Semester in Washington, D.C. Program
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American Declaration on the Rights of Indigenous Peoples
Approved in Santo Domingo, Dominican Republic June 14, 2016 During the Forty-sixth Ordinary Period of Sessions of the OAS General Assembly AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES Organization of American States General Secretariat Secretariat of Access to Rights and Equity Department of Social Inclusion 1889 F Street, NW | Washington, DC 20006 | USA 1 (202) 370 5000 www.oas.org ISBN 978-0-8270-6710-3 More rights for more people OAS Cataloging-in-Publication Data Organization of American States. General Assembly. Regular Session. (46th : 2016 : Santo Domingo, Dominican Republic) American Declaration on the Rights of Indigenous Peoples : AG/RES.2888 (XLVI-O/16) : (Adopted at the thirds plenary session, held on June 15, 2016). p. ; cm. (OAS. Official records ; OEA/Ser.P) ; (OAS. Official records ; OEA/ Ser.D) ISBN 978-0-8270-6710-3 1. American Declaration on the Rights of Indigenous Peoples (2016). 2. Indigenous peoples--Civil rights--America. 3. Indigenous peoples--Legal status, laws, etc.--America. I. Organization of American States. Secretariat for Access to Rights and Equity. Department of Social Inclusion. II. Title. III. Series. OEA/Ser.P AG/RES.2888 (XLVI-O/16) OEA/Ser.D/XXVI.19 AG/RES. 2888 (XLVI-O/16) AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES (Adopted at the third plenary session, held on June 15, 2016) THE GENERAL ASSEMBLY, RECALLING the contents of resolution AG/RES. 2867 (XLIV-O/14), “Draft American Declaration on the Rights of Indigenous Peoples,” as well as all previous resolutions on this issue; RECALLING ALSO the declaration “Rights of the Indigenous Peoples of the Americas” [AG/DEC. -
FINAL REPORT of Special Committee on Marvin Center Name
Report of the Special Committee on the Marvin Center Name March 30, 2021 I. INTRODUCTION Renaming Framework The George Washington University Board of Trustees approved, in June of 2020, a “Renaming Framework,” designed to govern and direct the process of evaluating proposals for the renaming of buildings and memorials on campus.1 The Renaming Framework was drafted by a Board of Trustees- appointed Naming Task Force, chaired by Trustee Mark Chichester, B.B.A. ’90, J.D. ’93. The Task Force arrived at its Renaming Framework after extensive engagement with the GW community.2 Under the Renaming Framework, the university President is to acknowledge and review requests or petitions related to the renaming of buildings or spaces on campus. If the President finds a request for renaming “to be reasonably compelling when the guiding principles are applied to the particular facts,” the President is to: (1) “consult with the appropriate constituencies, such as the Faculty Senate Executive Committee, leadership of the Student Association, and the Executive Committee of the GW Alumni Association, on the merits of the request for consideration”; and (2) “appoint a special committee to research and evaluate the merits of the request for reconsideration.”3 Appointment of the Special Committee President LeBlanc established the Special Committee on the Marvin Center Name in July of 2020, and appointed Roger A. Fairfax, Jr., Patricia Roberts Harris Research Professor at the Law School as Chair. The Special Committee consists of ten members, representing students, staff, faculty, and alumni of the university, and two advisers, both of whom greatly assisted the Special Committee in its work.4 The Special Committee’s Charge Under the Renaming Framework, the charge of the Special Committee is quite narrow. -
SPRING 1966 GEORGETOWN Is Published in the Fall, Winter, and Spring by the Georgetown University Alumni Association, 3604 0 Street, Northwest, Washington, D
