Consuming Lines of Difference
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Public Disclosure Authorized AUTHOR ACCEPTED MANUSCRIPT PRELIMINARY INFORMATION Stability and Vulnerability of the Latin American Middle Class Accepted for publication in Oxford Development Studies To be published by Taylor and Francis Public Disclosure Authorized THE FINAL PUBLISHED VERSION OF THIS ARTICLE WILL BE AVAILABLE ON THE PUBLISHER’S PLATFORM This Author Accepted Manuscript is copyrighted by the World Bank and published by Taylor and Francis. It is posted here by agreement between them. Changes resulting from the publishing process—such as editing, corrections, structural formatting, and other quality control mechanisms—may not be reflected in this version of the text. This Author Accepted Manuscript is under embargo for external use and is made available for internal World Bank use only. It is not for distribution outside the World Bank. Public Disclosure Authorized Public Disclosure Authorized © 2013 The World Bank Stability and Vulnerability of the Latin American Middle Class Florencia Torche1 and Luis F. Lopez-Calva2 1 Department of Sociology New York University 2 World Bank, Poverty and Equity, PREM-LAC The authors would like to thank Eduardo Ortiz Juarez for excellent research assistance. 1 Stability and Vulnerability of the Latin American Middle Class* Florencia Torche and Luis F. Lopez-Calva Abstract Using panel datasets from Mexico and Chile for the first years of the 21st century, we examine the determinants of middle-class intra-generational mobility. We define the middle class by means of a latent index of economic well-being that is less sensitive to short-term fluctuation and measurement error than standard measures of income. We find high rates of both upward and downward mobility in Mexico and Chile, indicating that the middle class has opportunities to move to higher levels of well-being but is also vulnerable to falling into poverty. -
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� --1·1 r� · --·t· r-1 � -r� --·rl �l_, r�·r p· ,("' __, .:..../ --rl 0 F 521 148 VOL 16 N01 - - - - INDIANA HISTORICAL SOCIETY BOARD OF TRUSTEES SARAH Evru'\'S BARKER, indianapolis MICH.\ELA. SIKK.\IAN, Indianapolis, Second Vice Chair �� \RY A.J-..:-...: BRADLEY, Indianapolis £0\\.\.RI) E. BREEN, �[arion, First Vice Chair 01.\.\!,E j. C\RT�tEL, Brownstown P•TRICL\ D. CeRRA!<, Indianapolis EOCAR G1 EXN 0.-\\15, Indianapolis DA.." l:. I �1. E�'T. Indianapolis RIC! lARD F'ELDMA-'-.;,Indianapolis RICHARD E. FoRD, Wabash R. RAY HAWKINS. Carmel TI!O\!A-<.; G. HOR\CK, Indianapolis MARTIN L<\KE, 1'1arion L\RRY S. L\NDIS, Indianapolis P01.1 'Jo�TI LEi'\NON,Indianapolis jAMES H. MADISON, Bloomington M \RY jA...'\'E �IEEJ.�ER. Carmel AMlRF\\ '"'· NiCKLE, South Bend GJ::.ORGJ::. F. RAPP,Indianapolis BO'<'IIE A. REILLY, Indianapolis E\'AIIt'\FII. RIIOOI:.II.AME.L,Indianapolis, Secretary LA:-.J M. Rou.�\!'-10, Fon \-\'ayne, Chair jMIES SHOOK JR., Indianapolis P. R. SwEENEY, Vincennes, Treasurer R BERT B. TOOTHAKER, South Bend WILLIAM H. WIGGINS JR., Bloomington ADMINISTRATION SALVATORE G. CILELLAjR., President RA�IOND L. SIIOI:.MAKER, Executive Vice President ANMBELLF J.JACKSON, Comroller St!SAN P. BROWN, enior Director, Human Resources STEPIIl:-.. L. Cox, Vice President, Collections, Conserv-ation, and Public Programs TIIO\IAS A. �lAsoN, Vice President, n-JS Press Ll:'\DA L. PRArr, Vice President, Development and Membership BRE:"DA MYER.<;, Vice President, Marketing and Public Relation� DARA BROOKS, Director, Membership \ROLYI\ S. SMITH, Membership Coordinator TRACES OF INDIANA AND MIDWESTERN HISTORY RAY E. BOOMHOWER, Managing Editor GEORGF R. -
Rationale for the Development of an Orientation Program for Urban African American Students at Bowling Green State University
