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Régimen Constitucional Colombiano, Su Historia Y Desarrollo
Régimen constitucional colombiano, su historia y desarrollo MARCO ANDRÉS GUTIÉRREZ GUERRERO Régimen constitucional colombiano, su historia y desarrollo Marco Andrés Gutiérrez Guerrero Régimen constitucional colombiano, su historia y desarrollo Gutiérrez Guerrero, Marco Andrés Régimen constitucional colombiano, su historia y desarrollo / Marco Gutiérrez – Bogotá: Universidad Santo Tomás, 2016. 122 páginas, ilustraciones, gráficas. ISBN 978-958-631-941-6 1. Derecho constitucional -- Colombia 2. Reformas constitucionales -- Colombia 3. Derechos civiles – Colombia -- Historia 4. Derecho constitucional -- Historia I. Universidad Santo Tomás (Colombia). CDD 342.9861 Co-BoUST © Marco Andrés Gutiérrez Guerrero © Universidad Santo Tomás Ediciones USTA Carrera 9 No.51-11 Edificio Luis J. Torres sótano 1 Bogotá, D. C., Colombia Teléfonos: (+571) 5878797, ext. 2991 [email protected] http://ediciones.usta.edu.co Dirección editorial: Matilde Salazar Ospina Coordinación de libros: Karen Grisales Asistente editorial: Andrés Felipe Andrade Diagramación: María Paula Berón R. Corrección de estilo: Ángela Guerra ISBN: 978-958-631-941-6 Primera edición: 2016 Se prohíbe la reproducción total o parcial de esta obra, por cualquier medio, sin la autorización expresa del titular de los derechos. Contenido Presentación 9 Introducción 11 Régimen constitucional colombiano: reseña histórica del constitucionalismo colombiano 11 Primer periodo (1819-1830) 13 La declaración de independencia y génesis del Estado colombiano 13 La Constitución de 1811 14 Infografía -
KELT-14B and KELT-15B: an Independent Discovery of WASP-122B and a New Hot Jupiter
Swarthmore College Works Physics & Astronomy Faculty Works Physics & Astronomy 5-11-2016 KELT-14b And KELT-15b: An Independent Discovery Of WASP-122b And A New Hot Jupiter J. E. Rodriguez K. D. Colón K. G. Stassun D. Wright P. A. Cargile See next page for additional authors Follow this and additional works at: https://works.swarthmore.edu/fac-physics Part of the Astrophysics and Astronomy Commons Let us know how access to these works benefits ouy Recommended Citation J. E. Rodriguez, K. D. Colón, K. G. Stassun, D. Wright, P. A. Cargile, D. Bayliss, J. Pepper, K. A. Collins, R. B. Kuhn, M. B. Lund, R. J. Siverd, G. Zhou, B. S. Gaudi, C. G. Tinney, K. Penev, T. G. Tan, C. Stockdale, I. A. Curtis, D. James, S. Udry, D. Segransan, A. Bieryla, D. W. Latham, T. G. Beatty, J. D. Eastman, G. Myers, J. Bartz, J. Bento, Eric L.N. Jensen, T. E. Oberst, and D. J. Stevens. (2016). "KELT-14b And KELT-15b: An Independent Discovery Of WASP-122b And A New Hot Jupiter". Astronomical Journal. Volume 151, Issue 6. 138 DOI: 10.3847/0004-6256/151/6/138 https://works.swarthmore.edu/fac-physics/286 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Physics & Astronomy Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. Authors J. E. Rodriguez, K. D. Colón, K. G. Stassun, D. Wright, P. A. Cargile, D. Bayliss, J. Pepper, K. A. Collins, R. -
The Midnight Sky: Familiar Notes on the Stars and Planets, Edward Durkin, July 15, 1869 a Good Way to Start – Find North
The expression "dog days" refers to the period from July 3 through Aug. 11 when our brightest night star, SIRIUS (aka the dog star), rises in conjunction* with the sun. Conjunction, in astronomy, is defined as the apparent meeting or passing of two celestial bodies. TAAS Fabulous Fifty A program for those new to astronomy Friday Evening, July 20, 2018, 8:00 pm All TAAS and other new and not so new astronomers are welcome. What is the TAAS Fabulous 50 Program? It is a set of 4 meetings spread across a calendar year in which a beginner to astronomy learns to locate 50 of the most prominent night sky objects visible to the naked eye. These include stars, constellations, asterisms, and Messier objects. Methodology 1. Meeting dates for each season in year 2018 Winter Jan 19 Spring Apr 20 Summer Jul 20 Fall Oct 19 2. Locate the brightest and easiest to observe stars and associated constellations 3. Add new prominent constellations for each season Tonight’s Schedule 8:00 pm – We meet inside for a slide presentation overview of the Summer sky. 8:40 pm – View night sky outside The Midnight Sky: Familiar Notes on the Stars and