SPRING 1966 GEORGETOWN is published in the Fall, Winter, and Spring by the Georgetown University Alumni Association, 3604 0 Street, Northwest, Washington, D. C. 20007 Officers of the Georgetown University Alumni Association President Eugene L. Stewart, '48, '51 Vice-Presidents CoUege, David G. Burton, '56 Graduate School, Dr. Hartley W. Howard, '40 School of Medicine, Dr. Charles Keegan, '47 School of Law, Robert A. Marmet, '51 School of Dentistry, Dr. Anthony Tylenda, '55 School of Nursing, Miss Mary Virginia Ruth, '53 School of Foreign Service, Harry J. Smith, Jr., '51 School of Business Administration, Richard P. Houlihan, '54 Institute of Languages and Linguistics, Mrs. Diana Hopkins Baxter, '54 Recording Secretary Miss Rosalia Louise Dumm, '48 Treasurer Louis B. Fine, '25 The Faculty Representative to the Alumni Association Reverend Anthony J . Zeits, S.J., '43 The Vice-President of the University for Alumni Affairs and Executive Secretary of the Association Bernard A. Carter, '49 Acting Editor contents Dr. Riley Hughes Designer Robert L. Kocher, Sr. Photography Bob Young " Keep This University A Bright Light' ' Page 1 A Year of Tradition, Tribute, Transition Page 6 GEORGETOWN Georgetown's Medical School: A Center For Service Page 18 The cover for this issue shows the Honorable Hubert H. Humphrey, Vice On Our Campus Page 23 President of the United States, being Letter to the Alumni Page 26 greeted by students in the Yard before 1966 Official Alumni historic Old North preceding his ad Association Ballot Page 27 dress at the Founder's Day Luncheon. Book Review Page 28 Our Alumni Correspondents Page 29 "Keep This University A Bright Light" The hard facts of future needs provided a con the great documents of our history," Vice President text of urgency and promise for the pleasant recol Humphrey told the over six hundred guests at the lection of past achievements during the Founder's Founder's Day Luncheon in New South Cafeteria. -
Georgetown University Frequently Asked Questions
GEORGETOWN UNIVERSITY FREQUENTLY ASKED QUESTIONS GEORGETOWN UNIVERSITY ADDRESS Georgetown University 37th and O Streets, NW Washington, DC 20057 DIRECTIONS TO GEORGETOWN UNIVERSITY From Reagan National Airport (20 minutes) This airport is the closest airport to Georgetown University. A taxicab ride from Reagan National costs approximately $15-$20 one way. Take the George Washington Parkway North. Follow signs for Key Bridge/Route 50. Follow until Key Bridge exit. You will want to be in the left lane as you cross over Key Bridge. At the end of Key Bridge take a left at the light. This is Canal Road. Enter campus at the Hoya Saxa sign, to the right. This road will take you to main campus parking. See attached campus map for further directions. From Washington/Dulles Airport (40 minutes) Taxicabs from Dulles International cost approximately $50-$55 one way. Follow Dulles airport Access road to I-66. Follow I-66 to the Key Bridge Exit. Exit and stay in left lane. At the third light take a left and stay in one of the middle lanes. You will want to be in the left lane as you cross over Key Bridge. At the end of Key Bridge take a left at the light. This is Canal Road. Enter campus at the Hoya Saxa sign, to the right. This road will take you to main campus parking. See attached campus map for further directions. From New York to Washington D.C. By car, approximately 230 miles (4.5 hours) www.mapquest.com By train (approx 3 hours) approx. $120 each way www.amtrak.com By plane (approx 1.5 hours) approx $280 www.travelocity.com ACCOMMODATION The following hotels are closest to the University, for other hotel and discounted rates, you may like to try: www.cheaptickets.com www.cheaphotels.com Note: You can often get better rates through the above site than going through the hotel directly. -
Brazil: Background and U.S. Relations
Brazil: Background and U.S. Relations Updated July 6, 2020 Congressional Research Service https://crsreports.congress.gov R46236 SUMMARY R46236 Brazil: Background and U.S. Relations July 6, 2020 Occupying almost half of South America, Brazil is the fifth-largest and fifth-most-populous country in the world. Given its size and tremendous natural resources, Brazil has long had the Peter J. Meyer potential to become a world power and periodically has been the focal point of U.S. policy in Specialist in Latin Latin America. Brazil’s rise to prominence has been hindered, however, by uneven economic American Affairs performance and political instability. After a period of strong economic growth and increased international influence during the first decade of the 21st century, Brazil has struggled with a series of domestic crises in recent years. Since 2014, the country has experienced a deep recession, record-high homicide rate, and massive corruption scandal. Those combined crises contributed to the controversial impeachment and removal