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Despite improvements, the primary education system in Haiti remains highly inefficient: children start primary school 2 years late on average, and fewer than 60% will reach the last grade of the cycle. While the official age for beginning primary school is 6, the average child enters first grade for the first time at 7.8 years old, after having spent 2 or more years in some form of preschool. This distortion grows over time, as about 10% of children repeat and 2-6% drop out of each grade of primary. These repetition rates are higher than the averages in the rest of Latin America and the Caribbean (LAC) and Sub-Saharan Africa. Using a simulated cohort approach, these rates imply that only about 58% of children in first grade will arrive at sixth grade, and only 29% will ever reach the final year of upper secondary. For those who do eventually complete primary, the average ages by grade suggest that it takes 7 to 8 years on average to complete 6 years of primary school. Most importantly, many students, particularly in poor communities, seem to learn little. "Ministère d'Education Nationale et Formation Profesionnelle" (MENFP) partnered with the World Bank and two organizations (Institut de Formation du Sud--IFOS and FHI360) to collect data in a sub-sample of 97 schools that had taken part in the original "Initiative de Renforcement des Services Scolaires" (IRSS) project. The observations were conducted using a French translation of the Stallings Classroom Snapshot instrument that has recently been used in six Latin American and Caribbean countries (Bruns and Luque 2015). The instrument was originally developed by Jane Stallings in the 1970s to measure the efficiency and quality of primary teachers in the United States (Stallings 1977; Stallings and Mohlman 1988). The Stallings instrument generates quantitative data on four central aspects of teacher classroom practice: use of class time; use of materials; core pedagogical practices; and ability to engage students. The instrument generates robust, quantitative, and comparable data, making it useful in developing country contexts. The results from the Stallings classroom observations provide several valuable insights into what is happening inside Haitian classrooms. Given that at least basic motivation to teach appears to be present for most teachers, equipping them with the skills and tools to do it effectively--through targeted and practical in-service training, scripted lessons, and other means--is a high priority. In the long-run, improved teacher training that enables mastery of content, provides classroom practice and feedback, and that aligns with standards based on a revised curriculum could contribute to improved instruction and student learning. New instruction methods in Haiti should demand students to ask questions, compare, analyse, solve problems, and discuss, among others activities. This should become the norm rather than the exception. In the short-term, given the weaknesses of existing teacher training programs, scripted instruction methods in which teachers are guided through each class, albeit with adequate support and coaching, could be a way to foster student learning in the classroom.

This report presents information to help teachers work with diverse students. The report includes: information regarding the countries and cultures of Haiti, Eritrea, and Ethiopia (for helping to establish rapport with diverse learners); characteristics of Haitians, Eritreans, and Ethiopians as contrasted with American students' characteristics and expectations; culturally responsive teaching techniques for Haitian, Eritrean, and Ethiopian students; evaluation and assessment-related strategies for Haitian, Eritrean, and Ethiopian children; resources for each of the three groups in America (human, community, and material resources, Internet resources, and annotated bibliographic resources); and research-based findings that clarify how to work effectively with children from Haiti, Eritrea, and Ethiopia. (SM)

This classroom guide uses a series of interactive lessons to provide middle and high school students with the foundation to address complex issues of how people use the environment, the factors (demographic, socioeconomic, political, and cultural) that affect human use of resources, and the local and global environmental impact of people's actions and choices. The unit includes four core lessons and two case studies. The core lessons prepare students to consider how the quest of people around the world to meet their basic needs leads to the use of resources and the production of wastes. The case studies help students move beyond the general ideas to examine how human needs and environmental stress are problems confronted by real people in Haiti and in Bangladesh. In the culminating activity, students reflect on the first three core lessons and case studies to collaborate on an action plan for responsible global citizenship. The lessons include maps and statistical data on population and environmental use. A wall chart of statistical data completes the guide. Extension activities are suggested for further research and adaptations are available for younger grades. (EH)

This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own countries and migrated to the United States. Each guide contains two versions of the same story, a shorter version with illustrations and a longer version with few or no illustrations. This guide is based on the story of a young girl who leaves her village in Haiti to come to the United States in 1951. The child leaves her mother, brother, and sisters, who have gone into hiding from political oppression, to come to the United States with an aunt and cousin. They encounter many hardships, and the children are separated from the adult. They eventually are taken in by foster parents, who help them re-establish contact with their family in Haiti. The model begins with reading the story aloud. From the story learners will connect many of the experiences to the different disciplines, including language arts, mathematics, and social studies. The guide contains many suggested activities using cooperative learning, hands-on experiences, and various types of group and individual work. The first appendix discusses authentic assessment, including portfolio assessment, and the second explores parent involvement. A third appendix suggests activities arranged by subject area. (SLD)

