The document summarizes the history of Nicaragua, including longstanding US interventions and the repressive Somoza regime. It describes how the Sandinista revolution in 1979 overthrew Somoza, bringing hope through programs like literacy and health crusades. However, conflicts arose within the new government and with Contra rebels backed by the US, plunging Nicaragua into a civil war.
Las Dictaduras En America Latina y el Plan CondorPaola Vásquez
Las Dictaduras En America Latina y el Plan Condor
Se enumera las dictaduras dadas en ciertos países de Latino America y el porque de la creación y de que se trata el Plan Condor.
Las Dictaduras En America Latina y el Plan CondorPaola Vásquez
Las Dictaduras En America Latina y el Plan Condor
Se enumera las dictaduras dadas en ciertos países de Latino America y el porque de la creación y de que se trata el Plan Condor.
Authentically connected: Care, emotion and the challenge of technologyPaul Treadwell
Interactive slides removed for upload - Why care matters for technologists and our usage of technology:
How do we make technology mediated spaces human spaces?
How does the technology we choose shape interactions?
What are the risks, and rewards, for opening these spaces?
Mindful media | Accessibility and inclusion in social mediaPaul Treadwell
A look at accessibility in social media as a mindful practice. Expands upon the idea of accessibility to embrace inclusion as the framework for work on accessibility compliance.
An overly wordy look at the impact of the Sandinista revolution in NIcaragua and its impact of health care and health care policy. Created for ANTH216 class I'm teaching, New slideset this year so will likely undergo some revision in the future.
Encountering others | Power, privilege and solidarity in international servic...Paul Treadwell
How do we encounter 'others' in international service learning contexts. Engaging privilege for solidarity and accompaniment.The role of dialog and hope in creating common spaces.
An attempt at understanding Miskito cosmovision and it's relation to traditional healing and medicine. All errors or misinterpretations are mine alone.
How can we be of use? Interviewing expectant mothers at Casa Materna, Puerto ...Paul Treadwell
Interviews conducted January 2016 at the maternity waiting facility 'Casa Materna' in Puerto Cabezas, Nicaragua. Interviews were one aspect of this years service trip to Nicaragua from Tompkins Cortland Community College, Dryden, N.Y.
Revised (minor) version of civic making presentation, March 2016. Includes a bit about upcoming Civic Making workshop, a new, snappier, definition of civic making.
Civic making : Connecting makers to communityPaul Treadwell
What does it mean to be a civic maker? This is an attempt to define the process and program, specifically in relation to work with youth and technology.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. A moment of hope.
THE SANDINISTA REVOLUTION IN
NICARAGUA
2. WHY A REVOLUTION?
• Long history of repression and corruption under Somoza
regimes
• Extreme poverty
• Increasing alienation of the middle classes from the ruling
regime
• Successful organizing efforts by the Sandinistas
3. A LONG BURNING
FUSE
US Interventions in
Nicaragua:
• 1850
• 1853
• 1854
• 1857
• 1910
• 1912
• 1926
5. 1927-1934 SANDINO V. U.S. MARINES
U.S. Marines in Nicaragua 1927 Sandino and staff
6. ASSASSINATION
AND ASCENSION
February 1934 – Sandino
negotiates settlement with
Nicaragua President Sacasa
February 21, 1934 – Sandino
assassinated by National Guard
under direct supervision of
General Anastasio Somoza Garcia
1937 – Somoza assumes
presidency of Nicaragua
7. 1936-1979 THE
SOMOZA REGIME
Anastasio Somoza García (1896–
1956; ruled 1937–1947, 1950–
1956), the father.
Luis Somoza Debayle (1922–
1967, ruled 1956–1963), his
legitimate eldest son.
Anastasio Somoza Debayle
(1925–1980, ruled 1967–1972,
1974–1979), his second
legitimate son.
