...Principal Page In the next subsequent pages we have included financial statistical data organized by the different sectors that compose the economy of Puerto Rico. This report has been updated to include the most recent quarter of 2012. The contact persons for the Financial Analysis Division are; Mr. Wally A. Sierra-Supervisor, Mrs. Frances Lebrón-Financial Analyzer Depository Sector and Mrs. Nayda Ivonne Marrero-Analyzer, Non Depository Sector. Financial Analysis Responsible Manager: Mr. Wally A. Sierra, Financial Analysis Division. analisisfinanciero@ocif.gobierno.pr Phone.(787)723-3131, Ext-2314, Fax.(787)723-4225. Addres. P.O.Box 11855, San Juan PR. 00910-3855, Ponce de Leon Ave. 1492, Centro Europa Building, suite 600, San Juan PR, 00907 or Ponce de Leon Ave. 1492, Centro Europa Building, suite 600, San Juan PR, 00907 Publication date: August 23, 2012 Next Publication Report: November 23, 2012 and February 23, 2013 To obtain a copy of the Report: Please visit, (1) Our website. Http//www.ocif.gobierno.pr/datos-estadisticas.htm or (2) by request to our addresses above, or (3) by phone or fax, Monday to Friday, 8:00am to 4:30pm. Source: Call Report quarterly submitted by the different sectors to the Office of the Commissioner of Financial Institutions. Legal Mark: Article 10 of Law #4 dated October 11, 1985, as amended, provides faculty to the Commissioner to carry out all sorts of studies and research on issues affecting any branch of the banking, financial and securities...
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...LANG 901 / NAS 006 North American Cultural Studies Winter semester 2013/14 Class trip to Puerto Rico This paper proposes a class trip to Puerto Rico from the 10th to the 24th of March 2014. The first period in San Juan includes activities revolving around the indigenous Taino culture, e.g. their cuisine, musical instruments and history. Guided tours extend on the history of Puerto Rico as we visit the majestic fortifications by the Spanish settlers. Other activities during the first period are salsa lessons, shopping at the fruit market and adventure tours in the reef and rainforest. The second period begins with a visit to Cappara site, archaeological evidence of the first settlement, and ends with camping at famous east-coast beaches. The third period includes a guided jungle survival tour in El Yunque, a Guánica history tour, a visit to the Art Musuem, scuba diving and wall diving. Celebrations (i.e. shows, concerts, dancing etc.) on the streets conclude the third period with the national holiday Día de la Emancipación where students are going to join in. Special attention is going to be given to the costs and educational activities of the second period to substantiate the claim that the present proposal for a class trip is appropriate and promising. We leave our luggage at the New Island Hostel and walk 2.5 km to the Tren Urbano Sagrado Urazon, the train station, where we buy a day saver ticket for $5 to get to Caparra site. The Spanish settlers made this their...
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...The Calusa Indian By: Candace Rayford 4/22/2012 Hist105 Unit 5 IP 5 Aiu-Online Abstract The term Native American is widely accepted as the “correct” term for the indigenous peoples that were residing in North America when the Europeans first arrived. When the Europeans touched land, they found a thriving population of people. The Europeans categorized those found into separate tribes. There was the Calusa in the Caloosahatchee region, the Mayaimi in Lake Okeechobee Basin (or Belle Glade area) and the Tequesta in the Everglades region. In this reading, I will cover the short existence of the Calusa tribe, also known as, “The Shell People”. The Colusa tribe was originally called “Carlos” meaning “fierce people”. They were descendants of the Paleo Indians who inhabited Southwest Florida, approximately 12,000 years ago. When the Spanish explorers arrived in the 1500s, they were not friendly people and had no interest in missionary activities. Their society was somewhat closed off to others. When the Spanish arrived, there were an estimated 20000 Calusas in Southwest Florida. They were the people of the Caloosahatchee culture. The Calusas inhabited a territory from Charlotte Harbor to Caper Sable. This region was abundant with bears, woolly mammoths, sloths, tortoises, and saber toothed tigers. Hunting these animals was a mainstay until they discovered the waters, which was full of fish. Soon they realized that hunting for these fish took less time and...
