Jesús Escobar Curriculum Vitae
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GENDER STEREOTYPES and SEXUAL TRANSGRESSIONS in EARLY MODERN SPAIN and PORTUGAL in Common with the Rest of Early Modern Europe
CHAPTER ONE GENDER STEREOTYPES AND SEXUAL TRANSGRESSIONS IN EARLY MODERN SPAIN AND PORTUGAL In common with the rest of early modern Europe, Spanish and Portuguese societies embraced clearly defined and demarcated gender identities by reproducing and embracing misogynistic stereotypes of male and female behaviour and appearance. Biblical and Aristotelian notions of women/ female bodies as imperfect versions of men/male bodies were widely accepted, even within medical circles. The noted Spanish physician Juan Huarte de San Juan (c.1529–1592), for example, argued in his widely-read Examen de ingenios para las ciencias (1575) that the essential physical characteristics of female bodies – a cold and moist temperature – enabled them to conceive and made them apt to bear children but also sty- mied their intellectual development and thus rendered them inferior to men.1 Overtly misogynistic attitudes can easily be found in the considerable literature relating to the proper education or conduct of women, most notably in works such as The Education of a Christian Woman, published in 1523 by humanist scholar Juan Luis Vives (1493–1540) and the very pop- ular The Perfect Wife by Fray Luis de León (1527–1591), published in 1583 and republished in no less than eight subsequent editions between 1583 and 1621. Women were normally represented as possessing weaker bodies and characters than men. Fray Luis de León, in particular, used his work to promote a rigid definition of the roles of men and women in society: God did not endow women either with the capacity necessary for important business dealings, or with the vigour indispensable for war and agriculture. -
Municipal Clerks and Phone Numbers
MUNICIPAL CLERKS/ADMINISTRATORS MUNICIPALITY NAME PHONE ADDRESS: HOME and/or HALL * NMD (No Mail Delivery) Town of Bangor Louisa Peterson 608-461-0554 W1250 County Rd U, Bangor WI 54614 (home) Town of Barre Ann Schlimgen 608-786-4382 N3290 Russlan Coulee Rd, La Crosse WI (home) 54601 (home) W3541 County Rd M, La Crosse WI 54601 (hall) Town of Burns Melissa Hart- 608-385-5436 W2295 E. Olson Rd, Bangor WI 54614 Pollock (home) 608-486-4272 W1313 Jewett Rd, Bangor WI 54614 (hall) (hall) Town of Cassie Hanan 608-783-0050 2219 Bainbridge St, La Crosse WI 54603 Campbell (hall) Town Hall Hours (M-F: 8-5) Town of Crystal Sbraggia 608-780-4778 PO Box 115 Mindoro, WI 54644 Farmington (cell) 608-857-3913 N8309 State Rd 108, Mindoro WI * NMD (hall) Town of Jill Murphy 608-787-0400 N1800 Town Hall Rd, La Crosse WI 54601 Greenfield (hall) (hall) 608-769-4138 (cell) Town of Sara Schultz 608-786-1516 W3501 Pleasant Valley Rd, West Salem WI Hamilton (home) 54669 608-786-0989 (hall) N5105 N Leonard St, West Salem WI 54669 (hall) Town of Marilyn Pedretti 608-526-3354 W7937 County Rd MH, Holmen WI 54636 Holland (hall) 608-317-9698 Town Hall Hours (M & Th: 8-1, W: 3-6) (cell) Town of Diane Elsen 608-781-2275 N3393 Smith Valley Rd, La Crosse WI 54601 Medary (hall) Town Hall Hours (T 8-11; Th 3-6; Fri 8-11) Town of Mary Rinehart 608-783-4958 N5589 Commerce Rd, Onalaska WI 54650 Onalaska (hall) Town Hall Hours (M-Th 8-12; 1-5; F 8-12) Town of Shelby Fortune Weaver 608-788-1032 2800 Ward Ave, La Crosse WI 54601 (hall) Town Hall Hours(M-F: 8-4) Town of Barb 608-486-2297 -
A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798
THE TULANE EUROPEAN AND CIVIL LAW FORUM VOLUME 31/32 2017 A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-circa 1798 Paul E Hoffman* I. INTRODUCTION ..................................................................................... 1 II. THE ECONOMIC SYSTEM AND LOCAL LAW AND ORDER .................... 4 III. SLAVERY ............................................................................................. 13 IV. CONCLUSION ...................................................................................... 20 I. INTRODUCTION French Louisiana had been a thorn in the flank of Spain’s Atlantic Empire from its founding in 1699. Failure to remove that thorn in 1699 and again in 1716, when doing so would have been comparatively easy and Spanish naval forces were positioned to do so, meant that by 1762 the wound had festered, so that the colony had become what La Salle, Iberville, Bienville, and their royal masters had envisioned: a smuggling station through which French goods reached New Spain and Cuba and their goods—dye stuffs and silver mostly—reached France and helped to pay the costs of a colony that consumed more than it produced, at least so 1 far as the French crown’s finances were concerned. * © 2017 Paul E Hoffman. Professor Emeritus of History, Louisiana State University. 1. I have borrowed the “thorn” from ROBERT S. WEDDLE, THE FRENCH THORN: RIVAL EXPLORERS IN THE SPANISH SEA, 1682-1762 (1991); ROBERT S. WEDDLE, CHANGING TIDES: TWILIGHT AND DAWN IN THE SPANISH SEA, 1763-1803 (1995) (carries the story of explorations). The most detailed history of the French colony to 1731 is the five volumes of A History of French Louisiana: MARCEL GIRAUD, 1-4 HISTOIRE DE LA LOUISIANA FRANÇAISE (1953-74); 1 A HISTORY OF FRENCH LOUISIANA: THE REIGN OF LOUIS XIV, 1698-1715 (Joseph C. -
