The Formative Platform of the Congress of Panama (1810–1826
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Bowl Round 3
IHBB Alpha Bowl 2017-2018 Bowl Round 3 Bowl Round 3 – Middle School First Quarter (1) This region is the setting of the later parts of the novel Resurrection. Sonya Marmeladova travels to this region near the end of Crime and Punishment. For ten points, name this vast region crossed by a namesake railroad, to which Raskolnikov is exiled to complete a sentence of eight years of hard labor in Eastern Russia. ANSWER: Siberia (prompt on (Eastern) Russia) (1) Workers in this industry demanded fair railroad rates after organizing as the Grange. Dolores Huerta coined the slogan “si, se puede,” which was used by a union in this industry led by Cesar Chavez. For ten points, name this industry whose workers migrated to California to escape the Dust Bowl, despite claims that its plowing would lead to rain. ANSWER: agriculture (accept farming and other equivalents) (2) This symbol, whose name derives from Sanskrit for “auspicious,” was used by the Thule Society, which supported the DAP, or German Worker’s Party. For ten points, name this four-armed symbol, common in numerous religious traditions, that was adopted by the Nazi Party. ANSWER: swastika (accept tetraskelion; accept hakenkreuz or hooked cross; accept fylfot; accept tetragammadion; do not accept or prompt on cross alone) (3) An alliance of these organizations formed a trading league in the Baltic Sea called the Hanseatic League. Some members of these organizations progressed from apprentices to journeymen to master craftsmen. For ten points, name these town-based medieval associations of merchants and skilled laborers. ANSWER: guilds (4) At the Orontes River, this ruler fought the Hittite King Muwatallis in the largest chariot battle in history. -
View the Manual
Game Manual Libertad o Muerte! - Rules 1 CONTENTS 1.- INTRODUCTION 2.- INSTALLATION 3.- MAIN MENU 4.- NEW GAME 5.- INSIDE THE GAME 6.- THE MAP 7.- THE UNITS 8.- GAME PHASES 9.- LAND MOVEMENT 10.- LAND COMBAT 11.- NAVAL MOVEMENT 12.- NAVAL COMBAT 13.- SIEGES 14.- CARDS 15.- MAINTENANCE 16.- PURCHASES AND REPLACEMENTS 17.- PBEM 18.- SECONDARY MENU 19.- WINNING THE GAME 20.- APPENDICES 21.- TIMELINE 22.- CREDITS 1.-INTRODUCTION Libertad o Muerte! is a historical strategy computer game that represents the wars of Independence of the Latin American Spanish colonies. In Libertad o Muerte! players can take the role of the Patriots, fighting for their freedom, Libertad o Muerte! - Rules 2 or that of the Royalists, trying to change history and keep that great empire under Spanish control. The game starts on 1810 and it can reach 1825 in the bigger scenario. 1.1 Features and concept of Libertad o Muerte!. - Turn based game, eah turn divided in several phases : - Card Draw - Reinforcements - Income - Maintenance - Purchase - Naval Movement - Naval Combat - Land Movement - Land Battle - Siege - Placement of new units - Replacements - End of Turn - Two decks of cards, one for each player. - Great Map divided in areas 1.2 Game Scale The units in Libertad o Muerte! represent regiments or batallions for land units, each naval unit is a ship and the main historical leaders have their own unit. 2.-INSTALLATION 2.1 Downloading and Installing Libertad o Muerte! - Rules 3 The game is installed through digital download (from Avalon-Digital site or from Steam). Once you have purchased the game you will receive a serial number. -
VHSL Regular Season Round #9
VHSL Regular Season Round 24 First Period, Fifteen Tossups 1. This novel's protagonist empties a spittoon on a man whom he confuses for a person that gave him false letters of recommendation. The protagonist of this novel listens to Homer Barbee, after which the protagonist is mistaken for Rinehart and ends up fighting with Lucius Brockway. This novel ends with a riot in Harlem because of Tod Clifton's death. For 10 points, name this novel that contains the scene "Battle Royal" and features Brother Jack of the Brotherhood, whose anonymous title character was created by Ralph Ellison. ANSWER: Invisible Man [do not accept "The Invisible Man"] 033-09-2-09101 2. Neil Bartlett created the hexafluoroplatinate (HEX-uh-FLOOR-oh-PLAT-in-ate) of one element in this family, which was the first compound using a member of this family to violate the octet rule. The only known radioactive element in this family is the leading cause of lung cancer to non-smokers. These elements are defined as having a full electron shell, leading to their relative inertness. For 10 points, name this group found at the extreme right of the Periodic Table, which includes xenon and radon. ANSWER: noble gases [or Group 18; or Group VIIIA (eight-A); or inert gases before "inertness"] 003-09-2-09102 3. One character in this play claims that another character "doth teach the torches to burn bright." This play is set in a place ruled by Prince Escalus, whose relative, Count Paris, wants to marry one of the title characters. -
