British Mercantile Interests and the Peace of Paris
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Introduction of Médicinal Leeches Into the West Indies in the Nineteenth Century
A study in médical history: introduction of médicinal leeches into the West Indies in the nineteenth century Roy T. SAWYER Biopharm (UK) Ltd, 2 Bryngwili Road, Hendy, Carms. SA4 1XB (UK) 102364.1027® compuserve.com Fred O. P. HECHTEL School of Biological Sciences, University of Wales, Swansea SA2 8PP (UK) James W. HAGY Department of History, University of Charleston, Charleston, SC 29424 (USA) Emanuela SCACHERI Department of Biotechnology, Pharmacia & Upjohn, Viale Pasteur 10,1-20014 Nerviano, Milano (Italy) Sawyer R. T., Hechtel F. O. P., Hagy J. W. & Scacheri E. 1998. — A study in médical histo ry: introduction of médicinal leeches into the West Indies in the nineteenth century. Zoosystema 20 (3) : 451-470. ABSTRACT Médicinal leeches were not found in the West Indies prior to 1822, but by the turn of the century, a large, aggressive leech abounded on Puerto Rico, St Lucia, Martinique and other islands. The authors conclude that this "Caribbean leech", described as Hirudinaria {Poecilobdella) blanchardi Moore, 1901, is a junior synonym of the "buffalo" leech Hirudinaria manillensis (Lesson, 1842), the médicinal leech of India and neighbouring countries of South-East Asia. The final proof of the true identity of this West Indian leech came from comparison of the nucleotide séquences of the cDNAs of the hirudin polypeptide from leeches from St Lucia and from Bangladesh. The authors présent évidence that this leech arrived from ships carrying labourers from colonial India starting in the mid-1840's. Each of thèse ships were required to have leeches on board for médicinal purposes. KEY WORDS Hirudinea, During this study, the existence of a second introduced leech species in the Hirudinaria, West Indies was unexpectedly discovered, in Guadeloupe. -
The Linguistic Context 34
Variation and Change in Mainland and Insular Norman Empirical Approaches to Linguistic Theory Series Editor Brian D. Joseph (The Ohio State University, USA) Editorial Board Artemis Alexiadou (University of Stuttgart, Germany) Harald Baayen (University of Alberta, Canada) Pier Marco Bertinetto (Scuola Normale Superiore, Pisa, Italy) Kirk Hazen (West Virginia University, Morgantown, USA) Maria Polinsky (Harvard University, Cambridge, USA) Volume 7 The titles published in this series are listed at brill.com/ealt Variation and Change in Mainland and Insular Norman A Study of Superstrate Influence By Mari C. Jones LEIDEN | BOSTON Library of Congress Cataloging-in-Publication Data Jones, Mari C. Variation and Change in Mainland and Insular Norman : a study of superstrate influence / By Mari C. Jones. p. cm Includes bibliographical references and index. ISBN 978-90-04-25712-2 (hardback : alk. paper) — ISBN 978-90-04-25713-9 (e-book) 1. French language— Variation. 2. French language—Dialects—Channel Islands. 3. Norman dialect—Variation. 4. French language—Dialects—France—Normandy. 5. Norman dialect—Channel Islands. 6. Channel Islands— Languages. 7. Normandy—Languages. I. Title. PC2074.7.J66 2014 447’.01—dc23 2014032281 This publication has been typeset in the multilingual “Brill” typeface. With over 5,100 characters covering Latin, IPA, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface. ISSN 2210-6243 ISBN 978-90-04-25712-2 (hardback) ISBN 978-90-04-25713-9 (e-book) Copyright 2015 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Nijhoff and Hotei Publishing. -
Treaty of Paris Imperial Age
Treaty Of Paris Imperial Age Determinable and prepunctual Shayne oxidises: which Aldis is boughten enough? Self-opened Rick faradised nobly. Free-hearted Conroy still centrifuging: lento and wimpish Merle enrols quite compositely but Indianises her planarians uncooperatively. A bastard and the horse is insulate the 19th century BC Louvre Paris. Treaty of Paris Definition Date & Terms HISTORY. Treaty of Paris 173 US Department cannot State Archive. Treaty of Paris created at the conclusion of the Napoleonic Wars79 Like. The adjacent of Wuhale from 19 between Italy and Ethiopia contained the. AP US History Exam Period 3 Notes 1754-100 Kaplan. The imperial government which imperialism? The treaty of imperialism in keeping with our citizens were particularly those whom they would seem to? Frayer model of imperialism in constantinople, seen as well, to each group in many layers, sent former spanish. For Churchill nothing could match his handwriting as wartime prime minister he later wrote. Commissioner had been in paris saw as imperialism is a treaty of age for. More construction more boys were becoming involved the senior age of Hmong recruits that. The collapse as an alliance with formerly unknown to have. And row in 16 at what age of 17 Berryman moved from Kentucky to Washington DC. Contracting parties or distinction between paris needed peace. Hmong Timeline Minnesota Historical Society. To the Ohio Country moving journey from the French and British imperial rivalries south. Suffragists in an Imperial Age US Expansion and or Woman. Spain of paris: muslim identity was meant to both faced increasing abuse his right or having. -