Planets, Edward Durkin, July 15, 1869 A Good Way to Start – Find North Polaris North Star Polaris is about the 50th brightest star. It appears isolated making it easy to identify. Circumpolar Stars Polaris Horizon Line Albuquerque -- 35° N Circumpolar Stars Capella the Goat Star AS THE WORLD TURNS The Circle of Perpetual Apparition for Albuquerque Deneb 1 URSA MINOR 2 3 2 URSA MAJOR & Vega BIG DIPPER 1 3 Draco 4 Camelopardalis 6 4 Deneb 5 CASSIOPEIA 5 6 Cepheus Capella the Goat Star 2 3 1 Draco Ursa Minor Ursa Major 6 Camelopardalis 4 Cassiopeia 5 Cepheus Clock and Calendar A single map of the stars can show the places of the stars at different hours and months of the year in consequence of the earth’s two primary movements: Daily Clock The rotation of the earth on it's own axis amounts to 360 degrees in 24 hours, or 15 degrees per hour (360/24). -
The Hypergiants VY Canis Majoris, Eta Carinae, V766 Centauri and The
Sixteenth Marcel Grossmann Meeting Contribution ID: 967 Type: Talk in the parallel session The hypergiants VY Canis Majoris, Eta Carinae, V766 Centauri and the red supergiants Betelgeuse, Antares and Aldebaran in the 2.5K SGQ AAVSO database Thursday, 8 July 2021 16:35 (7 minutes) I observe variable stars since 1997. The “candidacy” of Mira Ceti as Betlehem Star because close to Jupiter- Saturn triple conjunction of 6-7 b.C. started at Pontifical University of Lateran and continued in Yale (2001- 2004). Maxima correlation function ruled out Mira for having two consecutive bright maxima, but this prop- erty was confirmed in the “oldest” Myra-type: R Leonis, R Hydrae and Chi Cygni, from their almostfour- century-long lightcurves. To a bright maximum normally a dim one follows, as the correlation function of their consecutive maxima shows. These studies were supported by historical and personal visual observations. Since 2011 I observe firstmag- nitude variable stars, with airmass correction to reach 0.01 magnitudes accuracy with naked eye. AAVSO observer Sebastian Otero first claimed this accuracy, as for NovaCentauri 2013, observed by me fromPorto Alegre and Rio de Janeiro. Betelgeuse’s 801 observations in 10 years, include the deep minimum of 2020. My SGQ contributions to AAVSO-database, paralleled with Betelgeuse’s V-band measurements, help to define the “personal equations” present in all 25M visual observations before CCD era (1911-on) going back to 1893 for Betelgeuse. The temporal extension of lightcurves is crucial to understand the stellar behaviour. More complicate cases are Antares and Aldebaran, less variable and with distant comparison stars. -
Grade 6 State Goal 14
Grade 6 State Goal 14 State Goal 14: Understand political systems, with an emphasis on the United States. 1 ILLINOIS LEARNING STANDARDS: STATE GOAL 14: GRADE 6 LEARNING STANDARD/OUTCOME SAMPLE ASSESSMENT CONNECTIONS Critical to Understand and Master at Choose two countries that have Language Arts: In small groups, Grade 6: political systems that are different from discuss the pros and cons of different 6.14.01 the political systems of the United political systems. Support your Compare information you already States. Make a Venn diagram viewpoint with reasons and examples. know about political systems of the comparing and contrasting the different United States to political systems of political systems. other countries. (14A) 6.14.02 Working in pairs, debate whether Technology: Use the Internet or library Explain the importance of governments national, state, or local governments resources to research images of other having written constitutions. (14A) could exist without written constitutions government constitutions and charters. or charters. Establish pro and con Create a display that shows how other arguments, and present your debate to countries’ governments operate and your classmates. govern. Share your display with classmates. 6.14.03 Use the Internet or library resources to Math: Use the Internet or library Describe how social classes were research America during the resources to research population data generally formed and how they Jacksonian era. Write a paragraph to from different years in United States influenced public policy in their nations. describe how voting laws changed history. Use this data to make pie (14D) during that time and how those graphs, showing how the population changes affected the social classes was divided into different social and government of United States. -
