The history of Greenland is a history of life under extreme Arctic conditions: an ice cap covers about 80 percent of the island, restricting human activity to the coasts. The first humans are thought to have arrived in Greenland around 2500 BC, their descendants died out and were succeeded by several other groups migrating from continental North America. There has been no evidence discovered that Greenland was known to Europeans until the 10th century, when Icelandic Vikings settled on its southwestern coast, which seems to have been uninhabited when they arrived; the ancestors of the Inuit Greenlanders who live there today appear to have migrated there around AD 1200, from northwestern Greenland. While the Inuit survived in the icy world of the Little Ice Age, the early Norse settlements along the southwestern coast disappeared, leaving the Inuit as the only inhabitants of the island for several centuries. During this time, Denmark-Norway believing the Norse settlements had survived, continued to claim sovereignty over the island despite the lack of any contact between the Norse Greenlanders and their Scandinavian brethren.
In 1721, aspiring to become a colonial power, Denmark-Norway sent a missionary expedition to Greenland with the stated aim of reinstating Christianity among descendants of the Norse Greenlanders who may have reverted to paganism. When the missionaries found no descendants of the Norse Greenlanders, they baptized the Inuit Greenlanders they found living there instead. Denmark-Norway developed trading colonies along the coast and imposed a trade monopoly and other colonial privileges on the area. During World War II, when Germany invaded Denmark, Greenlanders became and economically less connected to Denmark and more connected to the United States. After the war, Denmark resumed control of Greenland and in 1953, converted its status from colony to overseas amt. Although Greenland is still a part of the Kingdom of Denmark, it has enjoyed home rule since 1979. In 1985, the island decided to leave the European Economic Community, which it had joined as a part of Denmark in 1973; the prehistory of Greenland is a story of repeated waves of Paleo-Eskimo immigration from the islands north of the North American mainland.
Because of Greenland's remoteness and climate, survival there was difficult. Over the course of centuries, one culture succeeded another as groups died out and were replaced by new immigrants. Archaeology can give only approximate dates for the cultures that flourished before the Norse exploration of Greenland in the 10th century; the earliest known cultures in Greenland are the Saqqaq culture and the Independence I culture in northern Greenland. The practitioners of these two cultures are thought to have descended from separate groups that came to Greenland from northern Canada. Around 800 BC, the so-called Independence II culture arose in the region where the Independence I culture had existed, it was thought that Independence II was succeeded by the early Dorset culture, but some Independence II artifacts date from as as the 1st century BC. Recent studies suggest that, in Greenland at least, the Dorset culture may be better understood as a continuation of Independence II culture. Artefacts associated with early Dorset culture in Greenland have been found as far north as Inglefield Land on the west coast and the Dove Bugt area on the east coast.
After the Early Dorset culture disappeared by around AD 1, Greenland was uninhabited until Late Dorset people settled on the Greenlandic side of the Nares strait around 700. The late Dorset culture in the north of Greenland lasted until about 1300. Meanwhile, the Norse arrived and settled in the southern part of the island in 980. Europeans became aware of Greenland's existence in the early 10th century, when Gunnbjörn Ulfsson, sailing from Norway to Iceland, was blown off course by a storm and sighted some islands off Greenland. During the 980s, explorers led by Erik the Red set out from Iceland and reached the southwest coast of Greenland, found the region uninhabited, subsequently settled there. Erik named the island Greenland - in effect as a marketing device. Both the Book of Icelanders and the Saga of Eric the Red state that Erik said that it would encourage people to go there that the land had a good name."According to the sagas, the Icelanders had exiled Erik the Red for three years for committing murder, c.