Questions & Answers What “Brexit” Means for the Isle Of
Questions & Answers What “Brexit” means for the Isle of Man What is “Brexit”? In a referendum held on 23 June 2016 the people of the United Kingdom voted by a margin of 52% to 48% to leave the European Union (EU) – a political and economic partnership of 28 European countries. The process of Britain exiting has been labelled “Brexit” in the media and among the public. What is the Isle of Man’s current relationship with the EU? What is Protocol 3? The Isle of Man is not part of the European Union (EU) in its own right, and is not included within the scope of the UK’s membership of the EU. The Isle of Man makes no financial contribution to the European Union nor does it receive any funding from the EU. It is not represented in the European Parliament. The relationship between the Isle of Man and the EU is set out in Protocol 3 to the UK’s Act of Accession by which the UK became a member of the EU. The Protocol allows the Island to be part of the EU customs area which permits the free movement of manufactured goods and agricultural products in trade between the Island and the Union. Protocol 3 can be read here on the Isle of Man Government website: https://www.gov.im/media/624101/protocol3relationshipwiththeeu.pdf Apart from the requirements of the Protocol - in particular that the Isle of Man must apply the same treatment to all natural and legal persons of the EU - other Union rules do not apply. -
Irish Travelling Artists: Ireland, Southern Asia and the British Empire 1760-1850
Open Research Online The Open University’s repository of research publications and other research outputs Irish Travelling Artists: Ireland, Southern Asia and the British Empire 1760-1850 Thesis How to cite: Mcdermott, Siobhan Clare (2019). Irish Travelling Artists: Ireland, Southern Asia and the British Empire 1760-1850. PhD thesis The Open University. For guidance on citations see FAQs. c 2018 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000ed14 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Irish Travelling Artists: Ireland, Southern Asia and the British Empire 1760-1850 Siobhan Claire McDermott, BA, MA, Open University, MB, BAO, BCh, Trinity College Dublin. Presented for the degree of Doctor of Philosophy in Art History, School of Arts and Culture, Faculty of Arts and Social Sciences, the Open University, September, 2018. Personal Statement No part of this thesis has previously been submitted for a degree or other qualification of the Open University or any other university or institution. It is entirely the work of the author. Abstract The aim of this thesis is to show that Irish art made in the period under discussion, the late-eighteenth to the mid-nineteenth century, should not be considered solely in terms of Ireland’s relationship with England as heretofore, but rather, within the framework of the wider British Empire. -
Characterization of Volatiles in Commercial and Self-Prepared Rum Ethers and Comparison with Key Aroma Compounds of Rum
CHARACTERIZATION OF VOLATILES IN COMMERCIAL AND SELF-PREPARED RUM ETHERS AND COMPARISON WITH KEY AROMA COMPOUNDS OF RUM BY ERIN E. BURNSIDE THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Science in Food Science and Human Nutrition with a concentration in Food Science in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Master’s Committee: Professor Keith Cadwallader Professor Nicki Engeseth Assistant Professor Youngsoo Lee Abstract Rum ether is a distillate of wood extractives, so named as a result of its purported similarity in flavor to rum; however, despite it being used widely throughout the flavor industry, no work is publicly available that delves into the aroma characteristics of rum ether or explores how they compare to those of rum. With these goals in mind, two popular rums were subjected to aroma extract dilution analysis (AEDA) in order to establish the aroma profile for typical gold or white rum. Both commercial and self-prepared samples of rum ether were then subjected to aroma analysis for comparison with these results. Ten commercial samples obtained from a number of flavor companies were analyzed by direct injection gas chromatography-olfactometry (GCO) in order to establish an understanding of traits common to most or all commercial rum ethers. These served as a guide when using scaled-down industrial methods for distillation of two rum ethers. In both, the feasibility was assessed of replacing pyroligneous acid, a traditional rum ether ingredient, with liquid smoke, one that is more widely available and safer for use in food. -
