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Public Use Microdata Sample, Guam 2000 Issued May 2004 2000 Census of Population and Housing PUMS/02-GUAM
Public Use Microdata Sample, Guam 2000 Issued May 2004 2000 Census of Population and Housing PUMS/02-GUAM Technical Documentation U.S. Department of Commerce Economics and Statistics Administration U.S. CENSUS BUREAU For additional information concerning the files, contact Marketing Services Office, Customer Services Center, U.S. Census Bureau, Washington, DC 20233 or phone 301-763-INFO (4636). For additional information concerning the technical documentation, contact Administrative and Customer Services Division, Electronic Products Development Branch, U.S. Census Bureau, Washington, DC 20233 or phone 301-763-8004. U.S. Census Bureau Public Use Microdata Sample, Guam 2000 Issued May 1004 2000 Census of Population and Housing PUMS/02-GUAM Technical Documentation U.S. Department of Commerce Donald L. Evans, Secretary Samuel W. Bodman, Deputy Secretary Economics and Statistics Administration Kathleen B. Cooper, Under Secretary for Economic Affairs U.S. CENSUS BUREAU Charles Louis Kincannon, Director SUGGESTED CITATION FILES: Census 2000, Public Use Microdata Sample, (PUMS), Guam, prepared by the U.S. Census Bureau, 2003 TECHNICAL DOCUMENTATION: Census 2000, Public Use Microdata Sample, (PUMS), Guam, Technical Documentation, prepared by the ECONOMICS U.S. Census Bureau, 2003 AND STATISTICS ADMINISTRATION Economics and Statistics Administration Kathleen B. Cooper, Under Secretary for Economic Affairs U.S. CENSUS BUREAU Cynthia Z.F. Clark, Charles Louis Kincannon, Associate Director for Methodology and Director Standards Hermann Habermann, Marvin D. Raines, Deputy Director and Associate Director Chief Operating Officer for Field Operations Vacant, Arnold A. Jackson, Principal Associate Director Assistant Director and Chief Financial Officer for Decennial Census Vacant, Principal Associate Director for Programs Preston Jay Waite, Associate Director for Decennial Census Nancy M. -
Ukraine to Seek Special Partnership with NATO Youngest Canadian
INSIDE:• Ukraine’s environment minister emphasizes G-7 promises — page 3. • The multiculturalism debate in Canada — page 8. • On the road to the Atlanta Games — page 9. Published by the Ukrainian National Association Inc., a fraternal non-profit association Vol. LXIV HE KRAINIANNo. 26 THE UKRAINIAN WEEKLY SUNDAY, JUNE 30, 1996 EEKLY$1.25/$2 in Ukraine T UParliament adopts ConstitutionW in marathon session Ukraine to seek by Marta Kolomayets Parliament declared Ukraine’s indepen- were met with robust laughter from the Kyiv Press Bureau dence on August 24, 1991. lawmakers, who though exhausted, were “Today, we proved we are Ukrainians. elated by the events of the day. special partnership KYIV — The Ukrainian Parliament Today we look so good compared to “But, this last event proved that we, in a adopted a new Constitution — a historic Russia. And, slowly but surely, we will critical moment, are worthy of being called moment for the five-year-old independent show the world who we are. They all the representatives of the Ukrainian peo- with NATO state — at 9:18 a.m. Friday, June 28, after by Marta Kolomayets think we are ruski [Russians],” said ple,” continued the Ukrainian president. an all-night intense marathon session in Kateryna Vashchuk, a deputy from the Kyiv Press Bureau Immediately after the vote, Chairman the halls of the legislature. Agrarians for Reforms faction. Moroz expressed his gratitude to all the KYIV — Apparently worried “We have a Constitution,” proclaimed President Leonid Kuchma attended the members of the Parliament — those who about Russia’s opposition to the east- Parliament Chairman Oleksander Moroz, final hour of the plenary session and wit- voted for and those who voted against — ward expansion of the North Atlantic after the deputies voted 315-36, with 12 nessed the vote on the Constitution, an for their commitment to Ukraine. -
The Nebraska Guide to Implementing New Federal Race and Ethnicity
