The Cayman Islands
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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. -
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. -
Little Cayman Brochure
Final-CI-LC-NatureBrochure-2016 ART-US REV_LC-NatureBrochure-8 2/24/17 4:05 PM Page 1 Red-footed booby Little Cayman’s natural beauty Welcome CAYMAN ISLANDS Heritage Sites & Trails BOOBY POND is a designated to Little Cayman— wetland of international Little Cayman importance, a RAMSAR site, Heritage Sites and Trails the tiny pristine that protects the largest island that is our home. colony of red-footed booby Here natural beauty – in the Caribbean, a and cultural history Little Cayman is the smallest and most tranquil magnificent frigatebird remain closely colony and a large heronry. of the Caribbean’s three sparkling jewels known interwoven and our concessions to civilisation are few. The reserve is also a winter as the Cayman Islands. EXPLORE a nature lover’s paradise where the sound of the outdoors haven for large numbers of Its ten square miles of unspoiled habitat and surrounds you on a hike along the Salt Rock Nature Trail. migrant land-birds and protected heritage offer the ultimate escape. LITTLE CAYMAN Discover orchids, butterflies and birds in the forest; and a pirates herons, waders, shorebirds Explore, relax and bask in perfect natural beauty. well and the remnants of phosphate mines from the 1800s. and terns. A Nature Lover’s THE CALL OF THE SEA is irresistible A BIRD WATCHER’S DREAM. USA MIAMI Paradise here. You can snorkel in the The island is home to up to 200 species shallow reef-protected including 20,000 red- CAYMAN sounds or dive the famous footed boobies and an ISLANDS Bloody Bay Wall. -
Cayman International School New Faculty & Staff 2018-19
Cayman International School New Faculty & Staff 2018-19 Melody Meade (Early Childhood Principal) Melody Meade joins CIS in the newly created position of Early Childhood Principal. Melody has worked as a teacher and in school administration in middle school, elementary school and Early Childhood divisions. She is thrilled to devote her energies and focus to the school experience of our youngest learners. Melody earned her Masters Degree in Education Administration from Columbia University: Teachers College, graduating from the Klingenstein Center for Private School Leadership. Her BA degree is in Elementary Education and History, from the University of Rhode Island. Originally from Storrs Ct. Melody has devoted her career to international education. She has worked in NYC, San Francisco, Brazil, France, and Belgium. She joins us from Washington DC, where she was the Primary School Principal at Washington International School, where her two children graduated earning bilingual IB Diplomas. Mike Neeland (MS Science) and Carol Neeland (ES Technology Integration) Mike Neeland grew up in Kansas and taught in Topeka before moving to Barcelona to teach MS and HS science at Benjamin Franklin International School. Carol grew up in California and taught in San Clemente for seven years before accepting a position as the K – 12 Computer Teacher at Ben Franklin IS. They met and married in Spain. They moved to Taiwan where Carol worked as an ES computer teacher and Mike was Assistant Aquatics Director and MS science teacher at Taipei American School. Their daughter, Kelsey, was born in Taipei. Next stop, the Dominican Republic to work at Carol Morgan School. -
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 -
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. -
The Transatlantic Cocaine Market
Vienna International Centre, PO Box 500, 1400 Vienna, Austria Tel.: (+43-1) 26060-0, Fax: (+43-1) 26060-5866, www.unodc.org The Transatlantic Cocaine Market Research Paper United Nations publication FOR UNITED NATIONS USE ONLY ISBN ???-??-?-??????-? ISSN ????-???? Sales No. T.08.XI.7 Printed in Austria ST/NAR.3/2007/1 (E/NA) job no.—Date—copies April 2011 ACKNOWLEDGEMENTS This report was prepared by the Studies and Threat Analysis Section in collaboration with the Regional Office in Senegal and the Integrated Programme and Oversight Branch of UNODC. The following staff members contributed to this document: Studies and Threat Analysis Section: Thibault Le Pichon, Thomas Pietschmann, Ted Leggett, Raggie Johansen Regional Office in Senegal: Alexandre Schmidt, David Izadifar Integrated Programme and Oversight Branch: Aisser Al-Hafedh, Olivier Inizan Strategic Planning Unit: Gautam Babbar DISCLAIMER This report has not been formally edited. The designations employed and the presentation of material in this report do not imply the expression of any opinion whatsoever on the part of UNODC concerning the legal status of any country, territory or city or its authorities, or concerning the delimitation of its frontiers and boundaries. The contents of this report do not necessarily reflect the views of the Member States. The Transatlantic Cocaine Market Key findings....................................................................................................................... 2 Key data / estimates ......................................................................................................... -
OFFICIAL CATALOG 2019-2021 1 Contents
