Cultural Survival United Nations International Year for the World s indigenous People. informationon the Mon peoples culture, history The late Joe nuna talks about Meshikamau. http://www.culturalsurvival.org/ethnosphere/links/index.cfm?count_page=3&sort_fi
Remembering Eva: The rationale is U nga ta fela hi nuna kumbe nsati. There is a whole historyof how South africas indigenous people(s) have been marginalised and http://singh.reshma.tripod.com/alternation/alternation6_1/03MALUNG.htm
Extractions: Search: Lycos Tripod Dukes of Hazzard Share This Page Report Abuse Edit your Site ... contents page The Relevance of Xitsonga Oral Tradition S.J. Malungana 1 Introduction There are three problems which I address in this article. The first concern is that often voiced by the elderly within African culture, namely that they observe the uncultured rules of morals, bad manners, lack of accepted etiquette and lack of respect among youths. The second concern is more general. The indigenous South African languages and their traditions have not received adequate attention in education, research and study. This is especially true in schools. The third concern relates to the fact that publishers do not publish indigenous cultural materials. All three these elements hang together, causing the marginalisation of African indigenous culture in South Africa. 2 The Meaning and Function of Taboos in Xitsonga Oral Tradition Xiyila (taboo) is a Xitsonga word for supernatural injunctions against socially undesirable conduct or behaviour practised by an individual. In oral tradition, a
The Lightspan Network - Sw indigenous peoples Index. Aborigines of Australia General Resources Hmong Chile EcuadorGeneral Resources peoples of the Ngbaka, Nkanu Nubi nuna Nyanja (Maravi http://www.lightspan.com/common/studyweb/sw.asp?target=http://www.studyweb.com/H
MiningWatch Canada Board Of Directors 2003-2004 Richard nuna is a member of the Innu Nation of Labrador (known to the Innu asNitassinan researcher on environment and indigenous peoples issues at the http://www.miningwatch.ca/about/Board.html
Foundation And Scope Of Human Dignity moral taboos in all of West africa s indigenous religion. when in 1441; Anton Goncalvesand nuna Tristao had When the demand for more people by the Europeans http://www.godianism.org/Monthly Editorial May 2000frame.htm
Extractions: CHANNELS: Home Obi Chi About Us Godianism ... Contact Us BROWSE: EDITORIALS HOME PAGE Selected Editorials Igbo 101 Time Syndrome Demonizing Does Africa fit in? ... The Name Game Editorials new! Points to ponder new! Common Sense It's Morning Time Who's The Judge South African Sun Dance ... A Call For Contrition Editorials 2000 June 200 THE FOUNDATION AND SCOPE OF HUMAN DIGNITY ACCORDING TO THE INDIGENOUS RELIGION OF OKEBULANI (AFRICA), AND THE SLAVERY QUESTION. "Obasi Dielu Kere Ndu- So Ya Nwe Iwerekwa", is an Igbo proverb which means-"The Supreme Being created life-Only God has the right to take it back". Before the Moslem invasion of Northern Okebulani (Africa) and the imposition of Islam on the Hausa ethnic group of Nigeria, they, like the Igbo, say in their own Hausa language: "Ubangiji Shi ne de rei-Shi kwuma ina de karifi doka nshi"-God created life. Only God alone has the right to take it back". The Yoruba ethnic group of Western Nigeria say the same thing in their language-"Olodumare lo da emii-onwu no lo de ni agbara lati gba", which means "God created life and is the only one that has the right to take it back". This philosophy is shared by other ethnic groups of Africa who express the adage in various ways in their own languages.
The Great Commission And The Languages Group, Location, Religion, People. Nguin, Gan, Beng), Ngwe, Ngwo, Njeng, nuna (Nunuma,Southern Guinea, Central africa, , Maluku, South American indigenous, Tohono http://teachinghearts.org/dre82language.html
Extractions: And I saw another angel flying in midheaven, having an eternal gospel to preach to those who live on the earth, and to every nation and tribe and tongue and people. - Revelation 14: 6. We have several barriers to meeting this challenge. But God is providing a way to meet them. Language - With over 6,500 languages the task seems impossible. Each aspect of a language poses a unique set of problems. This confines us to producing material by population size. Spoken Language - There is a problem with dialects, pronounciation and the availability of qualified people to teach the gospel. Also, a single written word can have several meanings depending on the tone used to pronounce the word.
