from the brackish lagoons around Rügen, Germany Stakeholder participation and sustainable fisheries: an integrative framework for assessing adaptive comanagement processes Many government subsidies lead to overfishing. Here's a solution. 25 Reasons Why the WTO Must End Subsidies That Drive Overfishing The sea is running out of fish, despite nations' pledges to stop it Overfishing - Marine Stewardship Council Putting an end to billions in fishing subsidies could improve fish stocks and ocean health Impact of COVID-19 on small-scale coastal sheries of Southeast Sulawesi, Indonesia Fish landing app tracks boat and catch New App gives Fishers a Say - Living Oceans Foundation Tracing Fish and Finances Fisheries app for mobile devices introduced in the Philippines Indonesian former fisheries minister jailed for bribery in lobster exports New and Emerging Technologies for Sustainable Fisheries Global Fishing Index Global Fishing Index - Conservation Finance Alliance  Global Fishing Index - Ocean decade.org IUU fishing Index 2021 Local leaders called upon to safeguard small-scale fishing - devex Oceana Annual Report 2020 - 2021

I know I have been Missing in action. I have something important to share and seeing as we are ignored by the UN. I am helping my mom by any platform necessary to bring to light the plight of our nation. This is A Special Announcement on Ckiara Nation Regarding Human Right Violation on my Maternal Nation Miskitu, ASLA TAKAYA, Of 12 Tribes. Here is the petition I urgently ask you to sign. We have acquired footage to prove the monstrous acts of the Colonos (www.miskitunation.org) under orders of the Sandinista Regime to illegally poses land, Murder, Women, Children, the Elderly, Human Beings. We have acquired footage to prove the monstrous acts of the Colonos (www.miskitunation.org) under orders of the Sandinista Regime to illegally poses land, Murder, Women, Children, the Elderly, Human Beings. We are Addressing Vladimir Putin and XI Jinping who are protecting the Sandinista Regime of Psychopaths. The Earth is for everyone. No one is better than no one else. In your quest for world domination and Superiority. You must first supersede the human illnesses of the past and do not acquire by criminal methods because however, you call it and if that is your means of gain. It is criminal! One is voided inwardly. To say that is how men have treated one other since the begging of time is to say the world is being run by primal antics and neanderthal intelligence and that the very technology we create can advance but we are just herded, too lazy to forward think in denial of our animal selves, claiming intellect, but we are below the animals because of unspeakable acts we perpetrate on one and other and it is preventable! www.miskitunation.org Please sign this petition On Behalf Of: The Miskitu Government-in-Exile and Miskitu Peoples To: OHCHR Special Procedures Branch Reference: Urgent information on alleged human rights violations to OHCHR special Procedures and Request for Immediate International Intervention in the Miskitu Autonomous Regions of Central America As the Matriarch of our most beloved Miskitu Peoples, I come before the International Community once again by providing urgent information and indisputable proof of horrific human rights violations and the torment of genocide against my peoples by the Nicaraguan Colonos (Colonists) who have been sent into our autonomous territories by the Sandinista government of José Daniel Ortega Saavedra and his wife Rosario María Murillo Zambrana for the purpose of seizing our homes, farms, natural resources and forests at the expense of liquidating and torturing our people in our entirety for the purpose of atrocities that constitute genocide. It has been with a heavy heart that my pleas before the United Nations and OAS have been ignored and our suffering met with international silence. I am commanding the Elders of each and every one of our Miskitu communities and villages to come together, gather volunteers for the purpose of assembling local militias bearing arms, in the preparation for the defense of our Peoples by whatever means available under the conditions of the political doctrine of "jus ad Bellum". If my people are going to be mutilated and killed, let their sacrifices and deaths be In defense of our nation and tribes for the protection of our families and peoples and we will die as fighters for our rights to exist as free and safe Miskito peoples. More at www.miskitunation.org --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/ckiarasexculture2045/message Support this podcast: https://anchor.fm/ckiarasexculture2045/support