8. SANDINISTAS AND
SANDINISMO
Founded in 1961 as the National
Liberation Front by Carlos
Fonseca, Silvio Mayorga and
Tomas Borge
Fought a prolonged guerilla war
against Somoza's National Guard
Marxist/Leninist and Nationalist
philosophies
11. NICARAGUA JULY 20, 1979
• $1.6 billion dollar debt
• Ruined economic infrastructure
• 30,000 – 50,000 war deaths
• Low to no access to healthcare in rural regions
• High illiteracy rate (50.3% overall)
12. SANDINISTA RESPONSE
• Land reform
• Literacy and health campaigns
• Price fixing of commodities
• Equality for women (in theory)
• Right to unionize
13. 1980 LITERACY CRUSADE
March to August 1980
Reduced overall illiteracy rate from 50.3%
to 12.9%
FSLN viewed literacy as fundamental to
development
Literacy education is ongoing in Nicaragua
– 2012 Campaign “Yo Si Puedo”
16. LAND REFORM
• Confiscation and re-distribution
of land previously held by Somoza
and cronies
• Land titles were given to
individuals and cooperatives for
agricultural development
• Some private property
transitioned to state property
17. ‘YANKEE SANDINISTAS’
• Volunteer brigades in support of
the revolution
• Not just yankee – brigadistas
came from across the globe
• Continued through the contra war
Second Brigade Coffee Harvesters "Zumbi Dos
Palmares"
http://brigadasennicaragua.blogspot.com/
18. BEN LINDER
• U.S. Volunteer in the north of
Nicaragua.
• Engineer working on small scale
hydro for rural community
• Killed in a contra attack.
19. CONFLICTS AND CONTRAS
1980 - Conflicts within government
between Sandinista and non-
Sandinista members escalated
Formation of the Contras (counter-
revolutionary guerilla groups)
1982-1988 State of emergency and
the contra war
Editor's Notes
Latin America – chile, cuba
Grenada - Operation Urgent Fury was a 1983 United States-led invasion of Grenada, a Caribbean island nation with a population of about 91,000 located 100 miles (160 km) north of Venezuela, that resulted in a U.S. victory within a matter of weeks. Triggered by the house arrest and murder of the leader of the coup which had brought a revolutionary government to power for the preceding four years, the invasion resulted in a restoration of the pre-revolutionary regime.
Grenada gained independence from the United Kingdom in 1974. The leftist New Jewel Movement, which was seen favorably by much of the Grenadan population, seized power in a coup in 1979, suspending the constitution. After a 1983 internal power struggle ended with the deposition and murder of revolutionary prime minister Maurice Bishop, the invasion began early on 25 October 1983, just two days after thebombing of the U.S. Marine barracks in Beirut (early 23 October Beirut time).
Sir Eric Gairy had led Grenada to independence from the United Kingdom in 1974. His term in office coincided with civil strife in Grenada. The political environment was highly charged and although Gairy—head of the Grenada United Labour Party—claimed victory in the general election of 1976, the opposition did not accept the result as legitimate. The civil strife took the form of street violence between Gairy'sprivate army, the Mongoose Gang, and gangs organized by the New Jewel Movement. In the late 1970s the NJM began planning to overthrow the government. Party members began to receive military training outside of Grenada. On 13 March 1979, while Gairy was out of the country, the NJM—led by Maurice Bishop—launched an armed revolution and overthrew the government, establishing the People's Revolutionary Government.
http://query.nytimes.com/mem/archive-free/pdf?res=FB0E12F73C581B7493C2AA1789D95F438584F9
William Walker (May 8, 1824 – September 12, 1860) was an American lawyer, journalist and adventurer, who organized several private military expeditions into Latin America, with the intention of establishing English-speaking colonies under his personal control, an enterprise then known as "filibustering." Walker became president of the Republic of Nicaragua in 1856 and ruled until 1857, when he was defeated by a coalition of Central American armies, principally Costa Rica's army. He was executed by the government of Honduras in 1860.
Walker took up residence in Granada and set himself up as President of Nicaragua, after conducting a fraudulent election. He was inaugurated on July 12, 1856, and soon launched an Americanization program, reinstating slavery, declaring English an official language and reorganizing currency and fiscal policy to encourage immigration from the United States. Realizing that his position was becoming precarious, he sought support from the Southerners in the U.S. by recasting his campaign as a fight to spread the institution of black slavery, which many American Southern businessmen saw as the basis of their agrarian economy. With this in mind, Walker revoked Nicaragua's emancipation edict of 1824. This move did increase Walker's popularity in the South and attracted the attention of Pierre Soulé, an influential New Orleans politician, who campaigned to raise support for Walker's war. Nevertheless, Walker's army, weakened by an epidemic of cholera and massive defections, was no match for the Central American coalition. On December 14, 1856 as Granada was surrounded by 4,000 Honduran, Salvadoran and Guatemalan troops, Charles Frederick Henningsen, one of Walker's generals, ordered his men to set the city ablaze before escaping and fighting their way to Lake Nicaragua. An inscription on a lance reading Aquí fue Granada ("Here was Granada") was left behind at the smoking ruin of the ancient capital city.[13] http://en.wikipedia.org/wiki/William_Walker_%28filibuster%29
On February 21, 1934, Sandino was ambushed by the National Guard, together with his father, brother Socrates, two of his favorite generals, Estranda and Umanzor; and the poet Sofonías Salvatierra (who was Sacasa's Minister of Agriculture), while leaving a new round of talks with Sacasa.[25] Leaving Sacasa's Presidential Palace, the six men were stopped in their car at the main gate by local National Guardsmen and ordered to leave their car.[25] The Guardsmen brushed aside Sandino's father and Salvatierra. They took Sandino, his brother Socrates, and his two generals to a crossroads section in La Reynaga and executed them.[25] Sandino's remains were buried in the Larreynaga neighborhood of Managua by a detachment of National Guard troops under the command of Maj. Rigoberto Duarte, one of Gen. Somoza Garcia's confidantes. (He was the father of Roberto Duarte Solis, Minister of Social Communication during President Arnoldo Aleman's tenure.)