from office of President Dilma Rousseff (2011-2016). They also discredited much of Brazil’s political class, paving the way for right-wing populist Jair Bolsonaro to win the presidency in October 2018. Since taking office in January 2019, President Jair Bolsonaro has begun to implement economic and regulatory reforms favored by international investors and Brazilian businesses and has proposed hard-line security policies intended to reduce crime and violence. Rather than building a broad-based coalition to advance his agenda, however, Bolsonaro has sought to keep the electorate polarized and his political base mobilized by taking socially conservative stands on cultural issues and verbally attacking perceived enemies, such as the press, nongovernmental organizations, and other branches of government. -
American Self-Government: the First & Second Continental Congress
American Self-Government: The First and Second Continental Congress “…the eyes of the virtuous all over the earth are turned with anxiety on us, as the only depositories of the sacred fire of liberty, and…our falling into anarchy would decide forever the destinies of mankind, and seal the political heresy that man is incapable of self-government.” ~ Thomas Jefferson Overview Students will explore the movement of the colonies towards self-government by examining the choices made by the Second Continental Congress, noting how American delegates were influenced by philosophers such as John Locke. Students will participate in an activity in which they assume the role of a Congressional member in the year 1775 and devise a plan for America after the onset of war. This lesson can optionally end with a Socratic Seminar or translation activity on the Declaration of Independence. Grades Middle & High School Materials • “American Self Government – First & Second Continental Congress Power Point,” available in Carolina K- 12’s Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp- content/uploads/sites/31/2021/01/AmericanSelfGovtContCongressPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • The Bostonians Paying the Excise Man, image attached or available in power point • The Battle of Lexington, image attached or available in power -
Latin America and the Caribbean: U.S. Policy Overview
Updated June 30, 2021 Latin America and the Caribbean: U.S. Policy Overview U.S. interests in Latin America and the Caribbean (LAC) almost every country in recession. As a result, poverty and are diverse and include economic, political, security, and inequality have increased throughout the region, and many humanitarian concerns. Geographic proximity has ensured countries may struggle with protracted economic strong economic linkages between the United States and recoveries. The economic setback associated with the LAC, with the United States a major trading partner and pandemic contributed to increased protests in the region in source of foreign investment for many regional countries. late 2020 and 2021. Beginning in late April 2021, mass Free-trade agreements (FTAs) have augmented U.S. protests in Colombia against a pandemic-related tax reform economic relations with 11 countries in the region. LAC is turned into broader anti-government protests. also a large source of U.S. immigration, both authorized and unauthorized; economic and security conditions are Concern about democracy and human rights has increased major factors driving migration trends. in several countries in 2021. Haiti is experiencing heightened insecurity and political unrest against President Curbing the flow of illicit drugs from LAC has been a key Jovenel Moïse, who has ruled by decree since January component of U.S. relations with the region for decades. 2020; legislative and presidential elections are scheduled The flow of illicit drugs—including heroin, for September 2021. The government of Nicaraguan methamphetamine, and fentanyl from Mexico and cocaine President Daniel Ortega has arrested prominent opposition from Colombia—poses risks to U.S. -
Identity Formation Among Central American Americans
