Pancho Villa Capture Expedition John J
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Inversión Programada 2009
Desarrollo Rural Inversión Programada 2009 Inversión (Pesos) Vertiente Programas / Proyectos % Total Federal Estatal Otras Inversión Normal Estatal Obra Directa y Proyectos Especiales. 32.9 412,113,069 0 361,766,064 50,347,005 SDR - SAGARPA, SDR - SEMARNAT, Concertados Reconversión Productiva y Apoyo a 67.1 839,356,203 446,345,210 178,481,899 214,529,094 MPYMES. Total 100.0 1,251,469,272 446,345,210 540,247,963 264,876,099 Porcentaje de Estructura Financiera 100.0 35.7 43.2 21.2 Fuente: Secretaría de Desarrollo Rural. ADMINISTRACIÓN 2004-2010 139 Desarrollo Rural Inversión Nominal al Campo con Participación de Gobierno del Estado Millones de Año Pesos 1995 215.40 1996 327.70 1997 336.80 1998 448.20 1999 595.70 2000 561.50 2001 662.90 2002 728.60 2003 565.07 2004 878.32 2005 1,028.68 2006 1,422.10 2007 1,203.90 2008 1,302.20 2009 1,251.50 1,422.10 1,302.20 1,203.90 1,251.50 1,028.68 878.32 728.60 662.90 595.70 561.50 448.20 565.07 327.70 336.80 Millones de Pesos 215.40 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Fuente: Secretaría de Desarrollo Rural. 140 QUINTO INFORME Desarrollo Rural Programa Dotación Insumos (Semilla y Autoconsumo) octubre 2008 - septiembre 2009 Tipo de Obra Tipo de Obra Municipio SemillaUnidad de Beneficiados Municipio Semilla Unidad de Beneficiados Cantidad Cantidad Medida Medida FRIJOL Toneladas 0.25 1 AVENA Toneladas 0.6 2 AHUMADA MAIZ Toneladas 0.2 1 FRIJOL Toneladas 1.2 9 CASAS GRANDES AVENA Toneladas 5.5 14 MAIZ Toneladas 0.22 3 FRIJOL Toneladas 0.6 9 SORGO Toneladas 1.06 8 ALDAMA -
The Mexican Revolution.Pdf
The Mexican Revolution How did Mexico achieve its independence? • Mexico achieved its independence from Spain in 1821 – Achieved with the help of men like Padre Morelos • Developed a constitution in 1824 similar to the US What problems did the new Mexican nation face? • Serious problems: – Issues with the Catholic Church – Issues over class / wealth – No experience with democracy – Issues with the US (“the Colossus of the North”) • Mexico also lacked a strong / honest leader Mexico’s Long Dictator History Mexico’s Issues with the Catholic Church Mexico’s Long History of the Poor General Antonio Lopez de Santa Anna Issues with Texas The Texas War for Independence The Alamo The Mexican War Los Niños Héroes Santa Anna’s Leg How did the wars with Texas and the United States effect Mexico? • The wars with Texas and the US caused much turmoil in the Mexican government – Constant disputes for power / revolts • Issues between the rich, poor, and the Church added to the chaos Who was Benito Juarez? • Benito Juarez was a reformer president – 1806-1872 • Background: – Born into a poor Indian family – Lawyer / Judge – Former governor • Wanted to help reform Mexico for the better How did Juarez reform Mexico for the better? • Juarez introduced a reform movement called “La Reforma” – Less power for the Church – Land reform for the poor – More education • Juarez’s political enemies rebelled – Civil war / foreign intervention (Europe) The Mexican War of Reform (1857-1861) French Intervention in the War / Conquest (1861-67) Mexican Emperor Maximilien Emperor -
The African American Soldier at Fort Huachuca, Arizona, 1892-1946
University of South Carolina Scholar Commons Faculty Publications Anthropology, Department of 2-2001 The African American Soldier At Fort Huachuca, Arizona, 1892-1946 Steven D. Smith University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/anth_facpub Part of the Anthropology Commons Publication Info Published in 2001. © 2001, University of South Carolina--South Carolina Institute of Archaeology and Anthropology This Book is brought to you by the Anthropology, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 The U.S Army Fort Huachuca, Arizona, And the Center of Expertise for Preservation of Structures and Buildings U.S. Army Corps of Engineers, Seattle District Seattle, Washington THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 By Steven D. Smith South Carolina Institute of Archaeology and Anthropology University of South Carolina Prepared For: U.S. Army Fort Huachuca, Arizona And the The Center of Expertise for Preservation of Historic Structures & Buildings, U.S. Army Corps of Engineer, Seattle District Under Contract No. DACW67-00-P-4028 February 2001 ABSTRACT This study examines the history of African American soldiers at Fort Huachuca, Arizona from 1892 until 1946. It was during this period that U.S. Army policy required that African Americans serve in separate military units from white soldiers. All four of the United States Congressionally mandated all-black units were stationed at Fort Huachuca during this period, beginning with the 24th Infantry and following in chronological order; the 9th Cavalry, the 10th Cavalry, and the 25th Infantry. -
