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Sixth Sunday After Pentecost Sexto Domingo Después De Pentecostés
click below to see the service bulletin / haga clic a continuación para ver el boletín de servicio: Sixth Sunday after Pentecost Sexto Domingo después de Pentecostés 1 St. John’s Episcopal Church on the Green Welcomes You July 4, 2021 Sixth Sunday after Pentecost Holy Eucharist: Rite Two 9:30 Prelude Music Opening Sentences BCP 355 Blessed be God: Father, Son, and Holy Spirit. And blessed be his kingdom, now and for ever. Amen. Almighty God, to you all hearts are open, all desires known, and from you no secrets are hid: Cleanse the thoughts of our hearts by the inspiration of your Holy Spirit, that we may perfectly love you, and worthily magnify your holy Name; through Christ our Lord. Amen. Gloria BCP 356 Glory to God in the highest, and peace to his people on earth. Lord God, heavenly King, almighty God and Father, we worship you, we give you thanks, we praise you for your glory. Lord Jesus Christ, only Son of the Father, Lord God, Lamb of God, you take away the sin of the world: have mercy on us; you are seated at the right hand of the Father: receive our prayer. For you alone are the Holy One, you alone are the Lord, you alone are the Most High, Jesus Christ, with the Holy Spirit, in the glory of God the Father. Amen. 2 The Collect of the Day BCP 357 The Lord be with you. And also with you. Let us pray. O God, you have taught us to keep all your commandments by loving you and our neighbor: Grant us the grace of your Holy Spirit, that we may be devoted to you with our whole heart, and united to one another with pure affection; through Jesus Christ our Lord, who lives and reigns with you and the Holy Spirit, one God, for ever and ever. -
Trumpfronterizo the Influence of Trumpism on Socio-Economic Cross-Border Flows in the San Diego – Tijuana Bi-National Metropolitan Area
Trumpfronterizo The influence of Trumpism on socio-economic cross-border flows in the San Diego – Tijuana bi-national metropolitan area Nadim van Minnen Radboud University Nijmegen | s4801431 1 Trumpfronterizo The influence of Trumpism on socio-economic cross-border flows in the San Diego – Tijuana bi-national metropolitan area Front page background sources: Autodesk, 2018. Own figure, 2017. Wikimedia Commons, 2017. Master thesis Nadim van Minnen Radboud University Nijmegen | Nijmegen School of Management Department of Geography, Planning and Environment MSc. Programme Human Geography: Globalisation, Migration and Development Thesis supervisor: Dr. Lothar Smith Nadim van Minnen [s4801431] [email protected] 10 July 2018 Radboud University Nijmegen 2 PREFACE This thesis was written as an integral part of the Master program of Human Geography and the track Globalisation, Migration and Development at Radboud University Nijmegen. This master thesis is the final assignment that needed to be completed in order finish this study, and therefore to receive my degree as a Master of Science. As can be seen in the methodology chapter and the conclusion, as well as annex 4, there were some small problems while doing this research, mostly due to the bi-national nature of this research. However, everything turned out alright in the end as I gathered plenty of information in order to make valid and informed statements regarding the issues at play in this thesis. A major thank you therefore goes out to my informants and expert interviewees for sacrificing their valuable time, their expertise and their willingness to participate. Without them and the useful information they provided me, I would not have gotten what I wanted out of this research. -
Mexican American History Resources at the Briscoe Center for American History: a Bibliography
Mexican American History Resources at the Briscoe Center for American History: A Bibliography The Briscoe Center for American History at the University of Texas at Austin offers a wide variety of material for the study of Mexican American life, history, and culture in Texas. As with all ethnic groups, the study of Mexican Americans in Texas can be approached from many perspectives through the use of books, photographs, music, dissertations and theses, newspapers, the personal papers of individuals, and business and governmental records. This bibliography will familiarize researchers with many of the resources relating to Mexican Americans in Texas available at the Center for American History. For complete coverage in this area, the researcher should also consult the holdings of the Benson Latin American Collection, adjacent to the Center for American History. Compiled by John Wheat, 2001 Updated: 2010 2 Contents: General Works: p. 3 Spanish and Mexican Eras: p. 11 Republic and State of Texas (19th century): p. 32 Texas since 1900: p. 38 Biography / Autobiography: p. 47 Community and Regional History: p. 56 The Border: p. 71 Education: p. 83 Business, Professions, and Labor: p. 91 Politics, Suffrage, and Civil Rights: p. 112 Race Relations and Cultural Identity: p. 124 Immigration and Illegal Aliens: p. 133 Women’s History: p. 138 Folklore and Religion: p. 148 Juvenile Literature: p. 160 Music, Art, and Literature: p. 162 Language: p. 176 Spanish-language Newspapers: p. 180 Archives and Manuscripts: p. 182 Music and Sound Archives: p. 188 Photographic Archives: p. 190 Prints and Photographs Collection (PPC): p. 190 Indexes: p. -
