Suchergebnisse

The fourth informal meeting of the heads of offices responsible for international legal services of the foreign ministries of the member states of the United Nations (the Legal Advisers) took place at UN headquarters in New York on October 25 and 26, 1993. The meeting, like the previous three, was organized at the invitation of the Legal Advisers of Canada, India, Mexico, Poland and Sweden, and with the assistance of the Legal Counsel of the United Nations, Under-Secretary-General Carl-August Fleischhauer. Forty-eight Legal Advisers and thirteen of their deputies attended, together with nearly fifty other interested participants, including the chairman of the Sixth Committee, María del Lujan Flores, the chairman of the International Law Commission, Julio Barboza, the Secretary-General of the Asian-African Legal Consultative Committee, Frank X. Njenga, a representative from Switzerland and a representative of the International Committee of the Red Cross. Representatives of all five permanent members of the Security Council were present.

The signing of the Franco-Spanish treaty concerning the Moroccan question on November 27th marks the last stage in the process of establishing a French protectorate in the Shereefian Empire. For years the European Powers have watched the steady decline of the "little Realm of the West," the continued loss of power and prestige by its sovereigns both in local and in national affairs, and the gradual disruption of the entire state. Ever since 1880, France, the nearest and most interested African neighbor, has been a keen observer of every move of the Sultans; and she has rendered the harassed and incapable rulers every assistance, diplomatic and otherwise, that these sovereigns would accept and the Powers permit. The French have seen from the first that nothing short of an European protectorate would suffice to save the Sultans, to ensure the establishment of an efficient administration, to afford ample security for life and property, and to give peace and prosperity to the long-suffering and oppressed people.

While debates about its morality continue among states and conservatives, migration is taking place in Africa. In previous decades, migration was dominated by men. Increasingly, in Zimbabwe, women are taking centre stage in this process. Using the case study of Chivi District in Zimbabwe which is now considered an established 'donor' of migrants, we examine how access and control of remittances by migrant men and women determines patrimony. This paper argues that migration and remittances have given birth to new rights and entitlements to daughters who were previously marginalised.

While debates about its morality continue among states and conservatives, migration is taking place in Africa. In previous decades, migration was dominated by men. Increasingly, in Zimbabwe, women are taking centre stage in this process. Using the case study of Chivi District in Zimbabwe which is now considered an established 'donor' of migrants, we examine how access and control of remittances by migrant men and women determines patrimony. This paper argues that migration and remittances have given birth to new rights and entitlements to daughters who were previously marginalised.

Despite best hopes of social and urban transformation, Johannesburg's middle-class suburbs have remained largely inaccessible to lower income and more marginalised communities. This article examines the everyday practices and repertoires of action by resident associations in Johannesburg, demonstrating their ability to moderate more progressive state impulses and other land use changes. It argues that resident associations have become the custodians of middle-class visions and aesthetics and carry out the boundary work and symbolic violence that maintains and defends suburban borders.

"Romney locates the foundations of the early modern Dutch empire in interpersonal transactions among women and men. As West India Company ships began sailing westward in the early seventeenth century, soldiers, sailors, and settlers drew on kin and social relationships to function within an Atlantic economy and the nascent colony of New Netherland. In the greater Hudson Valley, Dutch newcomers, Native American residents, and enslaved Africans wove a series of intimate networks that reached from the West India Company slave house on Manhattan, to the Haudenosaunee longhouses along the Mohawk River, to the inns and alleys of maritime Amsterdam. This work pioneers a new understanding of the development of early modern empire as arising out of personal ties"--

This study examined the connection between Black youth moral behavior and the aesthetic value of Black art. Today's Black youth are impressed with elements in the media, their schools, and other social surroundings that have been a little less than upstanding. This exploration of moral relevance of self evaluation is important in order to empower the Black youth of today. With this self-empowerment, Black youth can have the ability to access and exhibit behaviors of moral integrity. This study examined interpretative narratives regarding Black art through group discussions, one on one interaction, a questionnaire, and participant observations by Black youth in the community in Jonesboro, Georgia. The interpretive stories were collected from a group of five eighth grade Black youth. This selected group represented less than 1% of the population of 30 % of under age 18 year old Black youth in a community of 51.6% Black. Participants were encouraged to relate the visual experience to their own childhood. In addition to this, stories from my own childhood experiences were incorporated as an important aspect of this research. The goal is to share my research and strategies with educators, parents, and community leaders who can ii direct this process of increasing self awareness regarding morals among Black youth through specific exercises in schools and community venues. Critical race theory provides the theoretical framework for this study with an emphasis on aesthetics. This framework contains information gathered from historical narratives of Black works of art as well as written and verbal texts of Black students and theorists of Black studies. I have included a number of poems which are reflective of the Black experience. This research drew upon developments of democracy, relating to Black culture, education of Blacks in the South, and the relationship of moral principles among Blacks relating to art, schools, and social events in America. These theoretical insights span from the beginning of the educational history of Blacks in the United States until the present. A visual narrative methodology was used to interpret the semiotics for Black culture which creates an aesthetic pedagogy necessary for introducing change to curricula in schools and programs in the community. Through these controlled discussions and written responses the implications of moral understanding resulted in evidence for understanding oneself as Black youth.