The Libro Verde: Blood Fictions from Early Modern Spain
INFORMATION TO USERS The negative microfilm of this dissertation was prepared and inspected by the school granting the degree. We are using this film without further inspection or change. If there are any questions about the content, please write directly to the school. The quality of this reproduction is heavily dependent upon the quality of the original material The following explanation of techniques is provided to help clarify notations which may appear on this reproduction. 1. Manuscripts may not always be complete. When it is not possible to obtain missing pages, a note appears to indicate this. 2. When copyrighted materials are removed from the manuscript, a note ap pears to indicate this. 3. Oversize materials (maps, drawings, and charts) are photographed by sec tioning the original, beginning at the upper left hand comer and continu ing from left to right in equal sections with small overlaps. Dissertation Information Service A Bell & Howell Information Company 300 N. Zeeb Road, Ann Arbor, Michigan 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9731534 Copyright 1997 by Beusterien, John L. All rights reserved. UMI Microform 9731534 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Titic 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission -
Comparison of Spanish Colonization—Latin America and the Philippines
Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc. -
6.3 the Recognition of Cave Art in the Iberian Peninsula and the Making of Prehistoric Archeology, 1878-1929
6.3 The Recognition of Cave Art in the Iberian Peninsula and the Making of Prehistoric Archeology, 1878-1929 José María LanzaroTe-Guiral In May 1921, the Exhibition of Spanish Prehistoric Art (Exposición de arte pre- histórico español) opened its doors in Madrid. Hosted by the National Library and inaugurated by King Alphonse XIII, the exhibition presented prehistoric cave art as the first chapter of the Spanish art tradition, placing the peninsula at the cultural origins of Western civilization. This exhibition was conceived of to showcase the work undertaken by Spanish scholars in this field since 1902, when cave art was recognized as such by the international scientific community. Moreover, the organizers did not miss the chance to highlight that it was ‘foreign’ prehistorians, particularly French ones, who had first denied the authenticity of those figurative representations discovered in a Spanish cave in 1878. Inspired by an essentialist conception of national history, this exhibition contributed to define a constructed object of study, ‘Spanish prehistoric art’, which was elevated to the status of national heritage and played a strong role for national identity definition from then on. In order to better understand the role of cave art research in the making of prehistoric archeology I shall deconstruct this hybrid object: What was the in- tellectual and social process that led to the definition of ‘Spanish prehistoric art’? And in order to answer this question, this paper is concerned with the process of configuration of scientific categories and it is divided in two main sections. The first one analyzes the construction of the concept ‘prehistoric art’ between 1878 and 1902, paying particular attention to the Altamira affair, namely the discov- ery, early rejection and definitive recognition of the first prehistoric decorated cave. -
Foresight Hindsight
Hindsight, Foresight ThinkingI Aboutnsight, Security in the Indo-Pacific EDITED BY ALEXANDER L. VUVING DANIEL K. INOUYE ASIA-PACIFIC CENTER FOR SECURITY STUDIES HINDSIGHT, INSIGHT, FORESIGHT HINDSIGHT, INSIGHT, FORESIGHT Thinking About Security in the Indo-Pacific Edited by Alexander L. Vuving Daniel K. Inouye Asia-Pacific Center for Security Studies Hindsight, Insight, Foresight: Thinking About Security in the Indo-Pacific Published in September 2020 by the Daniel K. Inouye Asia-Pacific Center for Security Studies, 2058 Maluhia Rd, Honolulu, HI 96815 (www.apcss.org) For reprint permissions, contact the editors via [email protected] Printed in the United States of America Cover Design by Nelson Gaspar and Debra Castro