RATIONALE FOR THE DEVELOPMENT OF AN ORIENTATION PROGRAM FOR URBAN AFRICAN AMERICAN STUDENTS AT BOWLING GREEN STATE UNIVERSITY Ana Brown A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION August 2010 Committee: Kathryn S. Hoff, Ph.D., Advisor Paul A. Cesarini, Ph.D. Bettina C. Shuford, Ph.D. Dafina Lazarus Stewart, Ph.D. ii ABSTRACT Kathryn S. Hoff, Advisor The problem of this study was to explore social and cultural issues of acclimation faced by self-identified urban, Black/African American students at Bowling Green State University, a predominantly White institution. Included in the literature review was information about historical context, relevant racial identity theory, and current literature on the topic. Juniors, seniors, and recent BGSU graduates (from Spring 2007 to the present) who participated in the Sidney A. Ribeau President’s Leadership Academy (PLA) and/or the Office of Residence Life Students of Color Mentoring, Aiding, Retaining, and Teaching (SMART) Program were solicited via e-mail to participate in an online, open-ended survey. Four themes occurred consistently throughout the responses from participants: denial of personal acclimation issues, the effect of quality exposure to Whites and/or predominantly White environments prior to arriving at BGSU, the benefit of participation in PLA/SMART, and the need to address certain issues to smooth transition. The recommendations from the researcher include conducting -
SOCIAL CLASS in AMERICA TRANSCRIPT – FULL Version
PEOPLE LIKE US: SOCIAL CLASS IN AMERICA TRANSCRIPT – FULL Version Photo of man on porch dressed in white tank top and plaid shorts MAN: He looks lower class, definitely. And if he’s not, then he’s certainly trying to look lower class. WOMAN: Um, blue collar, yeah, plaid shorts. MAN: Lower middle class, something about the screen door behind him. WOMAN ON RIGHT, BROWN HAIR: Pitiful! WOMAN ON LEFT, BLOND HAIR, SUNGLASSES: Lower class. BLACK WOMAN, STANDING WITH WHITE MAN IN MALL: I mean, look how high his pants are up–my god! Wait a minute–I’m sorry, no offense. Something he would do. Photo of slightly older couple. Man is dressed in crisp white shirt, woman in sleeveless navy turtle neck with pearl necklace. WOMAN: Upper class. MAN: Yeah, definitely. WOMAN: Oh yeah. WOMAN: He look like he the CEO of some business. OLD WOMAN: The country club set- picture of smugness. GUY ON STREET: The stereotypical “my family was rich, I got the money after they died, now we’re happily ever after.” They don’t really look that happy though. Montage of images: the living situations of different social classes Song: “When you wish upon a star, makes no difference who you are. Anything your heart desires will come to you. If your heart is in your dream, no request is too extreme.” People Like Us – Transcript - page 2 R. COURI HAY, society columnist: It’s basically against the American principle to belong to a class. So, naturally Americans have a really hard time talking about the class system, because they really don’t want to admit that the class system exists. -
Preliminary Experience Create a Journal from an Altered Book
IINTRODUCTIONNTRODUCTION Photo caption. Photo caption. Preliminary Experience Create a Journal from an Altered Book OBJECTIVES A TEACHING GUIDE FOR GRADE 4 AArtrtrtSmaSSmart:mart:t: Indiana INDIANA’S VISUAL ARTS AND ARTISTS The fi rst ArtSmart: Indiana was a major educational and public program of the Greater Lafayette Art Museum (now the Art Museum of Greater Lafayette), created to meet the goal of improving visual literacy, museum education skills, and awareness of the development of art in Indiana. The original program, (1986) written by Susan O. Chavers, and implemented by Sharon Smith Theobald, was a nontraditional multidisciplinary approach that was well received by Hoosier teachers who included ArtSmart: Indiana in their curricular plans. A copy of the ArtSmart: Indiana 200 page Resource Guide was sent to every library throughout Indiana, with the support of Pam Bennett at the Indiana Historical Bureau. The current revision of ArtSmart: Indiana, as a web-based initiative, is a Partnership Education Program of the Art Museum of Greater Lafayette and The Children’s Museum of Indianapolis. Special appreciation is extended to Dr. Jeffrey Patchen, President and CEO, and Mary Fortney, Educational Resource Development Manager, The Children’s Museum of Indianapolis. The updated ArtSmart: Indiana project was funded by a grant from the Institute of Museum and Library Services with additional support from the McAllister Foundation to launch the McAllister Art Smart: Indiana Technology Center. Also, Randolph Deer, Indianapolis, and The North Central Health Services helped underwrite the additional printings of the The Art Smart: Indiana Resource Catalog and The Teaching Guide. Please visit our website, www.artsmartindiana.org. -
