Relevant bibliographies by topics / University of the West Indies (Mona, Jamaica)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'University of the West Indies (Mona, Jamaica)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "University of the West Indies (Mona, Jamaica)"

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Donovan, S. K., and S. J. Wood. "Lucas Barrett's collection: Jamaican echinoids hiding amongst British immigrants." Geological Curator 6, no. 3 (March 1995): 133–35. http://dx.doi.org/10.55468/gc501.

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The collection of Lucas Barrett (1837-1862), first director of the Geological Survey of Jamaica, is housed in the Geology Museum at the University of the West Indies, Mona, and includes nine tests of spatangoid Hemiaster sp. These most probably come from the Upper Cretaceous of the Blue Mountain Inlier in eastern Jamaica. These fossils provide additional data on the echinoid fauna of Jamaica's most inaccessible inlier; they preserve some fine morphological features rarely seen in specimens of this species; and they represent the first 19th century collection of Jamaican fossil echinoids to be re-evaluated in the 20th century.
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Donovan, Stephen K., and Elizabeth R. Davis-Strickland. "A possible lepadomorph barnacle from the Maastrichtian (Upper Cretaceous) of Jamaica, West Indies." Journal of Paleontology 67, no. 1 (January 1993): 158–59. http://dx.doi.org/10.1017/s002233600002134x.

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Fossil barnacles are poorly known from the West Indies in general and Jamaica in particular. The only records from Jamaica to date have been of occasional balanomorphs collected from Neogene deposits (Newman and Ladd, 1974; Morris, in press). It is therefore significant to report what may be the first fossil lepadomorph from the island, preserved as a scaled peduncle. This is also the oldest known Jamaican, and probably Caribbean, barnacle, coming from the Upper Cretaceous. This specimen was discovered by the junior author in the Geology Museum, University of the West Indies at Mona. Barnacle terminology used herein follows that of Newman et al. (1969).
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Preston, Doreen. "Translator Training in Jamaica: Modest Output for a New Outlook." Meta 43, no. 2 (October 2, 2002): 327–28. http://dx.doi.org/10.7202/003867ar.

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Abstract This article gives a brief overview of translator training in Jamaica and presents the principal characteristics of the M.A. programme currently offered at the Mona campus of the University of the West Indies in Jamaica.
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Bandara, Samuel B. "Caribbean accessions at the University of the West Indies library: Mona, Jamaica." Library Acquisitions: Practice & Theory 9, no. 2 (January 1985): 105–19. http://dx.doi.org/10.1016/0364-6408(85)90027-4.

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Besson, Jean. "The legacy of George L. Beckford’s plantation economy thesis in Jamaica." New West Indian Guide / Nieuwe West-Indische Gids 69, no. 1-2 (January 1, 1995): 111–19. http://dx.doi.org/10.1163/13822373-90002647.

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[First paragraph]Plantation Economy, Land Reform and the Peasantry in a Historical Perspective: Jamaica 1838-1980. CLAUS STOLBERG & SWITHIN WILMOT(eds.)- Kingston: Friedrich Ebert Stiftung, 1992. 145 pp. (Paper n.p.)This interdisciplinary collection focuses on the integration of Jamaica's classical plantation economy with the world economy, and the impact of the plantation economy on the peasantry, land reform, and agrarian modemization in Jamaica from emancipation in 1838 up to 1980. The eight papers comprising the volume were, as a one-page editorial "Introduction" outlines, presented at a symposium at the University of the West Indies, Mona, and are dedicated to the late Professor George Beckford whose work on persistent poverty in plantation economies championed the Jamaican peasantry. As such, the book is a welcome addition to the literature on the Caribbean plantation-peasant interface. However, the chapters are uneven in quality, with some reflecting analytical weaknesses and a lack of historical depth. Typographical errors, grammatical mistakes, and poor documentation are also noticeable. In addition, contrasting perspectives emerge among the contributors and this is not addressed by the editors.
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Harris, Sasekea. "Distinctive services in academic librarianship." New Library World 117, no. 9/10 (October 10, 2016): 596–625. http://dx.doi.org/10.1108/nlw-05-2016-0036.