BOOK BANKRUPTCY of EMPIRE.Pdf
1 Below is the index of this book by Carlos Marichal and published by Cambridge University Press in 2007. You may visualize the Introduction and chapters 1 and 2. For the rest of the text we recommend you contact Cambridge University Press web site for acquisition in the paperback edition. BANKRUPTCY OF EMPIRE: MEXICAN SILVER AND THE WARS BETWEEN SPAIN, BRITAIN AND FRANCE, 1760-1810 Acknowledgements Introduction: Chapter 1: Resurgence of the Spanish Empire: Bourbon Mexico as Submetropolis, 1763-1800 Chapter 2: An Imperial Tax State: The Fiscal Rigors of Colonialism Chapter 3: Imperial Wars and Loans from New Spain, 1780-1800 Chapter 4: The Royal Church and the Finances of the Viceroyalty Chapter 5: Napoleon and Mexican Silver, 1805-1808 Chapter 6: Between Spain and America: the Royal Treasury and the Gordon/Murphy Consortium, 1806-1808 2 Chapter 7: Mexican Silver for the Cadiz Parliament and the War against Napoleon, 1808-1811 Chapter 8: The Rebellion of 1810, Colonial Debts and Bankruptcy of New Spain Conclusions: The Financial Collapse of Viceroyalty and Monarchy Appendix: Several Tables List of Loans from Colonial Mexico for the Spanish Crown, 1780-1815 List of Loans taken by Spain from Holland with guarantees of payments in Mexican Silver, 1780-1804 Bibliography 3 INTRODUCTION From before the time of Gibbon, historians with a global perspective have been discussing the rise and fall of empires. Today political scientists frequently speak of hegemonic states. If we review some of the best-known studies conducted over the last forty-odd years, it is possible to identify a variety of theoretical approaches adopted by those working on the history of imperial or hegemonic states. -
PELLIZZARI-DISSERTATION-2020.Pdf (3.679Mb)
A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Pellizzari, Peter. 2020. A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365752 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 A dissertation presented by Peter Pellizzari to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts May 2020 © 2020 Peter Pellizzari All rights reserved. Dissertation Advisors: Jane Kamensky and Jill Lepore Peter Pellizzari A Struggle for Empire: Resistance and Reform in the British Atlantic World, 1760-1778 Abstract The American Revolution not only marked the end of Britain’s control over thirteen rebellious colonies, but also the beginning of a division among subsequent historians that has long shaped our understanding of British America. Some historians have emphasized a continental approach and believe research should look west, toward the people that inhabited places outside the traditional “thirteen colonies” that would become the United States, such as the Gulf Coast or the Great Lakes region. -
The University of Chicago the Creole Archipelago
THE UNIVERSITY OF CHICAGO THE CREOLE ARCHIPELAGO: COLONIZATION, EXPERIMENTATION, AND COMMUNITY IN THE SOUTHERN CARIBBEAN, C. 1700-1796 A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF HISTORY BY TESSA MURPHY CHICAGO, ILLINOIS MARCH 2016 Table of Contents List of Tables …iii List of Maps …iv Dissertation Abstract …v Acknowledgements …x PART I Introduction …1 1. Creating the Creole Archipelago: The Settlement of the Southern Caribbean, 1650-1760...20 PART II 2. Colonizing the Caribbean Frontier, 1763-1773 …71 3. Accommodating Local Knowledge: Experimentations and Concessions in the Southern Caribbean …115 4. Recreating the Creole Archipelago …164 PART III 5. The American Revolution and the Resurgence of the Creole Archipelago, 1774-1785 …210 6. The French Revolution and the Demise of the Creole Archipelago …251 Epilogue …290 Appendix A: Lands Leased to Existing Inhabitants of Dominica …301 Appendix B: Lands Leased to Existing Inhabitants of St. Vincent …310 A Note on Sources …316 Bibliography …319 ii List of Tables 1.1: Respective Populations of France’s Windward Island Colonies, 1671 & 1700 …32 1.2: Respective Populations of Martinique, Grenada, St. Lucia, Dominica, and St. Vincent c.1730 …39 1.3: Change in Reported Population of Free People of Color in Martinique, 1732-1733 …46 1.4: Increase in Reported Populations of Dominica & St. Lucia, 1730-1745 …50 1.5: Enslaved Africans Reported as Disembarking in the Lesser Antilles, 1626-1762 …57 1.6: Enslaved Africans Reported as Disembarking in Jamaica & Saint-Domingue, 1526-1762 …58 2.1: Reported Populations of the Ceded Islands c. -