Educator's Guide: Orion
Legends of the Night Sky Orion Educator’s Guide Grades K - 8 Written By: Dr. Phil Wymer, Ph.D. & Art Klinger Legends of the Night Sky: Orion Educator’s Guide Table of Contents Introduction………………………………………………………………....3 Constellations; General Overview……………………………………..4 Orion…………………………………………………………………………..22 Scorpius……………………………………………………………………….36 Canis Major…………………………………………………………………..45 Canis Minor…………………………………………………………………..52 Lesson Plans………………………………………………………………….56 Coloring Book…………………………………………………………………….….57 Hand Angles……………………………………………………………………….…64 Constellation Research..…………………………………………………….……71 When and Where to View Orion…………………………………….……..…77 Angles For Locating Orion..…………………………………………...……….78 Overhead Projector Punch Out of Orion……………………………………82 Where on Earth is: Thrace, Lemnos, and Crete?.............................83 Appendix………………………………………………………………………86 Copyright©2003, Audio Visual Imagineering, Inc. 2 Legends of the Night Sky: Orion Educator’s Guide Introduction It is our belief that “Legends of the Night sky: Orion” is the best multi-grade (K – 8), multi-disciplinary education package on the market today. It consists of a humorous 24-minute show and educator’s package. The Orion Educator’s Guide is designed for Planetarians, Teachers, and parents. The information is researched, organized, and laid out so that the educator need not spend hours coming up with lesson plans or labs. This has already been accomplished by certified educators. The guide is written to alleviate the fear of space and the night sky (that many elementary and middle school teachers have) when it comes to that section of the science lesson plan. It is an excellent tool that allows the parents to be a part of the learning experience. The guide is devised in such a way that there are plenty of visuals to assist the educator and student in finding the Winter constellations. -
A Basic Requirement for Studying the Heavens Is Determining Where In
Abasic requirement for studying the heavens is determining where in the sky things are. To specify sky positions, astronomers have developed several coordinate systems. Each uses a coordinate grid projected on to the celestial sphere, in analogy to the geographic coordinate system used on the surface of the Earth. The coordinate systems differ only in their choice of the fundamental plane, which divides the sky into two equal hemispheres along a great circle (the fundamental plane of the geographic system is the Earth's equator) . Each coordinate system is named for its choice of fundamental plane. The equatorial coordinate system is probably the most widely used celestial coordinate system. It is also the one most closely related to the geographic coordinate system, because they use the same fun damental plane and the same poles. The projection of the Earth's equator onto the celestial sphere is called the celestial equator. Similarly, projecting the geographic poles on to the celest ial sphere defines the north and south celestial poles. However, there is an important difference between the equatorial and geographic coordinate systems: the geographic system is fixed to the Earth; it rotates as the Earth does . The equatorial system is fixed to the stars, so it appears to rotate across the sky with the stars, but of course it's really the Earth rotating under the fixed sky. The latitudinal (latitude-like) angle of the equatorial system is called declination (Dec for short) . It measures the angle of an object above or below the celestial equator. The longitud inal angle is called the right ascension (RA for short). -
Cronología De La Historia Del Estado Soberano Del Tolima