OFFICIAL CATALOG 2019-2021 1 Contents Welcome 5 Our Mission 7 The St. Matthew’s University Difference 9 Credentials 13 What’s Around Campus 14 Island & Student Life 17 Admissions 20 Financial Information 24 Curriculum 28 Clinical Sciences Program & Clerkship Rotations 34 Faculty & Administration 38 Standards of performance 46 Center for Learning Enhancement 50 IMPROVING Student Government & Organizations 54 LIFE BY DEGREES 2 3 Welcome We would like to extend to you a warm welcome to St. Matthew’s University School of Medicine. We are happy that youchose St. Matthew’s to pursue your medical education. You can rest assured that you have made the right choice. We have a student-centered mission. We do everything we can to help you reach your goal to become a successful physician. Here at St. Matthew’s, you will find the friendly faculty and staff ever willing to assist you to meet your educational needs. This is complemented by our Center for Learning Enhancement, where we offer personalized care in dealing with your educational and personal issues. At St. Matthew’s, you will find the curriculum is carefully crafted to maximize your success. With residency placements in outstanding programs like the Mayo Clinic, Duke University, Johns Hopkins, and McGill University, our graduates offer the best evidence of our students’ success. This success can be in part attributed to the high quality of our faculty, who have been chosen from all parts of the world and are experts in their field of teaching. An outstanding pre-clinical curriculum and the clinical shadowing programs at Cayman hospitals and clinics help our students understand the powerful link between Basic Sciences and clinical practice. -
Cayman Wildlife Brochure FINAL4.Indd
CAYMAN ISLANDS Wildlife Guide CAYMAN ISLANDS Wildlife Guide This guide aims to provide you with tools and information to enjoy the incredible Contents wildlife found in the Cayman Islands. From rare orchids and traditional plants, to blue dragons and booby birds, you will find a whole range of flora and fauna across Wildlife in Cayman Islands Map 3-4 the three islands of Grand Cayman, Cayman Brac and Little Cayman. Ten Amazing facts about Cayman wildlife 5-6 This guide was originally produced with the help of wildlife journalist James Fair who visited Cayman in 2012. James has worked as an environmental journalist since the Marine Life 7-9 mid-1990s and said about the destination: “What I love about the Cayman Islands Bird Life 10-13 is that nothing runs away from you. It’s as if you are as much an attraction for the wildlife, as the wildlife is for you.” See more of James’ work at www.jamesfairwildlife. Reptile Life 14-17 co.uk or follow him on Twitter @jamesfairwild Plants and Butterflies 18-20 Some of the photos in this guide have been provided by professional wildlife photographer Will Burrard-Lucas whose distinctive and innovative approach to Meet the Experts 21-22 wildlife photography has earned him international recognition. Through his work, Will aims to inspire people to celebrate and conserve the natural wonders of our Bats 23 planet. To find out more, visit Will’s website www.burrard-lucas.com or follow him on Facebook BLphotography. Exploring Cayman Wildlife 24-25 Cayman Conservation Laws 25-26 “The Cayman Islands teem with wildlife. -
The Golden Age of Piracy Slideshow
Golden Age of Piracy Golden Age of Piracy Buccaneering Age: 1650s - 1714 Buccaneers were early Privateers up to the end of the War of Spanish Succession Bases: Jamaica and Tortuga – Morgan, Kidd, Dampier THE GOLDEN AGE: 1715 to 1725 Leftovers from the war with no employment The age of history’s most famous pirates What makes it a Golden Age? 1. A time when democratic rebels thieves assumed sea power (through denial of the sea) over the four largest naval powers in the world - Britain, France, Spain, Netherlands 2. A true democracy • The only pure democracy in the Western World at the time • Captains are elected at a council of war • All had equal representation • Some ships went through 13 capts in 2 yrs • Capt had authority only in time of battle • Crews voted on where the ship went and what it did • Crews shared profit equally • Real social & political revolutionaries Pirate or Privateer? •Privateers were licensed by a government in times of war to attack and enemy’s commercial shipping – the license was called a Letter of Marque •The crew/owner kept a portion of what they captured, the government also got a share •Best way to make war at sea with a limited naval force •With a Letter of Marque you couldn’t be hanged as a pirate Letter of Marque for William Dampier in the St. George October 13, 1702 The National Archives of the UK http://www.nationalarchives.gov.uk/pathways/blackhisto ry/journeys/voyage_html/docs/marque_stgeorge.htm (Transcript in Slide 57) The end of the War of Spanish Succession = the end of Privateering • Since 1701 -
The Lost Treasure of Tortuga
The Lost Treasure Of Tortuga CAlliope Theatre Company Study Guide The Lost Treasure of Tortuga Welcome to The Lost Treasure of Tortuga by Calliope Theatre Company. Our touring production of The Lost Treasure of Tortuga, an original one hour presentation, has been designed to “Educate, Enlighten & Entertain!” In this study guide, developed by professional educators and English-language teachers, you will find Pre- and Post-Performance Activities and Discussion Topics, as well as teacher and student resources. For students who are learning English we have also included key vocabulary so that your students will get the most out of our performances. This study guide may be reproduced and distributed to students. It can be found on our website https://www.calliopetheatrecompany.pt/the-lost-treasure-of-tortuga Calliope Theatre Company’s The Lost Treasure of Tortuga is an interactive performance and we encourage your students’ participation and we will be asking a number of your students to join us on stage. Calliope Theatre Company welcomes your opinion & suggestions on our performances and Study Guides, so that we can continue to provide teachers and students with the finest in- school, educational theatre experience. We love hearing from students and teachers. Please encourage your students to leave a comment on our Facebook page https://www.facebook.com/calliopetheatreportugal/ , follow us on Twitter or write us letters and tell us what you thought of the show! Sincerely, Meg and Matthew Calliope Theatre Company 2 The Lost Treasure of Tortuga TABLE OF CONTENTS The Vocabulary and Activities that are highlighted in red are the most important in ensuring that your students understand and enjoy The Lost Treasure of Tortuga.