PFHCSC: Evaluación

Copio el mensaje del blog de Enrique:

Queridas y queridos alumnos,

Ya está disponible el borrador del texto para la evaluación. Les ofrecemos una disculpa por el retraso pero nos ha tomado más de lo anticipado poder estructurar el trabajo de manera coherente y encontramos que teníamos muchas cosas que decir, resultado de todo el trabajo que realizamos con ustedes en el curso.

Como lo  platicamos en clase la tarea será que ustedes revisen el texto y elaboren un dictamen o cuando menos una objeción a el. Mínimamente su trabajo deberá contar con los siguientes elementos:

1. Un párrafo describiendo el mérito del texto. No se trata de una repetición de la síntesis del texto, sino más bien en sus propias palabras decir cual es el problema central que el texto trata, cuál es su tesis central y cuál es su argumento.

2. Un párrafo argumentando una objeción al texto. Preferentemente la objeción debe ser interna. Eso quiere decir que aún aceptando los supuestos del trabajo, explicar que el trabajo no logra su propio propósito o es incoherente con el, o derrota su propio propósito.

3. Un párrafo recuperando otros aspectos que les parezca n problemáticos.

4. Sugerencias al texto

5. Comentarios adicionales si los hay.

Otra opción para realizar su trabajo final es que en vez de realizar una objeción realicen un dictamen del texto. Para ello tienen que llenar a conciencia, con honestidad intelectual y generosidad académica un formato como el siguiente.

https://www.dropbox.com/s/gso7c2gys3i2ft4/Formato%20dictamen%20Luis%20Enrique%20Camacho.docx?dl=0

Quienes quieren ser evaluados por favor escriban a mi correo para recibir una copia del texto lo antes posible. No lo puedo publicar aquí porque luego cuando el editor corra el programa antiplagio, va a salir que ya estaba publicado aquí.

Muchas gracias por su participación en el curso y por su ayuda en este texto. Francisco y yo estamos contentos con el resultado y estamos en deuda con ustedes.

Feliz año!

FAQ, December 2016 Edition

Last semester I got asked about my classes, but now I got asked a little about my classes and a lot about myself. With Brexit, Trump, et cetera, I'm pretty sure we are entering an era where being open about our identity and beliefs is what's gonna define who we are, so here you go. I am an open book:

1. What's it like teaching the same topic a lot of times? Don't you get bored?

It's a little like this:

And no. Every group is different, so no two lessons feel exactly the same. 

2. Where are you from?

Sinaloa, land of carne asada, iced tea, and insane breakfasts. Contrary to popular belief, I'm not from Monterrey or Colombia. Here is a map of all the places people have asked me if I'm from:

3. Are you gay?

Yes. This one's easy.

4. Are you an atheist?

Not sure. I think Mexicans are ill-equiped to be atheists, because we grow up invoking God for really mundane stuff ("¡ay Dios mío!"), and we do a lot of really religious things (Día de muertos, Día de reyes, tamales el día de la Candelaria, eating fish or white meat on Christmas, etc) without thinking about it. Do I think God exists? I don't know. Like Laurence Peter said (I'm paraphrasing): some problems are so complex, that you have to be highly intelligent just to be undecided about them. 

5. Are you catholic?

Not sure. I was baptized/confirmed/first communioned and I went to catholic schools from ages 3 to 15, so I'm not uncomfortable in catholic contexts (like going to mass for a wedding or following the rosary in a funeral), but I also haven't been to church on a Sunday since 2012. I guess I'm a lapsed catholic or an agnostic, if anything. When I studied abroad in Washington, DC, I used to go to an LGBT-friendly catholic mass by a group called Dignity Washington, and I really enjoyed it, but there isn't anything like that in Mexico City. Dante Alighieri thought people who were undecided about their religion belonged in a special circle in hell, so you know where to find me if hell turns out to be real. I'll have plenty of vegan snacks and k-pop, it'll be great.

6. Where did you study abroad?

I answered this before, but I guess some people wanted more detail in my response. 

