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The creation myth of the United States begins with the plucky English puritans of the Mayflower--but what about the story of its sister ship, the Seaflower. Few people today know the story of the passengers aboard the Seaflower, who in 1630 founded a rival puritan colony on an isolated Caribbean island called Providence. They were convinced that England’s empire would rise not in barren New England, but rather in tropical Central America. However, Providence became a colony in constant crisis: crops failed, slaves revolted . . . and then there were the pirates. And, as Tom Feiling discovers in this surprising history, the same drama was played out by the men and women who re-settled the island one hundred years later. The Island That Disappeared presents Providence as a fascinating microcosm of colonialism--even today. At first glance it is an island of devout churchgoers - but look a little closer, and you see that it is still dependent on its smugglers. At once intimate and global, this story of puritans and pirates goes to the heart of the contradictory nature of the Caribbean and how the Western World took shape.
Settled in the seventeenth century by Puritans, Providence Island, as it was then known, attracted a wide diversity of people from around the world over the next three centuries, including English, Scottish, Afro-Caribbean, American Indian, Irish, Polish, Swedish, Austrian, Chinese, and Spanish immigrants. Part One of this book provides an historical, religious, and cultural background to the development of Providencia Island. Part Two contains genealogical listings of the Robinson, Archbold, Howard, Newball, Taylor, and Britton families, and of those interrelated with them.
This volume offers a first survey of projects from around the world that seek to implement Creole languages in education. In contrast to previous works, this volume takes a holistic approach. Chapters discuss the sociolinguistic, educational and ideological context of projects, policy developments and project implementation, development and evaluation. It compares different kinds of educational activities focusing on Creoles and discusses a list of procedures that are necessary for successfully developing, evaluating and reforming educational activities that aim to integrate Creole languages in a viable and sustainable manner into formal education. The chapters are written by practitioners and academics involved in educational projects. They serve as a resource for practitioners, academics and persons wishing to devise or adapt educational initiatives. It is suitable for use in upper level undergraduate and post-graduate modules dealing with language and education with a focus on lesser used languages.