Shaftesbury's Atlantis
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Women and the Law in Colonial Maryland, 1648-1715 Monica C
Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects "Justice Without Partiality": Women and the Law in Colonial Maryland, 1648-1715 Monica C. Witkowski Marquette University Recommended Citation Witkowski, Monica C., ""Justice Without Partiality": Women and the Law in Colonial Maryland, 1648-1715" (2010). Dissertations (2009 -). Paper 27. http://epublications.marquette.edu/dissertations_mu/27 “JUSTICE WITHOUT PARTIALITY”: WOMEN AND THE LAW IN COLONIAL MARYLAND, 1648-1715 by Monica C. Witkowski A Dissertation submitted to the Faculty of the Graduate School, Marquette University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin May 2010 ABSTRACT “JUSTICE WITHOUT PARTIALITY”: WOMEN AND THE LAW IN COLONIAL MARYLAND, 1648-1715 Monica C. Witkowski Marquette University, 2010 What was the legal status of women in early colonial Maryland? This is the central question answered by this dissertation. Women, as exemplified through a series of case studies, understood the law and interacted with the nascent Maryland legal system. Each of the cases in the following chapters is slightly different. Each case examined in this dissertation illustrates how much independent legal agency women in the colony demonstrated. Throughout the seventeenth century, Maryland women appeared before the colony’s Provincial and county courts as witnesses, plaintiffs, defendants, and attorneys in criminal and civil trials. Women further entered their personal cattle marks, claimed land, and sued other colonists. This study asserts that they improved their social standing through these interactions with the courts. By exerting this much legal knowledge, they created an important place for themselves in Maryland society. Historians have begun to question the interpretation that Southern women were restricted to the home as housewives and mothers. -
The Making of an Evangelical Tory: the Seventh Earl of Shaftesbury (1801-1885) and the Evolving Character of Victorian Evangelicalism
The Making of an Evangelical Tory: The Seventh Earl of Shaftesbury (1801-1885) and the Evolving Character of Victorian Evangelicalism David Andrew Barton Furse-Roberts A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy UNSW School of Humanities & Languages Faculty of Arts & Social Sciences November 2015 CONTENTS Page Abstract i Abbreviations ii Acknowledgements iii Introduction I Part I: Locating Anthony Ashley Cooper within the Anglican Evangelical tradition 1 1.1 Ashley’s expression of Evangelicalism 2 1.2 How the associations and leaders of Anglican Evangelicalism shaped the evolving 32 religious temperament of Ashley. 1.3 Conclusion: A son of the Clapham Sect or a brother of the Recordites? 64 Part II: A just estimate of rank and property: Locating Ashley’s place within the 67 tradition of paternalism 2.1 Identifying the character of Ashley’s paternalism 68 2.2 How Tory paternalist ideas influenced the emerging consciousness of Ashley in the 88 pre-Victorian era 2.3 The place of Ashley’s paternalism within the British Tory and Whig traditions 132 2.4 Conclusion: Paternalism in the ‘name of the people’ 144 Part III: Something admirably patrician in his estimation of Christianity: Ashley 147 and the emerging synthesis between Evangelicalism and Tory paternalism 3.1 Common ground forged between Tory paternalism and early Victorian Evangelicalism 148 3.2 Ashley and the factory reform movement: Project of Tory paternalism or 203 by-product of Evangelical social concern? 3.3 The coalescence of these two belief systems in the emerging political philosophy of 230 Ashley 3.4 Conclusion: Making Evangelicalism a patrician creed 237 Part IV: Ashley and the milieux of Victorian Evangelicalism 240 4.1 Locating Ashley’s place within the Victorian Evangelical Terrain 242 4.2 Thy kingdom come, thy will be done: The premillennial eschatology and 255 Evangelical activism of Ashley 4.3 Desire for the nations: Ashley and Victorian Evangelical attitudes to imperialism, 264 race and the ‘Jewish question’. -
Ebooks for Kobo & Other E-Ink Ereaders Using Adobe Digital
eBooks for Kobo & other E-ink eReaders using Adobe Digital Editions 4.5+ Prince George Public Library – www.pgpl.ca March 2017 (JFE) For additional help, please go to help.overdrive.com This guide will explain the steps needed to set up your eReader, find and check out eBooks using our Library2Go service, then download them on your computer and transfer them to your eReader. Download, install and setup Adobe Digital Editions on your computer 1. On your computer open your web browser and go to www.pgpl.ca Click on Download eBooks & More and then click on Library2Go. 2. On the Library2Go website, click the Help icon near the top right of your screen Click the Applications link Click the Adobe Digital Editions link, this will open a new window to adobe.com 3. On the Adobe download site: From the menu at the top of your screen, click Download Under 'Adobe Digital Editions 4.5 Installers,' click the Windows or Mac link to download the installer Once the download is complete, open and run the installer file The 'Setup' window opens. Review and accept the license agreement then click Next to continue Select the options you prefer then click Next. Make sure to uncheck ‘agree’ to any non-Adobe additional offers Confirm the download location then click Next Click Done to exit the setup and launch Adobe Digital Editions (ADE) Authorize Adobe Digital Editions with an Adobe ID This must be done to be able to read the eBook on your computer and device When Adobe Digital Editions opens for the first time click Help then Authorize Computer To use eBooks from the library, you must authorize your computer with an Adobe ID. -
English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River. -