The Nebraska Department of Education Guide to Implementing New Federal Race and Ethnicity Categories for Students and Staff Adapted from a guide developed by the National Forum on Education Statistics February 2009 CONTENTS Chapter 1 Making the Case: Background and Rationale ······························································ 3 1.1 Leading Up to the Change ··········································································· 3 1.2 Let’s Get Started ······················································································ 5 1.3 A Suggested Implementation Sequence ···························································· 6 Exhibit 1.1 U.S. Department of Education’s Final Guidance At-A-Glance ···································· 7 Exhibit 1.2 A Comparison of Existing and New U.S. Department of Education ··························· 8 1.4 Setting the Stage: Developing Policies and Procedures ··········································· 9 Case Study: Surveying Ethnicity and Race, on Paper and Face-to-Face: ····································· 10 Chapter 2 Getting on the Same Page: Training and Communication ··············································· 11 2.1 Training and Communication ······································································ 11 Exhibit 2.1 Providing Advance Notice to the Public: An Example from Montgomery County (MD) Public Schools ································ 13 Exhibit 2.2 Sample Letter to Staff Members on Re-Identification ··········································· 15 -
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The Labor of Refuge: Kalmyk Displaced Persons, the 1948 Displaced Persons Act, and the Origins of U.S. Refugee Resettlement By Jessica Johnson B.A., University of Minnesota-Twin Cities, 2003 A.M., Brown University, 2006 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of American Studies at Brown University Providence, Rhode Island May, 2013 © Copyright 2013 by Jessica Johnson This dissertation by Jessica Johnson is accepted in its present form by the Department of American Studies as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date_________________ __________________________________ Robert Lee, Advisor Recommended to the Graduate Council Date_________________ __________________________________ Ralph Rodriguez, Reader Date_________________ __________________________________ Naoko Shibusawa, Reader Approved by the Graduate Council Date_________________ __________________________________ Peter Weber, Dean of the Graduate School iii CURRICULUM VITAE Jessica Johnson was born in Wichita, Kansas on July 17, 1981. She received a Bachelor of Arts in History and Chemistry from the University of Minnesota, Twin Cities in 2003 and a Master of Arts in Public Humanities from Brown University in 2006. As a doctoral student at Brown University, she worked on public history projects at the Haffenreffer Museum of Anthropology, the John Nicholas Brown Center and the Smithsonian Institution. She also coordinated programs for the Sarah Doyle Women’s Center and taught several undergraduate courses. Johnson’s work has been supported by the Joukowsky Family Foundation Presidential Dissertation Fellowship and the Mary L.S. Downes Dissertation Fellowship from Brown University; the Myrna F. Bernath Fellowship from the Society for Historians of American Foreign Relations; and the Andrew Mellon Fellowship in Humanistic Studies from the Woodrow Wilson National Fellowship Foundation. -
Bartolomé De Las Casas, Soldiers of Fortune, And
HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Dissertation Submitted To The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in Theology By Damian Matthew Costello UNIVERSITY OF DAYTON Dayton, Ohio August 2013 HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew APPROVED BY: ____________________________ Dr. William L. Portier, Ph.D. Committee Chair ____________________________ Dr. Sandra Yocum, Ph.D. Committee Member ____________________________ Dr. Kelly S. Johnson, Ph.D. Committee Member ____________________________ Dr. Anthony B. Smith, Ph.D. Committee Member _____________________________ Dr. Roberto S. Goizueta, Ph.D. Committee Member ii ABSTRACT HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew University of Dayton Advisor: Dr. William L. Portier This dissertation - a postcolonial re-examination of Bartolomé de las Casas, the 16th century Spanish priest often called “The Protector of the Indians” - is a conversation between three primary components: a biography of Las Casas, an interdisciplinary history of the conquest of the Americas and early Latin America, and an analysis of the Spanish debate over the morality of Spanish colonialism. The work adds two new theses to the scholarship of Las Casas: a reassessment of the process of Spanish expansion and the nature of Las Casas’s opposition to it. The first thesis challenges the dominant paradigm of 16th century Spanish colonialism, which tends to explain conquest as the result of perceived religious and racial difference; that is, Spanish conquistadors turned to military force as a means of imposing Spanish civilization and Christianity on heathen Indians. -