Library of Congress Cataloging-in-Publication Data Name: Alexander L. Vuving, editor Title: Hindsight, Insight, Foresight: Thinking About Security in the Indo-Pacific / Vuving, Alexander L., editor Subjects: International Relations; Security, International---Indo-Pacific Region; Geopolitics---Indo-Pacific Region; Indo-Pacific Region JZ1242 .H563 2020 ISBN: 978-0-9773246-6-8 The Daniel K. Inouye Asia-Pacific Center for Security Studies is a U.S. Depart- ment of Defense executive education institution that addresses regional and global security issues, inviting military and civilian representatives of the United States and Indo-Pacific nations to its comprehensive program of resident courses and workshops, both in Hawaii and throughout the Indo-Pacific region. Through these events the Center provides a focal point where military, policy-makers, and civil society can gather to educate each other on regional issues, connect with a network of committed individuals, and empower themselves to enact cooperative solutions to the region’s security challenges. -
Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More Information
Cambridge University Press 978-0-521-83747-7 - Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More information Britain and the Dutch Revolt 1560–1700 England’s response to the Revolt of the Netherlands (1568–1648) has been studied hitherto mainly in terms of government policy, yet the Dutch struggle with Habsburg Spain affected a much wider commu- nity than just the English political elite. It attracted attention across Britain and drew not just statesmen and diplomats but also soldiers, merchants, religious refugees, journalists, travellers and students into the confl ict. Hugh Dunthorne draws on pamphlet literature to reveal how British contemporaries viewed the progress of their near neigh- bours’ rebellion, and assesses the lasting impact which the Revolt and the rise of the Dutch Republic had on Britain’s domestic history. The book explores affi nities between the Dutch Revolt and the British civil wars of the seventeenth century – the fi rst major challenges to royal authority in modern times – showing how much Britain’s chang- ing commercial, religious and political culture owed to the country’s involvement with events across the North Sea. HUGH DUNTHORNE specializes in the history of the early modern period, the Dutch revolt and the Dutch republic and empire, the his- tory of war, and the Enlightenment. He was formerly Senior Lecturer in History at Swansea University, and his previous publications include The Enlightenment (1991) and The Historical Imagination in Nineteenth-Century Britain and the Low Countries -
Spain Builds an Empire
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 3 Spain Builds an TEKS 1A, 2A Empire What You Will Learn… If YOU were there... Main Ideas You are an Aztec warrior living in central Mexico in the 1500s. You 1. Spanish conquistadors con- are proud to serve your ruler, Moctezuma II. One day several hun- quered the Aztec and Inca empires. dred foreigners arrive on your shores. They are pale, bearded men, 2. Spanish explorers traveled and they have strange animals and equipment. through the borderlands of New Spain, claiming more From where do you think these strangers have come? land. 3. Spanish settlers treated Native Americans harshly, forcing them to work on plantations and in mines. BUILDING BACKGROUND Spain sent many expeditions to the Americas. Like explorers from other countries, Spanish explorers The Big Idea claimed the land they found for their country. Much of this land was Spain established a large already filled with Native American communities, however. empire in the Americas. Key Terms and People Spanish Conquistadors conquistadors, p. 46 The Spanish sent conquistadors (kahn-kees-tuh-DAWRS), soldiers Hernán Cortés, p. 46 who led military expeditions in the Americas. Conquistador Hernán Moctezuma II, p. 46 Cortés left Cuba to sail to present-day Mexico in 1519. Cortés Francisco Pizarro, p. 47 had heard of a wealthy land to the west ruled by a king named encomienda system, p. 50 Moctezuma II (mawk-tay-SOO-mah). plantations, p. 50 Bartolomé de Las Casas, p. 51 Conquest of the Aztec Empire Moctezuma ruled the Aztec Empire, which was at the height of its power in the early 1500s. -
Art History of Spain in the History of Western Art, Spain