These materials are designed to help students bridge the gaps in the news and their textbooks about the country of Haiti and to provide suggestions for further research. The following framework is suggested for studying Haiti today: (1) Haiti's current crisis is best understood in historical perspective; (2) the U.S. government has heavily influenced Haitian society in the 20th century; (3) racism has been an important factor in shaping United States/Haitian relations; (4) popular movements play a crucial role in Haiti; (5) President Aristide should be presented in his social context; and (6) a key concern is the role of the Haitian people in determining their country's policies. The volume contains: (1) "Haiti's History"; (2) "Maps"; (3) "Studying the Media"; (4) "Roots of Poverty"; (5) "Aristide"; (6) "Roots of Democracy"; (7) "Haitian Voices"; (8) "The Konbit"; (9) "Folktales"; (10) "Vodou"; (11) "Songs of Resistance"; (12) "Teaching/Action Ideas"; (13) "Resource Guide"; and (14) "Proverbs." (EH)

This program examines the history of U.S.-Haitian affairs and the events leading up to the recent deployment of U.S. troops to Haiti. This program provides essential background to those interested in the current and future situation in Haiti as it struggles with democracy-building. The study guide offers questions to use before viewing the video, questions to follow the video, classroom activities to focus student thinking on the problem, topics for further research, and a list of eight resources. (EH)

A proposal is made for creating a one-month study unit for the study of Haiti by eighth grade, social studies students. Background information on Haiti's geography, population, economy, culture, and history is provided. Ideas for three lesson plans on Haiti include the iron market in Haiti, Haitian history, and the role of voodoo in Haitian culture. Each lesson has a stated goal, knowledge/skills utilized, objectives, instructional activities, and assessment. Contains 10 references. (DB)

Developed for secondary students to place political situations in context, this document uses essays, interviews, songs, literature, and prose to present the culture of Haiti and the history of colonialism, neo-colonialism, and struggles for independence. After a historical overview, a chronology provides key dates in Haitian history. Maps of Haiti and the Caribbean precede two folktales that blend African and European folklore to become part of the cultural heritage of the Haitian people. The tradition of work exchange by the rural Haitians originating from West African roots is explained and illustrated by a story. After describing voodoo and its development as a resistance force in Haiti, data on conditions in Haiti provide statistics on such topics as population trends, life expectancy, illiteracy rate, and infant mortality rate. Six stories illustrate Haitian daily life. Music plays an integral role in the social and religious activities, and four songs and discussion questions provide opportunities for student participation. Seven teaching ideas provide further information on activities. A list of 12 organizations and journals and 26 sources (including videos) for further information on Haiti concludes the guide. (CK)

Presents an instructional resource on Haitian art and provides historical information on Haiti. Features four artists: (1) Hector Hyppolite; (2) Edouard Duval-Carrie; (3) Paul Claude Gardere; and (4) Bien-Aime Sylvain. Includes background information on each artist, learning activities, and reproductions of their artwork. (CMK)

Presents an investigation that guides students in detecting vertical and horizontal lines of symmetry as well as rotational symmetry in the decorative designs of wrought-iron doors. (ASK)

This elementary-intermediate level reader deals with the geography, civilization, and personalities of 28 countries in the Francophone world. It is intended primarily for Foreign Service students who are preparing for assignments in areas other than metropolitan France where French is one of the official languages. The five sections of the book deal with countries in central and northern Africa, Europe, North America, the Caribbean, and the Indian Ocean area. Each chapter provides several short readings on the culture of the country and comprehension questions on the passages. (AMH)

This manual was prepared for sponsors of Haitian refugees. The manual attempts to describe the background of refugees from Haiti by briefly explaining their history, culture, religion, politics, economics, customs, and habits. (MK)

A basic introduction to the history and culture of Haiti is presented. It is designed primarily for American service providers and sponsors and so also discusses the legal problems faced by Haitian entrants in the United States. The information is organized according to the following topics: (1) geography and climate of Haiti, (2) history, (3) economy, (4) education, (5) social structure, (6) family life, (7) religious beliefs and funeral customs, (8) health services, (9) mental health, (10) foods, (11) holidays, (12) recreation, (13) transportation, and (14) implications for social adjustment. A bibliography concludes the volume. (AMH)

This "Teacher's Guide" and "Student Workbook" accompany a videotape and poster map in a package intended to introduce the heritage, historical events, customs and beliefs of the Haitian people, with emphasis on the valuable contributions of the African-American culture. The student workbook contains a summary of the video program, Haitian proverbs and a folk tale, worksheets, a historical time line, and a vocabulary. The teacher's guide includes introductory information, a vocabulary and pronunciation list, questioning strategies, and three multi-session lesson plans: festival masks; cut paper designs; and banners/flags. For each lesson, objectives, vocabulary, materials, historical/cultural summary,discussion questions, activities, demonstrations, assessment, and interdisciplinary connections are indicated. Supplemental resources, an answer guide, a Haitian history time line, and an 18-item bibliography, conclude the guide. (MM)