Sample Selecting Race Ethnicity
Selecting an Ethnicity If, in prior records, an individual has indicated that he or she was Hispanic, then the ethnicity question is answered. Your job is to observe and select a racial category. Many Hispanic individuals consider “Hispanic” as their race (partly due to past experience of using this as if it were a racial category). They may look for “Hispanic” or “some other race” in the race question. When they do not find it, they leave it blank. Following up might be all that is needed to collect the information directly from the student or parent. A student may volunteer his or her ancestry rather than answering “yes” to the Hispanic/Latino ethnicity question. The following is a list of Hispanic ancestry groups to which Hispanic individuals may refer themselves: Spaniard Andalusian Asturian Castillian Catalonian Balearic Islander Gallego Valencian Canary Islander Mexican Mexican American Mexicano Chicano La Raza Mexican American Indian Mexican State Costa Rican Guatemalan Honduran Nicaraguan Panamanian Salvadoran Central American Canal Zone Argentinean Bolivian Chilean Colombian Ecuadorian Paraguayan Peruvian Uruguayan Venezuelan Criollo South American Latin American Latino Puerto Rican Dominican Hispanic Spanish Californio Tejano Nuevo Mexicano Spanish American Selecting a Race In general, the new federal requirements conflate race and geographic/national origin. For example, “White” is defined to include people who originate from Europe, the Middle East, and North Africa. Though not an exhaustive list, the following chart may help -
State of Ambiguity: Civic Life and Culture in Cuba's First Republic
STATE OF AMBIGUITY STATE OF AMBIGUITY CiviC Life and CuLture in Cuba’s first repubLiC STEVEN PALMER, JOSÉ ANTONIO PIQUERAS, and AMPARO SÁNCHEZ COBOS, editors Duke university press 2014 © 2014 Duke University Press All rights reserved Printed in the United States of America on acid-f ree paper ♾ Designed by Heather Hensley Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging-in-Publication Data State of ambiguity : civic life and culture in Cuba’s first republic / Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos, editors. pages cm Includes bibliographical references and index. isbn 978-0-8223-5630-1 (cloth : alk. paper) isbn 978-0-8223-5638-7 (pbk. : alk. paper) 1. Cuba—History—19th century. 2. Cuba—History—20th century. 3. Cuba—Politics and government—19th century. 4. Cuba—Politics and government—20th century. 5. Cuba— Civilization—19th century. 6. Cuba—Civilization—20th century. i. Palmer, Steven Paul. ii. Piqueras Arenas, José A. (José Antonio). iii. Sánchez Cobos, Amparo. f1784.s73 2014 972.91′05—dc23 2013048700 CONTENTS Introduction: Revisiting Cuba’s First Republic | 1 Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos 1. A Sunken Ship, a Bronze Eagle, and the Politics of Memory: The “Social Life” of the USS Maine in Cuba (1898–1961) | 22 Marial Iglesias Utset 2. Shifting Sands of Cuban Science, 1875–1933 | 54 Steven Palmer 3. Race, Labor, and Citizenship in Cuba: A View from the Sugar District of Cienfuegos, 1886–1909 | 82 Rebecca J. Scott 4. Slaughterhouses and Milk Consumption in the “Sick Republic”: Socio- Environmental Change and Sanitary Technology in Havana, 1890–1925 | 121 Reinaldo Funes Monzote 5. -
Exploring the Colonial History of New Mexico Through Artifacts
