Native American Peoples of South Texas
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Helpful Numbers: in Austin & Central Texas
Helpful Numbers: In Austin & Central Texas CITY/AREA WATER GAS ELECTRIC CABLE PHONE Austin Austin Water Utility Southern Union City of Austin Time Warner AT&T www.ci.austin.tx.us 512.972.0101 512.477.5981 512.494.9400 800.485.5555 800.464.7928 Bastrop City of Bastrop Centerpoint Power & Light Time Warner SW Bell www.cityofbastrop.org 512.321.3941 512.281.3515 512-321-2601 800.485.5555 800.464.7928 Bee Cave LCRA Texas Gas Service City of Austin Time Warner Verizon www.beecavetexas.com 800.776.5272 800.700.2443 512.494.9400 800.485.5555 800.483.4000 Buda City of Buda Centerpoint Pedernales Time Warner Verizon www.ci.buda.tx.us 512.312.0084 512.329.6672 512.554.4732 800.485.5555 800.483.4000 Cedar Park Cedar Park Water Atmos Energy Pedernales Time Warner AT&T www.cedarparktx.us 512.258.6651 800.460.3030 512.554.4732 800.485.5555 800.464.7928 Dripping Springs Water Supply Corp Centerpoint Pedernales Time Warner Verizon cityofdrippingsprings.com 512.858.7897 800.427.7142 512.554.4732 800.485.5555 800.483.4000 Elgin City of Elgin Centerpoint TXU Time Warner AT&T www.elgintx.com 512.281.5724 800.427.7142 800.242.9113 800.485.5555 800.464.7928 Georgetown Georgetown Utilities Atmos Energy Pedernales Time Warner Verizon www.georgetown.org 512.930.3640 800.460.3030 512.554.4732 800.485.5555 800.483.4000 Hutto City of Hutto Atmos Energy TXU Time Warner Embarq www.huttotx.gov 512.759.4055 800.460.3030 800.242.9113 800.485.5555 800.788.3500 Kyle County Line Water Centerpoint Pedernales Time Warner AT&T www.cityofkyle.com 512.398.4748 800.427.7142 512.554.4732 -
WOMEN's ISSUES Are COMMUNITY ISSUES
WOMEN’S ISSUES are COMMUNITY ISSUES 2017 Status Report on Women & Children in Central Texas 1 WOMEN’S ISSUES ARE COMMUNITY We believe that when women ISSUES are economically secure, safe and healthy, then families and communities thrive. WOMEN’S FUND LEADERSHIP AUSTIN COMMUNITY FOUNDATION IN V Jessica Weaver, Chair M IT R E Austin Community Foundation is the catalyst O Fayruz Benyousef F N for generosity in Austin — and has been I Mollie Butler for the past 40 years. We bring together Amber Carden philanthropists, dollars and ideas to create Lexie Hall the Austin where we all want to live. ST Sara Boone Hartley Our approach is to: INVE Sara Levy Carla Piñeyro Sublett / Inform. We apply data to understand the greatest needs to close Terri Broussard Williams the opportunity gap in Central Texas. / Invite. We bring funders, leaders and organizations to the table. / Invest. We make a collective impact by informing and engaging donors and fundholders and together making philanthropic investments that shape Austin’s future, today. THE WOMEN’S FUND The Women’s Fund at Austin Community Foundation was founded in 2004 to focus on the needs of women and children in Central Texas. At the time, there was a lack of philanthropic support targeting the specific needs of women and children and no comprehensive data set tracking their well-being in our community. Since then, Women’s Fund investors have granted over $1.4 million to more than 60 local nonprofit programs, and in 2015, the Women’s Fund issued its first report, Stronger Women, Better Austin: A Status Report on Women & Children in Central Texas. -
Elmore Leonard, 1925-2013
ELMORE LEONARD, 1925-2013 Elmore Leonard was born October 11, 1925 in New Orleans, Louisiana. Due to his father’s position working for General Motors, Leonard’s family moved numerous times during his childhood, before finally settling in Detroit, MI in 1934. Leonard went on to graduate high school in Detroit in 1943, and joined the Navy, serving in the legendary Seabees military construction unit in the Pacific theater of operations before returning home in 1946. Leonard then attended the University of Detroit, majoring in English and Philosophy. Plans to assist his father in running an auto dealership fell through on his father’s early death, and after graduating, Leonard took a job writing for an ad agency. He married (for the first of three times) in 1949. While working his day job in the advertising world, Leonard wrote constantly, submitting mainly western stories to the pulp and/or mens’ magazines, where he was establishing himself with a strong reputation. His stories also occasionally caught the eye of the entertainment industry and were often optioned for films or television adaptation. In 1961, Leonard attempted to concentrate on writing full-time, with only occasional free- lance ad work. With the western market drying up, Leonard broke into the mainstream suspense field with his first non-western novel, The Big Bounce in 1969. From that point on, his publishing success continued to increase – with both critical and fan response to his works helping his novels to appear on bestseller lists. His 1983 novel La Brava won the Edgar Award for best mystery novel of the year. -