Philadelphia and the Southern Elite: Class, Kinship, and Culture in Antebellum America
PHILADELPHIA AND THE SOUTHERN ELITE: CLASS, KINSHIP, AND CULTURE IN ANTEBELLUM AMERICA BY DANIEL KILBRIDE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1997 ACKNOWLEDGMENTS In seeing this dissertation to completion I have accumulated a host of debts and obligation it is now my privilege to acknowledge. In Philadelphia I must thank the staff of the American Philosophical Society library for patiently walking out box after box of Society archives and miscellaneous manuscripts. In particular I must thank Beth Carroll- Horrocks and Rita Dockery in the manuscript room. Roy Goodman in the Library’s reference room provided invaluable assistance in tracking down secondary material and biographical information. Roy is also a matchless authority on college football nicknames. From the Society’s historian, Whitfield Bell, Jr., I received encouragement, suggestions, and great leads. At the Library Company of Philadelphia, Jim Green and Phil Lapansky deserve special thanks for the suggestions and support. Most of the research for this study took place in southern archives where the region’s traditions of hospitality still live on. The staff of the Mississippi Department of Archives and History provided cheerful assistance in my first stages of manuscript research. The staffs of the Filson Club Historical Library in Louisville and the Special Collections room at the Medical College of Virginia in Richmond were also accommodating. Special thanks go out to the men and women at the three repositories at which the bulk of my research was conducted: the Special Collections Library at Duke University, the Southern Historical Collection of the University of North Carolina, Chapel Hill, and the Virginia Historical Society. -
A SHARED HERITAGE African American Culture Flourished Through His Painting to Inspire the Received Early Instruction from Promi in the Mid- to Late-1920S
. A SHARED HERITAGE African American culture flourished through his painting to inspire the received early instruction from promi in the mid- to late-1920s. Countee Cullen artistic talents of Indianapolis's black nent members of the Hoosier Group, published his first volume of poems, community. John We sley Hardrick primarily William Forsyth (1854-.-1935) Color(19 25); the \#a ry Blues (1926) by (1891-1968), fo r a brochure accom and Otto Stark (1859-1926). Hardrick, Langston Hughes appeared on popular panying an exhibition of his paintings, Scott, and Wo odruff were among a reading lists; satirist George S. Schuyler wrote that his goal was "to stimulate growing number of aspiring black artists wrote fo r The American Mercury; and an interest among the colored citizens who were participating in the devel Claude McKay's novel Home to Ha rlem of Indianapolis to encourage art; to in opment of American art on a regional (1928) became a best-seller. These spire, if possible, some young talented and national basis during the early RAINY NIGHT, ETAPLES. 1912. WILLIAM E. SCOT T. INDIANAPOLIS MUSEUM OF ART, GIFT OF A GROUP OF AFRICAN AMERICAN CITIZENS OF INDIANAPOLIS. African Americans were among the boy or girl to realize that 'Life without 1900s. They also seized a "chance fo r many who contributed to a literary and labor is a crime, and labor without art group expression and self determina artistic movement known as the Harlem is brutality."' tion" by turning to black subject mat Renaissance. Through art, leader and Hardrick and his contemporaries ter in their work. -