La Gran Marcha: Anti-Racism and Immigrants Rights in Southern California
La Gran Marcha: Anti-Racism and Immigrants Rights in Southern California Jenna M. Loyd1 Department of Geography, Syracuse University 144 Eggers Hall, Syracuse, NY 13244-1020 USA Email: [email protected] Andrew Burridge Department of Geography, University of Southern California, 416 Kaprielian Hall, Los Angeles, CA 90089-0255 USA Email: [email protected] Abstract Millions of people across the United States took to the streets in spring 2006 to protest repressive immigration legislation, demand just immigration reform, and seek justice in daily life. This article has two aims. First, we seek to intervene in the popular immigration debate, which denies racism and claims to be concerned only with law-and-order. Second, we analyze (im)migration politics in relation to national racial formations. That is, racialized immigration policies do not exist apart from a racially stratified citizenry. We rely on the concept of social death to trace state policies of immigration and criminalization as key sites of interracial and transnational struggles against racism and for justice and liberation. Thus, we seek to elucidate possibilities for anti-racist alliances and social change. We conclude with a discussion of the ways in which we see the immigrants rights movement connecting with other struggles for social justice, and the implications that 1 © Jenna M. Loyd and Andrew Burridge, 2007 La Gran Marcha: Anti-Racism and Immigrants Rights in Southern California 2 concepts of national racial formation and social death have for the movement against global apartheid. KEY WORDS: immigrants rights, racism, national racial formation, social death, criminalization, militarization, United States “Immigration politics also surfaced in California’s gubernatorial race … with Gov. -
PETITION to the INTER-AMERICAN COMMISSION on HUMAN RIGHTS
PETITION to the INTER-AMERICAN COMMISSION ON HUMAN RIGHTS submitted by THE BORDER ACTION NETWORK in relation to VICTIMS OF ANTI-IMMIGRANT ACTIVITIES AND VIGILANTE VIOLENCE IN SOUTHERN ARIZONA against THE UNITED STATES OF AMERICA S. James Anaya Representative of the Petitioner Andrew Stevenson Student Advocate INTERNATIONAL HUMANRIGHTS ADVOCACYWORKSHOP University of Arizona, Rogers College of Law ' 1201 E. Speedway Blvd. Tucson, Arizona 8572 1-0176 USA Tel. +1 520 626 6341 * Fax + 1 520 621 9140 Email: [email protected] CONTENTS I . Introduction ....................................................................................................................1 I1. Jurisdiction .....................................................................................................................2 I11 . The Victims and the Petitioner .....................................................................................2 IV . Facts ..............................................................................................................................3 A . A Brief History of Immigration to Arizona and Reactive Hostility .........................5 B . Recent Increases in Anti-Immigrant Activity in Southern Arizona ..........................6 C . Violent and Illegal Acts Committed by Anti-Immigrant Groups Toward Immigrants and Mexican-Americans in Southern Arizona. and the Resulting Climate of Fear and Intimidation in the Area ................................................................................................10 D . Citizen -
Threatening Immigrants: Cultural Depictions of Undocumented Mexican Immigrants in Contemporary Us America
THREATENING IMMIGRANTS: CULTURAL DEPICTIONS OF UNDOCUMENTED MEXICAN IMMIGRANTS IN CONTEMPORARY US AMERICA Katharine Lee Schaab A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2015 Committee: Jolie Sheffer, Advisor Lisa Hanasono Graduate Faculty Representative Rebecca Kinney Susana Peña © 2015 Katharine Schaab All Rights Reserved iii ABSTRACT Jolie Sheffer, Advisor This project analyzes how contemporary US cultural and legislative texts shape US society’s impression of undocumented (im)migrants and whether they fit socially constructed definitions of what it means to “be American” or part of the US national imaginary. I argue that (im)migrant-themed cultural texts, alongside legal policies, participate in racial formation projects that use racial logic to implicitly mark (im)migrants as outsiders while actively employing ideologies rooted in gender, economics, and nationality to rationalize (im)migrants’ exclusion or inclusion from the US nation-state. I examine the tactics anti- and pro-(im)migrant camps utilize in suppressing the role of race—particularly the rhetorical strategies that focus on class, nation, and gender as rationale for (im)migrants’ inclusion or exclusion—in order to expose the similar strategies governing contemporary US (im)migration thought and practice. This framework challenges dichotomous thinking and instead focuses on gray areas. Through close readings of political and cultural texts focused on undocumented (im)migration (including documentaries, narrative fiction, and photography), this project homes in on the gray areas between seemingly pro- and anti-(im)migrant discourses. I contend (im)migration-themed political and popular rhetoric frequently selects a specific identity marker (e.g. -