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Purpose Collection content is no longer the primary distinctive signifier of excellence in the present libraries. In an information market where technology has increased access to content, thereby providing resources at one’s fingertips, the provision of services is increasingly becoming a distinctive signifier of excellence and quality. In such an open/service-oriented marketplace, what are the services that are signifiers of excellence and consequently distinguish a library? This paper aims to review select literature within the USA to identify the services that are signifiers of excellence and that will consequently distinguish a library in the current era and investigate the extent to which said services identified in the review of the literature are provided by the University of the West Indies (UWI) Mona library, but focus specifically on only those that meet the additional criteria of placing the UWI Mona library as either the first to introduce the service in Jamaica or as the only library in Jamaica with the particular service offering. These two additional criteria provide the added signature or uniqueness essential to being distinguished. Design/methodology/approach Through the use of a mixed methods research, this paper highlights library service offerings considered as distinctive signifiers of excellence within the American literature and also within the UWI Mona Library – that will distinguish a library. Findings This paper reveals services incorporating technology, the library as a place/space, teaching and research and personal attention to users as distinctive signifiers of excellence. In this regard, within the UWI Mona Library, services offered such as the Virtual Reference Service, Extended Opening Service, Halls of Residence Librarian Service, Information Commons Service, Information Literacy Service and the West Indies and Special Collection Research Service were found to incorporate the aforementioned service themes and placed the UWI Mona library as either the first to introduce the service in Jamaica or as the only library in Jamaica with the particular service offering, consequently distinguishing the UWI Mona Library from other academic libraries in Jamaica. Originality/value This paper is of value, as it provides the library and information community with an outline of services that distinguish a library; it offers library managers in Jamaica and the rest of the world the opportunity to compare services in their libraries with that of other libraries as outlined within the literature review as well as within the UWI Mona library; it highlights how the UWI Mona library, an academic library in the Caribbean, compares on the international library scene, with particular reference to the USA; it informs current and potential library users of how the UWI Mona library is trending in service culture and a focus on distinctive services can promote a community of academic library service best practice.
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Harry, Otelemate G. "Jamaican Creole." Journal of the International Phonetic Association 36, no. 1 (May 18, 2006): 125–31. http://dx.doi.org/10.1017/s002510030600243x.

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Jamaican Creole is one of the major Atlantic English-lexifier creoles spoken in the Caribbean. In Jamaica, this creole is popularly labelled as ‘Patwa’ (Devonish & Harry 2004: 441). There is a widely-held view in Jamaica that a post-creole continuum exists. The continuum is between Jamaican English and Jamaican Creole (Meade 2001: 19). Many scholars holding this view find it necessary to distinguish among acrolectal, mesolectal and basilectal varieties (Irvine 1994, Beckford-Wassink 1999, Patrick 1999, Meade 2001, among others). Major phonological differences are found between the two extremes. However, a discussion of the phonological differences in the continuum and problems with the theoretical notion of a ‘post-creole continuum’ is beyond the scope of this paper. The aim of this paper is to provide an adequate description of some salient aspects of the synchronic phonetics and phonology of Jamaican Creole based on the speech forms of two native Jamaican Creole speakers, Stacy-Ann Watt, a post-graduate female student at the University of West Indies, Mona, and Racquel Sims, 22 year old female from the parish of St Catherine. Both come from the Eastern parishes of the island.
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Brown, I. C., and D. M. Langner. "Type and figured specimens in the Geology Museum, University of the West Indies, Mona Campus, Jamaica." Geological Curator 7, no. 8 (December 2002): 299–304. http://dx.doi.org/10.55468/gc465.

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As a result of a recent collections survey, type and figured specimens in the collections of the Geology Museum, Department of Geography & Geology, University of the West Indies, are listed. The museum houses several notable collections, at least one from the late 19th Century. Some of these specimens have only been recently rediscovered in the collections. It is anticipated that this special collection will grow as research on Jamaican geology advances and other specimens "hiding" in the collections are discovered.
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Boukari-Yabara, Amzat. "Looking at the Walter Rodney Papers: Atlanta, Georgetown and London." African Research & Documentation 113 (2010): 3–10. http://dx.doi.org/10.1017/s0305862x00019579.

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Walter Rodney was born in Georgetown, Guyana on March 23,1942. Raised in a middle class family, he won a scholarship to enter the most prestigious local school, Queen's College in Georgetown. In 1960, he went to the Mona campus of the University of the West Indies (UWI) in Jamaica. After his undergraduate degree, he attended the School of Oriental and African Studies (SOAS) in London where, at the age of 24, he received his PhD with honours in African History. Rodney's thesis, A History of the Upper Guinea Coast 1545-1800, was published by Oxford University Press in 1970.During his studies at SOAS, he travelled to Spain, Italy and Portugal in order to access archives about Guinea coast. In these countries, he made contact with anticolonialist movements, especially the Portuguese one headed by Amilcar Cabral.
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Donovan, S. K. "Comment on 'Type and Figured specimens in the Geology Museum, University of the West Indies, Mona Campus, Jamaica'." Geological Curator 7, no. 10 (November 2003): 363–64. http://dx.doi.org/10.55468/gc424.