Building" Nuestra América:" National Sovereignty and Regional
Building “Nuestra América:” National Sovereignty and Regional Integration in the Americas* Renata Keller** “It is the hour of reckoning and of marching in unison, and we must move in lines as compact as the veins of silver that lie at the roots of the Andes.” José Martí, “Nuestra América,”1891 José Martí, the Cuban intellectual and independence hero, publis- hed one of his most important essays in a Mexican newspaper while representing Uruguay at the First International Conference of Ame- rican States in Washington DC in 1891. Titled “Nuestra América,” Martí’s call to action touched on a number of themes, including nati- onalism, imperialism, and racism. He urged his readers to discard * Article submitted on September 16th, 2013 and approved for publication in October 16th, 2013. ** Renata Keller is an assistant professor of International Relations at Boston University and holds a Ph.D. in History from the University of Texas at Austin. Her research and teaching interests focus on Latin American history, particularly the connections between foreign and domestic politics, the dynamics of the Cold War, and U.S. relations with Latin America. E-mail: [email protected]. CONTEXTO INTERNACIONAL Rio de Janeiro, vol. 35, no 2, julho/dezembro 2013, p. 537-564. 537 Contexto Internacional (PUC) Vol. 35 no 2 – jul/dez 2013 1ª Revisão: 29/12/2013 Renata Keller their provincial mindsets, insisting that “hometowns that are still strangers to one another XX must hurry to become acquainted, like men who are about to battle together” (MARTÍ, 1977, p. 26). -
The Vice President in the U.S. Senate: Examining the Consequences of Institutional Design
The Vice President in the U.S. Senate: Examining the Consequences of Institutional Design. Michael S. Lynch Tony Madonna Asssistant Professor Assistant Professor University of Kansas University of Georgia [email protected] [email protected] January 25, 2010∗ ∗The authors would like to thank Scott H. Ainsworth, Stanley Bach, Ryan Bakker, Sarah A. Binder, Jamie L. Carson, Michael H. Crespin, Keith L. Dougherty, Trey Hood, Andrew Martin, Ryan J. Owens and Steven S. Smith for comments on earlier drafts of this manuscript. Madonna also thanks the University of Georgia American Political Development working group for support and comments, and Rachel Snyder for helpful research assistance. All errors remain the authors. Abstract The constitutional designation of the vice president as the president of the United States Senate is a unique feature of the chamber. It places control over the Senate's rules and precedents under an individual who is not elected by the chamber and receives no direct benefits from the maintenance of its institutions. We argue that this feature of the Senate has played an important, recurring role in its development. The vice president has frequently acted in a manner that conflicted with the wishes chamber majorities. Consequently, the Senate has developed rules and precedents that insulate the chamber from its presiding officer. These actions have made the Senate a less efficient chamber, but have largely freed it from the potential influence of the executive branch. We examine these arguments using a mix of historical and contemporary case studies, as well as empirical data on contentious rulings on questions of order. -
Simón Bolívar's Rhetoric and Reason
Framing Revolution: Simón Bolívar’s Rhetoric and Reason Author: James Newhouse Persistent link: http://hdl.handle.net/2345/bc-ir:104151 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2015 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College Department of History Framing Revolution: Simón Bolívar’s Rhetoric and Reason An Undergraduate Honors Thesis By James Newhouse The Honors Program April 2015 Thesis Advisor: Professor Sylvia Sellers-García Acknowledgements When I submitted my Thesis proposal last spring, I could not have imagined how much help I would receive along the way. Given space constraints, I will not be able to call out every individual that has helped me along this process. Despite that, there are a few people that I will single out. Without them this thesis would not have existed. First and foremost, I would like to thank my advisor, Professor Sylvia Sellers-García. My love for and interest in South American historical texts began in her Travelers in Latin America class. Since that time, I have consistently relied on her for information, advice, and good conversation. I am incredibly grateful for her guidance over the past year, as well as her constant willingness to meet with me and discuss my progress. I am also very grateful to the Boston College academic community and the History department as a whole. Professor Penelope Ismay provided an encouraging and at times calming perspective during the fall semester. Research librarian Elliott Brandow always knew where to find the source for which I was looking, no matter how obscure it was. -