PLB143 - Lecture 20: Who Owns Biodiversity? A bean seed of claim 9, wherein said nuna accession is selected from the group There are at least 30 million indigenous peoples in the Southeast Asian http://www.agronomy.ucdavis.edu/gepts/pb143/lec20/plb143l20.htm
Extractions: var sc_project=808826; var sc_partition=4; var sc_security="44c58da3"; var sc_invisible=1; Gepts, P. 2004. Who owns biodiversity and how should the owners be compensated? Plant Physiology 134:1295-1307 Pdf version Gepts P. 2002. A comparison between crop domestication, classical plant breeding, and genetic engineering. Crop Sci. 42: 1780-1790. Pdf version Pachico, D. 2001. Implementing farmers' rights in genetic resources: approaches to benefit sharing. Biopolicy journal 2001:Paper 1 (online). http://www.bioline.org.br/request?py01001
Agricultural Communications Online Bibliography Search Results Bioprospecting/biopiracy and indigenous peoples Published Nov 30 1994.Bracing for El nuna Andean groups hopping mad about PoppingBean patent http://web.aces.uiuc.edu/agcomdb/search.asp?search_txtKeyword=information contro
Mossi History Contemporary Mossi External Link River and conquered several less powerful peoples, including Dogon, Lela , nuna ,and Kurumba . Mossi ruling elite were Muslims, indigenous cultures were http://www.masterliness.com/a/Mossi.htm
Extractions: var GLB_RIS='http://www.masterliness.com';var GLB_RIR='/cincshared/external';var GLB_MMS='http://www.masterliness.com';var GLB_MIR='/site/image';GLB_MML='/'; document.write(''); document.write(''); document.write(''); document.write(''); Science People Non User Locations ... Timeline A2('N'); Index: A B C D ... Z A3('s','.','htm','','N'); Mossi is the name of a people living in central Burkina Faso . There are approximately 3.5 million and they speak the More language The Mossi states were created around A.D., when bands of horsemen rode north from what is now northern Ghana into the basin of the Volta River and conquered several less powerful peoples, including Dogon , Lela , Nuna , and Kurumba . These were integrated into a new society call Mossi, with the invaders as chief s and the conquered as commoner s. The emperor of the Mossi is the Moro Naba , who lives in the capital, Ouagadougou , and has the status of a Divine King . In the centuries between 1500 and the Mossi were a major political and military force in the bend of the Niger River and were effective in resisting the movements of Muslim Fulani armies across the Sudan As distinct from the African region of the same name (usually shortened to the Sudan the Republic of the Sudan (or just Sudan is the largest country in Africa, situated in the northeast part of the continent. The capital is Khartoum. It borders Egypt to t
The ACTivist Magazine Ashini, chief of Sheshatshit; schoolteacher ManiKatinen (Kathleen) nuna; PenoteMichel oppression and violation of the rights of indigenous peoples are still http://www.activistmagazine.com/index.php?option=content&task=view&id=100&Itemid
New AcquisitionsTemplate , indigenous peoples, Indians of North America Canada. Title,Early childhood education related to children in africa and international http://www.lib.uwo.ca/education/Winter2005.html
Extractions: Title: Kid smart posters [picture] / [author, Donna Kunzler]. Description: In everything we do let's think how our "smarts" can interlink Body smart (bodily-kinesthetic) Picture smart (spatial) Logic smart (logical-mathematical) Music smart (musical) Nature smart (naturalist) People smart (interpersonal) Self smart (intrepersonal) Word smart (linguistic). Title: Description: Part 1 discusses the importance of emotional health and how to maintain it; the symptoms and causes of anxiety, as well as types of anxiety disorders. Part 2 defines depression and discusses its symptoms, causes, and types. Also discussed is how anxiety and depression can lead to suicide. Solution strategies are also discussed, as well as what to do if a person is considering suicide or knows someone who is.