London and Middlesex in the 1660S Introduction: the Early Modern
London and Middlesex in the 1660s Introduction: The early modern metropolis first comes into sharp visual focus in the middle of the seventeenth century, for a number of reasons. Most obviously this is the period when Wenceslas Hollar was depicting the capital and its inhabitants, with views of Covent Garden, the Royal Exchange, London women, his great panoramic view from Milbank to Greenwich, and his vignettes of palaces and country-houses in the environs. His oblique birds-eye map- view of Drury Lane and Covent Garden around 1660 offers an extraordinary level of detail of the streetscape and architectural texture of the area, from great mansions to modest cottages, while the map of the burnt city he issued shortly after the Fire of 1666 preserves a record of the medieval street-plan, dotted with churches and public buildings, as well as giving a glimpse of the unburned areas.1 Although the Fire destroyed most of the historic core of London, the need to rebuild the burnt city generated numerous surveys, plans, and written accounts of individual properties, and stimulated the production of a new and large-scale map of the city in 1676.2 Late-seventeenth-century maps of London included more of the spreading suburbs, east and west, while outer Middlesex was covered in rather less detail by county maps such as that of 1667, published by Richard Blome [Fig. 5]. In addition to the visual representations of mid-seventeenth-century London, a wider range of documentary sources for the city and its people becomes available to the historian. -
The New Atlantis Sir Francis Bacon
The Project Gutenberg eBook of The New Atlantis, by Sir Francis Bacon The Project Gutenberg eBook of The New Atlantis, by Sir Francis Bacon Copyright laws are changing all over the world. Be sure to check the copyright laws for your country before downloading or redistributing this or any other Project Gutenberg eBook. This header should be the first thing seen when viewing this Project Gutenberg file. Please do not remove it. Do not change or edit the header without written permission. Please read the "legal small print," and other information about the eBook and Project Gutenberg at the bottom of this file. Included is important information about your specific rights and restrictions in how the file may be used. You can also find out about how to make a donation to Project Gutenberg, and how to get involved. **Welcome To The World of Free Plain Vanilla Electronic Texts** **eBooks Readable By Both Humans and By Computers, Since 1971** *****These eBooks Were Prepared By Thousands of Volunteers!***** Title: The New Atlantis Author: Sir Francis Bacon Release Date: December, 2000 [EBook #2434] [This HTML file was first posted on June 11, 2003] Edition: 11 Language: English Character set encoding: utf-8 *** START OF THE PROJECT GUTENBERG EBOOK, THE NEW ATLANTIS *** http://www.gutenberg.org/dirs/etext00/nwatl11h.htm (1 of 33)04-03-2006 19:06:18 The Project Gutenberg eBook of The New Atlantis, by Sir Francis Bacon Revision to edition 11 and preparation of HTML version by William Fishburne The New Atlantis By Sir Francis Bacon INTRODUCTORY NOTE Bacon's literary executor, Dr. -
British Reaction to the Sepoy Mutiny, 1857-1858 Approved
BRITISH REACTION TO THE SEPOY MUTINY, 1857-1858 APPROVED: Major /Professor mor Frotessar of History Dean' ot the GraduatGradua' e ScHooT* BRITISH REACTION TO THE SEPOY MUTINY, 1857-185S THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Samuel Shafeeq Denton, Texas August, 1970 PREFACE English and Indian historians have devoted considerable research and analysis to the genesis of the Sepoy Mutiny of 1857 but have ignored contemporary British reaction to it, a neglect which this study attempts to satisfy. After the initial, spontaneous, condemnation of Sepoy atrocities, Queen Victoria, her Parliament, and subjects took a more rational and constructive attitude toward the insurrection in India, which stemmed primarily from British interference in Indian religious and social customs, symbolized by the cartridge issue. Englishmen demanded reform, and Parliament-- at once anxious to please the electorate and to preserve the valuable colony of India--complied within a year, although the Commons defeated the first two Indian bills, because of the interposition of other foreign and domestic problems. But John Bright, Lord Edward Stanley, William Gladstone, Benjamin Disraeli, and their friends joined forces to pass the third Indian bill, which became law on August 2, 1858. For this study, the most useful primary sources are Parliamentary Debates. Journals of the House of Commons and Lords, British and Foreign State' Papers, English Historical Queen Victoria's Letters , and the Annual' Re'g'i'st'er. Of the few secondary works which focus on British reac- tion to the Sepoy Mutiny, Anthony Wood's Nineteenth Centirr/ Britain, 1815-1914 gives a good account of British politics after the Mutiny. -
Ghana's Glass Beadmaking Arts in Transcultural Dialogues