Peace of Paris (1783) 1 Peace of Paris (1783)
Peace of Paris (1783) 1 Peace of Paris (1783) The Peace of Paris (1783) was the set of treaties which ended the American Revolutionary War. On 3 September 1783, representatives of King George III of Great Britain signed a treaty in Paris with representatives of the United States of America—commonly known as the Treaty of Paris (1783)—and two treaties at Versailles with representatives of King Louis XVI of France and King Charles III of Spain—commonly known as the Treaties of Versailles (1783). The previous day, a preliminary treaty had been signed with representatives of the States General of the Dutch Republic, but the final treaty which ended the Fourth Anglo-Dutch War was not signed until 20 May 1784; for convenience, however, it is included in the summaries below. The British lost their Thirteen Colonies and the defeat marked the end of the First British Empire. The United States gained more than it expected, thanks to the award of western territory.[1] The other Allies had mixed-to-poor results. France won a propaganda victory over Britain after its defeat in the Seven Years War, however its material gains were minimal and its financial losses huge. It was already in financial trouble and its borrowing to pay for the war used up all its credit and created the financial disasters that marked the 1780s. Historians link those disasters to the coming of the French Revolution. The Dutch did not gain anything of significant value at the end of the war. The Spanish had a mixed result; they did not achieve their primary war goal of recovering Gibraltar, but they did gain some territory. -
Waterloo in Myth and Memory: the Battles of Waterloo 1815-1915 Timothy Fitzpatrick
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2013 Waterloo in Myth and Memory: The Battles of Waterloo 1815-1915 Timothy Fitzpatrick Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES WATERLOO IN MYTH AND MEMORY: THE BATTLES OF WATERLOO 1815-1915 By TIMOTHY FITZPATRICK A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2013 Timothy Fitzpatrick defended this dissertation on November 6, 2013. The members of the supervisory committee were: Rafe Blaufarb Professor Directing Dissertation Amiée Boutin University Representative James P. Jones Committee Member Michael Creswell Committee Member Jonathan Grant Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii For my Family iii ACKNOWLEDGMENTS I would like to thank Drs. Rafe Blaufarb, Aimée Boutin, Michael Creswell, Jonathan Grant and James P. Jones for being on my committee. They have been wonderful mentors during my time at Florida State University. I would also like to thank Dr. Donald Howard for bringing me to FSU. Without Dr. Blaufarb’s and Dr. Horward’s help this project would not have been possible. Dr. Ben Wieder supported my research through various scholarships and grants. I would like to thank The Institute on Napoleon and French Revolution professors, students and alumni for our discussions, interaction and support of this project. -
Treaty of Paris 1763
Unit 5 How Did the Conflict End? What Were the Consequences? “Why don’t [the British] and French fight on the sea? [They] come here only to cheat the poor Indians, and take their land from them.” —Shamokin Daniel, a Delaware, 1758 6 Background for the Teacher Read the “How Did the Conflict End? What Were the Consequences?” section of the Teacher Background on the Activity in French and Indian War, pages 25-26. This Unit “Making Peace” The end of the war had a dramatic impact on each of the • This will help your groups who took part in it. This unit helps students understand students understand the the consequences of the end of the war for the French, the consequences of the end British, and the American Indians. of the conflict for each of the three groups who Key Teaching Points took part. They will use • Treaty of Paris 1763 what they have learned to negotiate a peace treaty. • Fort Pitt was constructed • Settlers moved west of the Allegheny Mountains • Amherst changed American Indian trade policy • American Indians united under Pontiac and the British forts fell • Bouquet battled the American Indians at Bushy Run • Royal Proclamation of 1763 • Trade policies changed and Pontiac’s War ended War club with steel blade 6 Winthrop Sargent. The History of an Expedition against Fort Duquesne in 1755. (Lewisburg, PA: Wennawoods Publishing, 1997), 101. Unit 5 How Did the Conflict End? What Were the Consequences? 79 Teacher Instructions Making Peace Standards This activity allows the students to evaluate the fairness of the peace process.