Native Peoples of North America
Native Peoples of North America Dr. Susan Stebbins SUNY Potsdam Native Peoples of North America Dr. Susan Stebbins 2013 Open SUNY Textbooks 2013 Susan Stebbins This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Published by Open SUNY Textbooks, Milne Library (IITG PI) State University of New York at Geneseo, Geneseo, NY 14454 Cover design by William Jones About this Textbook Native Peoples of North America is intended to be an introductory text about the Native peoples of North America (primarily the United States and Canada) presented from an anthropological perspective. As such, the text is organized around anthropological concepts such as language, kinship, marriage and family life, political and economic organization, food getting, spiritual and religious practices, and the arts. Prehistoric, historic and contemporary information is presented. Each chapter begins with an example from the oral tradition that reflects the theme of the chapter. The text includes suggested readings, videos and classroom activities. About the Author Susan Stebbins, D.A., Professor of Anthropology and Director of Global Studies, SUNY Potsdam Dr. Susan Stebbins (Doctor of Arts in Humanities from the University at Albany) has been a member of the SUNY Potsdam Anthropology department since 1992. At Potsdam she has taught Cultural Anthropology, Introduction to Anthropology, Theory of Anthropology, Religion, Magic and Witchcraft, and many classes focusing on Native Americans, including The Native Americans, Indian Images and Women in Native America. Her research has been both historical (Traditional Roles of Iroquois Women) and contemporary, including research about a political protest at the bridge connecting New York, the Akwesasne Mohawk reservation and Ontario, Canada, and Native American Education, particularly that concerning the Native peoples of New York. -
Hombre: a Novel
[Read and download] Hombre: A Novel Hombre: A Novel Von Elmore Leonard DOC | *audiobook | ebooks | Download PDF | ePub Produktinformation -Verkaufsrang: #277008 in eBooksVerffentlicht am: 2009-10-13Erscheinungsdatum: 2009-10-13File Name: B000FC2IWG | File size: 25.Mb Von Elmore Leonard : Hombre: A Novel before purchasing it in order to gage whether or not it would be worth my time, and all praised Hombre: A Novel: KundenrezensionenHilfreichste Kundenrezensionen4 von 4 Kunden fanden die folgende Rezension hilfreich. Leonard's Westerns are the real deal!Von RK HawkinsIt is unbelievable, but true: put your hands on a Leonard western once and you won't be able to get away from them before you've read all there are - once you pop, you can't stop.To my knowledge, there are eight Leonard westerns available at :1. Gunsights2. The Bounty Hunters3. Hombre4. Valdez is Coming5. Last Stand at Saber River6. Escape from Five Shadows7. The Law at Randado8. Forty Lashes Less OneRead them all. That's all I have to say. Read them all and find out just how good they are for yourselves. This is addicting stuff. Cocaine is nothing, compared with a western penned by Elmore Leonard.0 von 0 Kunden fanden die folgende Rezension hilfreich. The script for a great movieVon H. KraussMany of us may have first known it as Martin Ritt's classic Western from 1967 starring Paul Newman. Reading the book you have to try NOT to visualise the scenes in the film. So what can one say, great adaptation!The only major differences are the introductory mustanging scenes in the film and the narrative perspective in the book. -
Civilization and Sexual Abuse: Selected Indian Captivity Narratives and the Native American Boarding-School Experience
................................................................................................................. CROSSROADS. A Journal of English Studies 27 (2019) EWA SKAŁ1 DOI: 10.15290/CR.2019.27.4.05 University of Opole ORCID: 0000-0001-7550-3292 Civilization and sexual abuse: selected Indian captivity narratives and the Native American boarding-school experience Abstract. This paper offers a contrastive analysis of Indian captivity narratives and the Native American boarding-school experience. Indian captivity narratives describe the ordeals of white women and men, kidnapped by Indians, who were separated from their families and subsequently lived months or even years with Indian tribes. The Native American boarding-school experience, which began in the late nineteenth century, took thousands of Indian children from their parents for the purpose of “assimi- lation to civilization” to be facilitated through governmental schools, thereby creating a captivity of a different sort. Through an examination of these two different types of narratives, this paper reveals the themes of ethnocentrism and sexual abuse, drawing a contrast that erodes the Euro-American discourse of civilization that informs captivity narratives and the boarding-school, assimilationist experiment. Keywords: Native Americans, captivity narratives, boarding schools, sexual abuse, assimilation. 1. Introduction Comparing Indian captivity narratives and writings on the Native American board- ing- school experience is as harrowing as it is instructive. Indian captivity narratives, mostly dating from 1528 to 1836, detail the ordeals of white, Euro-American women and men kidnapped by Native peoples. Separated from their families and white “civili- zation,” they subsequently lived for a time among Indian tribes. Such narratives can be seen as a prelude to a sharp reversal that occurred in the late nineteenth century under U.S. -