Central America, a narrow, mountainous, and largely impoverished stretch of land spanning seven countries, is a surprising and underexposed Latin American musical hot zone. The region’s bizarre and tumultuous history has led to a fascinating mix of cultural influences – Spanish conquistadors, British pirates, and American banana companies have at one time or another vied for power. Add to this mix the presence of large indigenous enclaves, Anglo-Caribbean migrants, the Afro-Arawak Garifuna and Miskito peoples, and the many musical influences of the Caribbean, and you have the makings of a very interesting musical tapestry. Salsa and merengue, soca and calypso, reggae and reggaeton—it all comes together in Central America. In our program, we visit Panama, a little-known musical treasure trove. Here on the isthmus, music from around the Americas mixed together in a unique stew: American, Cuban, Colombian and Jamaican influences combine to form a highly complex and unique musical culture. We’ll hear interviews from Spanish reggae star Kafu Banton, Afro-Spanish linguist John Lipski, traditional Afro-Latino princess Marcia Rodriguez, the dancehall duo Los Rakas, and many more. APWW #596 Produced by Marlon Bishop

El Pueblo Chortí ha expresado la importancia de retomar las acciones que permitan el equilibrio y la armonía entre el ser humano y la naturaleza, considerando la importancia que tiene el agua para nuestra vida y para nuestro desarrollo, Norma Sarcir expone en su artículo La salud y nutrición del pueblo Maya Ch’orti’ y el inminente peligro ante la falta de agua aspectos a considerar ante la eminente amenaza y acciones a adoptar tomando de ejemplo al Pueblo Chortí de Olopa, Chiquimula y sus acciones comunitarias. En base a este artículo se preparó este programa radial para conocer sobre la importancia de resguardar y dar buen uso a los recursos naturales. En conmemoración al día de la lengua materna y con el apoyo de nuestros colaboradores y colaboradoras traducimos este programa en idioma Miskito propio de la región costa-caribe Norte y en el este de Honduras con más de 180, 000 hablantes que reflejan una resistencia así como una armonía entre culturas y pueblos originarios, la UNICEF señala que es resultado de una mezcla entre afrodescendientes y grupos Indígenas originarios del área, una lengua materna que nos recuerda cuales son nuestras raíces y la importancia de conocerlas. Puede escuchar, descargar y compartir de forma gratuita. Musicalización: - Música de Introducción “Burn Your Village to the Ground” por A Tribe Called Red. Usado con permiso. Coordinación de producción: Gabael Otzoy, Maya Kaqchikel, Cultural Survival Imagen: Norma Sancir, Guatemala Voces: - Ruth Jackson - Presly Coleman - Jhonis Missin - Seddy Cruz Flores Enlaces: Artículo "La salud y nutrición del pueblo Maya Ch’orti’ y el inminente peligro ante la falta de agua" https://www.culturalsurvival.org/news/la-salud-y-nutricion-del-pueblo-maya-chorti-y-el-inminente-peligro-ante-la-falta-de-agua Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

El Pueblo Chortí ha expresado la importancia de retomar las acciones que permitan el equilibrio y la armonía entre el ser humano y la naturaleza, considerando la importancia que tiene el agua para nuestra vida y para nuestro desarrollo, Norma Sarcir expone en su artículo La salud y nutrición del pueblo Maya Ch’orti’ y el inminente peligro ante la falta de agua aspectos a considerar ante la eminente amenaza y acciones a adoptar tomando de ejemplo al Pueblo Chortí de Olopa, Chiquimula y sus acciones comunitarias. En base a este artículo se preparó este programa radial para conocer sobre la importancia de resguardar y dar buen uso a los recursos naturales. En conmemoración al día de la lengua materna y con el apoyo de nuestros colaboradores y colaboradoras traducimos este programa en idioma Miskito propio de la región costa-caribe Norte y en el este de Honduras con más de 180, 000 hablantes que reflejan una resistencia así como una armonía entre culturas y pueblos originarios, la UNICEF señala que es resultado de una mezcla entre afrodescendientes y grupos Indígenas originarios del área, una lengua materna que nos recuerda cuales son nuestras raíces y la importancia de conocerlas. Puede escuchar, descargar y compartir de forma gratuita. Musicalización: - Música de Introducción “Burn Your Village to the Ground” por A Tribe Called Red. Usado con permiso. Coordinación de producción: Gabael Otzoy, Maya Kaqchikel, Cultural Survival Imagen: Norma Sancir, Guatemala Voces: - Ruth Jackson - Soyla Alfred - Presly Coleman - Seddy Cruz Flores Enlaces: Artículo "La salud y nutrición del pueblo Maya Ch’orti’ y el inminente peligro ante la falta de agua" https://www.culturalsurvival.org/news/la-salud-y-nutricion-del-pueblo-maya-chorti-y-el-inminente-peligro-ante-la-falta-de-agua Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