Academia Huilense de Historia Cronología de la historia del Estado Soberano del Tolima NOTA BIBLIOGRÁFICA Para elaborar esta Cronología se consultaron: el tomo I del Manual de Historia del Tolima (Editorial Atlas Impresores, Ibagué, 2007), en el artículo de Álvaro Cuartas Coymat Estado Soberano del Tolima; mis libros La Toga contra la Sotana. Rojas Garrido vs. Rojas Tovar, (Editorial Kimpress, Bogotá, 1999); El Huila en el siglo XIX (Vargas Editor, Bogotá, 1994); Estado Soberano del Tolima. Personajes en su historia (Fondo de Autores Huilenses, Neiva, 1995); Vigencia histórica del federalismo colombiano, (Ediciones CRISIS, Medellín, 2004); mi artículo Entre la Federación y el Centralismo, en el volumen 2 de la Historia General del Huila, y el artículo Trayectoria del periodismo huilense, de Camilo Francisco Salas Ortiz, en el volumen 5 de la Historia General del Huila. ANTECEDENTES 1857. 9 de febrero. Representantes al Congreso, oriundos de Neiva y Mariquita, proponen la erección del Estado del Tolima, formado por las dos provincias, pero los congresistas de Cundinamarca y el Cauca logran derrotar el proyecto de ley. --- 20 de abril. Circula el último número de Huila, en su primera etapa, periódico que venía publicando José María Rojas Garrido desde el 1 de junio de 1855. En su reemplazo, Rojas Garrido inicia la publicación de su periódico La Luz, publicación liberal independiente, de aparición mensual. (Circulará hasta 1858 y sólo se conservan dos ejemplares en la Hemeroteca Nacional: el número 15 del 28 de junio de 1858, y el 22, del 13 de noviembre de 1858). --- 15 de junio. Los miembros del Congreso oriundos de Neiva, protestan por la decisión de erigir el Estado de Cundinamarca incluyendo en él la provincia de Neiva, con el nombre de “Departamento de Neiva”, porque así ésta pierde la autonomía de que gozaba desde la Colonia, excepto durante la fugaz existencia de la Gran Colombia (1821-1830), cuando también fue anexada a Cundinamarca. -
Nombre Presidente De La República Nombre Ministro De Hacienda
Período de Nombre Presidente de la Nombre Ministro de Ubicación de la mandato del República Hacienda información Ministro Francisco de Paula Santander José María del Castillo y 1823-1827 Las Memorias en papel se encuentran en la Biblioteca y Rada su copia digital se puede consultar en el catálogo a través de la página web del Ministerio o la intranet Simón Bolívar José Ignacio de Márquez 1828-1831 No hay Memoria José María Obando (encargado Diego F Gomez 1832 marzo No hay Memoria del poder Ejecutivo) José Ignacio de Márquez Domingo Caicedo 1832 No hay Memoria (encargado del poder Ejecutivo) (abril, mayo, junio, julio) Francisco de Paula Santander Francisco Soto 1832 -1833 No hay Memoria Francisco de Paula Santander Francisco Soto 1834 Las Memorias en papel se encuentran en la Biblioteca y su copia digital se puede consultar en el catálogo a través de la página web del Ministerio o la intranet Francisco de Paula Santander Francisco Soto 1835-1837 No hay Memoria Francisco de Paula Santander Simón Burgos 1837 No hay Memoria (abril - 18 septiembre) José Ignacio de Márquez Juan de Dios de Aranzazu 1837 -1841 No hay Memoria Pedro Alcántara Herrán Rufino Cuervo y Barreto 1841-1843 Las Memorias en papel se encuentran en la Biblioteca y su copia digital se puede consultar en el catálogo a través de la página web del Ministerio o la intranet Tomas Cipriano de Mosquera Juan Clímaco Ordoñez 1844-1845 Las Memorias en papel se encuentran en la Biblioteca y su copia digital se puede consultar en el catálogo a través de la página web del Ministerio o -
A Propósito De La Trayectoria De Marco Antonio Estrada Plata
Anuario de Historia Regional y de las Fronteras, Volumen 14, Octubre 2009 Consolidación y declive de una generación política en el siglo XIX: a propósito de la trayectoria de Marco Antonio Estrada Plata Lina Constanza Díaz Boada* Universidad Industrial de Santander Resumen El presente artículo aborda la trayectoria política de Marco Antonio Estrada Plata como estudio de caso del grupo de los Constituyentes del Estado de Santander reunidos en Pamplona en 1857 con el propósito de promulgar la primera Carta Política de esta unidad federal. Los Diputados compartieron rasgos característicos tales como el origen sociofamiliar; el matrimonio como mecanismo para establecer y consolidar vínculos; el ingreso a espacios de formación (formal e informal), al interior de los cuales gestaron alianzas que les permitieron acceder a las esferas de poder; la profesionalización; y una amplia trayectoria política. El estudio individual y colectivo de los Constituyentes del Estado de Santander permite afirmar que se trató de una generación política que llegó al poder a mediados del siglo XIX, asumiendo como tarea principal la modernización del Estado. Durante los intentos por eliminar todo vestigio colonial de la estructura estatal, dicha