In high school, I went to Nice, France. CIV 4ever. The food was good, the museums were awesome, and I snuck out a lot to go thrifting, to the theater, or to museums my classmates weren't interested in (which was most of them). I'm not saying you should do that, sneaking out when you're 16 is a BAD DECISION, but you know. It happens. I also don't have a lot of pictures from this trip, because it happened before selfies were invented and I was alone a lot in high school. My high school experience was similar to "The Perks of Being a Wallflower", but in Culiacán (so a lot more boring), with more musical theater, and without most of the drugs or the serious mental health issues.

In college, I did an intercambio de excelencia in Washington, DC. That basically means you stop sleeping for a semester because you go to school (Georgetown University, in my case) and also do an internship (mine was at the National Defense University). Washington is weird, because most of the people you meet are there temporarily, and it's a small city with a lot of cosmopolitan stuff to do. I highly recommend the chilli bowls, the Ethiopian food, the used bookstores (my favorite is Second Story Books), and the gay churches.

In graduate school, I went to Montevideo, which is why I know Uruguay is a little too calm for my taste. It was winter, and I programmed a lot while wondering what life choices had taken me to a statistics course in freezing weather, in a country where coffee is not easily available. Uruguayans don't drink coffee or tea, and they also dislike partying in the Mexican sense of the word (i.e. they don't dance, talk, or move much), but they do fill up their wine glasses to the brim, have good beer, and eat a lot of meat. Pros and cons, people. Pros and cons.

I also volunteered at Open Books in Chicago (good food and super nice gringos, which is unusual in the U.S.) and did an internship at Yale University (extremely different to what you see on Gilmore Girls) while I was in college. I don't think these count, but my dad says they do because he paid for them. Like RuPaul says: Unless they're paying your bills, pay them bitches no mind. (My dad was paying all my bills, so there you go.)

If you clicked the links with pictures, that's me in Renoir's garden in 2006, me in the Smithsonian American Art Museum in 2012, me freezing my butt off in Uruguay in July 2015, me melting my butt off in Chicago in July 2012, and me sitting somewhere around Yale (Law School, I think?) in 2013. 

7. What's your zodiac sign?

Cancer. My birthday is June 23, same as Edward VIII of the UK (who's watching The Crown?), the Brexit referendum, Zinedine Zidane (more on this below), the Republic of Moldova's declaration of sovereignty, and Joss Whedon.

8. What's your Instagram?

@franciscogrgz. I post a lot of food pictures, selfies, and skulls (apparently). 

9. Do you have Snapchat?!

Yes, it's the same username as my Instagram, but I don't really use it. 

10. Do you like sports?

Not really. I run and work out, but I find watching and playing team sports really boring. In 2006 I was at a transmission of the final of the FIFA World Cup (France-Italy) in the Paris Stadium, and I was so bored, that I didn't even notice when Zinedine Zidane head-butted the Italian guy. Then Italy won, all the French people were crying (this was in Paris, after all), and I was like "I'M SO BORED, when's dinner?". That night I had pasta for dinner like everybody else, but I'd already forgotten that Italy had won the cup. That's how much I didn't care about the game.

11. Do you like videogames?

I play Age of Empires II, SimCity 4, and sometimes Civilization V (all on Steam), but that's it. I get too competitive, so I'm not really a gamer.

12. Have you finished Game of Thrones?

NO, I HAVEN'T, OKAY? GEEZ.

13. What's your favorite number?

13.

14. What's your favorite book?

Tough question. Honestly, if what you're looking for is a book recommendation, just ask and I'll come up with something specifically for you. Nonetheless, some of my all-time favorites are "American Gods" by Neil Gaiman (fantasy! mythology! road trips!), "The Bridge on the Drina" by Ivo Andric (a mixture of history and fiction that will make you laugh, cry, rinse, and repeat), "The Man Who Was Thursday" by G. K. Chesterton (a good reminder that life is ridiculous), "Pride and Prejudice" by Jane Austen (a good reminder that shit happens and then you fall in love), "Caramelo" by Sandra Cisneros (chicano realness), and "Harry Potter and the Philosopher's Stone" by J. K. Rowling (basically my childhood).