El coronavirus ha causado enfermedades que van desde el resfriado común hasta enfermedades más graves y en muchos casos ha causado hasta la muerte. El sitio web de rtve señala que actualmente existen más de 15,2 millones de casos y más de 623.000 muertos en todo el mundo. En respuesta ante esta crisis sanitaria mundial las comunidades, personas particulares, organizaciones y radios comunitarias como Radio Yapti Tasba de Nicaragua han realizado producciones radiales en idioma Miskito hablada por el pueblo Miskito en el norte de Nicaragua, particularmente en la Región Autónoma de la Costa Caribe Norte y en el este de Honduras con más de 180, 000 hablantes. En este programa puede escuchar sobre prevención desde la mirada y práctica de los mismos pueblos Indígenas. Puede escuchar, descargar y compartir de forma gratuita. Producción: - Radio Comunitaria Yapti Tasba / Nicaragua Imagen: Rosario Sul González / Cultural Survival Enlaces: - rtve Coronavirus a nivel mundial https://www.rtve.es/noticias/20200723/mapa-mundial-del-coronavirus/1998143.shtml - ONU, Coronavirus https://www.who.int/es/emergencies/diseases/novel-coronavirus-2019/advice-for-public/q-a-coronaviruses?gclid=EAIaIQobChMI0IXF6uvj6gIVcQiICR15IgbYEAAYASAAEgJsL_D_BwE Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

El coronavirus ha causado enfermedades que van desde el resfriado común hasta enfermedades más graves y en muchos casos ha causado hasta la muerte. El sitio web de rtve señala que actualmente existen más de 15,2 millones de casos y más de 623.000 muertos en todo el mundo. En respuesta ante esta crisis sanitaria mundial las comunidades, personas particulares, organizaciones y radios comunitarias como Radio Yapti Tasba de Nicaragua han realizado producciones radiales en idioma Miskito hablada por el pueblo Miskito en el norte de Nicaragua, particularmente en la Región Autónoma de la Costa Caribe Norte y en el este de Honduras con más de 180, 000 hablantes. En este programa puede escuchar sobre antecedentes y evolución de la pandemia. Puede escuchar, descargar y compartir de forma gratuita. Producción: - Radio Comunitaria Yapti Tasba / Nicaragua Imagen: Rosario Sul González / Cultural Survival Enlaces: - rtve Coronavirus a nivel mundial https://www.rtve.es/noticias/20200723/mapa-mundial-del-coronavirus/1998143.shtml - ONU, Coronavirus https://www.who.int/es/emergencies/diseases/novel-coronavirus-2019/advice-for-public/q-a-coronaviruses?gclid=EAIaIQobChMI0IXF6uvj6gIVcQiICR15IgbYEAAYASAAEgJsL_D_BwE Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

El coronavirus ha causado enfermedades que van desde el resfriado común hasta enfermedades más graves y en muchos casos ha causado hasta la muerte. El sitio web de rtve señala que actualmente existen más de 15,2 millones de casos y más de 623.000 muertos en todo el mundo. En respuesta ante esta crisis sanitaria mundial las comunidades, personas particulares, organizaciones y radios comunitarias como Radio Yapti Tasba de Nicaragua han realizado producciones radiales en idioma Miskito hablada por el pueblo Miskito en el norte de Nicaragua, particularmente en la Región Autónoma de la Costa Caribe Norte y en el este de Honduras con más de 180, 000 hablantes. En este programa puede escuchar sobre prevención, síntomas y cuidados. Puede escuchar, descargar y compartir de forma gratuita. Producción: - Radio Comunitaria Yapti Tasba / Nicaragua Imagen: Rosario Sul González / Cultural Survival Enlaces: - rtve Coronavirus a nivel mundial https://www.rtve.es/noticias/20200723/mapa-mundial-del-coronavirus/1998143.shtml - ONU, Coronavirus https://www.who.int/es/emergencies/diseases/novel-coronavirus-2019/advice-for-public/q-a-coronaviruses?gclid=EAIaIQobChMI0IXF6uvj6gIVcQiICR15IgbYEAAYASAAEgJsL_D_BwE Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