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Brown and Langner's (2002) recent compilation of the specimens in the type and figured collection of the Geology Museum, University of the West Indies, Mona (UWIGM), is a welcome contribution. It alerts the geological community to some of the treasures in a museum that has failed to be noticed in some notable and widely referenced compilations of geological collections (Cleevely 1983, Webby 1989). However, in reading Brown and Langner's paper, it was obvious that records in their list of type and figured specimens were incomplete or incorrect. I am therefore writing to provide a brief supplement to an already valuable resource.
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Dissertations / Theses on the topic "University of the West Indies (Mona, Jamaica)"

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Milson-Whyte, Vivette Ruth. "A History of Writing Instruction for Jamaican University Students: A Case for Moving beyond the Rhetoric of Transparent Disciplinarity at The University of the West Indies, Mona." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194079.

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In this dissertation, I trace academics' attitudes to writing and its instruction through the six-decade history of The University of the West Indies (UWI), Mona, in Jamaica. I establish that while the institution's general writing courses facilitate students' initiation into the academy, these courses reflect assumptions about writing and learning that need to be reassessed to yield versatile writers and disassociate the courses and writing from the alarmist rhetoric that often emerges in the media and in academe. In Jamaica, critics of university students' writing often promote what Mike Rose calls the "myth of transience" and perpetuate the "the rhetoric of transparent disciplinarity." According to the myth of transience, if writing is taught correctly at pre-university levels, students will not need writing instruction in the academy. The concept that I call "the rhetoric of transparent disciplinarity" is defined in the work of David Russell, who examines the view that writing is a single, mechanical, generalizable skill that is learned once and for all. Advocates of this view consider writing as a transparent recording of reality or completed thought that can be taught separate from disciplinary knowledge. Based on my analysis of archival materials and data gathered from questionnaires and interviews with past and current writing specialists, this view has been evident at the UWI, Mona, since the institution's earliest years. Academics there have perpetuated a certain tacit assumption that writing is a natural process. By recalling the country's history of education, I demonstrate how this assumption parallels colonial administrators' determination that Jamaican Creole speakers should naturally learn English to advance in society. I argue that if the university wants to widen participation while maintaining excellence, then academics should foster knowledge production (rather than only reproduction) by acknowledging the extent to which disciplines are rhetorically constructed through writing. If writing specialists and other content faculty draw on rhetoric's attention to audience, situation, and purpose, they can foster learning by helping students see how writing contributes to knowledge-making inside the academy and beyond. This study contributes to international discussions about how students learn to write and use writing in higher education.
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Stephens, Angella M. "Creating a holistic environment : administrative quality at the University of the West Indies, Mona Campus." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521015.

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Demands by higher education stakeholders in the late 1980s to early 1990s, led the higher education sector to focus on issues of effectiveness, accountability and efficiency. This was as true in the West Indies as elsewhere in the world. The University of the West Indies (UWI) reviewed its governance structure and established an academic quality assurance mechanism to respond to these challenges. More than a decade has passed since the implementation of this major initiative, and quality has since formed an integral part of the UWI’s strategic plans since 1997. Concerns have continually been raised however about the quality of the service provided. This is the focus of this study. This topic was explored and evaluated through the use of three units of analysis using a qualitative case study of the Mona campus. The methods used to gather data were essentially qualitative, using interviews, focus groups, and documentary research. The theoretical orientation was grounded in the quality literature, drawing on both the industrial literature as well as that in higher education. My findings paved the way for judgments which indicated that various quality procedures are employed in different parts of the UWI, Mona Campus. Some of these procedures do not seem to have produced the overall quality culture of excellence which was intended. Out of the information and commentaries produced by the respondents a unified quality framework has been produced that pays attention to effective procedures, processes, and systems. These criteria were assembled in a model to inform practice at the UWI and enhance the overall transformation process of the 2007-2012 Strategic Plan.
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Alford, Brandon Wade. "Robert Searle and the Rise of the English in the Caribbean." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/885.