Felices vacaciones, alumnos!

Sea cual sea su credo, la voz de Mariah trasciende la religión.

Recuerden que esta época es para la familia (biológica, adoptada y/o elegida) y el consumismo, que el ejercicio y la buena alimentación son hábitos para todas las épocas del año, y que estoy aquí para apoyarlos en lo que necesiten. Cualquier cosa que yo haya hecho en el semestre vino de querer ayudarles, sobre todo si incluyó orientarlos a probar que pueden dar un mayor esfuerzo del que me estaban mostrando, introducirlos al k-pop, encargarles una misma actividad como tarea antes de encargarla como proyecto, hacerlos jugar Dominion, o confiar en su palabra por encima de cualquier duda.

GAIC: I'm e-mailing you your grades

If you want to know your grades in the final exam and in the entire class, check your Tec e-mail. I'll be sending you your grades tonight. Remember the revisión is tomorrow, but it is optional. Just to be clear:

The revisión is NOT:

• Mandatory for me. I'm obligated to upload a grade for each student 48 hours after the exam itself, but not to be trapped in a classroom for an hour with your graded exams before doing so. I do it because I care about you and about answering your questions, not because I have to. 
• A negotiation of your grade if you don't like it. Unless you find a mistake I made, your grade is quite final.
• An opportunity to artificially raise your grade. This is called corruption, and if you were in my class, you know how I feel about corruption.
• Your last chance to show commitment to the class. You're supposed to do that during the semester.

The revisión IS:

• For students who have concrete questions about their grades. For example, maybe you're wondering how getting a 65 in the final exam translates into getting an 80 in your final grade, and I'll be happy to show you. 
• For students who failed the class and want to know what's gonna happen now. I can give you advice and hear you out. Just so you know: it's going to be okay. Failing a class just means you're not ready for the next one, and that's fine. It doesn't mean you're stupid or a bad person, it just means you need to adjust your efforts when you try again next semester. Take this as an opportunity to try harder and as evidence that second (and sometimes third) chances do exist.
• A good chance to drop by to say hi to me and wish me a happy winter break. I'm going to Culiacán to visit my grandma and then spending Christmas and New Year's here in CDMX. I also plan on watching a lot of Game of Thrones and rewatching a lot of RuPaul's Drag Race.

LAIR: I e-mailed you your final grades

If you want to know your grades in the final exam and in the entire class, check your Tec e-mail. Remember the revisión is tomorrow, but it is optional. Just to be clear:

The revisión is NOT:

• Mandatory for me. I'm obligated to upload a grade for each student 48 hours after the exam itself, but not to be trapped in a classroom for two hours with your graded exams before doing so. I do it because I care about you and about answering your questions, not because I have to. 
• A negotiation of your grade if you don't like it. Unless you find a mistake I made, your grade is quite final.
• An opportunity to artificially raise your grade. This is called corruption, and I don't stand for it.
• Your last chance to show commitment to the class. You're supposed to do that during the semester.

The revisión IS:

• For students who have concrete questions about their grades. For example, maybe you're wondering how getting a 65 in the final exam translates into getting an 80 in your final grade, and I'll be happy to show you. 
• For students who failed the class and want to know what's gonna happen now. I can give you advice and hear you out. Just so you know: it's going to be okay. Failing a class just means you're not ready for the next one, and that's fine. It doesn't mean you're stupid or a bad person, it just means you need to adjust your efforts when you try again next semester. Take this as an opportunity to try harder and as evidence that second (and sometimes third) chances do exist.
• A good chance to drop by to say hi to me and wish me a happy winter break. I'm going to Culiacán to visit my grandma and then spending Christmas and New Year's here in CDMX. I also plan on watching a lot of Game of Thrones and rewatching a lot of RuPaul's Drag Race.
• An opportunity to chat about next semester and what's to come. 20th century history, here we come! 

LAIR 301: Revisión final, December 1, A1-111

Our revisión final for your final exam will be on Thursday, December 1, from 14:30 to 15:30, in A1-111.