Ghana’s Glass Beadmaking Arts in Transcultural Dialogues Suzanne Gott PHOTOS BY THE AUTHOR EXCEPT WHERE OTHERWISE NOTED hanaian powder-glass beads first captured spread of West African strip-weaving technologies. my attention in 1990, when closely examin- With the beginnings of European maritime trade in the late ing a strand of Asante waist beads purchased fifteenth century, an increasing volume of glass beads and glass in Kumasi’s Central Market. Looking at the goods were shipped to trade centers along present-day Ghana’s complex designs of different colored glasses, Gold Coast,1 stimulating the growth of local beadworking and I was struck with the realization that each powder-glass beadmaking industries. The flourishing coastal bead had been skillfully and painstakingly crafted. This seem- trade achieved a more direct engagement between European Gingly humble and largely unexamined art merited closer study merchants and trading communities than had been possible and greater understanding (Fig. 1). I worked with Christa Clarke, with the trans-Saharan trade, and enhanced European abilities Senior Curator for the Arts of Global Africa at the Newark to ascertain and respond to local West African consumer pref- Museum, to develop the 2008–2010 exhibition “Glass Beads of erences. This interactive trade environment also facilitated the Ghana” at the Newark Museum to introduce the general public impact of the demands of Gold Coast consumers on European to this largely overlooked art (Fig. 2). The following study pro- product design and production, a two-way dynamic similar to vides a more in-depth examination of Ghanaian glass beadmak- the trade in African-print textiles (Nielsen 1979; Steiner 1985). -
Pt: Must Translate By: 2
Solution to Challenge 3 Start by using the description of the MPSC cipher and Hint 1. We have: pt: m u s t Translate by: 2 3 4 5 CT: P Y X Z What this tells you: 1. If “m” was shifted two to the right to arrive at “p”, the “n” or “o” must be missing in between them. That means that “n” or “o” (but not both) appear in the keyword. This assumes that “m” isn’t in the keyword, but since it lies two letters from “p” it looks like it is in the normal alphabetical sequence. 2. One of “v”, “w”, or “x” must also be in the keyword. (The keyword is not “kryptos” !). Again, this assumes that “u” is not in the keyword. 3. Once again, since “s” is about 4 letters from “x” in the normal alphabet, we assume that “s” and “x” are not in the keyword but appearing in alphabetical order. This agrees nicely with #2: “v” or “w” is in the keyword AND “t” and “u” are NOT in the keyword (since we need these letters to keep “s” and “x” 4 letters apart. 4. If “v” or “w” is in the keyword, this makes “t” 5 letters from “z” if “y” and “z” are not in the keyword. Then end of the alphabet line looks like: … m (n o ) p… s t u (v w) x y z where parentheses were used to indicate groupings where one letter is missing (and appears earlier in the keyword). In order to make further progress, one might start guessing at possible two letter words that could reasonably precede “must”: “we” and “it” come to mind. -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
CRUISE VACATION GUIDE the World’S Largest Gay Cruise Royal Caribbean Oasis of the Seas | January 19 - 26, 2020
CRUISE VACATION GUIDE The World’s Largest Gay Cruise Royal Caribbean Oasis of the Seas | January 19 - 26, 2020 Contents Welcome! ........................................................................................................................................................ 2 Entertainment Preview .......................................................................................................................... 8 Do This Right Now .................................................................................................................................... 3 Dining Information .................................................................................................................................11 Before You Depart ..................................................................................................................................... 4 Onboard Oasis ...........................................................................................................................................13 Embarkation Day ....................................................................................................................................... 5 After Your Cruise ......................................................................................................................................15 Atlantis Cruise Essentials ....................................................................................................................... 6 Team Atlantis & Entertainers ............................................................................................................16 -
The Traveling Beads
The Traveling Beads What does this colorful 21st century Venetian glass necklace have in common with glass beads found by archeologists at Manzanar? A close look reveals that all the found beads were made of the same material, of similar color and shape, served the same functions, and originated from the same part of the world. How could beads from southern Europe appear thousands of miles away in the sand at Manzanar amongst American Indian artifacts? What do they reveal about the Owens Valley Paiute (Numu) who inhabited Manzanar long before it was a WWII War Relocation Center? For centuries, Europeans have created beautiful glass objects that have served as beads, jewelry, money, vases, lamps and art objects. As early as 1291, there is evidence that artisans working in the glass factories of Italy have molded some of the most beautiful glass products in the world. When European explorers from Spain, Portugal, Italy and France began their land explorations in the New World, they brought these beautiful objects with them to trade with the people they hoped to find in the new land. Archeologists have documented many American Indian sites in all parts of California that contain glass objects and beads of European origin. Trade networks existed throughout the country along river ways and trails allowing indigenous people to exchange resources (or goods) including manufactured items, such as beads. Regional exchanges must have occurred between the Spaniards and the Indians as the missions were built along the west coast of California. The establishment of the mission system was most likely responsible for the mass distribution of glass beads throughout California.