The Congressional Debate Over US Participation in The
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Opus: Research and Creativity at IPFW Indiana University - Purdue University Fort Wayne Opus: Research & Creativity at IPFW History Faculty Publications Department of History 11-2006 “The onC gressional Debate over U.S. Participation in the Congress of Panama, 1825-1826: Washington’s Farewell Address, Monroe’s Doctrine, and the Fundamental Principles of U.S. Foreign Policy” Jeffrey J. Malanson [email protected] This research is a product of the Department of History faculty at Indiana University-Purdue University Fort Wayne. Follow this and additional works at: http://opus.ipfw.edu/history_facpubs Part of the History Commons Opus Citation Jeffrey J. Malanson (2006). “The onC gressional Debate over U.S. Participation in the Congress of Panama, 1825-1826: Washington’s Farewell Address, Monroe’s Doctrine, and the Fundamental Principles of U.S. Foreign Policy”. Diplomatic History.30 (5), 813-838. http://opus.ipfw.edu/history_facpubs/82 This Article is brought to you for free and open access by the Department of History at Opus: Research & Creativity at IPFW. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of Opus: Research & Creativity at IPFW. For more information, please contact [email protected]. jeffrey j. malanson The Congressional Debate over U.S. Participation in the Congress of Panama, 1825–1826: Washington’s Farewell Address, Monroe’s Doctrine, and the Fundamental Principles of U.S. Foreign Policy When Simón Bolívar resolved in December 1824 to call a grand meeting of representatives from the independent republics of the Americas to meet at the Isthmus of Panama, he had no intention of inviting the United States to attend. -
Simon Bolivar Biography
Simon Bolivar Biography Simon Bolivar (1783 – 1830) was a Venezuelan military and political leader who was instrumental in helping Latin American countries achieve independence from the Spanish Empire. During his lifetime, he helped countries, such as Venezuela, Colombia, Ecuador, Peru and Bolivia to independence. Bolivar also helped lay the foundations of democracy in Latin America – serving as president from 1819 to 1830 of the Hispanic-American republic known as Gran Colombia. Simon Bolivar was born July 1783, in Caracas, Venezuela to wealthy aristocratic parents in Venezuela. His parents died when he was young, and he was largely brought up by his nurse, family friends and a series of instructors and educators. One of the most influential of his teachers was Don Simon Rodriguez, who taught the young Bolivar about the ideals of liberty, enlightenment and freedom. Bolivar became enamoured of the ideals and vision of the American and French revolutions which took part during his lifetime. Later as president of the Gran Colombia, he sought to imitate some of these democratic ideals and create a federation of Latin American states. In 1804, Bolivar was in Paris and witnessed the coronation of Napoleon. Bolivar was impressed and felt that Latin America needed a similar strong leader. When he was 14, his mentor Rodriguez had to flee the country because he was under suspicion of plotting against the Spanish rulers. Bolivar entered a military academy Milicias de Veraguas – where he developed a passion for military strategy. In 1802, whilst he was in Madrid continuing his education, he married Maria Rodriguez. However, shortly after they both returned to Venezuela, she died from yellow fever. -
Chavez Presents Boli
xviii FURTHER READING STUDIES ON BOLIVAR AND INDEPENDENCE Brown, Matthew, Adventuring Through Spanish Colonies: Sifnon BoUvar, Foreign Mercenaries and the Birth of New Nations (Liverpool: Liverpool University Press, 2006) Conway, Christopher Brian, The Cult of BoUvar in Latin Aincricati Literature (Gainesville: University of Florida Press, 2003) Davies, Catherine, Claire Brewster and Hillary Owen, South Anicricati Independence: Gender, Politics, Text (Liverpool: Liverpool University Press, 2006) Earle, Rebecca, Spain and the Independence of Colombia (Exeter: University of Exeter Press, 2000) Lynch, John, Latin American Revolutions 1808-1826 (Norman: University of Oklahoma Press, 1994) Murray, Pamela, For Glory and BoUvar: The Remarkable Life of Manuela Saenz (Austin: University of Texas Press, 2008) f CHRONOLOGY 1783 24 July: Simon Jose Antonio de la Santisima Trinidad Bolivar y Palacios bom in Caracas. 1799-1802 Bolivar visits and lives in New Spain (Mexico), Spain and France. 1802 26 May: Bolivar marries Maria Teresa Rodriguez del Toro in Madrid. 1803 22 January: Maria Teresa Rodriguez del Toro dies in Caracas. 1803-1807 Bolivar travels to Spain, France, Italy and the USA. 1810 19 April: Caracas rebels against colonial mle and deposes Captain-General. New junta governs, autonomously, in the name of deposed King Femando VII. Bolivar travels to London as part of Venezuelan mission seeking recognition of its independence (returns to Venezuela in December). r k X X C H R O N O L O G Y 1811 5 July: Elected Venezuelan Congress declares independence. Beginning of First Republic. 1812 26 March: Earthquake in Caracas. 6 July: Bolivar abandons Puerto Cabello. 31 July: Bolivar complicit in arrest of Francisco de Miranda. -