Going is entirely optional, but I'll be there in case you have any questions about your grades or feel like dropping by to say hi.

LAIR 304: Revisión final, December 1, A1-111

Our revisión final for your final exam will be on Thursday, December 1, from 13:30 to 14:30, in A1-111.

Going is entirely optional, but I'll be there in case you have any questions about your grades or want to drop by and say hi.

GAIC: Revisión final, December 2, A1-111

Our revisión final is on Friday, December 2, from 11:30 to 12:30 in A1-111.

Going is entirely optional, but I'll be there in case you have any questions or feel like saying hi.

RIRC: Revisión final, 28 noviembre, A1-111

La revisión final es el lunes 28 de noviembre de 11:30 a 12:30 en A1-111.

No es obligatorio que vayan, pero ahí estaré por si tienen alguna duda o quieren pasar a saludar. 

RIRC: ¡Sí se abrió el tópico de América Latina!

Me informan (o sea, Lizette me informa) que sí se abrió el tópico de América Latina. Si les interesa tomarlo con el profesor Guillermo Almeida, vayan con Lizette e inscríbanse. Va a estar cool.

LAIR 301: Feedback session (November 23)

Please bring snacks for a final feedback session. :)

Class will take place in Aulas 2-402.

LAIR 304: Feedback Session (November 23)

Today we will bring snacks and drinks for a final talk before the end of the semester. :)

GAIC: Feedback Session (November 23)

Today we will bring snacks and drinks to class for a final talk before the end of the semester. :)

Globalization Playlist.

RIRC: Convivencia y Retroalimentación (Noviembre 23)

Hoy traeremos algo de comer y tomar (no alcohol!) para tener una última charla antes del fin de clases.

LAIR: Final Review (November 22)

Today we will do a review for the final exam. Study hard!

1. "History of the World: Every Year", 14:15-15:15

GAIC: Final Review (November 22)

Today we will do a final review for the final exam. Come to class with all your questions!

1. Playlist for the class.

"Teaching 1984 in 2016" by Andrew Simmons

"In December 2015, a student reacted angrily when I wondered if the average social-media-enthralled 17-year-old in 2015 might not possess the reading and writing proficiency of her 1965 counterpart. I was asking students if, as with the Newspeak-besieged citizens of Oceania in 1984, a struggle to unravel and communicate complex ideas could result in the gradual erosion of those ideas themselves. It’s just different now, not worse, the student said. With the bell, 10 minutes later, she breezed toward the door. Over her shoulder, she shouted, sprightly and confident, that classes shouldn’t have to read 1984. It was too long, too confusing, and too full of words no one used anymore. Nothing that has happened in the past 365 days has made me more afraid and emboldened than that."

El resto del artículo está aquí. 

Y a mí me pasó igual con un estudiante que me dijo que un capítulo de 40 páginas era demasiado, porque el semestre pasado apenas podían leer 20 páginas por semana.

"¿Nunca has leído un libro completo?", pregunté yo.

"Claro que sí", dijo el estudiante, "pero no les entiendo".

Pocas cosas me han llenado más de miedo (y ganas de llenar mis clases de literatura) que esa conversación.

LAIR 301: Final Dates

Final Project: November 22, before midnight, through Blackboard.

Final Review: November 22, in class.

Final Asesoría: November 22, 10:30-11:30, in Media Luna. 

Final Convivencia: November 23, in A2-402. Please bring snacks and drinks.

Final Exam: November 29, 11:00-13:30, in A2-111.

LAIR 304: Final Dates

Final Project: November 22, before midnight, through Blackboard.

Final Review: November 22, in class.

Final Convivencia: November 23, in class. Please bring snacks and drinks.

Final Asesoría: November 23, 10:30-11:30, in Media Luna.

Final Exam: November 29, 11:00-13:30, in A2-111.

GAIC: Final Dates

Final Project: November 18, before midnight, through Blackboard.

Final Review: November 22, in class.

Final Convivencia: November 23, in class. Please bring snacks and drinks.

Final Asesoría: November 23, 15:30-16:30, in Media Luna.