Debating Michigan Illegal Immigration Law Andrew Schlewitz, Latin American Studies, 331-8158, [email protected] Community Read Teaching Circle, August 13, 2013
Debating Michigan Illegal Immigration Law Andrew Schlewitz, Latin American Studies, 331-8158, [email protected] Community Read Teaching Circle, August 13, 2013 Assignment: •In groups, students will take on the personas of four different think tanks or lobbies, two advocating restrictionist immigration policies, two on the side of open immigration policies. The debate will center on the merits of Michigan House Bill 4305, called “Support Our Law Enforcement and Neighborhoods Act.” Groups will create a list of talking points that accurately represent the position of their role. Each point must cite evidence that supports the claim (e.g. data) and that shows this point properly represents the position of the think tank (e.g., a position paper or op-ed piece). •One class session for guided preparation. Assign groups—if instructor knows students well enough, try to place students in groups where they will role-play a position contrary to their positions. Students should bring laptops if possible. By end of session, groups should have blocked out a position on the proposed Michigan law, and assigned group members particular tasks, including the initial debate presentation. •One class session for debate. Alternate between restrictionist and open immigration positions. Allow 5 minutes for initial presentation. Five more for rebuttals. Students should remain in character. Depending on length of class, allow time for open floor discussion, keeping last five minutes for debriefing (Any surprises during the research for this debate? Most important -
Final Letter to Senate Dems Ahead of Vote-A-Rama August 2021
August 6, 2021 Dear Senators: We, the undersigned 213 organizations, respectfully urge you to SUPPORT provisions in the FY 2022 budget reconciliation package that establish a pathway to citizenship for immigrants, and to OPPOSE any harmful anti-immigrant amendments to the package. Based on amendments filed during the American Rescue Plan Act of 2021 vote-a-ramas earlier this year, we anticipate that some Senators will file amendments that will aim to deny immigrant families a pathway to citizenship and will double down on harmful policies to construct the border wall, block unaccompanied children from protection, exclude immigrant families from health and safety net programs, and criminalize immigration in ways that disparately impact Black and brown immigrants. We urge you to consider that a vote in favor of any controversial anti-immigrant amendments would be a vote against immigrant communities who have been and will continue to be key to the robust economic recovery of the country. We specifically urge you to vote against amendments on the following topics: Funding for further buildup of dangerous infrastructure at the border and the border wall: Border interdiction is already funded at all-time highs. Funding for U.S. Customs and Border Protection (CBP) has ballooned by over 30% over the past 5 fiscal years from $13.2 billion to $17.4 billion. The number of Border Patrol agents nearly doubled from Fiscal Year (FY) 2003 to FY 2019. Since 1993, the annual budget of the Border Patrol has increased more than ten-fold, from $363 million to nearly $4.9 billion. It would be irresponsible to transfer additional funds for construction of the border wall, additional border agents, or invasive technology when these agencies are already funded at historic highs. -
The Construction of American Identity in the Utah Minuteman Project
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2012-12-07 Who is an American? The Construction of American Identity in the Utah Minuteman Project Michele Elizabeth Bendall Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Sociology Commons BYU ScholarsArchive Citation Bendall, Michele Elizabeth, "Who is an American? The Construction of American Identity in the Utah Minuteman Project" (2012). Theses and Dissertations. 3393. https://scholarsarchive.byu.edu/etd/3393 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Who Is an American? The Construction of American Identity in the Utah Minuteman Project Michele Enciso Bendall A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Science Charlie V. Morgan, Chair Howard M. Bahr Todd L. Goodsell Department of Sociology Brigham Young University December 2012 Copyright © 2012 Michele Enciso Bendall All Rights Reserved ABSTRACT Who Is an American? The Construction of American Identity in the Utah Minuteman Project Michele Enciso Bendall Department of Sociology, BYU Master of Science The Minuteman Project is a national civilian border patrol group, founded in 2005, to defend the U.S.-Mexico border from “invasion” by illegal immigrants and protest the “blatant disregard of the rule of law” exhibited by government and politicians. This study explores one state chapter of this organization: the Utah Minuteman Project (UMP). -
Border Security: the San Diego Fence