The following day the National Guard attacked Sandino's army in force and, over a month, destroyed it.[3] Two years later, General Somoza García forced Sacasa to resign and declared himself President of Nicaragua. He established a dictatorship and dynasty that dominated Nicaragua for the next four decades.
The full details of Sandino's assassination and what became of his remains are among Nicaragua's most enduring mysteries.[1] After he was executed, witnesses later claimed to have seen the Guardsmen prod Sandino and the other three captives with him to the ground and fire a number of shots into their bodies before burying them.[25] Sandino's followers are said to have located his body and moved it, reburying him.[25] His body was never found again. According to Sandinista lore, Gen. Somoza's assassins decapitated and dismembered Sandino before delivering his head to the U.S. government as a token of loyalty.[1] http://en.wikipedia.org/wiki/Augusto_C%C3%A9sar_Sandino
During peace talks, Somoza ordered the assassination of General Sandino on February 21, 1934 in violation of a safe-conduct agreement. Sandino's assassination was followed by the murder of former Sandino supporters by the National Guard. In June 1936, Somoza forced Sacasa to resign.
Bloodbanks, casinos, corruption, etc……
Through the media and the works of FSLN leaders such as Carlos Fonseca, the life and times of Augusto César Sandino became the unique symbol of this revolutionary force in Nicaragua. The ideology of Sandinismo gained momentum in 1974, when a Sandinista initiated hostage situation resulted in the Somoza government adhering to FSLN demands and publicly printing and airing work on Sandino in well known newspapers and media outlets.
During the long struggle against Somoza, the FSLN leaders' internal disagreements over strategy and tactics were reflected in three main factions:
The guerra popular prolongada (GPP, "prolonged popular war") faction was rural-based and sought long-term "silent accumulation of forces" within the country's large peasant population, which it saw as the main social base for the revolution.
The tendencia proletaria (TP, "proletarian tendency"), led by Jaime Wheelock, reflected an orthodox Marxist approach that sought to organize urban workers.
The tercerista/insurrecctionista (TI, "third way/insurrectionist") faction, led by Humberto and Daniel Ortega, was ideologically eclectic, favoring a more rapid insurrectional strategy in alliance with diverse sectors of the country, including business owners, churches, students, the middle class, unemployed youth and the inhabitants of shantytowns. The terceristas also helped attract popular and international support by organizing a group of prominent Nicaraguan professionals, business leaders, and clergymen (known as "the Twelve"), who called for Somoza's removal and sought to organize a provisional government from Costa Rica.
Nevertheless, while ideologies varied between FSLN leaders, all leaders essentially agreed that Sandino provided a path for the Nicaragua masses to take charge, and the FSLN would act as the legitimate vanguard. The extreme end of the ideology links Sandino to Roman Catholicism and portrays him as descending from the mountains in Nicaragua knowing he would be betrayed and killed. Generally however, most Sandinistas associated Sandino on a more practical level, as a heroic and honest person who tried to combat the evil forces of imperialist national and international governments that existed in Nicaragua's history.
Earthquake 12/23/1972 Two-thirds of Managua's 1 000 000 residents were displaced and faced food shortage and disease and dry-season winds worsened the problem with fires created by the disaster.[3] Because of the damaging effects of the earthquake many of the emergency services in the city were operating at a seriously lower level than normal. The earthquake destroyed all the fire-fighting equipment available and fires were prevalent in some areas for several days. All four main hospitals which before the disaster had 1650 beds were unserviceable.