Committee Approval Form
UNIVERSITY OF CINCINNATI _____________ , 20 _____ I,______________________________________________, hereby submit this as part of the requirements for the degree of: ________________________________________________ in: ________________________________________________ It is entitled: ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Approved by: ________________________ ________________________ ________________________ ________________________ ________________________ THE ORIGINS, EARLY DEVELOPMENTS AND PRESENT-DAY IMPACT OF THE JUNIOR RESERVE OFFICERS’ TRAINING CORPS ON THE AMERICAN PUBLIC SCHOOLS A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION (Ed.D.) in the Department of Educational Foundations of the College of Education 2003 by Nathan Andrew Long B.M., University of Kentucky, 1996 M.Ed., University of Cincinnati, 2000 Committee Chair: Marvin J. Berlowitz, Ph.D. ABSTRACT The Junior Reserve Officers’ Training Corps (Junior ROTC) has been a part of the American educational system for nearly ninety years. Formed under the 1916 National Defense Act, its primary function was and is to train high school youth military techniques and history, citizenship and discipline. The organization has recently seen its stature elevated and its reach widened once Congress -
Conditions Along the Borderâ•Fi1915 the Plan De San Diego
New Mexico Historical Review Volume 43 Number 3 Article 3 7-1-1968 Conditions Along the Border–1915 The Plan de San Diego Allen Gerlach Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Gerlach, Allen. "Conditions Along the Border–1915 The Plan de San Diego." New Mexico Historical Review 43, 3 (1968). https://digitalrepository.unm.edu/nmhr/vol43/iss3/3 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. 195 CONDITIONS ALONG THE BORDER-1915 THE PLAN DE SAN DIEGO ALLEN GERLACH FROM 1910 to 1916 the\Mexican Republic suffered from acute political instability as one "Plan" after another was issued against claimants to the presidency. The turbulence of the Mexican Revo lution began in 1910 with the overthrow of Porfirio Diaz by the movement of Francisco 1. Madero. In 1913 !he tenuous regime of Madero was violently replaced by that of Victoriano Huerta, and the turmoil continued unabated. Faced with major revolutions led by Venustiano Carranza, Francisco Villa, and Emiliano Zapata, Huerta fled Mexico in mid-1914 as the opposition armies con verged on Mexico City. Despite the efforts of the new victors to achieve a unified government at the Convention of Aguascalientes in 1914, Carranza's Constitutionalists soon fell into quarreling among themselves and the Revolution entered its most violent phase. Representing the Constitutionalist government of Mexico, Venustiano Carranza and Alvaro Obreg6n arrayed themselves against Francisco Villa and Emiliano Zapata, who purported to represent the cause of the Convention. -
Legacies of the Mexican Revolution” a Video Interview with Professor Aurora Gómez-Galvarriato
DISCUSSION GUIDE FOR “LEGACIES OF THE MEXICAN REVOLUTION” a video interview with Professor Aurora Gómez-Galvarriato Organizing • What were the immediate and long-term legacies of the Mexican Questions Revolution within Mexico? • What legacies of the Mexican Revolution were intended from its outset? Which were achieved and which were not achieved? Summary Aurora Gómez-Galvarriato is a Professor of Historical Studies at Colegio de México. In this 18-minute video, Professor Gómez-Galvarriato discusses how perceptions of the legacies of the Mexican Revolution have changed over time. She talks about the immediate legacies of the Revolution, intended outcomes that did not materialize, and the legacies that have persisted until today. Objectives During and after viewing