Pirate Lore and Treasure Trove, Tequesta
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Empire, Racial Capitalism and International Law: the Case of Manumitted Haiti and the Recognition Debt
Leiden Journal of International Law (2018), 31, pp. 597–615 C Foundation of the Leiden Journal of International Law 2018 doi:10.1017/S0922156518000225 INTERNATIONAL LEGAL THEORY Empire, Racial Capitalism and International Law: The Case of Manumitted Haiti and the Recognition Debt ∗ LILIANA OBREGON´ Abstract Before 1492, European feudal practices racialized subjects in order to dispossess, enslave and colonize them. Enslavement of different peoples was a centuries old custom authorized by the lawofnationsandfundamentaltotheeconomiesofempire.Manumission,thoughexceptional, helped to sustain slavery because it created an expectation of freedom, despite the fact that the freed received punitive consequences. In the sixteenth century, as European empires searched for cheaper and more abundant sources of labour with which to exploit their colonies, the Atlantic slave trade grew exponentially as slaves became equated with racialized subjects. This article presents the case of Haiti as an example of continued imperial practices sustained by racial capitalism and the law of nations. In 1789, half a million slaves overthrew their French masters from the colony of Saint Domingue. After decades of defeating recolonization efforts and the loss of almost half their population and resources, Haitian leaders believed their declared independence of 1804 was insufficient, so in 1825 they reluctantly accepted recognition by France while being forced to pay an onerous indemnity debt. Though Haiti was manumitted through the promise of a debt payment, at the same time the new state was re-enslaved as France’s commercial colony. The indemnity debt had consequences for Haiti well into the current century, as today Haiti is one of the poorest and most dependent nations in the world. -
Pompey, the Great Husband
Michael Jaffee Patterson Independent Project 2/1/13 Pompey, the Great Husband Abstract: Pompey the Great’s traditional narrative of one-dimensionally striving for power ignores the possibility of the affairs of his private life influencing the actions of his political career. This paper gives emphasis to Pompey’s familial relationships as a motivating factor beyond raw ambition to establish a non-teleological history to explain the events of his life. Most notably, Pompey’s opposition to the special command of the Lex Gabinia emphasizes the incompatibility for success in both the public and private life and Pompey’s preference for the later. Pompey’s disposition for devotion and care permeates the boundary between the public and private to reveal that the happenings of his life outside the forum defined his actions within. 1 “Pompey was free from almost every fault, unless it be considered one of the greatest faults for a man to chafe at seeing anyone his equal in dignity in a free state, the mistress of the world, where he should justly regard all citizens as his equals,” (Velleius Historiae Romanae 2.29.4). The annals of history have not been kind to Pompey. Characterized by the unbridled ambition attributed as his impetus for pursuing the civil war, Pompey is one of history’s most one-dimensional characters. This teleological explanation of Pompey’s history oversimplifies the entirety of his life as solely motivated by a desire to dominate the Roman state. However, a closer examination of the events surrounding the passage of the Lex Gabinia contradicts this traditional portrayal. -
Table of Contents
Table of Contents Welcome from the Dais ……………………………………………………………………… 1 Introduction …………………………………………………………………………………… 2 Background Information ……………………………………………………………………… 3 The Golden Age of Piracy ……………………………………………………………… 3 A Pirate’s Life for Me …………………………………………………………………… 4 The True Pirates ………………………………………………………………………… 4 Pirate Values …………………………………………………………………………… 5 A History of Nassau ……………………………………………………………………… 5 Woodes Rogers ………………………………………………………………………… 8 Outline of Topics ……………………………………………………………………………… 9 Topic One: Fortification of Nassau …………………………………………………… 9 Topic Two: Expulsion of the British Threat …………………………………………… 9 Topic Three: Ensuring the Future of Piracy in the Caribbean ………………………… 10 Character Guides …………………………………………………………………………… 11 Committee Mechanics ……………………………………………………………………… 16 Bibliography ………………………………………………………………………………… 18 1 Welcome from the Dais Dear delegates, My name is Elizabeth Bobbitt, and it is my pleasure to be serving as your director for The Republic of Pirates committee. In this committee, we will be looking at the Golden Age of Piracy, a period of history that has captured the imaginations of writers and filmmakers for decades. People have long been enthralled by the swashbuckling tales of pirates, their fame multiplied by famous books and movies such as Treasure Island, Pirates of the Caribbean, and Peter Pan. But more often than not, these portrayals have been misrepresentations, leading to a multitude of inaccuracies regarding pirates and their lifestyle. This committee seeks to change this. In the late 1710s, nearly all pirates in the Caribbean operated out of the town of Nassau, on the Bahamian island of New Providence. From there, they ravaged shipping lanes and terrorized the Caribbean’s law-abiding citizens, striking fear even into the hearts of the world’s most powerful empires. Eventually, the British had enough, and sent a man to rectify the situation — Woodes Rogers. In just a short while, Rogers was able to oust most of the pirates from Nassau, converting it back into a lawful British colony. -