982. He sailed to Greenland, where he claimed certain regions as his own, he returned to Iceland to persuade people to join him in establishing a settlement on Greenland. The Icelandic sagas say that 25 ships left Iceland with Erik the Red in 985, that only 14 of them arrived safely in Greenland; this date has been confirmed by radiocarbon dating of remains at the first settlement at Brattahlid, which yielded a date of about 1000. According to the sagas, it was in the year 1000 that Erik's son, Leif Eirikson, left the settlement to explore the regions around Vinland, which historians assume to have been located in what is now Newfoundland; the Norse established settlements along Greenland's fjords. Excavations have shown that the fjords at
Point Cabrillo is a sandstone headland on the Pacific Ocean coast of Mendocino County, between the towns of Mendocino and Fort Bragg, California. It is the location of the Point Cabrillo Light. Geography-wise, it lies between Point Arena headland/peninsula to the south, Cape Mendocino, to the north, it was named in 1870 by the United States Geological Survey after the Portuguese explorer João Rodrigues Cabrilho, although Cabrillo's voyage of exploration on behalf of Spain along the California coast did not reach as far north as the point. Because Spain controlled early California, the Spanish derivation of his name is the one used today; the opium-trading brig Frolic wrecked on a reef just north of Point Cabrillo in 1850. It is wholly within what is now Point Cabrillo Light Station State Historic Park
ASU@Lake Havasu City is a small, low-cost extension of the Arizona State University system offering high-demand, undergraduate degrees. The campus opened in Lake Havasu City, Arizona in the Fall of 2012 and focuses on an experiential, student-centered approach to learning; the education and experience a student receives at ASU Havasu is akin to that of a private liberal arts college, with the name and resources of a large state school. The "ASU Colleges" model was formulated in 2009 as an initiative to offer high quality, undergraduate degrees at lower costs; the Arizona Board of Regents, along with the presidents of each public Arizona university, were tasked with coming up with models of offering baccalaureate degrees to help prepare students for real world careers. In order for the idea to work, the city in which the college would be located would have to raise the funds for a physical location of the campus. Several locations throughout Arizona were highlighted, but the one city that pushed for the campus was Lake Havasu City, AZ.
With support from generous Lake Havasu citizens, business owners, city officials, non-profit organizations, $2 million was raised in an effort to renovate a previous middle school site for the ASU Havasu campus. The fundraising efforts were coordinated by the Havasu Foundation for Higher Education, a 5013 non-profit organization, started in 2004 by Dr. Bill Ullery; the HFHE was started as an initiative to highlight the importance of higher education in the Mohave County area. The HFHE continues to offer fundraising opportunities for campus projects and scholarships for new and current students. ASU Havasu offers an interdisciplinary approach to student curriculum. There are 18 bachelor's degrees and 3 exploratory programs that students can choose from; the bachelor's degrees are as follows: Applied Computing, Biology, Business, Environmental Science, General Studies, Health Education and Health Promotion, Organizational Leadership, Political Science and Sociology. The exploratory programs are as follows: Exploratory Health and Life Sciences, Exploratory Humanities, Fine Arts and Design, Exploratory Social and Behavioral Sciences.
The base tuition and fees for the 2016-2017 academic year is $9,954 for non-residents and $6,536 for AZ residents. The lower tuition makes ASU Havasu a viable option for students in neighboring states who want to move out of state for college. According to the website, "9 in 10 ASU at Lake Havasu students receive some form of financial aid." Students at ASU Havasu can apply for the same scholarships as any other Arizona State University student. Freshmen students are automatically evaluated for the New American University Scholarship These scholarships are pro-rated at a level that makes them comparable to the percentage of the award received by students attending the other Phoenix-area campuses with the higher tuition rates. Additionally, students attending ASU Havasu can receive scholarships from private donors of the campus, but all awards are contingent on funding. Contrary to the models of some branch campuses, ASU Havasu has full-time, doctorate level faculty who physically teach students at ASU Havasu.
There are 15 full-time instructors and 7 adjunct faculty members. Since the opening of the campus is 2012, ASU Havasu has graduated 58 students. Students at ASU Havasu follow a path of experiential learning during the quest for his or her baccalaureate degree; the My Havasu Plan is a strategy used to develop leadership skills, community involvement, real world experience for each student. Freshmen students work with a local community group and a faculty advisor to create a "Freshman Experience Project." Past examples include: "Working with the Lake Havasu Area Chamber of Commerce, a group surveyed past and present political candidates on their interest in funding a political candidacy program. Based on the survey results, they determined there is a need for political training in Havasu, as candidacy programs are not available. Through support from other local Chamber of Commerce chapters, the students were able to create a political candidacy program to serve the needs of the city." "A duo of students work with Arizona State Parks by surveying and collecting data from winter visitors about their interests in having additional amenities at state parks that are no longer governmentally funded.
This project helped identify other funding ventures to help develop better amenities in Arizona’s state parks." Sophomore students start a student club. There are 12 student clubs on campus, all of which have been organically started by students going through this plan. Student clubs include, but are not limited to the Outdoor Pursuits Program, Digital Media Organization and Community Outreach, a Lake Havasu Changemaker Central branch. Students are encouraged to take part in study abroad trips; the 2015-2016 academic year included trips to Cuba, Costa Rica, Quebec. In a student's junior year, they are encouraged to earn an internship in the Lake Havasu area; the school has partnerships with the Lake Havasu Unified School District, the Lake Havasu Area Chamber of Commerce, the Lake Havasu City Convention and Visitor's Bureau. Future partnerships are being determined for upcoming semesters. A student in his or her senior year will complete their Senior Capstone Project; this project is comparable to the work.
Alongside a faculty advisor, the student will tackle an