In the struggle to protect land, water and natural resources Indigenous people have always been on the frontline.  These conflicts effect us all - if the Amazon burns, if oil is drilled in the Arctic, if Indonesian forests are felled, we all face the dire consequences. These conflicts are increasingly violent. Hundreds of indigenous of activists are killed every year. Many more are threatened, imprisoned, attacked and silenced.  Despite their global importance and urgency we rarely hear these stories. This episode is about why, and what we can do about it. Most of all it is an opportunity to hear directly from someone on the frontline; Lottie Cunningham a lawyer and member of the Miskito people in Nicaragua whose lives and land are in dire trouble.  Ben Leather from the NGO Global Witness also join Lucy and Tom to give context for the silenced stories of indigenous land defenders worldwide. Socials: Lucy Siegle: https://twitter.com/lucysiegle https://www.instagram.com/theseagull Tom Mustill: https://www.instagram.com/tommustill https://twitter.com/tommustill

Samuel Powery describes the wattle-and-daub construction technique that old Caymanians employed to build their homes. Later, he takes us to a sandbar near Nicaragua’s Miskito Cay, where he toughed out a powerful storm. Finally, we end on an out-of-control cargo ship and a crying captain on the Bay of Biscay.Story first published 8 Jan. 2020Read more at https://www.caymancompass.com/2020/01/08/samuel-powery-we-always-pray-for-the-people-at-sea/.

El Coronavirus o Covid-19 a nivel mundial esta afectando la salud de los humanos, este es virus que causan enfermedades que van desde el resfriado común hasta enfermedades más graves, este ya ha afectado a más de 162 países de 195. !Este brote es grave! y en este programa puede encontrar más información en Idioma Miskito de las formas de prevenir el contagio. Escuche, descargue y compartir de forma gratuita. Musicalización: “Burn Your Village to the Ground” por A Tribe Called Red. Usado con permiso. Enlaces: Coronavirus, Organización Mundial de la Salud https://www.who.int/es Traducción: Lineth Castillo Bell Voz: Chorly Marín Sambola Edición: Rosario Sul González / Cultural Survival Esto es una producción de Radio de Derechos Indígenas. Nuestros programas son gratuitos para escuchar, descargar y difundir.

.Reconciliation in the classroom with Miskito educator Liz Bonisteel. Liz is a teacher librarian at an elementary school and uses her position to ensure that children are educated in a way that recognizes and honours diverse voices meaningfully. Her own personal story, the events at the Indigenous People's March, and her work in the classroom are all intertwined. Opening with a poem by Cheryl Savageau from her book Mother/Land. Our theme is Fearless.

Tribes

Welcome to Unravel's new minisode series: Fashion in Focus. Each FIF will detail the brief history of a garment, accessory or textile. In this FIF Jasmine talks about her research on Afro-descendant and indigenous dress in the Mosquito (Miskito) coast of Nicaragua and discusses the history of tuno (tunu) cloth. Tuno cloth is a bark cloth that is made by Miskito and the Mayangna indigenous groups in the Mosquito coast of Nicaragua a territory which extends from the eastern coast of Nicaragua and to southern part of Honduras. Image: Display of contemporary ensembles made from tuno cloth. Courtesy of CDAPI Facebook. Center for the Autonomy and Development of Indigenous Peoples (CADPI): www.cadpi.org/ CADPI Facebook: www.facebook.com/cadpi.info/ Website: www.unravelpodcast.com Instagram: @unravelpodcast Twitter: @unravelpodcast Facebook: www.facebook.com/unravelpodcast/ Pinterest: Unravel: a fashion podcast www.pinterest.com/afashionpodcast/ Stitcher: www.stitcher.com/podcast/unravel-podcast In the mood for giving our GoFundMe is still open: www.gofundme.com/csaunravel2017 Waller Gallery Website www.wallergallery.com/ Waller Gallery Instagram: @wallergallery Help Jasmine get to the Progressive Connextions Conference in Palermo GoFundme: www.gofundme.com/nicadress