Final Exam: November 30, 9:00-11:00, in our classroom (A1-310).

RIRC: Fechas finales

Convivencia final: Miércoles 23 de noviembre, 7:30-8:30, en el salón. Favor de traer bocadillos y bebidas.

Asesoría final: Miércoles 23 de noviembre, 15:30-16:30, Media Luna. Asimismo, estaré en el salón de 9 a 11 el viernes 25 de noviembre para resolver dudas.

Proyecto final: Viernes 25 de noviembre, antes de medianoche, por Blackboard.

Colecta para migrantes adolescentes

La colecta está abierta hasta el martes, se recibe en oficinas 2, planta baja, oficina de MEXMUN.

LAIR: "A Young Doctor's Notebook" by Mikhail Bulgakov (November 18)

Recommended content:

1. "A Young Doctor's Notebook" Trailer (2013).

2. "A Country Doctor's Notebook" by Chris Bird

3. "Dr. Junkie: The Doctor Addict in Bulgakov's Morphine" by Victoria Tischler

4. "The Agrarian Problem in Russia Before the Revolution" by V. Maklakov

GAIC: Case study, Becoming Denmark (November 18)

1. "Anti-corruption the Danish Way" by Knut Godfredsen

2. "Becoming Denmark: Historical Designs of Corruption Control" by Alina Mungiu-Pippidi

3. "The Question of How Denmark Got to be Denmark, A Historical Path of Fighting Corruption" by Mette Frisk Jensen

4. "Minimal Corruption in Denmark Began With The Absolute Monarchy" by Niels Ebdrup

5. "Denmark Corruption Report" by GAN Integrity

RIRC: Tabula Rasa, Práctica Diplomática 3 (Noviembre 18)

Hoy es el segundo día de la tabula rasa, que se calificará así. Nos vemos en A4-002.

Vengan formales, cafeinados y listos, porque la temperatura de la actividad sube.

LAIR: No class today (November 17)

You'll be working on your science projects, so we won't have class today.

GAIC: Presentations & Integration (November 17)

Today you will finish your presentations on corruption case studies. Upload them to our Google Drive.

1. "Lean On" by Major Lazer & DJ Snake

 

2. "It's The End Of The World As We Know It (And I Feel Fine)" by R.E.M.

PFHCSC: Semana 14, ¿Qué se puede hacer?

Semana 14: Controlling Corruption Through Collective Action, Mungiu-Pippidi

Central Idea: “In order to place effective checks on these officials [who act as patrons or gatekeepers for corruption in patrimonial regimes], thereby creating real accountability, there must exist at the grassroots level an active and enlightened citizenry rather than simply dependent clients or disempowered individuals” (103).

·         “Democratization is increasingly producing a new type of regime—one in which rulers who monopolize power and treat the state as their own patrimony are succeeded by competing political groupings or parties that practice similarly nonuniversal allocation of public resources based on patronage, nepotism, and the exchange of favors. (…) Despite the presence of political pluralism and contested elections in these societies, ethical universalism fails to take hold as the main rule of the game, and winners of the political process, in turn, treat the state as the major source of spoils, feeding off the public resources that they divert toward their clients” (101). Political competition in itself (maybe also economic competition) does not in itself solve particularism, patrimonialism or corruption. Competition does not ensure that a set of rules oriented at maximum social welfare will exist or even develop.

·         “It seems that ethical universalism becomes an institution (a widespread norm endorsed by the majority) rather than a mere ideology of the enlightened when 1) a significant part of society shares the belief in the superiority of ethical universalism over particularism as a mode of governance, and 2) enough individuals are also willing to act on this belief to make it a reality. This does not necessarily require an absolute majority, but rather a majority of active public opinion, including a fraction of the elite” (104). Public opinion (defined as that of the media and an active citizenry) can shape what the rules are when they act as watchdogs and are not relegated to being clients of the government. Mungiu-Pippidi focuses on what she considers to be a set of rules called “ethical universalism”, but it may be more a matter of justice than of ethics, as she also calls it “an optimal equilibrium that maximizes social welfare” (109).