Assimilation, Pluralism and Multiculturalism: the Policy of Racial/ Ethnic Identity in America
Buffalo Human Rights Law Review Volume 7 Article 1 9-1-2001 Assimilation, Pluralism and Multiculturalism: The Policy of Racial/ Ethnic Identity in America Anita Christina Butera Follow this and additional works at: https://digitalcommons.law.buffalo.edu/bhrlr Part of the Immigration Law Commons, and the Law and Race Commons Recommended Citation Anita C. Butera, Assimilation, Pluralism and Multiculturalism: The Policy of Racial/Ethnic Identity in America, 7 Buff. Hum. Rts. L. Rev. 1 (2001). Available at: https://digitalcommons.law.buffalo.edu/bhrlr/vol7/iss1/1 This Article is brought to you for free and open access by the Law Journals at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Buffalo Human Rights Law Review by an authorized editor of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. ASSIMILATION, PLURALISM AND MULTICULTURALISM: THE POLICY OF RACIAL/ETHNIC IDENTITY IN AMERICA Anita Christina Butera* In the spring of 1921, 19 year old Annamaria and her 16 year old brother, Giuseppe, had finally completed their voyage to the United States from the Italian town of Palermo. After disembarking from the cramped and unsanitary quarters of the steamship, they wearily endured the endless lines and official inspections of the Ellis Island immigrant processing sta- tions. With the successful end of the first phase of their "journey of tears," they began the next phase of social and cultural adaptation within the more comfortable boundaries of Little Italy. New national and social class identi- ties overlapped with familiar identities of region, village, and kin. -
Maryland Historical Trust
NPS Form 10-900 OMB No. 10024-0018 (Oct. 1990) United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete each item by marking “x” in the appropriate box or by entering the information requested. If any item does not apply to the property being documented, enter “N/A” for “not applicable.” For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property historic name Recorder of Deeds Building other names 2. Location street & number 515 D Street NW not for publication city or town Washington, DC vicinity state DC code DC County code 001 zip code 20001 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this nomination request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property meets does not meet the National Register criteria. I recommend that this property be considered significant nationally statewide locally. ( See continuation sheet for additional comments). -
A Bubble of the American Dream: Experiences of Asian Students at Key Universities in the Midst of Racist Movements in Progressive-Era California
Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II Volume 24 Article 8 2019 A Bubble of the American Dream: Experiences of Asian students at key universities in the midst of racist movements in Progressive-Era California Chang Woo Lee Santa Clara Univeristy Follow this and additional works at: https://scholarcommons.scu.edu/historical-perspectives Part of the History Commons Recommended Citation Lee, Chang Woo (2019) "A Bubble of the American Dream: Experiences of Asian students at key universities in the midst of racist movements in Progressive-Era California," Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II: Vol. 24 , Article 8. Available at: https://scholarcommons.scu.edu/historical-perspectives/vol24/iss1/8 This Article is brought to you for free and open access by the Journals at Scholar Commons. It has been accepted for inclusion in Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Lee: A Bubble of the American Dream A Bubble of the American Dream: Experiences of Asian students at key universities in the midst of racist movements in Progressive-Era California Chang Woo Lee One way of summing up the past two years of the Trump presidency is the fight against immigrants: Trump attempted to end DACA and build a wall along the Mexico border. During his presidency, opportunities for legal immigration and visitation became stricter. California leads the resistance against this rising anti-immigrant sentiment as it strongly associates itself with diversity and immigration. -
