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Introduction
Introduction Where did they come from, the three hundred thousand students that came to the Zócalo the day for the Great Silent Demonstration? . What became of Lourdes? Who was behind the door of Preparatory 1 on the day of the bazookas? How does a generation manufacture myths? What was on the menu in the Political Sciences cafeteria? What was the ’68 Movement protesting? Where did the Juárez-Loreto bus start its run every morning? . Where did they throw our dead? Where, for fuck’s sake, did they throw our dead? —paco ignacio taibo ii, ’68 (1991) Where were you? And you, where were you? And you were where? Where were you and? Where were you? . Where, where, damn, where did you die? Were you on the plaza? Were you in some cor- ridor? Did you live in one of the apartments? Were you coming in from one of the streets? —jorge aguilar mora, Si muero lejos de ti (1979) At the intersection of Mexico City’s Calle Filadelfia and Avenida de los Insurgentes Sur stands a tall and broad-shouldered office tower with a façade of blue reflective glass. It adjoins a complex that includes a shopping mall, a movie theater, and artist David Alfaro Siqueiros’s last major mural. The World Trade Center Mexico City (WTC) is part of an international association that promotes free trade. The administrative offices for the North American Free Trade Agreement (NAFTA) were once housed there. But in everyday speech and on the placards identifying the destinations of the peseros (microbuses) that crisscross the city the WTC is better known as Hotel de México, a widely publicized hotel project originating in the late 1960s that was never completed. -
Columbus, New Mexico, and Palomas, Chihuahua: Transnational Landscapes of Violence, 1888-1930 Brandon Morgan
University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 9-5-2013 Columbus, New Mexico, and Palomas, Chihuahua: Transnational Landscapes of Violence, 1888-1930 Brandon Morgan Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Recommended Citation Morgan, Brandon. "Columbus, New Mexico, and Palomas, Chihuahua: Transnational Landscapes of Violence, 1888-1930." (2013). https://digitalrepository.unm.edu/hist_etds/56 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Brandon Morgan Candidate History Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Linda B. Hall, Chairperson Samuel Truett Judy Bieber Maria Lane i COLUMBUS, NEW MEXICO, AND PALOMAS CHIHAUAHUA: TRANSNATIONAL LANDSCAPES OF VIOLENCE, 1888-1930 BY BRANDON MORGAN B.A., History and Spanish, Weber State University, 2005 M.A., History, University of New Mexico, 2007 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy History The University of New Mexico Albuquerque, New Mexico July, 2013 ii DEDICATION In memory of Ramón Ramírez Tafoya, chronicler of La Ascensión. For Brent, Nathan, and Paige, who have spent their entire lives thus far with a father constantly working on a dissertation, and especially for Pauline, whose love and support has made the completion of this work possible. iii ACKNOWLEDGEMENTS I must admit that there were many moments during which I could not imagine that this project would ever reach completion. -
A Comparison of Venezuela and Mexico
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2017 The Impact of State-Promoted Participation in Democracy and Development: A Comparison of Venezuela and Mexico Domenico Romero The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2328 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] The Impact of State-Promoted Participation in Democracy and Development: A Comparison of Venezuela and Mexico By Domenico Romero A dissertation submitted to the Graduate Faculty in Political Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2017 © 2017 Domenico Romero All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Political Science in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Kenneth P. Erickson _________________ _______________________________________ Date Chair of the Examining Committee Alyson Cole _________________ _______________________________________ Date Executive Officer Frances Fox Piven Mark Ungar Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract The Impact of State-Promoted Participation in Democracy and Development: A Comparison of Venezuela and Mexico by Domenico Romero Adviser: Professor Kenneth P. Erickson During the past two decades participatory democracy policies came to be seen as a useful alternative to address high inequality and lack of meaningful political representation allowed by clientelist politics in various parts of the world. -
What Is COMEXUS? B
