Jamaica means the island of Jamaica, the Xxxxxx Cays, the Xxxxx Xxxx and their dependencies and includes the air space, the territorial waters of Jamaica and any area outside such territorial waters which in accordance with international law has been or may hereafter be designated under Jamaican law as an area within which Jamaica may exercise sovereign rights for the purpose of exploring and exploiting the natural resources of the sea-bed or its subsoil and the superjacent waters and with regard to other activities for the economic exploration and exploitation of the area;
Jamaica means the island of Jamaica, the Xxxxxx Cays, the Xxxxx Xxxx and their Dependencies and when used in a geographical sense includes the territorial waters of Jamaica and any area outside such territorial waters which in accordance with international law and the laws of Jamaica is an area within which the rights of Jamaica with respect to the natural resources of the seabed and subsoil may be exercised;
Jamaica means the Island of Jamaica.
Examples of Jamaica in a sentence
Also see Response of Jamaica to the Questionnaire of the Sixth Round, p.
A Caribbean Basin country (Antigua and Barbuda, Aruba, Bahamas, Barbados, Belize, Bonaire, British Virgin Islands, Curacao, Dominica, Grenada, Guyana, Haiti, Jamaica, Montserrat, Saba, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Sint Eustatius, Sint Maarten, or Trinidad and Tobago).
The Library is an active member of the International Association of Aquatic and Marine Science Libraries and Information Centers and the Library and Information Association of Jamaica.
Direct Access to the Adaptation Fund: Lessons from Accrediting NIEs in Jamaica and Senegal.
In most instances, highest overall fees are in jurisdictions outside of Jamaica.
More Definitions of Jamaica
Jamaica. The Program collected data on students enrolled at all partner institutions during Q4 which indicates that 87 students completed their academic studies in Year 6. A total of 29 graduates are either pursuing or are awaiting to be accepted in a bachelor’s degree program. The pandemic has limited the Program in reporting on new or better employment as students have opted to pursue further studies as opposed to seeking employment during the economic downturn. This shift indicates that Advance has been impactful in creating opportunities for higher learning as students who were once unable to access higher education are now using associate degree level certification to pursue further studies. Dominican Republic: The Program was able to get and validate enrollment data from both institutions, ITLA and ITSC, receiving the total enrollment figures for the nursing degree program at ITSC. Advance worked closely with institutions and provided feedback to improve future data collection efforts. Activity 3: Conduct a qualitative study to assess Program's outcomes on: 1) changes in pedagogy and teacher practices, 2) changes in institutions' capacity to increase access and better serve the needs of disadvantaged students Honduras and Guatemala: Advance finalized both reports in Honduras and Guatemala and shared final versions with USAID. The research team presented the findings internally to each country team to reflect on the findings and discuss ways that the research may help inform future work in Jamaica and the DR. It also served as a useful example for teams on how formative studies may be incorporated into the project cycle for learning. Advance also made a formal presentation of the findings to USAID and DevTech. A few findings from the Guatemala study include: • Advance strengthened the institutional capacity of universities by defining best practices, accompanying during concrete change processes in universities and providing theoretical underpinnings that allow staff to understand the rationale behind the best practices discussed in each area of intervention. A few examples include: o Pedagogy and technical knowledge: the guided visits and study tours attended by faculty within the framework of Advance managed to consolidate and update their knowledge and skills in their respective disciplines, strengthening their confidence in the classroom. Faculty members from partner universities were able to apply learnings from trainings on experiential methodologies and...
Jamaica. As noted in Core Administrative Activities, Activity 3, the Program worked with each of the three institutions to establish a curriculum review task force, which is in charge of overseeing the curriculum strengthening process. The Program also engaged two local industry specialists to work with curriculum task teams at VTDI and CCCJ to strengthen the Entertainment and Events Management Program and the Health and Wellness Tourism Program, respectively. This quarter, both specialists completed a diagnostic of existing curricula, interviewed lecturers in each degree program, and observed classroom practices and teaching methods to inform the curriculum strengthening process.
Jamaica. The Program completed the recruitment and selection processes for scholarship recipients at CCCJ and VTDI, awarding 38 total scholarships: 26 to students in the Health and Wellness Tourism program at CCCJ and 12 to students in the Entertainment and Events Management Program at VTDI. The Program participated in the scholarship student orientation process at VTDI, giving a brief presentation and distributing letters announcing selected scholarship recipients. The Program also attended the orientation process at two CCCJ institutions (Port more Community College and Montego Bay Community College). Through the recruitment and selection process, the Program generated important lessons learned on the need to tailor the scholarship recruitment and selection processes to each institution. For example, most of scholarship applicants to VTDI applied online while most students applying to CCCJ submitted hard copies directly to the universities. CCCJ also used Whatsapp to target potential scholarship recipients. The Program will continue using a blended approach of online and manual applications, as well as outreach through community organizations, to target future potential scholarship recipients.