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...for many years, Flagler partnered with John D. Rockefeller to form a partnership that later became Standard Oil Corporation, an oil refinery business that expanded to many states. May 18, 1881, Henry’s wife Mary died in New York and two years later he married one of his deceased wife’s nurses, Alice Shourds. Since Henry was busy with the refinery business the couple were not able to honeymoon until the winter time, at which time they visited St. Augustine, Florida. Henry Flagler found the city charming but the hotel facilities and transportation systems not right. Flagler began construction of the 540 room Ponce De Leon hotel by himself, but spent several times his original estimate of $200,000. In order to create a transportation system for his hotel, Flagler purchased short line railroads in what later became known as the Florida East Coast Railway. The Ponce de Leon hotel opened on January 10, 1888 and was an instant success. He also built a railroad bridge across the Saint Johns River to gain access to the southern half of the state and purchased the hotel Ormond just north of Daytona. His personal dedication to the State of Florida was demonstrated when he began construction on his private residence, Kirk Side in St. Augustine. By 1896, Flagler’s railroad, the Florida East Coast Railway reached Biscayne Bay. In 1913, Flagler fell down a flight of marble stairs at White Hall. On May 20th, at the age of 83 Henry Flagler died in Palm Beach due to not having...
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...world might be different. Ponce De Leon was one of these explorers that help change the way we view earth. Who exactly was Ponce de Leon? What did he do in his life, and what was his discovery that deemed him one of history’s notable explorers? I will discuss Ponce de Leon’s background, his journeys and his discoveries. Juan Ponce de Leon was born during the Age of Exploration. Documentation places his birth around 1460 in Santervas De Campos, Spain, but later documentation places it more at 1474. No one is absolutely sure of the exact date of his birth. Ponce de Leon was born of noble parents who taught Ponce how to read and write. As a child he served as a page to Pedro Nunuz de Guzman and delivered messages for the royal court. Once a teenager, he joined the Spanish army and served in military until 1492. In September 1493 Ponce de Leon was one of 112 men that traveled with Christopher Columbus on Christopher’s second trip to the ‘New World’ but he did not return with Christopher Columbus. While on exploration of the island of Hispaniola, now known as Dominican Republic and Haiti, Ponce de Leon survived disease and bad weather. He also endured shortage of food and water to help colonize the new lands. Forcing Indians into slavery. Ponce De Leon spent the early part of the 1500s in Hispaniola. He established farms, distributed land rights, help construct buildings to aid in defense, and worked to set up an island economy. At this time Ponce de Leon married Leonor Domingo...
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...Do you know who Juan Ponce de Leon is? I know who he is and I know what he did. Juan was a Spanish conquistador. He was born in 1474 at Santervás de Campos, Spain. There is no actual date of when he was born. On May 27, 1480 Juan was a knight. Ponce de León joined the military campaign and he learned to read and write, fight with a sword, ride a horse and hunt. In 1493, on September 25th, Juan went on the second voyage with Christopher Columbus and his 16 ships. Then Juan went to Puerto Rico. In October 26th, 1508 Ponce de Leon found the first settlement in Puerto Rico. He colonized Puerto Rico using just a greyhound and a few troops. These are a few things Juan Ponce de Leon did. To begin with, Juan Ponce de Leon heard about the Fountain...