Paquete de Bienvenida La beca Fulbright-García Robles y tu estancia en México Comisión México - Estados Unidos para el Intercambio Educativo y Cultural English Teaching Assistantship México, D.F. 2012 Índice de Contenidos I. Comisión México-Estados Unidos para el Intercambio Educativo y Cultural a. What is COMEXUS? b. Programas de beca Fulbright-García Robles c. Estadísticas básicas d. Staff distribution e. Mundo organizacional II. Programa Fulbright a. What it means to be a “Fulbrighter” b. Asociación de Exbecarios Fulbright, EUA c. Fulbright Program Fact Sheet III. Información Cultural a. Welcome to Mexico b. Mexico City and tourist information c. Mexico Fact Sheet IV. Información General a. Teléfonos de emergencia b. Tabla de conversión de medidas c. Comparative Chart of U.S. and Mexican Educational Systems d. The Grading System in Mexico e. ¿Como hacer una llamada telefónica? f. Mensajería y paquetería local, nacional e internacional g. Librerías en México h. Lista parcial de acervos, archivos y bibliotecas en el Distrito Federal i. Aerolíneas y autobuses j. Días de descanso obligatorios y días festivos What is COMEXUS? The U.S.-Mexico Commission for Educational and Cultural Exchange, COMEXUS, was founded on November 27, 1990, in Monterrey, Nuevo León, by means of a bilateral agreement, signed before the presidents of both countries. The goal of the Commission consists of promoting mutual understanding between Mexico and the U nited S tates b y m eans of educational a nd c ultural e xchanges. In ord er t o a chieve t his goal, COMEXUS offers d istinct s cholarship p rograms f or s tudents, r esearchers, u niversity professors, public school teachers and administrators, and professionals of both countries. -
Apóstol Del Progreso Apóstol Del Progreso
Apóstol del progreso Apóstol del progreso Modesto C. Rolland, el progresismo global y la ingeniería en el México posrevolucionario J. Justin Castro Prólogo y traducción de Jorge M. Rolland Constantine Primera edición en inglés, 2019 (University of Nebraska Press) D.R. © 2020, Joseph Justin Castro D.R. © 2020, Jorge Modesto Rolland Constantine, por la traducción, edición y prólogo Traducción: Jorge M. Rolland C. y Marcela Salcido Rolland Coordinación editorial: Sandino Gámez Vázquez Diseño de forros y páginas interiores: Alejandra Barrera Arizmendi isbn 978-970-94317-7-3 Impreso y hecho en México Índice Ilustraciones IX Prólogo XI Agradecimientos XVII Introducción XIX I. Hijo del porfriato, hijo de la periferia 1 II. El revolucionario renuente 23 III. Un progresista mexicano 41 IV. De regreso a la periferia 61 V. Guerra y paz 81 VI. Transiciones 103 VII. Oportunidad y derrota, y la muerte de Virginia Garza de Rolland 119 VIII. Un estadio para Estridentópolis 139 IX. Don Molesto 157 X. El subsecretario 177 XI. A lo grande 193 XII. Fuera de los puertos y hacia las montañas 217 Conclusión. Refexiones fnales sobre la vida y el legado de Modesto Rolland 235 Notas 245 Bibliografía 273 Obras publicadas 275 Ilustraciones 1. Estudiantes en el Colegio Rosales, 1898. 18. Ilustración que representa la frustración 2. Ciudad de México, ca. 1890. de E.U. por la Expedición Punitiva, 1916. 3. Rolland como un joven estudiante 19. Miembros del gabinete y asesores de ingeniería, 1905. cercanos de Venustiano Carranza, 1916. 4. La familia De la Garza, 1908. 20. Ilustración de Nelson Harding, 1916. 5. Retrato de De la Garza en su 21. -
The Rhetoric of Proto-Eugenics in Porfirian Mexico by Christina
The Rhetoric of Proto-Eugenics in Porfirian Mexico by Christina Margaret Parsons A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in Partial fulfillment of the requirements for the degree of Master of Arts In History Carleton University Ottawa, Ontario © 2013 Christina Margaret Parsons Abstract This thesis investigates the development of proto-eugenic thought and policy in Porfirian Mexico and how those ideas were important to the Mexican eugenics movement of the twentieth-century. Proto-eugenics is the name given to the ideas of biological and racial improvement developed by leading Mexican thinkers in the late nineteenth-century, until the Mexican Revolution of 1910. Proto-eugenic thought was most concerned with eliminating immoral and degenerate traits that could be passed down from parent to child, and encouraging those with prized traits to have children. Through discussion of writings on criminality and education, this thesis argues that proto-eugenic thought had a large influence on the development of Mexican eugenics in the twentieth-century, and the importance of proto-eugenic thought on nationalism in the Porfiriato. It is important to understand how proto-eugenic science was created in order to investigate the development of eugenic social policy in the twentieth-century. ii Acknowledgements I would like to thank my supervisor, Sonya Lipsett-Rivera, for her patience and generosity. You were never too busy to help, and have taught me more than I can describe on this page. Thank you to the professors from whom I took classes, for who I worked, and those who were simply willing to sit down and have a discussion with me.