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This research examines the career of Robert Searle, an English privateer, that conducted state-sponsored attacks against the Spanish and Dutch in the Caribbean from 1655 to 1671. Set within the Buccaneering Period of the Golden Age of Piracy (1650-1680), Robert Searle’s personal actions contributed to the rise of the English in the Caribbean to a position of dominance over Spain, which dominated the region from 1492 until the 1670s. Searle serves as a window into the contributions of thousands of nameless men who journeyed to the Caribbean as a member of Oliver Cromwell’s Western Design Fleet. These men failed in their endeavor to take Hispaniola from the Spanish, successfully invaded Jamaica, and spent the next fifteen years securing England’s largest possession in the region, transitioning Jamaica from a military outpost to a successful plantation colony. These men, including Searle himself, have been overshadowed in the history of English Jamaica by more well-known figures such as Sir Henry Morgan, the famed “Admiral of the Buccaneers.” Searle and his compatriots pursued the objectives of the core in London throughout the contested periphery of the Caribbean region. These goals were first framed as the complete destruction of the Spanish Empire in the Americas and later as achieving trade between Jamaica and Spain’s American colonies. The examination of Robert Searle through the core-periphery relationship between the metropole and the Caribbean illustrates how the totality of his actions contributed to the rising English position in the Caribbean. Ultimately, Searle and his fellow privateers proved vital to Spain conceding to England the rights of trade and formal recognition of their colonies in the region with a series of succeeding Treaties of Madrid.
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Books on the topic "University of the West Indies (Mona, Jamaica)"

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Golding, John S. R. Ascent to Mona as illustrated by a short history of Jamaican medical care: With an account of the beginning of the Faculty of Medicine, University of the West Indies. Kingston, Jamaica: Canoe Press, 1994.

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Fergus, Howard A. Breaking down the walls: An evolution of the Extra-Mural Department, the University of the West Indies, 1947-2000. Kingston, Jamaica: School of Continuing Studies, The University of the West Indies, 2007.

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Madge, Greenfield, Robinson Ralph, and University of the West Indies (Mona, Jamaica). Faculty of Natural Sciences., eds. Proceedings of the first conference. Mona: The Faculty, 1994.

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Reid, Rodina. The University of the West Indies Chapel gifts: A voice from the past, a vision for the future. Kingston, Jamaica: Printed by Regent Publishing Services, 2016.

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Nettleford, Rex M. Our debt to history. Mona, Kingston, Jamaica: Department of History, University of the West Indies, 1995.

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Sherlock, Philip Manderson. The University of the West Indies: A Caribbean response to the challenge of change. London: Macmillan Caribbean, 1990.

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Mair, Lucille Mathurin. Women field workers in Jamaica during slavery. the 1986 Elsa Goveia memorial lecture presented at the University of the West Indies Mona, Jamaica May 14, 1986. Mona: The Department of History University of the West Indies, 1986.

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Roberts, Vivienne. The shaping of tertiary education in the Anglophone Caribbean: Forces, forms and functions. London: Commonwealt Secretariat, 2003.

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Inikori, Joseph E. Slavery and the rise of capitalism: The 1993 Elsa Goveia Memorial Lecture presented at The University of the West Indies, Mona, Jamaica 29 March 1993. Jamaica: Department of History, The University of the West Indies, Mona, 1993.

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Schuler, Monica. Liberated Africans in nineteenth century Guyana: The 1991 Elsa Goveia memorial lecture presented at the University of the West Indies, Mona, Jamaica, 18 April 1991. Mona, Jamaica: Department of History, University of the West Indies, 1992.

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Book chapters on the topic "University of the West Indies (Mona, Jamaica)"

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Madden, Oneil, Trishana Nelson, and Rona Barnett-Passard. "Capturing potential learning sequences in intercultural interactions through telecollaboration." In CALL and professionalisation: short papers from EUROCALL 2021, 207–13. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1334.

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Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences. This paper reports on Phase 4 of ClerKing, a six-week Franco-Jamaican telecollaborative project, which occurred between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and students of various disciplines taking French courses in the Department of Modern Languages and Literatures at the University of the West Indies (UWI), Mona, Jamaica. Telecollaboration consisted in 45 participants of mixed ages and genders discussing different intercultural topics in groups. Using the exploratory approach, we seek to identify moments of Potential Learning Sequences (PLS). Preliminary findings show that PLS could be made apparent through vocabulary and syntax development, culture-specific knowledge, and negotiation of meaning.
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Madden, Oneil, and Soyini Ashby. "Developing intercultural communicative competence in the ClerKing telecollaborative project." In CALL and professionalisation: short papers from EUROCALL 2021, 200–206. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1333.