This guide for classroom teachers is intended to increase their awareness of Haitian culture, the Haitian educational system, and Haitian Creole language. This document was adapted from the doctoral dissertation "Academic Achievement of Haitian Limited English Proficient Student in New Jersey Public High Schools" (G. L. Rorro) at Rutgers University in New Brunswick (New Jersey). An opening section contains a foreword, entries from an administrator of Bilingual-English As a Second Language and Foreign Languages, a note from a Haitian American teacher of Haitian American students, a description of the publication's purpose, and a glossary of key terms. Section I describes education in Haiti including a review of the development of that educational system, its role, influences on its development, the current level of educational resources and staff in Haiti, types of schools, higher education, and recent moves toward modernization and reform. Section II describes significant differences between Haitian Creole and standard French including the development of Haitian Creole, the phonological system, grammatical and syntactical structures and uses, lexical system, and the influence of Portuguese. Section III discusses the following classroom considerations for the teacher: (1) useful words and phrases; (2) assisting Haitian students; (3) testing; (4) non-verbal cues; and (5) differences in the Haitian and American mathematical systems. Section IV lists 22 references and teacher resources and a list of interviewees who assisted with the project. Section V offers further resources for teachers including a teacher quiz, and the text of a popular song and Haitian proverbs. (JB)

Provides teachers, librarians, and general readers with resources to educate themselves and others about the complex reality of today's Haiti. It offers an introduction to Haiti's history, politics, society, and culture and cites works available within the following categories: children's/young adults' books, literature, film and video, and music. (GR)

This atlas supplies data on the educational situation of Barbados, Dominica, Grenada, Guyana, Haiti, Jamaica, Santa Lucia, Dominican Republic, Surinam, and Trinidad and Tobago. Chapter 1 shows a global panorama consolidated at the regional level of the illiteracy problem for the population from ten years of age and over and of the groups without instruction from five to fourteen years of age. The second chapter provides information on the same problems by country. Content consists of (1) maps of geographic location representing the magnitude of the illiteracy problem and the groups without instruction for each country in the Caribbean and for each country at the geographic unit level, (2) statistical tables with absolute and relative figures of the two large problems--illiteracy and groups without instruction--shown at the regional and country levels and by country with distribution by departments, provinces, areas, or districts. An annex recapitulates the first atlas which included information on the rest of the member nations of the Organization of American States regarding both problems of illiteracy and of groups without instruction. (The introductory narrative and most other materials are in both English and Spanish.) (YLB)

Presented in this document are 37 guided lesson plans designed to further appreciation of Haitian culture. Included are lesson plans for three levels: (1) kindergarten through second grade; (2) third grade through sixth grade; and (3) seventh grade through ninth grade. The lesson format includes pre and post tests, materials, vocabulary, motivation, aim, procedure, homework, and follow-up. The aim of each lesson plan, presented in question form in the children's language, is intended to guide the children to achieve the objectives of the lesson. Terminal objectives chosen for this unit are based on different aspects of culture, geography, economic system, and history in Haiti. Also considered are comparisons between Haiti and New York City and students' daily needs. The objectives for each lesson are presented in behavioral terms for the teacher's direction. (EB)

As part of a series of documents providing language arts materials adapted for use by children in refugee populations, this list offers 200 topics for creative and expository writing based on the Haitian culture. These topics, which can also be used as stimuli for writing activities by children from the Antilles and students interested in understanding Haitian culture, incorporate specific references to and details of Haitian geography, food, history, agriculture, folklore, linguistic expressions, clothing, and artwork. (RL)

This handbook for teachers is designed to give information about the social and cultural background of Haitian immigrant students and their transition to life in the United States. The majority of the State's public school districts serving Haitian students have requested help in finding instructional materials for the more than 1,000 Haitians they are teaching, as well as information on curriculum adaptations and general understanding of their students' situation. This handbook was created in response to this need. The first section focuses on the heritage and life experiences of Haitian students in Haiti, and includes information on: demography, history, social values, religion, language (Haitian Creole and French), education, and Haitian music. Section two describes the Haitian's adjustment to life in the United States and gives extensive information about working with students in the classroom. Included are: (1) suggestions on ways to help parents; (2) guidelines to understanding the Haitian Creole language; (3) comparisons of Haitian and American mathematical systems and orthography; and (4) various practical classroom considerations. Also included are stories, songs, poems, and other information--some Creole, French, and English translations for use by the teachers. Two sample lesson plans are given, one for the kindergarten through grade 2 level, and one for grades 7 through 9. A resource list is included, along with appendices which provide a variety of other information useful in dealing with this student population. (CG)

This 7-unit curriculum guide presents a factual basis for understanding the global implications of hunger and poverty in developing countries and their effects on political stability and peace, economic and development productivity, and the well-being of families. The philosophy, rationale and objectives of the International Service Association for Health, Inc. are given, followed by a description of development education. The topics of the units are: "Personal Nutrition"; "Facts about Hunger"; "Haiti: A Developing Nation"; "Water, Water Everywhere"; "Follow-Up"; "Resources"; and "Evaluator." Each unit contains a combination of the following elements: readings, pre-test, activities, charts, simulation games, maps, graphs, puzzles, discussion guides, research activities, resource lists, audio-visual guides, post-test, student ratings, and teacher evaluations. (TRS)