Piracy, Illicit Trade, and the Construction of Commercial
Navigating the Atlantic World: Piracy, Illicit Trade, and the Construction of Commercial Networks, 1650-1791 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University by Jamie LeAnne Goodall, M.A. Graduate Program in History The Ohio State University 2016 Dissertation Committee: Margaret Newell, Advisor John Brooke David Staley Copyright by Jamie LeAnne Goodall 2016 Abstract This dissertation seeks to move pirates and their economic relationships from the social and legal margins of the Atlantic world to the center of it and integrate them into the broader history of early modern colonization and commerce. In doing so, I examine piracy and illicit activities such as smuggling and shipwrecking through a new lens. They act as a form of economic engagement that could not only be used by empires and colonies as tools of competitive international trade, but also as activities that served to fuel the developing Caribbean-Atlantic economy, in many ways allowing the plantation economy of several Caribbean-Atlantic islands to flourish. Ultimately, in places like Jamaica and Barbados, the success of the plantation economy would eventually displace the opportunistic market of piracy and related activities. Plantations rarely eradicated these economies of opportunity, though, as these islands still served as important commercial hubs: ports loaded, unloaded, and repaired ships, taverns attracted a variety of visitors, and shipwrecking became a regulated form of employment. In places like Tortuga and the Bahamas where agricultural production was not as successful, illicit activities managed to maintain a foothold much longer. -
Pirate Treasure? SCOTUS Unanimously Rules States Are Immune from Copyright Infringement Suits in Blackbeard Case
March 25, 2020 Pirate treasure? SCOTUS unanimously rules states are immune from copyright infringement suits in Blackbeard case By Jennette Psihoules and Jason Kunze “Arrr, matey… the crown bested me again. Me buried treasure is awash without remedy.” Perhaps Blackbeard would utter this upon learning that the U.S. Supreme Court unanimously ruled that states are immune from copyright infringement actions. Specifically, on Monday, March 23, 2020, the Supreme Court held that the Copyright Remedy Clarification Act of 1990 (the “CRCA”) abolishing states’ sovereign immunity against copyright infringement suits is invalid.1 The story begins over three hundred years ago off the coast of Beaufort, North Carolina, where Edward Teach, more well known as the infamous pirate Blackbeard, ran into unfortunate luck, when his vessel, Queen Anne’s Revenge, ran aground on a sand bar near shore and sank. Queen Anne’s Revenge remained untouched underwater for centuries until 1996, when Intersal, Inc. (“Intersal”) discovered her wreck. While according to federal and state law, the wreck belongs to the State of North Carolina, North Carolina engaged Intersal to excavate the ship. Intersal hired Frederick Allen (“Allen”) to record the excavation. Allen captured videos and photos relating to the unearthing of Queen Anne’s Revenge and registered copyrights in these works. North Carolina subsequently published many of the works despite Allen’s objections, in what Justice Kagan referred to as “a modern form of piracy.”2 As a result, Allen filed a complaint in Federal District Court alleging copyright infringement against the State of North Carolina. North Carolina moved to dismiss the suit on the grounds of sovereign immunity under the Eleventh Amendment. -
Haiti: a Case Study of the International Response and the Efficacy of Nongovernmental Organizations in the Crisis
HAITI: A CASE STUDY OF THE INTERNATIONAL RESPONSE AND THE EFFICACY OF NONGOVERNMENTAL ORGANIZATIONS IN THE CRISIS by Leslie A. Benton* Glenn T. Ware** I. INTRODUCTION In 1990, a military coup ousted the democratically-elected president of Haiti, Jean- Bertrand Aristide. The United States led the international response to the coup, Operation Uphold Democracy, a multinational military intervention meant to restore the legitimate government of Haiti. The operation enjoyed widespread support on many levels: the United Nations provided the mandate, the Organization of American States (OAS) supported it, and many countries participated in the multinational force and the follow-on United Nations Mission in Haiti (UNMIH). International, regional, and nongovernmental organizations (NGOs) worked with the multinational force and later the UNMIH to