Education Indigenous To Place indigenous peoples throughout the world have sustained their unique worldviews of mammals and fish dwelt till sent to the nuna (Earth) to replenish it, http://www.ankn.uaf.edu/EIP.html
Extractions: Education Indigenous to Place: Western Science Meets Native Reality by Angayuqaq Oscar Kawagley and Ray Barnhardt Indigenous peoples throughout the world have sustained their unique worldviews and associated knowledge systems for millenia, even while undergoing major social upheavals as a result of transformative forces beyond their control. Many of the core values, beliefs and practices associated with those worldviews have survived and are beginning to be recognized as having an adaptive integrity that is as valid for today's generation as it was for generations past. The depth of indigenous knowledge rooted in the long inhabitation of a particular place offers lessons that can benefit everyone, from educator to scientist, as we search for a more satisfying and sustainable way to live on this planet. Alaska Native people have their own ways of looking at and relating to the world, the universe, and to each other. Their traditional education processes were carefully constructed around observing natural processes, adapting modes of survival, obtaining sustenance from the plant and animal world, and using natural materials to make their tools and implements. All of this was made understandable through thoughtful stories and demonstration. Indigenous views of the world and approaches to education have been brought into jeopardy with the spread of western social structures and institutionalized forms of cultural transmission. Recently, however, many Native as well as non-Native people are recognizing the limitations of the western educational system, and new approaches are being devised. It is the intent of this chapter to contribute to our understanding of the relationship between Native ways of knowing and those associated with western science and formal education, so we can devise a system of education for all people that respects the philosophical and pedagogical foundations provided by both indigenous and western cultural traditions. While the examples used here will be drawn from the Alaska Native context, they are illustrative of the issues that emerge in any context where efforts are underway to reconnect education to a sense of place (Orr, 1994).
Extractions: It's fully loaded when you see the purple menu bar at the foot of the page. reetings from Australia. Welcome to this Red-Letter Day . Below you will find today's global celebrations, birthdays and events. First time here? See the Index for How it works Celebrate each and every day with a free subscription to the daily ezine. You can apply by form or send a blank email Read what the 'Almaniacs' (members) say about Wilson's Almanac I request your support if this website pleases and informs you, as this is my livelihood. Thank you, from the bottom of my fridge. Inquiries from publishers are welcome, but, dear reader, please don't use my work without my written permission . If I've inadvertently used something of yours that you consider not to fall under the fair use doctrine, please tell me and I'll remove it.
Food And Agriculture Organization Report (August 16, 2001) purposes and the fact that the indigenous people had prior claims did not directlyconcern the nuna bean but a couple of participants in africa (Olutogun, 4/5; http://www.pestlaw.com/x/international/FAO-20010816A.html
Extractions: August 16, 2001 CONFERENCE 6 OF THE FAO ELECTRONIC FORUM ON BIOTECHNOLOGY IN FOOD AND AGRICULTURE http://www.fao.org/biotech/forum.htm 1.1 Background information on IPRs and patents A few participants gave some background information on IPRs and patents that reinforced or supplemented information previously provided in the Background Document to the conference. A There are two reasons why someone would apply for a patent in a developing country: i) to make a profit - which requires two elements seldom present together in developing countries, i.e. a good market for the invention and the means (financial resources and a functional legal system) to enforce the patent ii) to prevent the developing country making infringing products (only the largest international corporations would patent for this reason) b) Making a profit from a patent requires the applicant having funds to i) obtain or license the patent ii) enforce it c) Licensing of patents is less attractive in developing countries as the market may be small and patent enforcement may be expensive, slow or uncertain. 1.2 Companies from developed countries patenting genetic material from developing countries
Record Of Proceedings There should be support for Aboriginal youth going to the South africa conference . Restore the cultural/traditional ways of life of indigenous peoples http://www.pch.gc.ca/progs/multi/wcar/res/ROP_e.shtml
Extractions: Table of Contents INTRODUCTION ALBERTA REGIONAL CONSULTATION This Record of Proceedings is a summary of the discussions that took place during seven regional consultations across Canada in the fall and spring of 2000-2001. Held in Edmonton, Vancouver, Winnipeg, Toronto, Halifax, Montreal and Iqaluit, these consultations were part of Canada's domestic preparations for the United Nations World Conference Against Racism, Racial Discrimination, Xenophobia and Related Intolerance. The World Conference will take place from August 31 to September 7, 2001 in South Africa. The regional consultations served as a forum for many individuals and groups to discuss and learn more about Canada's diversity and to find ways of resolving the problems of discrimination, racism, and hate. By working together to develop a strategy to fight racism at home and to establish Canada's positions for the World Conference, the participants were helping to build bridges between people, communities and countries.