Exploring the Colonial History of New Mexico Through Artifacts Ramón A. Gutiérrez What relationship does a painting of Saint Anthony of Padua on an elk-skin hide have to an iron spur? On the surface, probably little conjoins them other that they were both produced by artisans in the Kingdom of New Mexico during the eighteenth century. Archaeologists often refer to such material objects as “dumb traces,” not because they are stupid or irrelevant in any way, but because they are mute and silent and do not readily yield their meanings or their grander cultural significance without some prodding and pondering on our part. Such artifacts require interpretation.1 For that, one must first contextualize these objects within denser webs of history, within networks and assemblages of the things humans once made. The broader historical and cultural milieu that led to the creation of this hide painting of Saint Anthony and of the iron spur begins with the Spanish conquest of America, initiated by the 1492 voyage of Christopher Columbus, which ultimately led to the vanquishment of indigenous peoples throughout the New World. Spain’s overseas empire in the seventeenth and eighteenth centuries extended north from what is now Chile as far as New Mexico and Arizona, and from Cuba westward to the Philippines. 45 The geographer Alfred B. Crosby called the cultural processes unleashed by this colonization the “Columbian exchange,” a set of reciprocal transfers of ideas, technologies and goods that created an infinite array of blendings and bor- rowings, of mixings and meldings, of inventions and wholesale appropriations that were often unique and specific to time and place.2 The New Mexican religious im- age of Saint Anthony of Padua holding the infant Christ was painted with local pigments on an elk-skin hide in 1725, possibly by an indigenous artisan (Figure 1). -
Residential Schools, Philadelphia: University of Pennsylania Press, 2004
Table of Contents I.Introduction 3 II. Historical Overview of Boarding Schools 2 A. What was their purpose? 2 B. In what countries were they located 3 United States 3 Central/South America and Caribbean 10 Australia 12 New Zealand 15 Scandinavia 18 Russian Federation 20 Asia 21 Africa 25 Middle East 24 C. What were the experiences of indigenous children? 28 D. What were the major successes and failures? 29 E. What are their legacies today and what can be learned from them? 30 III. The current situation/practices/ideologies of Boarding Schools 31 A. What purpose do they currently serve for indigenous students (eg for nomadic communities, isolated and remote communities) and/or the solution to address the low achievements rates among indigenous students? 31 North America 31 Australia 34 Asia 35 Latin America 39 Russian Federation 40 Scandinavia 41 East Africa 42 New Zealand 43 IV. Assessment of current situation/practices/ideologies of Boarding Schools 43 A. Highlight opportunities 43 B. Highlight areas for concern 45 C. Highlight good practices 46 V. Conclusion 48 VI. Annotated Bibliography 49 I. Introduction At its sixth session, the United Nations Permanent Forum on Indigenous Issues recommended that an expert undertake a comparative study on the subject of boarding schools.1 This report provides a preliminary analysis of boarding school policies directed at indigenous peoples globally. Because of the diversity of indigenous peoples and the nation-states in which they are situated, it is impossible to address all the myriad boarding school policies both historically and contemporary. Boarding schools have had varying impacts for indigenous peoples. -
United States Newspaper Program. List of Intended Audience Terms for 655 Genre Field
DOCUMENT RESUME ED 272 212 IR 051 586 TITLE United States Newspaper Program. List of Intended Audience Terms for 655 Genre Field. INSTITUTION Wisconsin State Historical Society, Madison. PUB DTL Jun 86 NOTE 14p. AVAILABLE FROMState Historical Society of Wisconsin, 816 State Street, Attn: Newspapers, Madison, WI 53706 ($5.00). PUB TYPE Reference Materials - Vocabularies /Classifications /Dictionaries (134) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Cultural Background; *Ethnic Groups; Ethnic Origins; Library Cooperation; Local History; National Programs; *Newspapers; *Religion; *Religious Cultural Groups; *Subject Index Terms ABSTRACT The United States Newspaper Program (USNP) isa national, cooperative effort to locate, catalog, andpreserve on microfilm newspapers published in the United States and its territories since the seventeenth century. This list of intended-audience terms was initially developed by the USNP staff at the State Historical Society of Wisconsin, but soongrew to include terms submitted by other national repository projects and later by state projects. The goal in producing the list was to createa thesaurus for the USNP that would allow users of the database to access specialty newspapers by their particular characteristic. The terms on the list were derived from a variety of sources familiar to staff at the State Historical Society of Wisconsin from their earlier bibliographic work. Terms are listed alphabetically under three major subject headings: (1) Ethnic Terms; (2) Religious Terms; and (3) Other Terms. (THC) -