Instructional materials are presented that are designed to give educators a comparative view of Haitian Creole, French, and English as well as to provide insight into the linguistic differences between Haitians and other national origin minority groups for better placement in English instruction. The text focuses on grammatical, lexical, phonological, and orthographic contrasts among the three languages, and the production of useful phrases in Haitian Creole. An introductory section outlines the origins of Haitian Creole and the functions of Haitian Creole and French in Haiti. Subsequent chapters provide instruction in: (1) phonology and orthography; (2) morphology, including pronouns, the verb system, adjectives, nouns, word order, plurality, definite determiners, negation; and (3) lexicology, including additional orthography, terms of respect, cognates and false cognates, and lexical borrowings. Appended materials include useful words and phrases, numbers, colors, seasons, days of the week, months of the year, lyrics to a popular Haitian song, Creole proverbs, and a true-false quiz. A brief bibliography is included. (MSE)

Fragile and conflict affected states are exceedingly vulnerable to the consequences of climate change and natural hazards. Although a large amount of research recognizes a connection between conflict, state fragility and disaster risks, the area is still largely under-developed. In this study, the case of Haiti is used to explore the complex nature of disaster governance in a highly fragile and conflict affected context (FCAC). The study seeks to contribute to the research gap on disaster governance is conflict areas by examining the roles of international humanitarian actors in three different post-disaster contexts in Haiti: the 2010 earthquake, hurricane Matthew in 2016 and the 2021 earthquake. Through the analytical lens of social contract theory, the study aims to contribute to increased understanding of relationships between actors in disaster governance, by exploring how social contracts can be characterized in FCAC. The findings of this study show the need for an expanded view of social contracts in FCAC in order to improve disaster governance in contexts with a fragile state-society relationship. The study argues that the normative view of a state-society social contract of mutual trust and expectations is not applicable to the post-colonial context of Haiti. Instead, the findings reveal a complex web of power relations connected to both international, national and local actors.

This article provides an overview, implications, and challenges that arise at the intersection of international political, economic, social, and environmental dilemmas that intervened in Haiti's efforts to build the stability of its democracy during the pre-Cold War period until recently. By providing United States Agency for International Development (USAID)'s trend of democratic assistance to the Latin American region and the presidential leadership model that may explain Haiti's failure to combat political instability, this article has positioned the Haitian government as a contributor to Haiti's permanent crisis, with the role of an elite society taking control of the interim government system and the civil society as the party to bear the consequences. The occurrence of a devastating earthquake has tested Haiti and resulted in more and more Haitians migrating to the United States. This condition exacerbated Haiti's status as a "failed state" and the need for sustained commitment and long-term international stabilization efforts. By applying the analytical explanatory method, the results show that if Haiti is to escape its permanent political instability, a more comprehensive policy-making paradigm shift is needed beyond just democratic assistance from USAID. Keywords: Democratic Aid, Haiti, USAID, Democracy, Foreign Aid. Artikel ini mengulas ikhtisar, implikasi, dan tantangan yang muncul di persimpangan dilema politik, ekonomi, sosial, dan lingkungan internasional yang mengintervensi Haiti dalam upaya membangun stabilitas demokrasinya selama periode sebelum Perang Dingin hingga baru-baru ini. Dengan menyediakan tren bantuan demokratis Badan Pembangunan Internasional Amerika Serikat (USAID) ke wilayah Amerika Latin dan model kepemimpinan presiden yang mungkin bisa menjadi alasan atas tidak berhasilnya Haiti melawan ketidakstabilan politik, artikel ini telah menempatkan pemerintah Haiti sebagai kontributor krisis permanen Haiti, dengan peran masyarakat elit yang

Mais qu’est-ce que l’on entend par citoyenneté ? Au cours des siècles ce terme a eu pour fonction de définir son domaine d’application à des groupes d’individus bien distincts, alors qu’aujourd’hui, après un long parcours historique sujet à des évolutions et ruptures multiples, le même mot se distingue par une polysémie qui est désormais difficile à définir et qui, dans certains de ses emplois, a tendance à proposer une acception qui est tout-à-fait universelle. Dans cette trame complexe, les excursus historiques sont fondamentaux et mettent en évidence un aspect important et spécifique de tout le processus et par conséquent que la citoyenneté s’est développée de façon conceptuelle, en tant que paradigme historique. C’est un concept qui doit être pensé à l’intérieur d’une histoire quasi exclusivement européenne, où le patrimoine de typologies auquel s’appuie la citoyenneté moderne s’est développé de manière conceptuelle, tout en se définissant, dans l’ensemble, en contraste par rapport aux expériences passées.