Art History of Spain In the history of Western Art, Spain occupies a very significant and distinct position; after the French and the Italians, the Spanish are probably the most important contributors to the development and evolution of art in the Western Hemisphere. Over the centuries, numerous Spanish artists have contributed heavily to the development of European art in almost all the “major” fields like painting, sculpture and architecture. While Spanish art has had deep linkages with its French and Italian counterparts, Spain’s unique geographic location has allowed it to evolve its own distinct characteristics that set it quite apart from other European artistic traditions. Spain’s fascinating history of conquest and trade is inextricably linked to the evolution of its art. Cave Paintings of Altamira, Spain The earliest inhabitants of what is now modern-day Spain were known for their rich art traditions, especially with respect to cave-paintings from the Stone Age. The Iberian Mediterranean Basin in the regions of Aragon and Castile-La Mancha in eastern Spain, and the world famous Altamira Cave paintings in Cantabria are both UNESCO World Heritage sites that showcase vivid cave paintings from the Stone Age. Pre-Romanesque Period Over the course of history, Spain has been deeply influenced by the culture art of its neighbors, who were more often than not its conquerors. The Roman control over Hispania, from 2nd century BC to 5th century AD, had a deep influence on Spain, especially in its architecture dating from that period. The Aqueduct of Segovia, Alcantara Bridge and the Tower of Hercules Lighthouse are some of the important monuments from that period that still survive to-date. -
Dirección General De Bibliotecas, Archivos Y Museos
DIRECCIÓN GENERAL DE BIBLIOTECAS, ARCHIVOS Y MUSEOS SUBDIRECCIÓN GENERAL DE BIBLIOTECAS, ARCHIVOS Y MUSEOS DEPARTAMENTO DE PATRIMONIO BIBLIOGRÁFICO Y DOCUMENTAL ARCHIVO DE VILLA THE ARCHIVO DE VILLA (TOWN ARCHIVE) OF MADRID The Archivo de Villa of Madrid contains, throughout its more than 18,500 running metres of shelves, documents created and received at the Madrid City Council since 1152. This archive was first mentioned in a Royal Provision of Charles V –Charles I of the Spanish empire– (1525), although the so-called 'ark of the three keys', a medieval deposit for the parchments of Madrid, is repeatedly mentioned in the books of resolutions since the 15th century. The Archive was finally set up in the 18th century. In 1748, the first professional archivist was appointed. The first regulations and operation instructions for the archive were approved in 1753 and it became a "Public Office" with the right to issue official certificates by virtue of a Royal Decree in 1781. This Institution was opened for research in 1844. It has changed its headquarters several times: Tower of the San Salvador church and Monastery of Santo Domingo (15th to 17th century), First Town Hall of Madrid (17th century-1868), Second Town Hall “Casa Panadería” in Plaza Mayor (1868-1987), Conde Duque barracks (1987-), but the custody of the materials it contains was never interrupted, not even during the Peninsular War (1808-1814), or during the Spanish Civil War (1936-1939). COLLECTIONS Except for two small acquisitions of private archives, the collections come from the Madrid City Council itself and from the City Councils that were annexed to Madrid during the fifties, in the past century. -
Spain's Empire in the Americas
ahon11_sena_ch02_S2_s.fm Page 44 Friday, October 2, 2009 10:41 AM ahon09_sena_ch02_S2_s.fm Page 45 Friday, October 26, 2007 2:01 PM Section 2 About a year later, Cortés returned with a larger force, recaptured Step-by-Step Instruction Tenochtitlán, and then destroyed it. In its place he built Mexico City, The Indians Fear Us the capital of the Spanish colony of New Spain. Cortés used the same methods to subdue the Aztecs in Mexico SECTION SECTION The Indians of the coast, because of some fears “ that another conquistador, Francisco Pizarro, used in South America. of us, have abandoned all the country, so that for Review and Preview 2 Pizarro landed on the coast of Peru in 1531 to search for the Incas, thirty leagues not a man of them has halted. ” who were said to have much gold. In September 1532, he led about Students have learned about new 170 soldiers through the jungle into the heart of the Inca Empire. contacts between peoples of the Eastern —Hernando de Soto, Spanish explorer and conqueror, report on Pizarro then took the Inca ruler Atahualpa (ah tuh WAHL puh) pris- and Western hemispheres during the expedition to Florida, 1539 oner. Although the Inca people paid a huge ransom to free their ruler, Age of Exploration. Now students will Pizarro executed him anyway. By November 1533, the Spanish had focus on Spain’s early success at estab- defeated the leaderless Incas and captured their capital city of Cuzco. lishing colonies in the Americas. Why the Spanish Were Victorious How could a few � Hernando de Soto hundred Spanish soldiers defeat Native American armies many Vocabulary Builder times their size? Several factors explain the Spaniards’ success.