In a world that increasingly seems to strive for uniformity, afro-descendant Creole people on the eastern coast of Nicaragua seek to hold on to their unique culture through their food. Incoming palm plantations are fragmenting traditional Creole farmland and making it difficult for local coconut oil businesses. Overfishing and pesticides from the palm fields are reducing stocks of fish in the lagoons, making it more difficult to access traditional protein sources. In the towns and cities along the coast, an influx of foreign products is setting a new standard for how you should look, talk and eat. Rondon is one of the most celebrated traditional Creole dishes. Similar to a curry, it has a base of coconut milk in which you cook cassava, dasheen, breadfruit, baby corn and fried fish with fresh herbs and spices. It's a dish with strong connections to Africa. For a people descended from freed blacks, escaped slaves and indigenous Americans, holding on to Rondon is holding on to heritage.

In a world that increasingly seems to strive for uniformity, afro-descendant Creole people on the eastern coast of Nicaragua seek to hold on to their unique culture through their food. Incoming palm plantations are fragmenting traditional Creole farmland and making it difficult for local coconut oil businesses. Overfishing and pesticides from the palm fields are reducing stocks of fish in the lagoons, making it more difficult to access traditional protein sources. In the towns and cities along the coast, an influx of foreign products is setting a new standard for how you should look, talk and eat. Rondon is one of the most celebrated traditional Creole dishes. Similar to a curry, it has a base of coconut milk in which you cook cassava, dasheen, breadfruit, baby corn and fried fish with fresh herbs and spices. It's a dish with strong connections to Africa. For a people descended from freed blacks, escaped slaves and indigenous Americans, holding on to Rondon is holding on to heritage.

Dr. Myrna Cunningham, from the indigenous Miskito community in Nicaragua, knows a lot about indigenous peoples, forests, and climate change. Join Pabsy Pabalan as she uncovers some fascinating lore about the importance of forests. Watch Myrna and other experts in a spirited discussion about exciting initiatives benefiting forests and the people who depend on them: http://live.worldbank.org/think-forests-why-investing-in-forests-is-the-next-big-thing *** ABOUT PABSYLIVE A young professional and a native of the Philippines, Pabsy has become our star reporter and a trusted voice with young people. Her interviews capture a wide range of World Bank Group issues: agriculture and sustainability, food and water security, childhood development, forced marriage, climate change, microfinance, transportation, labor issues and regulations, and digital dividends. To read more: http://blogs.worldbank.org/voices/pabsylive-springs-meetings

Scuba Diving in an Aquarium Guest Host Rich Synowiec of Divers Incorporated & White Star Quarry Scuba in the News Tropical Storm Nicole Could Wreak Havoc on NYC's Subway System Sealife struggling as oxygen levels drop again in Hood Canal Indian navy wants to take over 2 islands in Goa Scuba diving on rise despite lack of life in Lebanese waters Miskito divers risk injury and death to feed seafood markets An Oil Rig's Second, Scuba-Diving Life Legally blind Petoskey man takes on scuba diving Groveland scuba diver to retry record attempt Navy destroyer to be sunk off Ocean City for fish reef Arthur W. Radford scuttling set for November And of course the bad scuba joke of the week.

LISTEN TO AUDIO NOW SEG1: The Nautilus Lifeline is a Scuba Diver VHF Radio and GPS, No base unit requirement, Waterproof to 120 meters. http://nautiluslifeline.com SEG2: Titan CCR: We interview Dr. Randy Klein-Gross, Ph.D.  about the the Titan Closer Circuit Rebreather. The Titan CCR is a small, compact, lightweight system that is easy to use and travel with. The unit is simple to use, understand and maintain. http://www.titandivegear.com/titanccr SEG3: Diver’s Alert Network: Project on Harvesting Divers. Eric Douglass tells us of a DAN study of the plight of the Miskito Indian harvesting divers, who risk their lives every day just to make a living. Diving up to 12 times a day for a two-week period, often with no access to knowledge of safe diving practices, harvesting divers experience a higher-than-average rate of decompression illness (DCI), some cases of which are so severe that divers are left permanently disabled or die.http://www.diversalertnetwork.org/News/Article.aspx?newsid=985635219    http://blogs.nationalgeographic.com/blogs/news/chiefeditor/2010/09/miskito-divers-risk-death.html SEG4: At DEMA 2010 we bump into long time PDR listener and IPSC shooter John Owen.http://www.ipsc.org/