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...Not long after Columbus set sail for the New World, the French and Spanish brought slaves with them on various expeditions. Slaves accompanied Ponce de Leon to Florida in 1513, for instance. But a far greater proportion of slaves arrived in chains in crowded, sweltering cargo holds. The first dark-skinned slaves in what was to become British North America arrived in Virginia -- perhaps stopping first in Spanish lands -- in 1619 aboard a Dutch vessel. From 1500 to 1900, approximately 12 million Africans were forced from their homes to go westward, with about 10 million of them completing the journey. Yet very few ended up in the British colonies and young American republic. By 1808, when the trans-Atlantic slave trade to the U.S. officially ended, only about 6 percent of African slaves landing in the New World had come to North America. Today, large differences in outcomes among racial and ethnic groups continue to exist in employment, income and wealth, housing, education, criminal justice, health, and other areas. Although many factors may contribute to such differences, their size and extent suggest that various forms of discriminatory treatment persist in U.S. society and serve to undercut the achievement of equal opportunity. When people know that they are discriminated against, they often behave negatively, which then can confirm the original stereotype of the person doing the discriminating. For example, Social Group A thinks that Social Group B frequently engages in theft...
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...Don Juan Ponce de León fue un conquistador español y explorador. Nació alrededor de 1460 en San Tervas de Campos, España. Ponce de León vivió durante una época de grandes descubrimientos y emoción. Ponce de León es bien sabido, la reivindicación y nombrar lo que hoy es la Florida, el descubrimiento de Puerto Rico, y su búsqueda incesante de los clásicos de antaño, la Fuente de la Juventud. El 19 de noviembre 1493 Ponce de León fue uno de los primeros europeos en ver la pequeña isla de Borinquen, el nombre indígena de Puerto Rico. Ponce de León navegó a Puerto Rico en 1506 con 200 hombres a la isla y se enteró de que había ricos yacimientos de oro. Esclavizó a los nativos, y los obligó a la mina de oro para él. Ponce de León dejó Puerto Rico y regresó en 1508 esta vez trajo consigo sólo cincuenta hombres. En este viaje el barco pasó por una terrible tormenta que le hizo correr hacia las rocas en dos ocasiones. La tripulación se vio obligada a lanzar sobre la mayor parte de sus suministros con el fin de mantener el barco se hunda. Después de Ponce de León llegó finalmente a Puerto Rico se convirtió en el gobernador de la isla. Esto le llevó a ser muy rico, y el hombre más poderoso de la isla, que sólo recibieron órdenes del mismo tipo. En 1511 el rey Fernando ordenó a Ponce de León como gobernador reemplazado por Diego Colón. La vida de Ponce de León habría sido difícil si se quedaba en Puerto Rico ya que gran parte de su poder sobre la isla fue tomada cuando su rango se lo...
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...During the Columbian exchange period many explorers and voyagers risked their lives on sailing to new lands around the world. Within their journeys, there were 3 G’s which they looked up to - gold, God, and glory. Each having similar meaning to each voyager, all looking for some type of remembrance. Many believed they must bring their religion beliefs to the people of the America’s, and that God would reward them for doing so. Religion in that time period was very influential to people, and lots of explorers left their own countries to spread their religion to new lands. Columbus noted that many natives were easily persuaded into following the practice of Christianity - which left him looking for more and more Christian followers. In the long term effect, during this time period God was spread; leaving it known in the America’s for years to come. Glory was to be found in the adventure the person endeavor and the land they might claim, making them rich individuals instead of poor sailors. Glory gave the explorer national pride within himself, and as well his country. Glory was the goal of most explorers; people like Ferdinand Magellan and John Cabot sailed for glory. When an explorer had found land he became well known in Europe. When they saw new land they mapped, and named it and believed that they would be remembered for this. Gold was more of rumor back then, amounts past their wildest dreams made men believe they could become rich instantaneously. Explorers took large...
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...University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix | What is the group’s history in the United States? | What is the group’s population in the United States? | What are some attitudes and customs people of this group may practice? | What is something you admire about this group’s people, lifestyle, or society? | 1. Spanish Americans | The existence of Spanish Americans started since 16th century (Lawrence 2002). Juan Ponce de Leon discovered Florida on April 2, 1513 and named it Pascua Florida as a Spanish term for Easter (Hoogenboom, 2006, p. 14). | As of 2007, the population of Spanish Americans is 45,378,596 (Pew Hispanic Center, 2009). | Hispanics are mostly Catholics. According to Cultural Diversity (2008), their social customs include elders having a prestigious status in the Hispanic family because of their experience Health practices of Hispanics are being emotionally expressive that they expects to be pampered when ill (Cultural Diversity 2008). | I admire Hispanics and their contribution to society in the field of entertainment. I also admire how Hispanics respect elders as one who has more experience than younger family members. | 2. African Americans | African Americans in majority arrived in U.S. as slaves in Jamestown...