It was later revealed that Somoza and his cronies had indeed plundered much of the foreign aid in order to enrich themselves at the expense of the people and of those businessmen who didn't support Somoza. Opposition to the regime, which had begun to surface before the earthquake, increased quickly among the lower classes and even among members of the upper and middle classes fed up with Somoza's corruption. This grew into a revolt that became the Nicaraguan Revolution, in which Somoza was overthrown in 1979. http://en.wikipedia.org/wiki/1972_Nicaragua_earthquake
Chamorro –Assassinated 1/10/1978 Censoring Chamorro and La Prensa became the norm and included a daily afternoon approval process of the next day’s paper with a front and last page (wrap) being checked on the day of publication. Censorship was performed by Officers from the National Guard.
As if predicting Somoza’s plan for his demise, Chamorro wrote a letter to him in 1975 in which he said; “I am waiting, with a clear conscience, and a soul at peace, for the blow you are to deliver.”
It took three more years, but on January the 10th 1978, Chamorro was killed by unknown gunmen who opened fire with machine guns when he was in his car. Somoza blamed Pedro Ramos, a Cuban-American businessman who had been the subject of a La Prensa story. However, in the court of public opinion, the verdict was that Somoza had ordered him killed.
The murder of this unyielding character, Pedro Joaquín Chamorro Cardenal, fanned the coals of a smoldering anti government movement and ignited the people, resulting in 30,000 people rioting in the streets of Managua, a general strike being called and general disorder in a number of areas of the country. La Prensa was now being run by Chamorro’s widow, Violeta Barrios de Chamorro. She also went on to be part of the FSLN-based junta from 1979 to 1980 and became President of Nicaragua from 1990-1996. http://www.nicaliving.com/node/20870
Many other events and factors leading to triumph
Honored debt obligation
The goals of the literacy campaign were of a social-political, strategic and educational nature:
(a) to eradicate illiteracy; (b) to encourage an integration and understanding between
Nicaraguans of different classes and backgrounds; (c) to increase political awareness; (d) to
nurture attitudes and skills related to creativity, production, co-operation, discipline and
analytical thinking; (e) to support national cohesion and consensus; (f) and to strengthen the
channels for economic and political participation (Cardenal, F./ Miller, V., 1982:205).
In prerevolutionary
Nicaragua a comprehensive conception of adult literacy and education
practically did not exist. A “complete neglect” of this field was typical for the Somozadictatorship
which governed during more than four decades (Tünnermann, C., 1980:30). For
Somocism, literacy for the majority of the population was “unnecessary, inappropriate and
impossible” (Armas, L., 1981:86). Somocism was not interested in promoting massive
literacy for political reasons. Literacy would have empowered people for democratic
participation. Economical reasons did not play a major role, thus the exploitation model of the
Somoza dynasty was based on uneducated agricultural workers.
Hanemann, Ulrike. "Nicaragua’s literacy campaign". UNESCO.
Page scans The Nicaragua Revolution in Health – John M. Donahue 1986
Queremos crecer sanos health campaign poster BBC
10% of the population mobilized as health volunteers. Garfield and Taboada 1984
Community participation in health The Nicaraguan Ministry of Health, over the years, has encouraged community participation– community leaders– brigades– voluntary collaborators– midwives and youth.
Popular HealthCampaigns– National VaccinationCampaigns– Popular VaccinationCampaigns– Fight against epidemics
Volunteer brigades, community members
Page scans The Nicaragua Revolution in Health – John M. Donahue 1986
"Article 1 of the Agrarian Reform Law says that property is guaranteed if it laboured efficiently and that there could be different forms of property:
state property (with the confiscated land from somocists)
cooperative property (part of confiscated land, but without individual certificates of ownership, to be laboured efficiently)
communal property in response to reinvindication from people and communities from Miskito regions in the Atlantic
individual property (as long as this is efficiently exploited and integrated to national plans of development)[24]
The principles that presided Agrarian Reform were the same ones for the Revolution: pluralism, national unity and economic democracy.
"[24]
The Nicaraguan Agrarian Reform developed into four phases
First phase (1979): confiscation of property owned by Somocists and its adepts
Second phase (1981): Agrarian Reform Law of July 19, 1981
Third phase (1984–85): massive cession of land individually, responding to demands from peasantry
Fourth phase (1986): Agrarian Reform Law of 1986, or "reform to the 1981 Law”
In 1985, the Agrarian Reform distributed 235,000 acres (950 km2) of land to the peasantry. This represented about 75 percent of all land distributed to peasants since 1980. According to Project, the agrarian reform had the twofold purpose of increasing the support for the government among the campesinos, and guaranteeing ample food delivery into the cities. During 1985, ceremonies were held throughout the countryside in which Daniel Ortega would give each peasant a title to the land and a rifle to defend it.
US Nicaragua solidarity movement
Contras, Reagan, iran contra Ollie north cocaine, us mining harbours