Jamaica or the “Issuer”) proposes to issue and sell to BofA Securities, Inc. and Citigroup Global Markets Inc. (each an “Underwriter” and, collectively, the “Underwriters”) an additional U.S.$815,000,000 principal amount of its 7.875% Notes due 2045 (the “Securities”). The Securities will be issued pursuant to the provisions of that certain Indenture, dated as of July 28, 2015, between the Issuer and Deutsche Bank Trust Company Americas, as trustee, principal paying agent and registrar (the “Base Indenture”), as modified by a First Supplemental Indenture, dated as of February 11, 2016 (the “First Supplemental Indenture”), together with an authorization with respect to the Securities to be dated as of the Closing Date (as defined herein), (the “Authorization” and, together with the Base Indenture and First Supplemental Indenture, the “Indenture”). Capitalized terms used but not otherwise defined in this Agreement are used herein with the meanings assigned to such terms in the Indenture. The Issuer has previously issued U.S.$650,000,000 and U.S.$364,000,000 principal amount of its 7.875% Notes due 2045 on July 28, 2015 and August 18, 2017, respectively (the “Existing Securities”) under the Base Indenture. Except as otherwise disclosed in the General Disclosure Package and the Prospectus Supplement (as such terms are defined herein), the Securities will have terms identical to the Existing Securities (except for the initial issue date) and will be consolidated with and treated as a single series of debt securities for all purposes under the Indenture. The Issuer has filed with the Securities and Exchange Commission (the “Commission”) a registration statement on Schedule B (No. 333-222629) and related preliminary prospectuses for registration under the Securities Act of 1933 of the United States, as amended (the “Securities Act”). The registration statement, as amended as of the date of this Underwriting Agreement, and including all exhibits thereto, shall be referred to herein as the “Registration Statement,” including any post-effective amendments thereto that become effective prior to the Closing Date (as defined herein). Such term shall also include any information deemed to be included in the Registration Statement at each date that the Registration Statement and any post-effective amendment or amendments thereto became or becomes effective pursuant to Rule 430A, Rule 430B or Rule 430C of the Securities Act.
Jamaica means the Island of Jamaica;
Jamaica. The Program concluded curriculum design at VTDI and CCCJ in previous quarters. Advance will work with UTech on this in Q4. Activity 2: Assess and adopt revised curricula Honduras and Guatemala: There are no updates to report for this activity this quarter.
Jamaica. The Program convened a meeting between CCCJ and the Bureau of Standards of Jamaica (BSJ), a regulatory body that promotes higher standards in commodities, processes and practices. The meeting highlighted opportunities for a partnership between CCCJ and BSJ to support the Advance-supported degree programs at CCCJ in terms of content and pedagogy. The Program also conducted activities with faculty and students to assess the rollout of piloted curricula. For example, the Program met with a lecturer from the Health and Wellness Tourism to discuss suggestions related content overlaps and a need for more practical activities within the Spa Techniques module. The Program will meet with and work with CCCJ to address these recommendations in the coming quarter. Anecdotally, lecturers teaching the Agro-Processing and Business Management have commended the involvement of industry experts in the development of the curriculum and are keen on the industry relevant skills being included as part of course delivery. The Program also met with a total of 55 students from CCCJ studying Agro-processing & Business Management and Health and Wellness Tourism, as well as students from VTDI studying Animation, to collect qualitative data on their experiences with the revised curricula. In general students indicated that they became more adjusted to the curricula as the semesters went by and expressed that their courses were practical and relevant to the real- world. As part of a related feedback survey, 90 percent of students from a sample of 93 said they were enjoying their degree. Along with gathering direct feedback from faculty and students, Advance ’s M&E team conducted six classroom observations of the following courses: Food Chemistry (Agro-processing, CCCJ); Small Business Management, Applied Math, and Spa Techniques (Health and Wellness Tourism, CCCJ); Script Development (Animation, VTDI); and Public Relations (Events and Entertainment Management, VTDI). The purpose of these observations was to ensure that curriculum implementation is aligned with the curriculum outline, identify gaps in delivery and content, and review the use of soft skills in the classroom. The observations revealed that students are engaged in relevant, real-world activities; teachers use diverse and engaging pedagogical strategies including individual and group work, case studies, and debates; and students are developing a wide range of soft skills including self- efficacy, communication, critical thi...