Accountability for crimes, a theme central to Shakespeare's plays, is also extraordinarily pertinent to our times. Newspapers have reported on the care taken by the leaders of the former Yugoslavia to order atrocities against "enemy" populations only in the most indirect and euphemistic way. Even the Nazi leaders constantly resorted to euphemisms in referring to the Holocaust. No explicit written order from Hitler to carry out the final solution has ever been found. At the height of their power, the Nazis treated the data on the killing of Jews as top secret. Similarly, a high-ranking member of the former security police told the South African Truth and Reconciliation Commission that written instructions to kill antiapartheid activists were never given; squad members who carried out the killings simply got "a nod of the head or a wink-wink kind of attitude."

Are we no longer capable of respecting nature, or of defending a living beauty that has no earning power, no utility, no object except to let itself be seen from time to time?Romain GaryIf, as Lao-tse said, nature is not anthropomorphic, some fellow creatures nonetheless seem to share the better angels of our character; among these animals, none is grander than the African elephant. Elephants live in close-knit "families" of about ten members that seem to do just about everything synchronously—feeding, walking, resting, drinking or mud wallowing. Each unit has a matriarchal structure: it is headed by the oldest female and consists of younger females and their calves, as male calves tend to leave the family and strike out on their own when they reach sexual maturity between the ages of 10 and 15. Fighting is rare.

I. Introduction . - 1. Maurizio Carbone, EU-Africa relations in the twenty-first century: evolution and explanations 3. - II. Actors and contexts. - 2. Fredrik Söderbaum, The European Union as an actor in Africa: internal coherence and external legitimacy 25. - 3. Gorm Rye Olsen, The EU's Africa policy between the US and China: interests, altruism, and cooperation 43. - 4. Richard G. Whitman and Toni Haastrup, Locating the EU's strategic behaviour in Sub-Saharan Africa: an emerging strategic culture? 57. - 5. Ian Taylor, Africa's place in international relations: domestic politics, global linkages 77. - 6. Mary Farrell, African regionalism: external influences and continental shaping forces 98 . - III. Policies and partnerships. - 7. Maurizio Carbone, Foreign aid, coordination, and ownership in EU-Africa relations 121. - 8. Gordon Crawford, EU human rights and democracy promotion in Africa: normative power or realist interests? 142. - 9. Christopher Stevens, Economic Partnership Agreements and Africa: losing friends and failing to influence 165. - 10. Alan Matthews, Unfulfilled expectations? The EU's agricultural and fisheries policies and Africa 189. - 11. Amelia Hadfield, Out of Africa: the energy-development nexus 209. - 12. Simon Lightfoot, Climate change and the EU-Africa Strategy: coherence, leadership, and the 'greening' of development 238. - 13. Tine Van Criekinge, The EU-Africa migration partnership: the limits of the EU's external dimension of migration in Africa 258. - 14. Jan Orbie, Work in progress: the social dimension of EU-Africa relations 283. - IV. Conclusion. - 15. Michael Smith, European policies, African impact and international order: (re)evaluating the EU-Africa relationship 307

In Black Madness :: Mad Blackness Therí Alyce Pickens rethinks the relationship between Blackness and disability, unsettling the common theorization that they are mutually constitutive. Pickens shows how Black speculative and science fiction authors such as Octavia Butler, Nalo Hopkinson, and Tananarive Due craft new worlds that reimagine the intersection of Blackness and madness. These creative writer-theorists formulate new parameters for thinking through Blackness and madness. Pickens considers Butler's Fledgling as an archive of Black madness that demonstrates how race and ability shape subjectivity while constructing the building blocks for antiracist and anti-ableist futures. She examines how Hopkinson's Midnight Robber theorizes mad Blackness and how Due's African Immortals series contests dominant definitions of the human. The theorizations of race and disability that emerge from these works, Pickens demonstrates, challenge the paradigms of subjectivity that white supremacy and ableism enforce, thereby pointing to the potential for new forms of radical politics.

"Teaching Enslavement in American History provides classroom teachers with the resources necessary to navigate one of the most difficult topics in any history course. This volume is the product of a collaboration between three University professors and a team of experienced middle and high school teachers. Its nine chapters include the context for topics like the middle passage, the Constitution's position on enslavement, African cultural retention, and resistance to enslavement. The resources include 18 lesson plans and dozens of short primary and secondary sources modeled on document-based questions and the inquiry design model. Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union"--