L’escalation della violenza a Port-au-Prince - capitale della ‘perla delle Antille’ nella parte occidentale dell’isola Hispaniola - ha costretto circa 40.000 persone ad abbandonare le proprie case in diversi quartieri, aggravando una crisi umanitaria già complessa. Donne, bambini, anziani e altri gruppi vulnerabili sono i più colpiti dalla violenza brutale perpetrata da gruppi armati che lottano per il controllo del territorio. Centinaia di civili sono stati uccisi e decine di migliaia sono stati costretti a fuggire dalle proprie abitazioni. Haiti sta vivendo un crollo umanitario che si riflette in una crisi socioeconomica e politica di proporzioni allarmanti. Questo crollo ha raggiunto livelli critici negli ultimi anni, mettendo a dura prova il Paese su molteplici fronti.

Dans la formation des enseignants et des éducateurs, les thèmes de l’éducation et de la citoyenneté jouent un rôle essentiel et constituent un chantier de réfl exion et d’expérimentation en constante évolution. Ce volume est à la fois l’aboutissement et le témoignage d’un projet de service public sur ces thématiques entre la Faculté des Sciences de la formation de l’Université Catholique du Sacré-Coeur de Milan et la Faculté des Sciences de l’Education de l’Université Notre Dame d’Haïti à Jacmel.

Nel corso dei secoli il termine cittadinanza ha avuto la funzione di definire il suo ambito di applicazione a gruppi di persone ben distinte, mentre oggi, dopo un lungo percorso storico soggetto a evoluzioni e rotture multiple, la medesima parola si distingue per una polisemia ormai difficilmente delineabile che, in alcune sue applicazioni, tende a offrirsi in un’accezione addirittura universale. In questa trama complessa, gli excursus storici sono fondamentali e evidenziano un aspetto importante e peculiare di tutto il processo e cioè che la cittadinanza, come paradigma storico, è un concetto che va pensato all’interno di una storia quasi esclusivamente europea, dove quel patrimonio di tipologie al quale attinge la moderna cittadinanza si è sviluppato concettualmente, pur definendosi nel complesso per contrasto rispetto a quelle esperienze passate., Mais qu’est-ce que l’on entend par citoyenneté ? Au cours des siècles ce terme a eu pour fonction de définir son domaine d’application à des groupes d’individus bien distincts, alors qu’aujourd’hui, après un long parcours historique sujet à des évolutions et ruptures multiples, le même mot se distingue par une polysémie qui est désormais difficile à définir et qui, dans certains de ses emplois, a tendance à proposer une acception qui est tout-à-fait universelle. Dans cette trame complexe, les excursus historiques sont fondamentaux et mettent en évidence un aspect important et spécifique de tout le processus et par conséquent que la citoyenneté s’est développée de façon conceptuelle, en tant que paradigme historique. C’est un concept qui doit être pensé à l’intérieur d’une histoire quasi exclusivement européenne, où le patrimoine de typologies auquel s’appuie la citoyenneté moderne s’est développé de manière conceptuelle, tout en se définissant, dans l’ensemble, en contraste par rapport aux expériences passées.

La presenta investigación tiene por objetivo analizar los mandatos de protección internacional de los derechos humanos establecidos por el Consejo de Seguridad y la Asamblea General de la ONU en el marco de intervención de las operaciones de mantenimiento de la paz en escenarios de conflictos armados y si fueron eficaces en alcanzar la paz. El estudio es de nivel descriptivo, transversal y comparativo en la que se estudia dos casos internacionales de misiones de paz de la MINUGUA en Guatemala y de la MINUSTAH en Haití, realizando un estudio cualitativo entre ambas. En base a los mandatos de cada misión los resultados en el desempeño fueron disimiles. Con la MINUGUA se logró alcanzar la paz, después de 36 años de guerra interna, mientras que con la MINUSTAH no contribuyó a lograr la pacificación y hasta el presente viene siendo asolada por la violencia social que persiste en el país.