A Reflection and Recognition of the African American Family (Revised)
DOCUMENT RESUME ED 280 925 UD 025 430 TITLE Black History Month: A Reflection and Recognition of the African American Family (Revised). INSTITUTION New York State Education Dept., Albany. Div. of Civil Rights and Intercultural Relations. PUB DATE Jan 86 NOTE 59p.; For previous edition, see ED 255 592. AVAILABLE FROMNew York State Education Dept., Division of Civil Rights and Intercultural Relations, Room 471 EBA-Washington Ave., Albany, NY 12234 (free). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Reference Materials - Bibliographies (131) EDRS PnICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Black Achievement; *Black History; *Black Influences; Elementary Secondary Education; Instructional Materials; Learning Activities ABSTRACT Instructional materials for nse during Black History Month in elementary and secondary schools are compiled in this booklet. Background information, instructional activities, and resources for classroom use are included for all disciplines. The materials are designed to reflect the relationship between past and present events in African and African American history. Following a foreword, instructor's guide, and chronology of notable African Americans, the booklet is divided into seven sections containing materials o, respectively: General Achievements, Business, Religion, Politics, Music, Math/Science, and Education. Each section consists of four components: (1) an overview (for use as handouts or in-class reading for students; (2) a statement of objectives (to be used by teachers as goals for each unit of instruction); (3) a list of "Facts You Should Know' which provide a chronological perspective of the achievements of African Americans; and (4) instructional activities which may be assigned to students across subject areas. -
TRANSFORMATIVE VISIONS: Works by Haitian Artists from the Permanent Collection
TRANSFORMATIVE VISIONS: Works by Haitian Artists from the Permanent Collection TRANSFORMATIVE VISIONS: Works by Haitian Artists from the Permanent Collection Kate Ramsey and Louis Herns Marcelin Mario Benjamin b. 1964, Port-au-Prince, Haiti Untitled, ca. 1996 mixed media on masonite 60 x 48 1/4 x 3 7/8 in. (152.4 x 122.6 x 9.8 cm) Gift of Dr. and Mrs. Carl Eisdorfer, 2002.57.48 Published on the occasion of the exhibition Transformative Visions: Works by Haitian Artists from the Permanent Collection, November 8, 2014 – January 18, 2015. Organized by Louis Herns Marcelin, Ph.D. and Kate Ramsey, Ph.D. TRANSFORMATIVE VISIONS reproduced in any form, by any means, electronic or mechanical, including photocopying, or by any storage or retrieval system, without the written permission of the Lowe Art Museum, University of Miami, Coral Gables, Florida 33146. the materials presented herein. Any person or organization that may have been inadvertently overlooked vi FOREWORD or proved unreachable should contact the Lowe directly so that the necessary corrections can be made in Jill Deupi any future printings. viii ACKNOWLEDGMENTS Funding for the exhibition and catalogue was made possible through Beaux Art, and the membership of Kate Ramsey and Louis Herns Marcelin the Lowe Art Museum, with additional support from the Linnie E. Dalbeck Memorial Foundation Trust. xi NOTE ON THE SPELLING OF TERMS IN HAITIAN KREYÒL 1 TRANSFORMATIVE VISIONS: AN INTRODUCTION Additional programmatic support was provided through HSBC, the University of Miami’s Center for the Humanities, the College of Arts and Sciences’ Strategic Initiatives Fund, Caribbean Literary and Cultural Kate Ramsey Studies in the Department of English, the Department of Modern Languages and Literatures Joseph Carter Memorial Fund, the Department of Anthropology, the Department of Art and Art History, the 23 CONVERSATION WITH PASCALE MONNIN Department of History, the Program in Africana Studies, and the Program in American Studies.