this video, students will: • identify the immediate and long-term consequences of the Mexican Revolution; • discuss to what extent the goals of the original revolutionaries were achieved by the end of the Mexican Revolution; and • evaluate whether the benefits of the Mexican Revolution justified the costs. Materials Handout 1, Overview of the Mexican Revolution, pp. 5–10, 30 copies Handout 2, Video Notes, pp. 11–13, 30 copies “LEGACIES OF THE MEXICAN REVOLUTION” DISCUSSION GUIDE 1 introduction Handout 3, Perspectives on the Legacies of the Mexican Revolution, p. 14, 30 copies Handout 4, Synthesis of Perspectives, pp. 15–16, 30 copies Handout 5, Assessing the Mexican Revolution’s Costs and Benefits, p. 17, 30 copies Answer Key 1, Overview of the Mexican Revolution, pp. 18–19 Answer Key 2, Video Notes, pp. 20–21 Answer Key 3, Perspectives on the Legacies of the Mexican Revolution, p. -
Soldaderas and the Staging of the Mexican Revolution 1
Soldaderas and the Staging of the Mexican Revolution 1 Alicia Arrizón Si Adelita se fuera con otro la seguiría por tierra y por mar. Si por mar en un buque de guerra Si por tierra en un tren militar. Adelita, por Dios te lo ruego, calma el fuego de esta mi pasión, porque te amo y te quiero rendido y por ti sufre mi fiel corazón. 2 If Adelita should go with another I would follow her over land and sea. If by sea in a battleship If by land on a military train. Adelita, for God’s sake I beg you, calm the fire of my passion, because I love you and I cannot resist it and my faithful heart suffers for you. 3 “La Adelita” was one of the most popular songs of the Mexican Revolution (1910–1920). According to some sources (see Soto 1990:44), this ballad was originally inspired by a Durangan woman who had joined the Maderista movement4 at an early age. Troubadours made the song—and Adelita her- self—a popular emblem of the Revolution. As Baltasar Dromundo put it, “las guitarras de todas partes se iban haciendo eruditas en ese canto hasta que por fin la Revolución hizo de ella su verdadero emblema nacional” (guitar ists from all over were becoming experts in that song and it became the true em- blem of the Revolution) ( 1936:40). Significantly, Adelita’s surname, as well as the family names of many other soldaderas (soldier-women), remained virtually unknown. However, the popular songs composed in honor of these women contributed enormously to their fame and to documenting their role in the Revolution. -
Socioeconomic Inequalities Among the Municipalities of Chihuahua, Mexico
T h e J o u r n a l o f D e v e l o p i n g A r e a s Volume 55 No. 3 Summer 2021 SOCIOECONOMIC INEQUALITIES AMONG THE MUNICIPALITIES OF CHIHUAHUA, MEXICO Omolara Adebimpe Adekanbi Isaac Sánchez-Juárez Both affiliated with Universidad Autónoma de Ciudad Juárez, México ABSTRACT The objective of this paper is to analyze the nature of inequalities among the municipalities of Chihuahua State, Mexico and the factors that contribute to the disparity. The state of Chihuahua has a deep household inequality due to the nature of the inhabitants’ occupations and comprises a significant percentage of the people living in poverty in Mexico because of social deprivation and low income. Previous studies on inequality in Mexico show that significant differences among the municipalities is caused by factors such as marginalization, low economic activity, and informal activities while some other studies have used similar variables selected from social and economic sphere. All these works used these variables to obtain the socioeconomic development index for each region under study. Following the methodology used in de Haro et al. (2017), this paper examines the social and economic conditions of the 67 municipalities of Chihuahua State by calculating the Socioeconomic Development Index (SEDI) of each municipality using the data compiled on variables such as marginalization, degree of urbanization, gross economic activity rate, economic dependence coefficient and density of paved roads. The result shows that two municipalities: Juarez and Chihuahua City have the most favorable socioeconomic conditions due to a high urban density and a low marginalization. -
Forrestine Cooper Hooker's Notes and Memoirs on Army Life in the West, 1871-1876, Arranged, Edited, and Annotated by Barbara E