Even if Gouverneurs de la rosée by Jacques Roumain has been well studied by Caribbeanist critics, I consider that the ultimate ecocritics readings of this novel with huge ecological implications still not enough. Therefore, the aim of this paper is to enlighten the ethical system of biocentric and ecocentric values that defines its characters’ identities, both individually and collectively. I will study the symbolism of the ecosystem where the conflict takes place (the fictitious town of Fonds-Rouge) and how this ecosystem is one of the novel’s main characters. In addition, I will pay special attention to the figure of Manuel, who returns from Cuba and finds his native land into a terrible drought. In order to save his people (in a broad sense) from death, Manuel will have to explore the hills searching for water, hoping to be able to govern it with justice and ensure the peaceful survival of his community through the restoration of its socio-environmental balance., Si bien es cierto que Gouverneurs de la rosée de Jacques Roumain lleva décadas siendo objeto de estudio de la crítica caribeanista general, los acercamientos ecocríticos a esta novela de implicaciones profundamente ecologistas resultan aún insuficientes. Por ello, en este artículo nos proponemos arrojar luz, primeramente, sobre el sistema ético de valores ambientalistas, biocéntricos y ecocéntricos que apuntalan las identidades de sus personajes a nivel tanto individual como colectivo. De modo particular, nos ocuparemos de los resortes simbólicos que intervienen en la asunción del ecosistema donde se desarrolla el conflicto (la comuna ficticia de Fonds-Rouge) como uno de los personajes principales. Además, dedicaremos una especial atención a la figura de Manuel, que regresa desde Cuba a su tierra natal y la encuentra sumida en una terrible sequía. Para salvar de la muerte a los suyos (en el sentido más amplio posible del término), Manuel deberá explorar los cerros en busca de agua con la esperanza de gobernarla con justicia y asegurar la supervivencia en paz de su comunidad mediante el restablecimiento de su equilibrio socioambiental.&nbsp, Même si Gouverneurs de la rosée de Jacques Roumain constitue un objet d’étude privilégié de la critique caribéaniste depuis des décennies, les lectures écrocitiques de ce roman aux implications profondément écologistes nous semblent encore insuffisantes. C’est pourquoi dans cet article nous envisageons, premièrement, de nous pencher sur le système éthique de valeurs environnementales, biocentriques et écocentriques qui sont au coeur des identités de ses personnages aussi bien au niveau individual que collectif. Plus particulièrement, nous étudierons les ressorts symboliques qui font de l’écosystème où se déroule le conflit (la commune fictive de Fonds-Rouge) l’un des personnages principaux. En outre, nous consacrerons une attention particulière à la figure de Manuel, qui rentre de Cuba et retrouve sa terre natale plongée dans une terrible sécheresse. Afin de sauver les siens (dans un sens large) de la mort, Manuel devra explorer les collines à la recherche de l’eau, dans l’espoir de la gouverner avec justice et d’assurer la survie en paix de sa communauté par le biais du rétablissement de son équilibre socio-environnemental.

This paper’s research focuses on a multidimensional racism suffered by Haitians migrants in the DominicanRepublic, which appears to be social and political as well. The direct experience of the author in the DominicanRepublic strengthens an empirical and theoretical analysis for questioning a possible correlation betweenDominican politics, nationalism, and popular support for the general exclusion, within the Dominican nationalsystem, of Haitian migrants. Through an initial review of relevant literature, from the fields of Sociology andMigration, this article defines the concept of Agamben’s Homo Sacer. Agamben’s theoretical contribution isuseful to identify the state’s will to exclude Haitian migrants. In addition, Sayad’s concept of State-thinking willalso be used. Moreover, the historical focus on community’s search for national identity relies on Rappaport’sworks and then related to the Dominican Republic. Exclusion and marginalization of Haitian migrants is alsoanalyzed by outlining the lack of governmental data and updated information about immigrants, leading tohypothetical correlations between State-promoted illegalization of Haitian migrants, enforced by local politics,and a social dimension of racial nationalism. With a focus on International Relations on Political Science, thestudy describes that the current Dominican government, headed by President Luis Abinader, shows a trendinfluenced by a past heritage of political realism and nationalism in its bilateral relations with Haiti, since, it isworth noting, there seems to be relevant consensus in the Dominican society for such hardline policies., Este trabajo analiza la presencia de un racismo multidimensional, de carácter social y político, padecido porlos migrantes haitianos en República Dominicana. La experiencia directa del autor en República Dominicanamotiva la búsqueda de un análisis empírico y teórico que pueda interrogarse sobre una posible correlaciónentre el nacionalismo en la política dominicana y el apoyo popular hacia la exclusión de los migranteshaitianos en el sistema nacional dominicano. A través de una inicial revisión de la literatura de referenciadel campo sociológico y migratorio, se define el concepto de Homo Sacer expuesto por Agamben. El aporteteórico de Agamben es útil para identificar la voluntad estatal de excluir a los migrantes haitianos. Además,se tomará el concepto de pensamiento de Estado identificado por Sayad, mientras que el foco histórico en lacuestión identitaria dominicana cuenta con aportes procedentes de las obras de Rappaport. La marginalizacióny exclusión de los migrantes haitianos se estudia también cuestionando la ausencia de datos y registrosactualizados por el Gobierno dominicano, queriendo proponer eventuales correlaciones entre la ilegalizaciónestatal de los migrantes haitianos, con el aval de la política dominicana, y una forma social de nacionalismoracial. Utilizando también un enfoque propio de las Relaciones Internacionales y la Ciencia Política, sedescribe cómo el actual gobierno de República Dominicana, encabezado por el presidente Luis Abinader,muestra una tendencia hacia pasados elementos de realismo político y nacionalismo en las relaciones bilateralescon Haití, donde, cabe incluir, encuentra un efectivo consenso por parte de la sociedad dominicana