Free Land Attracted Many Colonists to Texas in 1840S 3-29-92 “No Quitting Sense” We Claim Is Typically Texas
“Between the Creeks” Gwen Pettit This is a compilation of weekly newspaper columns on local history written by Gwen Pettit during 1986-1992 for the Allen Leader and the Allen American in Allen, Texas. Most of these articles were initially written and published, then run again later with changes and additions made. I compiled these articles from the Allen American on microfilm at the Allen Public Library and from the Allen Leader newspapers provided by Mike Williams. Then, I typed them into the computer and indexed them in 2006-07. Lois Curtis and then Rick Mann, Managing Editor of the Allen American gave permission for them to be reprinted on April 30, 2007, [email protected]. Please, contact me to obtain a free copy on a CD. I have given a copy of this to the Allen Public Library, the Harrington Library in Plano, the McKinney Library, the Allen Independent School District and the Lovejoy School District. Tom Keener of the Allen Heritage Guild has better copies of all these photographs and is currently working on an Allen history book. Keener offices at the Allen Public Library. Gwen was a longtime Allen resident with an avid interest in this area’s history. Some of her sources were: Pioneering in North Texas by Capt. Roy and Helen Hall, The History of Collin County by Stambaugh & Stambaugh, The Brown Papers by George Pearis Brown, The Peters Colony of Texas by Seymour V. Conner, Collin County census & tax records and verbal history from local long-time residents of the county. She does not document all of her sources. -
Chapter 7 Comanche Historical Ethnography And
Chapter 7 Comanche Historical Ethnography and Ethnohistory ______________________________________________________ 7.1 Introduction The earliest mention of the Comanche in the historical record date to 1706. Comanche ethnogenesis took place about two centuries earlier, after their separation from the Shoshone near the Wind River region. In a step-wise migration bands left the parent society and moved south along the eastern flank of the Rocky Mountains. Initially Comanche bands inhabited the central plains along the Platte, Republican, and Arkansas rivers in eastern Colorado. According to numerous scholars, the Comanche quickly transitioned from a Great Basin culture to a Great Plains life way, although the Comanche retained many Great Basin cultural beliefs and practices.1 However seeking greater trade opportunities and horses, along with the rapidly changing political economic conditions, Comanche bands migrated southeast. By the latter part of the eighteenth century the Comanche consolidated their position on the southern Great Plains after a series of territorial and economic conflicts various tribes and the Spanish.2 Strategically employing warfare, treaty negotiations, and alliances the Comanche controlled the region between the Arkansas and Pecos rivers, an area comprising present-day western Texas and Oklahoma, eastern New Mexico, southeast Colorado, and southwest Kansas.3 By 1820 the Comanche occupied primarily the territory south of the Arkansas River, while the Cheyenne and Arapaho occupied the lands north of the river.4 They controlled this region until the reservation period. The Comanche were never a tribe, unified under a centralized political structure. Rather Comanche ethnicity and social unity was based on common cultural traditions, 600 language, history, and political economic goals. -
The Constitution and the Annexation of Texas
University of Minnesota Law School Scholarship Repository Constitutional Commentary 2006 The onsC titution and the Annexation of Texas Earl M. Maltz Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Maltz, Earl M., "The onC stitution and the Annexation of Texas" (2006). Constitutional Commentary. 290. https://scholarship.law.umn.edu/concomm/290 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. THE CONSTITUTION AND THE ANNEXATION OF TEXAS Earl M. Maltz* I. INTRODUCTION The annexation of Texas was by any standard a pivotal moment in the political history of the United States. The deci sion to add Texas to the Union was either directly or indirectly responsible for the acquisition of all of the territory of the United States south and west of the Louisiana Purchase. An nexation was also a critical issue in the presidential election of 1844 and the more general political struggle between Whigs and Democrats. Moreover, the dispute over Texas was a flashpoint in the evolving sectional conflict between the representatives of the free states and slave states.' The discussions of the issue in Congress had a dual aspect. Many of the arguments both for and against annexation were overtly phrased in terms of expediency. In addition, however, the debate over Texas had an important constitutional dimen sion, raising fundamental questions about the structure of the nation. -