Order Code RS22026 Updated May 23, 2007 Border Security: The San Diego Fence Blas Nuñez-Neto Analyst in Domestic Security Domestic Social Policy Division Michael John Garcia Legislative Attorney American Law Division Summary This report outlines the issues involved with DHS’s construction of the San Diego border fence and highlights some of the major legislative and administrative developments regarding its completion; it will be updated as warranted.1 Congress first authorized the construction of a 14-mile, triple-layered fence along the U.S.-Mexico border near San Diego in the Illegal Immigration Reform and Immigration Responsibility Act (IIRIRA) of 1996. By 2004, only nine miles had been completed, and construction was halted because of environmental concerns. The 109th Congress subsequently passed the REAL ID Act (P.L. 109-13, Div. B), which contained provisions to facilitate the completion of the 14-mile fence. These provisions allow the Secretary of Homeland Security to waive all legal requirements determined necessary to ensure expeditious construction of authorized barriers and roads. In September 2005, the Secretary used this authority to waive a number of mostly environmental and conservation laws. Subsequently, the Secure Fence Act of 2006 (P.L. 109-367) removed the specific IIRIRA provisions authorizing the San Diego fence and added provisions authorizing five stretches of two-layered reinforced fencing along the southwest border. While the specific authorization of the San Diego fence was deleted, the project appears permissible under a separate, more general authorization provision of IIRIRA. In the 110th Congress, S.Amdt. 1150, the Secure Borders, Economic Opportunity, and Immigration Reform Act of 2007, which has been proposed in the nature of a substitute to S. -
Harvest-Of-Empire-Teacher-Guide
Table of Contents Introduction to Teachers Guide by Director, Eduardo Lopez How to Approach this Guide Credits Big Ideas & Virginia Standards of Learning Lesson Summaries Annotated Synopsis of Film Lesson 1: Finding Commonalties across Time & Place: Themes of Immigration across History ESL Differentiated Lesson 1, Compare and Contrasting Immigration Experiences Lesson 2: The Changing Face of America – Digging into Data Lesson 3: Refugee or Immigrant? The Case Study of El Salvador Lesson 4: Fact Checking the Immigration Policy Debate Lesson 5: Government Reaction to Immigration- No Laughing Matter Appendix of Resources for Lessons HARVEST OF EMPIRE Introduction to Unit of Study by Director, Eduardo Lopez “We are all Americans of the New World, and our most dangerous enemies are not each other, but the great wall of ignorance between us.” Juan González, Harvest of Empire The rapid growth of the nation's Latino community has sparked heated national debate over immigration, yet the reality is that many of us know little about the true roots of migration or the powerful forces that brought so many immigrants from Latin America to the United States. Based on the landmark book by journalist Juan González, the award-winning documentary Harvest of Empire explores the hidden history of our nation's Latino community, and takes an unflinching look at the role that U.S. military actions and economic interests played in triggering unprecedented waves of migration from the Caribbean, Central America and Mexico. From the wars for territorial expansion that gave the U.S. control of Puerto Rico, Cuba and half of Mexico, to the covert operations that imposed oppressive military regimes in the Dominican Republic, Guatemala, Nicaragua and El Salvador, Harvest of Empire unveils a moving human story that is largely unknown to the great majority of citizens in the U.S. -
Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 106 CONGRESS, FIRST SESSION
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 106 CONGRESS, FIRST SESSION Vol. 145 WASHINGTON, WEDNESDAY, NOVEMBER 10, 1999 No. 158 House of Representatives The House met at 10 a.m. R E V I S E D N O T I C E If the 106th Congress, 1st Session, adjourns sine die on or before November 17, 1999, a final issue of the Congressional Record for the 106th Congress, 1st Session, will be published on December 2, 1999, in order to permit Members to revise and extend their remarks. All material for insertion must be signed by the Member and delivered to the respective offices of the Official Reporters of Debates (Room HT±60 or S±123 of the Capitol), Monday through Friday, between the hours of 10:00 a.m. and 3:00 p.m. through December 1. The final issue will be dated December 2, 1999, and will be delivered on Friday, December 3, 1999. If the 106th Congress does not adjourn until a later date in 1999, the final issue will be printed at a date to be an- nounced. None of the material printed in the final issue of the Congressional Record may contain subject matter, or relate to any event that occurred after the sine die date. Senators' statements should also be submitted electronically, either on a disk to accompany the signed statement, or by e-mail to the Official Reporters of Debates at ``Records@Reporters''. Members of the House of Representatives' statements may also be submitted electronically by e-mail or disk, to accom- pany the signed statement, and formatted according to the instructions for the Extensions of Remarks template at http:// clerkhouse.house.gov.