restore the elected government and to provide humanitarian assistance to the people of Haiti. This article focuses on the latter aspect of the international response–the delivery of humanitarian aid. It closely examines the methods of interorganization coordination,[1] with particular attention given to the interaction among NGOs and the United States military. An examination of that relationship indicates that the infrastructure the military used to coordinate with the NGO community–the Civil Military Operations Center (CMOC)–was critical to the success of the humanitarian mission. Because both the military and the humanitarian community will probably have to work together again in humanitarian assistance operations in response to civil strife, each community must draw on the lessons of past operations to identify problems in coordination and to find solutions to those problems. II. THE STORY A. Haiti’s History: 1462-1970[2] Modern Haitian history began in 1492 when Christopher Columbus landed on Haiti near Cape Haitien on the north coast of Hispaniola.[3] At first, the island was an important colony and the seat of Spanish government in the New World, but Spain’s interest in Hispaniola soon waned. -
Sustentable De Especies De Tortuga
Plan de acción de América del Norte para un comercio sustentable de especies de tortuga Comisión para la Cooperación Ambiental Citar como: CCA (2017), Plan de acción de América del Norte para un comercio sustentable de especies de tortuga, Comisión para la Cooperación Ambiental, Montreal, 56 pp. La presente publicación fue elaborada por Peter Paul van Dijk y Ernest W. T. Cooper, de E. Cooper Environmental Consulting, para el Secretariado de la Comisión para la Cooperación Ambiental. La información que contiene es responsabilidad de los autores y no necesariamente refleja los puntos de vista de los gobiernos de Canadá, Estados Unidos o México. Se permite la reproducción de este material sin previa autorización, siempre y cuando se haga con absoluta precisión, su uso no tenga fines comerciales y se cite debidamente la fuente, con el correspondiente crédito a la Comisión para la Cooperación Ambiental. La CCA apreciará que se le envíe una copia de toda publicación o material que utilice este trabajo como fuente. A menos que se indique lo contrario, el presente documento está protegido mediante licencia de tipo “Reconocimiento – No comercial – Sin obra derivada”, de Creative Commons. Detalles de la publicación Categoría del documento: publicación de proyecto Fecha de publicación: mayo de 2017 Idioma original: inglés Procedimientos de revisión y aseguramiento de la calidad: Revisión final de las Partes: abril de 2017 QA313 Proyecto: Fortalecimiento de la conservación y el aprovechamiento sustentable de especies listadas en el Apéndice II de -
Activity Sheet for the Viking Ireland Exhibition Viking Voyages Where Did the Vikings Come From?
Viking Challenge! ACTIVITY SHEET FOR THE VIKING IRELAND EXHIBITION Viking Voyages Where did the Vikings come from? The Vikings brought walrus tusks from BRATTAHILD the north of Norway and Greenland to Ireland and carved them to make objects like dice and pendants. ATLANTIC OCEAN The Vikings came from an area of Northern Europe called Scandinavia. Scandinavia is made up of three countries: Denmark, Norway and Sweden. They travelled all around Europe, sailed across the Atlantic Ocean to Canada and ventured as far east as Russia. This map shows some of the routes that the Vikings travelled. The Vikings liked the Irish fashion of using a ringed pin (like the one in the picture above) to fasten clothing. One Viking even wore his ringed pin on a trip to Canada! Sailing Routes Baltic Sea to Ireland Glendalough, Co. Wicklow to Roskilde, Denmark Ireland to Newfoundland, Canada Byzantium to Co.Westmeath, Ireland STERN THE BACK OF A SHIP Greenland to Dublin 2 NORTH SEA Archaeologists discovered a Viking ship in Roskilde, Denmark that was made with wood from Ireland.The longship must have been made in Ireland and then sailed back to Denmark! OSLO BIRKA Amber is a material which is made when the resin of pine trees becomes fossilised over millions of years. Over 3,000 ROSKILDE pieces of amber were found at one Viking workshop in Dublin, amber is not found in Ireland so the DUBLIN Vikings must have brought it here! KIEV Precious silk was transported from Byzantium and Baghdad to Dublin. Silver coins with Arabic writing on them have been found here in Ireland. -
Galleon Compass Treasure Cutlass Pirate Adventure Sailing