We present a new U-Pb zircon age and geochemical data from an intermediate calc-alkaline pluton with adakitic affinity from NW Hispaniola (Haiti). The data provide important constraints and offer new insight on the Late Cretaceous (~90 Ma) development and geological evolution of the Greater Antilles Arc (GAA). The pluton intrudes Cretaceous basalts and mafic basic tuffs of the volcanic arc domain in the Massif du Nord (northern Haiti), equivalent to the Tireo Fm (Cordillera Central) in the Dominican Republic. The calc-alkaline, low-K tonalite shows LREE enrichment, and HREE depletion and have geochemical features similar to adakites, including 67.11 wt.% SiO, high NaO contents (3.69 wt.%), and high Sr/Y (38.6). U-Pb SHRIMP zircon dating yielded a concordant Pb/U emplacement age of 88.9 ± 1.1 Ma, similar to other calc-alkaline intrusions in Hispaniola and Cuba related to the Cretaceous GAA. We link the presence of rocks with adakitic affinities in Eastern Cuba (La Corea and Sierra del Convento Mélanges), Haiti (Massif du Nord; present study), and Dominican Republic (Cordillera Central) with subduction of the Proto-Caribbean ridge and eastward (present coordinates) migration of the corresponding ridge-trench-trench triple junction since at least ~120 Ma in eastern Cuba to the mid-Cretaceous (~90 Ma) in Hispaniola. Here we show that this migration is not consistent with left-lateral oblique subduction and propose that it was not characterized by steady motion but by sudden jumps resulting from the segmentation of the proto-Caribbean ridge by transform faults. Ridge subduction and jumping triple point migration should have been active during the Late Cretaceous to early Tertiary, when the activity of the Proto-Caribbean ridge vanished.

Nella formazione di insegnanti e educatori i temi dell’educazione e della cittadinanza rivestono un ruolo essenziale e costituiscono un cantiere di rifl essione e di sperimentazione in costante evoluzione. Il volume costituisce al tempo stesso l’esito e la testimonianza di un progetto di terza missione su queste tematiche tra la Facoltà di Scienze della formazione dell’Università Cattolica del Sacro Cuore di Milano e la Faculté des Sciences de l’Education de l’Université Notre Dame d’Haïti a Jacmel.

Nella formazione di insegnanti e educatori i temi dell’educazione e della cittadinanza rivestono un ruolo essenziale e costituiscono un cantiere di rifl essione e di sperimentazione in costante evoluzione. Il volume costituisce al tempo stesso l’esito e la testimonianza di un progetto di terza missione su queste tematiche tra la Facoltà di Scienze della formazione dell’Università Cattolica del Sacro Cuore di Milano e la Faculté des Sciences de l’Education de l’Université Notre Dame d’Haïti a Jacmel., Dans la formation des enseignants et des éducateurs, les thèmes de l’éducation et de la citoyenneté jouent un rôle essentiel et constituent un chantier de réfl exion et d’expérimentation en constante évolution. Ce volume est à la fois l’aboutissement et le témoignage d’un projet de service public sur ces thématiques entre la Faculté des Sciences de la formation de l’Université Catholique du Sacré-Coeur de Milan et la Faculté des Sciences de l’Education de l’Université Notre Dame d’Haïti à Jacmel.

The Association of Peasants of Fondwa (APF), a grassroots organization led by a visionary Haitian Spiritan priest, established the private nonprofit University of Fondwa (UNIF) in Haiti in 2004. The University aims to fill a gap in educational opportunities for rural youth and to develop community leaders able to steward food security, sustainable farm animal husbandry, and small business development. Since the institution’s foundation, University faculty members have explored lowinput sustainable agriculture techniques, which were inspired by strategies shared earlier by Cuban agronomists and adapted to the Fondwa region’s mountainous terrain. While the University has faced and continues to confront many challenges related to its sustainability as an institution, this article describes the processes by which its faculty and students have conducted diagnoses of soils and crop choices, the innovations they have developed and introduced to improve harvest productivity in rural Haiti and, especially, the ways and means by which they have sought to share such (re)thinking of traditional practices with local farmers. We argue that the University of Fondwa faculty’s close collaboration with local farmers and the agricultural techniques they have refined thereby have not only improved food security for the families involved but have also contributed to the creation of social capital in the countryside and enabled participating Haitian farmers to imagine a path toward food sovereignty. In addition, by educating farmers and providing them tools to improve their food production, the University has worked to close the deep inequality gap that exists between urban and rural Haiti.

L’Aide publique au développement (APD) d’un point de vue historique a toujours servi d’instrument de financement des dépenses publiques dans les pays pauvres. Considéré comme l’un des pays les plus pauvres à travers le monde, Haïti a donc bénéficié de cette aide sur le plan multilatéral et bilatéral par le biais de pays comme les États-Unis et le Canada. Malgré le volume d’aide accordée à Haïti depuis l’institutionnalisation de l’APD dans les années 1960, le pays peine encore à prendre la voie du développement. Partageant une proximité géographique et culturelle à travers la langue française et la religion catholique notamment, le Canada et Haïti ont un passé en matière de coopération qui remonte à plusieurs décennies. Par ailleurs, les deux États présentent une particularité dans la mesure où le Canada représente depuis plusieurs années le deuxième principal bailleur en Haïti et ce dernier figura pendant plusieurs années comme le deuxième bénéficiaire de l’APD canadienne. Cette thèse cherche à identifier les enjeux liés à la cohérence de l’APD dans un rapport Nord-Sud et à proposer des pistes qui peuvent faciliter cette cohérence. Cette recherche s’appuie sur un corpus théorique relatif aux approches Top-down et Bottom-up, et l’approche analytique de l’État. À ces approches s’ajoutent des concepts tels le milieu contextuel, l’intégration et la congruence des politiques publiques. La mobilisation de ce corpus permet de dégager plusieurs propositions théoriques qui pourraient contribuer à la cohérence des programmes de développement. La nature du problème étant inductive, la démarche adoptée est interprétative, car elle fournit une flexibilité plus utile à l’analyse des données. La méthodologie qui est utilisée est donc de nature qualitative et fait appel à une étude de cas intrinsèque. Des entretiens semi-dirigés avec 24 participants, une analyse documentaire et une analyse de contenu permettent de collecter les données qui sont analysées par la suite. Nos résultats