generación política emprendió la puesta en marcha de dos proyectos estrechamente relacionados: por un lado, la adopción del sistema federal impulsado tanto por Liberales como por Conservadores; por el otro, la puesta el marcha del pensamiento liberal que sirvió de sustento ideológico en la búsqueda del progreso material. Palabras calves: Generación política, espacios de socialización, Radicalismo, Federalismo. * Magíster en Historia 273 Consolidación y declive de una generación política en el siglo XIX: a propósito de la trayectoria de Marco Antonio Estrada Plata Abstract The present article studies the political path of Marco Antonio Estrada Plata as a case study of the group the State of Santander assembled in Pamplona in 1857 with the intention of promulgating the first Political Letter of this federal unit. -
Narratives of Privilege
NARRATIVES OF PRIVILEGE An Ethnographic Study of Colombian- Born Women Living in Melbourne, Australia By Viktoria Adler This thesis is presented for the degree of Doctor of Philosophy. Centre for Urban Transitions Faculty of Health, Art & Design Swinburne University of Technology 2019 ABSTRACT This thesis investigates the research question: how do Colombian-born women who identify as white, and middle or upper class, and are therefore privileged in Colombia, experience their privilege living as migrants in Melbourne? I do so by analysing their life story narratives. These narratives show how the women experience privilege as stemming from their belonging to the socially dominant culture, race and class in Colombia, and how their embodied privileges shape their experiences in Australia. My study is ethnographic and involved two years of fieldwork among the Colombian- born community in the inner suburbs of Melbourne. I conducted life story interviews and I carried out participant observation at women’s workplaces, cultural events in Colombian and other Latin American communities, recreational activities, and gatherings with family and friends, as well as by spending time with each of the women on other occasions. Interviews were conducted in English or Spanish, audio- recorded, transcribed and examined using thematic analysis. I conceptualise privilege as the product of intersecting and at times contradictory social locations such as race, ethnicity, gender and class a person occupies in a particular context, in relation to others. I argue that these women have been able to transfer key aspects of their privilege to Australia although they are not white and upper class in an Australian context. -
Americasbarometer Insights: 2013 Number 86
AmericasBarometer Insights: 2013 Number 86 Inequality Matters: The Role of Education in Defining Social Class in Colombia vs. Uruguay By María José Álvarez-Rivadulla and Rosario Queirolo [email protected] and [email protected] Universidad del Rosario (Colombia) and Universidad de Montevideo Executive Summary. Despite the high levels of inequality in Latin America, we know very little about how citizens perceive themselves in terms of social class. Using a question on subjective social class included in the AmericasBarometer 2012, this Insights report compares two countries that represent opposites in the regional distribution of inequality: the more egalitarian Uruguay and one of the most unequal countries in the world, Colombia. We explore how Colombians and Uruguayans identify on the social ladder and the determinants of this perception. As expected, we find that those who are wealthier and more educated place themselves in higher classes. Yet, the role of education varies. It is more relevant in Colombia than in Uruguay, where access to education is more equal. Moreover, ascribed factors such as a darker skin color and living in a rural area are related to lower class self identification in the more unequal Colombia, but not in Uruguay. Finally, we present evidence that other perceptions such as the evaluation of one’s current and past personal economic situations or general life satisfaction are as important as more objective measures of well-being in determining class perceptions in these two countries. The Insights Series is co-edited by Jonathan Hiskey, Mitchell A. Seligson, and Elizabeth J. Zechmeister with administrative, technical, and intellectual support from the LAPOP group at Vanderbilt.