CS II CENTER F O R T H E STUD Y O F IMMIGR ANT INTEG R AT I O N November 2013 Central AmericanAmericans Identity Formation Among Identity Formation By Norma Stoltz Chinchilla and Nora Hamilton ChinchillaandNora Stoltz By Norma IDENTITY FORMATION AMONG CENTRAL AMERICAN-AMERICANS 1 “Growing up, I mainly thought of myself as Latino. Guatemalan was what I was and what my family was, but in the world outside my family, I was Latino.” “I say we’re Salvadorans, but I was born in San Francisco; I’m a Central American from El Salvador.” “What really motivates me is trying to identify with and respect humanity as a whole...I think this desire to identify with the broadest possible category comes from growing up in a place where to be classified in one category vs. another means your life could be in danger.” INTRODUCTION As the above quotes by young Central American Americans2 suggest, identity formation is a complex, fluid and multifaceted process. Identities may change over time in response to shifting contexts and experiences; individuals may have multiple identities, and a person may invoke different identities in response to different situations. Although we are primarily concerned with ethnic identity, other types of identity are an important part of the ways in which Central American Americans conceive of themselves and of their experiences and values. The following is an exploration of the factors influencing identity formation of a small group of young 1.5 and second generation Guatemalans and Salvadorans in California. It draws on earlier research on Central Americans in Southern California (Hamilton and Chinchilla 2001) and interviews with ten young Central Americans in Los Angeles and San Francisco as well as informants who have worked closely with them. -
Brazil and the United States: Common Cause in the 21St Century
As Prepared for Delivery Robert B. Zoellick U.S. Trade Representative American Chamber of Commerce Sao Paulo, Brazil March 13, 2002 Brazil and the United States: Common Cause in the 21st Century I am delighted to be here in Sao Paulo: a diverse city with more Italians anywhere outside of Italy and more Japanese anywhere outside of Japan. Sao Paulo – like the rest of Brazil – has a tradition of tolerance that has helped to smoothly integrate different ethnicities, races, and religions into the Brazilian mosaic. I want to thank the American Chamber of Commerce for hosting this event. I appreciate all that you are doing to promote deeper ties between the United States and Brazil. My first message is one of thanks to the Brazilian people. In the hours and days after the terrorism of September 11, your warmth and sympathy helped my countrymen and women overcome the chill and shock of the brutality. We greatly appreciate that President Cardoso and Minister Lafer moved with dispatch to secure unanimous support within the OAS for a resolution affirming the Rio Treaty. Sadly, as President Bush has warned, the challenge of overcoming terrorism has just begun, but thankfully this is a mission we will undertake together as partners of the New World, new peoples with optimism about the world that can be. Brazil & the United States: Converging Interests In November 1999, then-Governor Bush gave a speech at the Reagan Presidential Library that outlined a foreign policy vision for a world that could be. Looking back, I have reflected on how many of the core objectives of that “distinctly American internationalism” create a common cause for Brazil and the United States. -
7.007 Latin American and Caribbean Scholarship Eligibility
7.007 Latin American and Caribbean Scholarship Eligibility (1) Universities may award a scholarship to a degree-seeking student who is a citizen of a Latin American or Caribbean country and seeks to attend a state university on a full-time basis. Recipients of a Latin American and Caribbean Scholarship shall be classified as residents for tuition purposes. (a) In addition to eligibility requirements contained herein, universities may impose additional criteria. (b) Scholarships awarded by a university must be funded from state funds appropriated to universities in the General Appropriations Act, investment earnings as provided under section 1011.43, Florida Statutes, or from federally authorized scholarship funds. Universities may use equal matching funds from private businesses, private foundations, and public agencies. (2) Eligible Latin American and Caribbean countries and territories are: Anguilla; Antigua and Barbuda; Argentina; Aruba; Bahamas; Barbados; Belize; Bermuda; Bolivia; Brazil; British Virgin Islands; Caribbean Netherlands; Cayman