On August 14, 2021, a Mw 7.2 earthquake struck the Tiburon Peninsula of western Haiti triggering thousands of landslides. Three days after the earthquake on August 17, 2021, Tropical Storm Grace crossed shallow waters offshore of southern Haiti triggering more landslides worsening the situation. In the aftermath of these events, several organizations with disaster response capabilities or programs activated to provide information on the location of landslides to first responders on the ground. Utilizing remote sensing to support rapid response, one organization manually mapped initiation point of landslides and three automatically detected landslides. The 2021 Haiti event also provided a unique opportunity to test different automated landslide detection methods that utilized both SAR and optical data in a rapid response scenario where rapid situational awareness was critical. As the methods used are highly replicable, the main goal of this study is to summarize the landslide rapid response products released by the organizations, detection methods, quantify accuracy and provide guidelines on how some of the shortcomings encountered in this effort might be addressed in the future. To support this validation, a manually mapped polygon-based landslide inventory covering the entire affected area was created and is also released through this effort.

BackgroundSame-day HIV testing and antiretroviral therapy (ART) initiation is being widely implemented. However, the optimal timing of ART among patients with tuberculosis (TB) symptoms is unknown. We hypothesized that same-day treatment (TB treatment for those diagnosed with TB; ART for those not diagnosed with TB) would be superior to standard care in this population.Methods and findingsWe conducted an open-label trial among adults with TB symptoms at initial HIV diagnosis at GHESKIO in Haiti; participants were recruited and randomized on the same day. Participants were randomized in a 1:1 ratio to same-day treatment (same-day TB testing with same-day TB treatment if TB diagnosed; same-day ART if TB not diagnosed) versus standard care (initiating TB treatment within 7 days and delaying ART to day 7 if TB not diagnosed). In both groups, ART was initiated 2 weeks after TB treatment. The primary outcome was retention in care with 48-week HIV-1 RNA <200 copies/mL, with intention to treat (ITT) analysis. From November 6, 2017 to January 16, 2020, 500 participants were randomized (250/group); the final study visit occurred on March 1, 2021. Baseline TB was diagnosed in 40 (16.0%) in the standard and 48 (19.2%) in the same-day group; all initiated TB treatment. In the standard group, 245 (98.0%) initiated ART at median of 9 days; 6 (2.4%) died, 15 (6.0%) missed the 48-week visit, and 229 (91.6%) attended the 48-week visit. Among all who were randomized, 220 (88.0%) received 48-week HIV-1 RNA testing; 168 had <200 copies/mL (among randomized: 67.2%; among tested: 76.4%). In the same-day group, 249 (99.6%) initiated ART at median of 0 days; 9 (3.6%) died, 23 (9.2%) missed the 48-week visit, and 218 (87.2%) attended the 48-week visit. Among all who were randomized, 211 (84.4%) received 48-week HIV-1 RNA; 152 had <200 copies/mL (among randomized: 60.8%; among tested: 72.0%). There was no difference between groups in the primary outcome (60.8% versus 67.2%; risk diff

This research takes the Tuskegee School of Midwifery (1941-1946) in Tuskegee, Alabama, which graduated the first class of midwives from a college or university in the U.S., as its primary object of study. Considering the significance of the emergence and disappearance of this program for all Black women—as most of the school’s records were destroyed or lost by its founding partners—the analysis follows feminist projects of inquiry, listening to silences and absences, and is attuned to sites of reproductive care and cure. Framing the Tuskegee School of Midwifery as an understudied and rich historical site, entangled in local, national, and transnational circuits of knowledge, the project examines the resonances of obstetrics and gynecology (OB/GYN) as a medical field formation, considers the suppression of the Black and Indigenous lay midwife in relation to the Tuskegee Institute as a private, land-grant HBCU, and traces the criminalization of informal medical knowledges through circuits between Alabama and Haiti. Arguing that the school exposes broader implications of what M. Jacqui Alexander has called “the active suppression of Indigenous systems of metaphysics” in the U.S. South in relation to the formation of modern medicine, the conclusion calls for more expansive definitions of medicine and care, rooted in an abundant archive of subordinated cultural knowledge forms.