Extractions: "Education Indigenous to Place" by Angayuqaq Oscar Kawagley, 1997 Materials: Article (below) Estimated Time: 60 minutes To help you read this article, follow the Guided Reading suggestions on this page. "Education Indigenous to Place" provides the framework for the Culturally Responsive Schools Standards. Dr. Kawagley, the author, has also written a book: "A Yupiaq Worldview: A Pathway to Ecology and Spirit". We highly recommend that you read this book at some point. BEFORE READING THE ARTICLE
Extractions: March 20, 2001 Tales from a Tribunal: The nuna bean is part of the Andean heritage. It is our treasure. For a company to patent a nuna cross, claiming the bean-nut popping bean as an invention with absolute world novelty is immoral and violates the rights of all indigenous groups, said Elias Carreno, Coordinator of the Stop Biopiracy in the Andes Campaign of the Associacion Kechua-Aymara for Sustainable Livelihoods, ANDES (translated from Spanish). Indigenous elders from six Andean communities that grow nuna beans met in late February for a traditional Quechua tribunal to deliberate on US Patent No. 6,040,503 on the bean-nut popping bean awarded to a US food processor, Appropriate Engineering and Manufacturing. The popping bean trait is found only in the Andean nuna bean, which the inventors claim in their patent. After hearing testimony from expert witnesses, the tribunal rendered their decision. Their verdict was unflinching in its criticism of intellectual property monopolies that are predatory on the knowledge, rights and resources of indigenous people. Ayahuasca, quinoa, and now nuna, said Carreno, referring to controversial US patent claims on traditional Andean medicinal plants and food crops. (The ayahuasca and quinoa patents were subsequently overturned or abandoned due to the protests of indigenous peoples). These plants represent the collective heritage and knowledge of our people, and we won t sit back and allow our popping-bean to be appropriated by a monopoly patent.
African Masks African peoples often symbolize death by the colour white rather than Having conquered the indigenous peoples, the Lunda gradually assimilated with them http://www.vub.ac.be/BIBLIO/nieuwenhuysen/african-art/african-art-collection-mas
Extractions: (of variable age, artistic quality, and degree of authenticity) Many African societies see masks as mediators between the living world and the supernatural world of the dead, ancestors and other entities. Masks became and still become the attribute of a dressed up dancer who gave it life and word at the time of ceremonies. The sculptor begins by cutting a piece of wood and leaving it to dry in the sun; if it cracks, it cannot be used for a mask. African sculptors see wood as a complex living material and believe each piece can add its own feature to their work. Having made certain the wood is suitable, the sculptor begins, using an azde to carve the main features, a chisel to work on details and a rough leaf to sand the piece.
African Statues, Sculptures, Figures, Fetishes Lineages and clans of the indigenous tengabisi inhabitants own the masks, andonly the large group of Baule people/tribe from Ivory Coast in Westafrica http://www.vub.ac.be/BIBLIO/nieuwenhuysen/african-art/african-art-collection-sta
Extractions: (of variable age, artistic quality, and degree of authenticity) Clicking on a small photo brings you a bigger photo. Some of the pieces are available (for exchange for instance). The attributions of the origin of the objects is based on their stylistic characteristics and/or on the data provided by the seller and/or experts, but of course certainty cannot be reached. 1. Bamana / Bambara / (Baumana) / (Banbara) people/tribe from Mali, West-Africa 1.1. Female janiform figure in the style of the Bamana / Bambara / (Baumana) or the neighbouring Marka/Warka and Bozo tribes/people Information about Mali and the art from that country can be found on the WWW: http://www.vmfa.state.va.us/mali_geo_hist.html Information about Bamana/Bambara ceremonies and art can be found for instance in the following sources: Jacques Kerchache, Jean-Louis Paudrat, Lucien Stephan, L'art et les grandes civililitations: L'art africain. Paris : Editions Mazenod, 1988, 620 pp.