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...University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. |Part I: Matrix |What is the group’s history in the United |What is the group’s population in the |What are some attitudes and customs people|What is something you admire about | | |States? |United States? |of this group may practice? |this group’s people, lifestyle, or | | | | | |society? | | |African-American history starts in the 17th |2005 U.S. Census figures, some 39.9 |Grandmother is usually in charge of the |Being a strong, determined people. | | |century with indentured servitude in British |million African Americans live in the |family. Many African Americans are Baptist|Strong family ties even without a | | |America and progresses onto the election of |United States, comprising 13.8% of the |Christians. The African American church is|father in evidence. Artistic talent | | ...
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...PHILIPPINE LITERATURE Philippine literature is the body of works, both oral and written, that Filipinos, whether native, naturalized, or foreign born, have created about the experience of people living in or relating to Philippine society. It is composed or written in any of the Philippine languages, in Spanish and in English, and in Chinese as well. Philippine literature may be produced in the capital city of Manila and in the different urban centers and rural outposts, even in foreign lands where descendants of Filipino migrants use English or any of the languages of the Philippines to create works that tell about their lives and aspirations. The forms used by Filipino authors may be indigenous or borrowed from other cultures, and these may range from popular pieces addressed to mass audiences to highly sophisticated works intended for the intellectual elite. Having gone through two colonial regimes, the Philippines has manifested the cultural influences of the Spanish and American colonial powers in its literary production. Works may be grouped according to the dominant tradition or traditions operative in them. The first grouping belongs to the ethnic tradition, which comprises oral lore identifiably precolonial in provenance and works that circulate within contemporary communities of tribal Filipinos, or among lowland Filipinos that have maintained their links with the culture of their non-Islamic or non-Christian ancestors. The second grouping consists of works that show...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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...JOSE GARCIA VILLA’S FOOTNOTE TO YOUTH Jonathan Chua Ateneo de Manila University jchua@ateneo.edu This article recounts the story behind the publication of Villa’s stories and his book Footnote to Youth: Tales of the Philippines and Others (1933) in the United States. First, the conditions of the American literary marketplace are briefly described. Second, documents pertaining to the realization in print of Villa’s stories and his book are analyzed as sites of negotiations between colonial subject (Villa) and the colonial master (his American editors and publishers). Finally, an account of how Villa was made to circulate in the Philippines after the publication of his stories and his book in the United States is given. From these discussions the article hopes to show that Villa’s self-fashioning by publication was both subject to and critical of the colonial condition, alternately reinforcing it and challenging it. Abstract Philippine literature in English, book history, postcolonialism, exotic, author Keywords Jonathan Chua teaches at the Department of Interdisciplinary Studies of the Ateneo de Manila University. He is the editor of The Critical Villa: Essays in Literary Criticism by Jose Garcia Villa (2002). His edition of the collected short stories of Jose Garcia Villa is forthcoming from the Ateneo de Manila University Press. About the Author Kritika Kultura 21/22 (2013/2014): –039 © Ateneo de Manila University Chua / The Making of Jose Garcia Villa’s...
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...2012 Doing business in a more transparent world C O M PA R I N G R E G U L AT I O N F O R D O M E S T I C F I R M S I N 1 8 3 E C O N O M I E S © 2012 The International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org All rights reserved. 1 2 3 4 08 07 06 05 A copublication of The World Bank and the International Finance Corporation. This volume is a product of the staff of the World Bank Group. The findings, interpretations and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818...
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