2010 General Management Plan
Montezuma Castle National Monument National Park Service Mo n t e z u M a Ca s t l e na t i o n a l Mo n u M e n t • tu z i g o o t na t i o n a l Mo n u M e n t Tuzigoot National Monument U.S. Department of the Interior ge n e r a l Ma n a g e M e n t Pl a n /en v i r o n M e n t a l as s e s s M e n t Arizona M o n t e z u MONTEZU M A CASTLE MONTEZU M A WELL TUZIGOOT M g a e n e r a l C a s t l e M n a n a g e a t i o n a l M e n t M P o n u l a n M / e n t e n v i r o n • t u z i g o o t M e n t a l n a a t i o n a l s s e s s M e n t M o n u M e n t na t i o n a l Pa r k se r v i C e • u.s. De P a r t M e n t o f t h e in t e r i o r GENERAL MANA G E M ENT PLAN /ENVIRON M ENTAL ASSESS M ENT General Management Plan / Environmental Assessment MONTEZUMA CASTLE NATIONAL MONUMENT AND TUZIGOOT NATIONAL MONUMENT Yavapai County, Arizona January 2010 As the responsible agency, the National Park Service prepared this general management plan to establish the direction of management of Montezuma Castle National Monument and Tu- zigoot National Monument for the next 15 to 20 years. -
Coahuilteco, the Language Was Coahuilteco, the Language Group Was Coahuiltecan
1. Description 1.1 Name of society, language, and language family: The society is Coahuilteco, the language was Coahuilteco, the language group was Coahuiltecan. What languages fall under the Coahuiltecan Family and whether or not it is an actual language family are still under debate. Originally, Coahuilteco was one of several distinctly different languages spoken throughout southern Texas and northeastern Mexico. Following the arrival of Spanish Missionaries, Coahuilteco became a lingua franca in the area. There are no known speakers of the language today.1 1.2 ISO code (3 letter code from ethnologue.com): Coahuilteco does not have an ISO Code. 1.3 Location (latitude/longitude): Inland southern Texas. 29.3327° N, 98.4553° W.2 The Coahuilteco ranged across the entirety of texas between San Antonio and the Rio Grande as well as into the Mexican province of Coahuila. 1.4 Brief history: The early history of the Coahuiltecans is unknown2. They were first encountered in the 1500s by the Spanish explorer Cabeza de Vaca3. In the 1600s Franciscan missions were established in Nadadores, San Antonio, and along the Rio Grande for the express purpose of converting the Coahuilteco3. In 1690 there were an estimated 15000 Coahuilteco in over 200 scattered bands. By the late 19th century, disease, attacks by other tribes, and cultural integration had shrunk that number to two or three tribes on the southern side of the Rio Grande, none of whom spoke Coahuilteco3. 1.5 Influence of missionaries/schools/governments/powerful neighbors: The Coahuilteco were decimated by diseases brought by Spanish missionaries as well as assimilation into Mexican culture and attacks by Comanche and Apaches from the north3. -
Tribal and House District Boundaries
! ! ! ! ! ! ! ! Tribal Boundaries and Oklahoma House Boundaries ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 22 ! 18 ! ! ! ! ! ! ! 13 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Cimarron ! ! ! ! 14 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11 ! ! Texas ! ! Harper ! ! 4 ! ! ! ! ! ! ! ! ! ! ! n ! ! Beaver ! ! ! ! Ottawa ! ! ! ! Kay 9 o ! Woods ! ! ! ! Grant t ! 61 ! ! ! ! ! Nowata ! ! ! ! ! 37 ! ! ! g ! ! ! ! 7 ! 2 ! ! ! ! Alfalfa ! n ! ! ! ! ! 10 ! ! 27 i ! ! ! ! ! Craig ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! h ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 26 s ! ! Osage 25 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! a ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! Tribes ! ! ! ! ! ! ! ! ! ! ! ! ! ! 16 ! ! ! ! ! ! ! ! ! W ! ! ! ! ! ! ! ! 21 ! ! ! ! ! ! ! ! 58 ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38 ! ! ! ! ! ! ! ! ! ! ! ! Tribes by House District ! 11 ! ! ! ! ! ! ! ! ! 1 Absentee Shawnee* ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Woodward ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 2 ! 36 ! Apache* ! ! ! 40 ! 17 ! ! ! 5 8 ! ! ! Rogers ! ! ! ! ! Garfield ! ! ! ! ! ! ! ! 1 40 ! ! ! ! ! 3 Noble ! ! ! Caddo* ! ! Major ! ! Delaware ! ! ! ! ! 4 ! ! ! ! ! Mayes ! ! Pawnee ! ! ! 19 ! ! 2 41 ! ! ! ! ! 9 ! 4 ! 74 ! ! ! Cherokee ! ! ! ! ! ! ! Ellis ! ! ! ! ! ! ! ! 41 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 72 ! ! ! ! ! 35 4 8 6 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5 3 42 ! ! ! ! ! ! ! 77