COMMUNITY-BASED FOREST MANAGEMENT and NATIONAL LAW in ASIA and the PACIFIC BALANCING ACTS: Community-Based Forest Management and National Law in Asia and the Pacific
u r COMMUNITY-BASED FOREST MANAGEMENT AND NATIONAL LAW IN ASIA AND THE PACIFIC BALANCING ACTS: Community-Based Forest Management and National Law in Asia and the Pacific Owen J. Lynch Kirk Talbott -'-'— in collaboration with Marshall S. Berdan, editor Jonathan Lindsay and Chhatrapati Singh (India Case Study) Chip Barber (Indonesia Case Study) TJ Shantam Khadka (Nepal Case Study) WORLD Alan Marat (Papua New Guinea Case Study) RESOURCES Janis Alcorn (Thailand Case Study) INSTITUTE Antoinette Royo-Fay (Philippines Case Study) Lalanath de Silva and G.L. Anandalal SEPTEMBER 1995 Nanayakkara (Sri Lanka Case Study) Library of Congress Cataloging-in-Publication Data Lynch, Owen J. (Owen James) Balancing acts : community-based forest management and national law in Asia and the Pacific / Owen J. Lynch and Kirk Talbott with Marshall S. Berdan. p. cm. Includes bibliographical references. ISBN 1-56973-033-4 (alk. paper) 1. Forestry law and legislation—Asia. 2. Forestry law and legislation—Pacific Area. I. Talbott, Kirk, 1955- II. Berdan, Marshall S. III. Title. KNC768.L96 1995 346.504'675—dc20 [345.064675] 95-34925 CIP Kathleen Courrier Publications Director Brooks Belford Marketing Manager Hyacinth Billings Production Manager Lomangino Studio Cover Design Chip Fay Cover Photos Each World Resources Institute Report represents a timely, scholarly treatment of a subject of public concern. WRI takes responsibility for choosing the study topics and guaranteeing its authors and researchers freedom of inquiry. It also solicits and responds to the guidance of advisory panels and expert reviewers. Unless otherwise stated, however, all the interpretation and findings set forth in WRI publications are those of the authors. -
Ethnic Groups and Library of Congress Subject Headings
Ethnic Groups and Library of Congress Subject Headings Jeffre INTRODUCTION tricks for success in doing African studies research3. One of the challenges of studying ethnic Several sections of the article touch on subject head- groups is the abundant and changing terminology as- ings related to African studies. sociated with these groups and their study. This arti- Sanford Berman authored at least two works cle explains the Library of Congress subject headings about Library of Congress subject headings for ethnic (LCSH) that relate to ethnic groups, ethnology, and groups. His contentious 1991 article Things are ethnic diversity and how they are used in libraries. A seldom what they seem: Finding multicultural materi- database that uses a controlled vocabulary, such as als in library catalogs4 describes what he viewed as LCSH, can be invaluable when doing research on LCSH shortcomings at that time that related to ethnic ethnic groups, because it can help searchers conduct groups and to other aspects of multiculturalism. searches that are precise and comprehensive. Interestingly, this article notes an inequity in the use Keyword searching is an ineffective way of of the term God in subject headings. When referring conducting ethnic studies research because so many to the Christian God, there was no qualification by individual ethnic groups are known by so many differ- religion after the term. but for other religions there ent names. Take the Mohawk lndians for example. was. For example the heading God-History of They are also known as the Canienga Indians, the doctrines is a heading for Christian works, and God Caughnawaga Indians, the Kaniakehaka Indians, (Judaism)-History of doctrines for works on Juda- the Mohaqu Indians, the Saint Regis Indians, and ism.