MSW student Diana Chaves talks about her work to build sustainable communities with several indigenous groups in Latin America. Trained in architecture and environmental management, Diana has been sponsored by the St. Louis Zoo to consult with the Biosphere Reserve of BOSAWAS in Nicaragua on exploring ways the ecotourism can yield sustainable development for the country’s Mayagna and Miskito communities. Parallel to her studies, Diana has worked in environmental education for undergraduate students in Architecture and other programs, coordinating field trips around Colombia to raise conscience in tropical biodiversity and natural resources. She also kept her position as director of special projects for an engineer enterprise, developing advisory in environmental management, quality coordinator, auditory and administrative management. She has participated as well, in a few consultant projects related with the design of ecological trails in different natural reserves. In addition, Diana had written more than 500 educative articles in the past 7 years, for a magazine for children in Colombia. The topics are related to Environmental Issues, Ecology, Biology, Geography, Conservation, History, Health, Cultures and Human Diversity, among others.

Description: Estudio Biblico en el idioma Miskito de Mateo 15.01-28. A Miskito language Bible study of Matthew 15.01-28

Description: Estudio Biblico en el idioma Miskito de Mateo 14.01-36. A Miskito language Bible study of Matthew 14.01-36

Description: Estudio Biblico en el idioma Miskito de Mateo 13.51-58. A Miskito language Bible study of Matthew 13.51-58.

Description: Estudio Biblico en el idioma Miskito de Mateo 13.34-50. A Miskito language Bible study of Matthew 13.34-50.

Description Estudio Biblico en el idioma Miskito de Mateo 13.11-33. A Miskito language Bible study of Matthew 13.11-33.

Description Estudio Biblico en el idioma Miskito de Mateo 13.01-10. A Miskito language Bible study of Matthew 13.01-10.

Description Estudio Biblico en el idioma Miskito de Mateo 12.43-50. A Miskito language Bible study of Matthew Mateo 12.43-50.

Estudio Biblico en el idioma Miskito de Mateo 12.38-42. A Miskito language Bible study of Matthew Mateo 12.38-42.

Estudio Biblico en el idioma Miskito de Mateo 12.12-37. A Miskito language Bible study of Matthew 12.12-37.

Estudio Biblico en el idioma Miskito de Mateo 12.01-21. A Miskito language Bible study of Matthew 12.01-21

Estudio Biblico en el idioma Miskito de Mateo Mateo 11.25-30. A Miskito language Bible study of Matthew 11.25-30

Estudio Biblico en el idioma Miskito de Mateo Mateo 10.26-42. A Miskito language Bible study of Matthew Mateo 10.26-42.

Estudio Biblico en el idioma Miskito de Mateo 09.18-38. A Miskito language Bible study of Matthew 09.18-38.

Estudio Biblico en el idioma Miskito de Mateo 09.01-17. A Miskito language Bible study of Matthew 09.01-17.

Estudio Biblico en el idioma Miskito de Mateo 07:13-8:13. A Miskito language Bible study of Matthew 07:13-8:13.

Scuba Diving in an Aquarium Guest Host Rich Synowiec of Divers Incorporated & White Star Quarry Scuba in the News Tropical Storm Nicole Could Wreak Havoc on NYC's Subway System Sealife struggling as oxygen levels drop again in Hood Canal Indian navy wants to take over 2 islands in Goa Scuba diving on rise despite lack of life in Lebanese waters Miskito divers risk injury and death to feed seafood markets An Oil Rig's Second, Scuba-Diving Life Legally blind Petoskey man takes on scuba diving Groveland scuba diver to retry record attempt Navy destroyer to be sunk off Ocean City for fish reef Arthur W. Radford scuttling set for November And of course the bad scuba joke of the week.