Islands; Chile; Colombia; Costa Rica; Cuba; Curacao; Dominica; Dominican Republic; Ecuador; El Salvador; Falkland Islands; French Guiana; Grenada; Guadeloupe; Guatemala; Guyana; Haiti; Honduras; Jamaica; Martinique; Mexico; Montserrat; Nicaragua; Panama; Paraguay; Peru; Puerto Rico; St. Barthelemy; St. Kitts and Nevis; St. Lucia; St. Maarten/St. Martin; St. Vincent and the Grenadines; Suriname; Trinidad and Tobago; Turks and Caicos Islands; Uruguay; U.S. Virgin Islands; and Venezuela. (3) Scholarship eligibility is limited to students making satisfactory academic progress as defined by the respective university’s standards of academic progress and who are enrolled on a full-time basis. Continued eligibility must be determined each semester for renewal purposes. (4) Without regard to other awards or scholarships the student may receive, the Latin American and Caribbean Scholarship, together with any matching funds, must equal at least $500.00 for the semester. -
The Federalist Papers
LESSON TWO: THE FEDERALIST PAPERS OVERVIEW OBJECTIVES This lesson explores the Federalist Papers. First, students engage in a discussion about how they get information on current issues. Next, they read a short history of the Students will be able to: Federalist Papers and engage in a discussion about it. • Identify the Articles of Then, working in small groups, students research a Confederation and Federalist or Anti-Federalist and role play this person in a explain why it failed. classroom debate on issues that surrounded the adoption of the Constitution. • Explain the argument over the need for a bill of rights Optional writing activity: Students write on why they in the Constitution and would have been a Federalist or Anti-Federalist. James Madison’s role in securing its adoption by the first Congress. • Describe the political phi- STANDARDS ADDRESSED losophy underpinning the Constitution as specified National U.S. History Standard 8: Understands the in the Federalist Papers. institutions and practices of government created dur- ing the Revolution and how these elements were • Discuss the ideas of the revised between 1787 and 1815 to create the founda- leading Federalists and tion of the American political system based on the Anti-Federalists on several U.S. Constitution and the Bill of Rights. Level III issues in a classroom (Grade 7–8) (1) Understands events that led to and debate. shaped the Constitutional Convention (e.g., alternative plans and major compromises considered by dele- PREPARATION gates, the grievances of the debtor class and the fears of wealthy creditors involved in Shay’s Rebellion, the Handout 2A: The Federalist accomplishments and failures of the Articles of Papers—1 per student Confederation). -
The Economic Value of College Majors Introduction
THE ECONOMIC VALUE COLLEGE MAJORS Anthony P. Carnevale Ban Cheah Andrew R. Hanson 2015 WHAT’S IT WORTH? THE ECONOMIC VALUE OF COLLEGE INTRODUCTION ACKNOWLEDGMENTS We would like to express our gratitude to the individuals and organizations that have made this report possible. Thanks to Lumina Foundation, the Bill & Melinda Gates Foundation, and the Joyce Foundation for their generous support of our research for the past several years. We are honored to be partners in their mission of promoting postsecondary access and completion for all Americans. We are especially grateful for the support of Jamie Merisotis, Holly Zanville, Daniel Greenstein, Jennifer Engle, Elise Miller, Matthew Muench, and Whitney Smith. We would like to thank our designers Janna Matherly and the team from Woodpile; our editor Nancy Lewis; and our printer Westland Printers. Our thanks also go to our colleagues, whose support was vital to our success: w Jeff Strohl provided strong research direction and expertise that contributed to both strategic and editorial decisions. w Andrea Porter provided strategic guidance in the design and production of the report. w Ana Castañon assisted with the design and other logistics of producing the report. Many have contributed their thoughts and feedback throughout the production of this report. That said, all errors, omissions, and views remain the responsibility of authors. The views expressed in this publication are those of the authors and do not necessarily represent those of Lumina Foundation, the Bill & Melinda Gates Foundation,