The Formative Platform of the Congress of Panama (1810–1826): the Pan-American Conjecture Revisited Revista Brasileira De Política Internacional, Vol
Revista Brasileira de Política Internacional ISSN: 0034-7329 [email protected] Instituto Brasileiro de Relações Internacionais Brasil de la Reza, Germán A. The formative platform of the Congress of Panama (1810–1826): the Pan-American conjecture revisited Revista Brasileira de Política Internacional, vol. 56, núm. 1, 2013, pp. 5-21 Instituto Brasileiro de Relações Internacionais Brasília, Brasil Available in: http://www.redalyc.org/articulo.oa?id=35827889001 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative ARTIGO The formative platform of the Congress of Panama (1810–1826): the Pan-American conjecture revisited A plataforma formativa do Congresso do Panamá (1810–1826): a conjectura Pan-americana revisitada GERMÁN A. DE LA REZA* Rev. Bras. Polít. Int. 56 (1): 5-21 [2013] Introduction A large number of historians attribute Pan-American designs to the Amphyctionic Congress of Panama.1 One ramification of this assumption consists in making Simón Bolívar’s opposition to US participation dependent solely on specific conditions.2 In most cases, it concentrates on the process surrounding the calling of the Amphyctionic Congress, in particular the invitation strategy of the Vice-President of Gran Colombia, Francisco de Paula Santander, eliminating the importance of prior stages in their function as formative platforms for Bolivarian unionism.3 The other current of historians sustain a different perspective: the confederative project was essentially Latin American.4 * National Researcher, Level III, of Metropolitan Autonomous University of Mexico ([email protected]) 1 This position has been defended by, among others, Lockey (1927), Guerra (1946), Whitaker (1954), Caicedo (1961), Bernstein (1961), Castillo (1972), and Bingham (1976). -
Bolivar American Liberator 1St Edition Free Download
FREE BOLIVAR AMERICAN LIBERATOR 1ST EDITION PDF Marie Arana | 9781439110201 | | | | | Simon Bolivar, The Liberator and Revolutionary Hero Who Freed South America | Ancient Origins Simon Bolivar was a Venezuelan military and political leader who is remembered primarily for leading revolutions in Latin America against the Spanish Empire. Additionally, Peru and Bolivia gained their independence thanks to Bolivar. He was the son of a Venezuelan aristocrat of Spanish descent and hailed from a family that had both wealth and status. Bolivar lost his parents at a young age, his father died when he was three years old and his mother six years later. As a consequence, he was raised by his uncle who hired tutors to educate the boy. One of these tutors was Simon Rodriguez, who was an admirer of the Enlightenment and introduced the young boy to the concepts of liberty and freedom. At the age of 16, Bolivar was sent to Spain to complete his education. It was during this time that he met Maria Rodriguez, the daughter of a Spanish nobleman. The pair got married in and returned to Venezuela in the same year. In Paris, Bolivar met his former tutor Rodriguez, who had been forced to flee Venezuela in on suspicion of plotting to overthrow the yoke of Spanish colonial rule in Latin America. InBolivar returned to Venezuela, and a year later, the independence movement in Latin America was launched. The Spanish settlers of Latin America saw Napoleon's invasion of Spain Bolivar American Liberator 1st edition an opportunity to sever their ties with the mother country. -
South American Power Politics During the 1820S Ron L
South American Power Politics during the 1820s Ron L. Seckinger The Hispanic American Historical Review, Vol. 56, No. 2. (May, 1976), pp. 241-267. Stable URL: http://links.jstor.org/sici?sici=0018-2168%28197605%2956%3A2%3C241%3ASAPPDT%3E2.0.CO%3B2-E The Hispanic American Historical Review is currently published by Duke University Press. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/duke.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Sun Oct 28 14:56:15 2007 South American Power Politics During the 1820s HIS study seeks to formulate some general statements concerning intra-South American relations during the T 1820s.