Forrestine Cooper Hooker's notes and memoirs on army life in the West, 1871-1876, arranged, edited, and annotated by Barbara E. Fisher Item Type text; Thesis-Reproduction (electronic) Authors Fisher, Barbara Esther, 1939- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 03:17:15 Link to Item http://hdl.handle.net/10150/551645 FORRESTINE COOPER HOOKER'S NOTES AND MEMOIRS ON ARMY LIFE IN THE WEST, 1871 - 18?6 arranged, edited, and annotated by Barbara E, Fisher A Thesis Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 1 9 6 3 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the interests of scholarship. -
Guide to the Frank Tompkins Papers, 1861-1948
Guide to the Frank Tompkins Papers, 1861-1948 Norwich University Archives Kreitzberg Library Norwich University 158 Harmon Drive Northfield, VT 05663 Phone: (802) 485-2947 Fax: (802) 485-2173 Email: [email protected] Summary Creator Tompkins, Frank, 1868-1954 Title Frank Tompkins Papers Dates 1861-1948 Extent 2 Boxes (2 linear feet) About the Collection The collection contains biographical information on Frank Tompkins and his family, including his commissions. Also included are papers and other records related to the Mexican Punitive Expedition of 1916. Frank Tompkins’ time at Norwich University is documented in correspondence and photographs. The collection also contains papers of Frank Tompkins’ father, Charles H. Tompkins, son, Frank P. Tompkins, and composition books of his wife, Alice Barr Tompkins. The papers of Charles H. Tompkins pertain to his Civil War service. The content listing contains a more detailed description of the collection. About Frank Tompkins Frank Tompkins (1868-1954) was born in Washington, DC, the son of Charles H. Tompkins (1830-1915). His thirty-two years of service with the U.S. Army included stations in Cuba, the Philippines, Mexico and France. He became well-known for his pursuit of Mexican revolutionary, Francisco Villa during the Mexican border skirmishes of 1916. During World War I, Tompkins commanded Boston’s famous 301st Infantry. Colonel Tompkins was associated with Norwich University for nearly fifty years, through three tours of duty as professor of military science and tactics and as commandant between 1910 and 1923. Largely through the efforts of Tompkins, Norwich received the Moses Taylor riding hall (later became the Taylor hockey arena), the cavalry stables, Sabine field and, because of his connection with Rush Hawkins, a contribution from General Hawkins of $400,000.00. -
Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 I I I I
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The owing explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
The George-Anne Student Media
Georgia Southern University Digital Commons@Georgia Southern The George-Anne Student Media 5-24-1973 The George-Anne Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/george-anne Part of the Higher Education Commons Recommended Citation Georgia Southern University, "The George-Anne" (1973). The George-Anne. 714. https://digitalcommons.georgiasouthern.edu/george-anne/714 This newspaper is brought to you for free and open access by the Student Media at Digital Commons@Georgia Southern. It has been accepted for inclusion in The George-Anne by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. President Gives Comments LivadasTolead Newly Formed CCC By GEORGETTE LIPFORD there is very little student government can do." Livadas along with the other officers of the CCC urges G-A Staff Writer The CCC is hoping to bring about needed changes and all concerned students to participate in and contribute to improvements at GSC through the 21 committees they the work of a committee that he is interested in. Ap- The election and runoffs are finally over, and the GSC have organized. The committees, which cover every plications for the various committees can be obtained student body has elected Alex Livadas president of the phase of campus life, are as follows: Athletic, Campus during weekdays in the CC office, second floor, Williams Central Coordinating Committee. In the May 15 runoff, Life Enrichment, College Union Board, Health Services, Center. Livadas received 826 votes against 629 votes for Phil Honors, Lecture Series, Publications, Religious Ac- Livadas added: "If you voted in the past election in Hurst.