CLASSES 2LW, 2LB, 2KD Dear Children and adults, DATE SET Our topic for Autumn 2 is Pirates! We will be learning th Friday 20 October about famous pirates, using maps to find places they DATE DUE travelled to, and reading and writing our own pirate Wednesday 20th December adventure stories! It can be completed by the children on their own or with an adult. SPELLING MATHS READING Remember to revise your weekly number facts to earn Don’t forget spellings will your reward based on your rocket card! Remember to read go home Friday – please each day and get learn for the following Children will be tested each week on their number facts an adult to sign week! – they will be told which ones to learn by their teacher. your red reading Prizes will be awarded in assembly to children who are diary. successful. Don’t forget Please don’t forget to log onto Mathletics! Reading Eggs! WRITING AND TOPIC Topic Words You have a scrap book to use to complete your homework project. Do you know what these Over the next six weeks complete some of these activities or make some words mean and how to spell up of your own. them? COMPLETE AT LEAST ONE OF THE WRITING TASKS galleon 1. Find out about a famous pirate and write a FACT FILE about compass them. treasure 2. Write a letter to someone at home about your imaginary adventures on board a pirate ship. cutlass NOW CHOOSE SOME OR ALL OF THESE pirate 1. Create a ‘Wanted’ poster for a new pirate to join your pirate ship adventure crew! Include a drawing and a list of skills and talents you want them to have using adjectives for description! sailing 2. -
Piracy and Copyright Enforcement Mechanisms
NBER WORKING PAPER SERIES PIRACY AND COPYRIGHT ENFORCEMENT MECHANISMS Brett Danaher Michael D. Smith Rahul Telang Working Paper 19150 http://www.nber.org/papers/w19150 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 June 2013 The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w19150.ack NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2013 by Brett Danaher, Michael D. Smith, and Rahul Telang. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Piracy and Copyright Enforcement Mechanisms Brett Danaher, Michael D. Smith, and Rahul Telang NBER Working Paper No. 19150 June 2013 JEL No. D69,L1,L11,L8,L82,M31,O30 ABSTRACT Much debate exists around the impact that illegal file sharing may have on the creative industries. Similarly, opinions differ regarding whether the producers of artistic works should be forced to accept any weakening of intellectual property rights resulting from illegal file sharing, or if governments should intervene to protect these rights. This chapter seeks to inform these questions by outlining what we do and do not know from existing academic research. -
Pirate Palooza! at Home! Arrrghh, Mateys! Let’S Dive Into Some Pirate Themed Fun
School Aged Activities Pirate Palooza! at home! Arrrghh, Mateys! Let’s dive into some pirate themed fun. Get ready to dress like a pirate, create an engineering treasure adventure, aim the cannons in pirate battleship and more! Kind Kids Club Acrostic Poem An acrostic poem is a type of poetry where the first letter in each line spells out a word. Write one about someone else and give it to them! Here Are Some Ideas to Get Started: My Dog Angus First name of a family member Awesome dog Your whole name Napping is his favorite The name of a pet Great and gentle Your teachers name Unique and one-of-a-kind The season Snuggly and sincere Something that you love YMCA of Southern Maine | ymcaofsouthernmaine.org HLB: 04-23-20: 060 Artist’s Alley Pirate Portraits A self portrait is a piece of art that an artist makes of themselves. You are going to imagine you are a pirate and create a pirate self portrait! Try to fill the whole page with your art. You can make the portrait a view of your head and shoulders or of your whole body. If you are creating a self portrait that is your head, neck and shoulders try this. First, create a large oval for your head. Then, at the bottom of the oval, add two lines extending almost to the end of the page for your neck. You can then add two sloping lines for your shoulders. Don’t forget to add the pirate details like an eye patch, bandana, hook hand, striped shirt, and more! Treasure Map Pirate Costume Creation Create a map to your hidden treasure! Grab what you can to create your Draw out the map on the paper of a own pirate costume! Use a scarf as a brown bag or stain your white paper bandana, use a stuffed animal as your with tea bags. -
Geospatial Data Availability for Haiti: an Aid in the Development of GIS-Based Natural Resource Assessments for Conservation Planning
United States Department of Agriculture Geospatial Data Availability Forest Service for Haiti: An Aid in the International Institute of Tropical Forestry Development of GIS-Based General Technical Report Natural Resource Assessments IITF-GTR-33 February 2007 for Conservation Planning Maya Quiñones, William Gould, and Carlos D. Rodríguez-Pedraza The Forest Service of the U.S. Department of Agriculture is dedicated to the principle of multiple use management of the Nation’s forest resources for sustained yields of wood, water, forage, wildlife, and recreation. Through forestry research, cooperation with the States and private forest owners, and management of the National Forests and National Grasslands, it strives—as directed by Congress—to provide increasingly greater service to a growing Nation. The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, SW, Washington, DC 20250-9410 or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer. Authors Maya Quiñones is a cartographic technician, William Gould is a research ecologist, and Carlos D.