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Living in the 21st century means living in an era that is increasingly globalising where cross-cultural communication is essential; thus, students should be given opportunities to cultivate their Intercultural Communicative Competences (ICC). This paper reports on Phase 3 of ClerKing, a Franco-Jamaican telecollaborative project, which involved Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and students of French from the University of the West Indies (UWI), Mona, Jamaica. WhatsApp and videoconferencing were used to facilitate the interactions. Using the exploratory approach, we seek to identify different parameters of ICC, relying on Byram’s (1997) and Deardorff’s (2006) models. Preliminary findings show that students demonstrated and developed ICC such as openness and curiosity, culture-specific knowledge, an understanding of worldviews, sociolinguistic awareness, flexibility and adaptability, and negotiation of meaning. However, time difference, personal and academic schedules, connectivity issues, and misjudged/misinterpreted communication can lead to intercultural conflict.
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Askeland, Gurid Aga, and Malcolm Payne. "John Maxwell, 2002." In Internationalizing Social Work Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447328704.003.0010.

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This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2002, for his contribution to international social work education. For 35 years, he led social work education at the University of the West Indies, Mona Campus, in Jamaica, following an early career in youthwork and community development. Seeking to improve the academic and professional standing of social work, he was involved in significant curriculum development, concerned to shift it from a clinical to a community focus and established practice education firmly with good agency supervision. Lack of indigenous literature led him to play a role in the creation of the Caribbean Journal of Social Work. International links expanded the horizons of social work in the Caribbean.
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Madden, Oneil N. "Religious beliefs: a barrier to cross-cultural communication in the ClerKing telecollaborative project." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 246–51. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1466.

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Globalisation amplifies the need to improve Intercultural Communicative Competences (ICC). However, telecollaborative cross-cultural communication may be affected by different factors such as morals, values, and differences in viewpoints, as observed in numerous European and North American projects. Still, there is a dearth of experiments from the Anglophone Caribbean’s stance. Therefore, this paper seeks to highlight how religious ideologies affect international communication in ClerKing – a Franco-Jamaican telecollaborative project that occurred in different phases over a three-year period with learners of English from Clermont Auvergne University (UCA) and learners of French from Shortwood Teachers’ College (STC) and the University of the West Indies (UWI), Mona. Using the exploratory approach, pre- and post-project questionnaires, learning and reflective journals, and different multimodal exchanges were analysed. Preliminary findings suggest that religion was a major theme highlighted in all phases of the project, leading to challenged communication and somewhat negative perception of the target culture.
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Archer, Carol, Colette Cunningham-Myrie, Nadine Freeman-Prince, Marvin Reid, Brian Williams, and Tamika Royal Thomas. "Jamaican Universities Aiding the Design of an Urban Public Space." In Sustainability in Urban Planning and Design. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.89448.

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Many governments are actively seeking solutions to address the economic crises bedeviling their countries. University/college towns have proven to be successful models of opportunities for attracting investments for economic development while at the same time promoting optimal health outcomes. Harvard, MIT and Newcastle universities provide examples of successful models of universities aiding in spatial design and planning of towns or neighborhoods where they are located to yield sustainable development. The Government of Jamaica has supported the proposal from the University of Technology, Jamaica, (UTech, Jamaica Ja.) to redesign the Papine area in St. Andrew into a university town, given its proximity to the two largest universities in Jamaica, UTech, Ja. and the University of the West Indies (UWI). Both institutions collaborated by using cutting-edge scholarly research and design approaches to propose workable solutions that can promote economic development and healthy lifestyle in an area designated as a university town. The research found that SOPARC was a feasible and reliable instrument for assessing park user variables and associated contextual variables. However, for the proposed design to be executed and maintained, the study recommends establishing a body such as a University District/Town Council with oversight responsibility for planning and land use management of the area.
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Roofe, Carmel, Therese Ferguson, Carol Hordatt Gentles, Sharon Bramwell-Lalor, Loraine D. Cook, Aldrin E. Sweeney, Canute Thompson, and Everton Cummings. "Infusing education for sustainable development (ESD) into curricula: teacher educators’ experiences within the School of Education at The University of the West Indies, Jamaica." In Handbook on Teaching and Learning for Sustainable Development, 133–51. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781839104657.00016.

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