·         Civil society must “have the permanent capability to exercise normative constraints, and not be forced to rely solely on the vertical accountability provided by elections” (109) through the extensive use of civil associations and political participation. In parallel, “the media must be pluralistic and must carry out their watchdog duties effectively and credibly in order to generate normative constraints. The media must promote ethical universalism as the chief principle of governance and denounce governments captured by private interests” (110). This ensures that there is one set of rules for everyone, and that the government cannot rely on its authority or clientelistic relationships with the citizenry or the media to circumvent them.

The “normative constraints” cited by Mungiu-Pippidi are (103-104):

·         Values: “A prevailing social norm of ethical universalism based on values such as fairness and honesty”

·         Social capital: “A widespread habit of engaging in formal or informal collective action around shared interests, purposes, and values”

·         Civil society: “A dense network of voluntary associations (including the NGOs in the Western understanding of the term, but also unions, religious groups, and the like)”

·         Civic culture: “Sustained participation and political engagement of the people, for instance through the media or social movements”

Mungiu-Pippidi tests her central thesis empirically and finds a “significant positive relationship between control of corruption and:

·         “the number of associations (CSOs) per capita that explains 54% of the total variation, controlling for either human development or GDP per capita”

·         “freedom of the press” (67%), via Freedom House’s index

·         “Number of internet connections” (71%), used as an indicator of individual autonomy and access to information

·         “Protestantism is the major religious denomination” (61%), which seems to be relevant due to its “egalitarian ethos, which may have worked indirectly to support a general orientation toward ethical universalism, literacy, and the promotion of individualism”.

·         Joined in an OLS regression, these four variables account for “nearly 78% of the cases” and 84% “when outliers are eliminated” (107).

These percentages refer to how much of the variation in countries’ measure in the World Bank Institute’s control of corruption indicator can be traced to these four characteristics, both individually and as a group.

Mungiu-Pippidi then goes on to explain the problems faced by external donors when financing anticorruption projects in developing countries. These are:

·         Insufficient concreteness: “Far too many projects deal with corruption in general, with a focus on “raising awareness”, while only a handful directly attack corruption in a specific organization or branch of government” (113).

·         Poor contextualization: “To challenge corruption, one must understand how it works in a specific environment. Importing anticorruption policies from developed to less-developed countries, where institutional fit is poor, cannot succeed” (113).

·         Confusion between civil society’s role as a watchdog over the government and a deliverer of services for that same government: “If civil society is funded by the government or asked by its donors to carry out joint programs with the government that it is supposed to monitor, it risks jeopardizing its critical oversight role, and a client-patron relationship may emerge instead” (113).

·         Lack of a local focus: “As normative constraints in corrupt societies are more often exercised against whistleblowers than against corrupt officials, it is essential that donor groups provide political support and take their cues from local actors rather than trying themselves to direct the creation of domestic forces in favor of change” (114).

Regarding a possible concept of corruption as it relates to particularism and patrimonialism, Mungiu-Pippidi says that “in a society dominated by particularism, it is more convenient for individuals to try to accede to the privileged group or to become clients of influential patrons tan to engage in a long-term battle to change the rule of the game to ethical universalism. In such societies, there is no tradition of association between equals, since trust is particularistic and is built on clans, patrons, and clients. Attempts to change this are bound to have high costs with few immediate returns. Any progress toward ethical universalism would threaten the existing order, and the predators and patrons who would fight against such progress are likely to be greater in number, richer, and better placed in the society than in the new horizontally structured associations” (109).

LAIR: Russia's Expansion (November 16)

Today you will finish your presentations on China and Japan, and then we will apply the same concepts to Russia.

1. "Russia, the Kievan Rus, and the Mongols: Crash Course World History 20" by John Green

 

2. "Russia in the Late 19th Century" by Study Guys

 

GAIC: Corruption Case Studies & Policy Solutions (November 16)

Today you will work on your case studies and start presenting them to the group. Upload your case studies to the Google Drive.

RIRC: Tabula Rasa, Práctica Diplomática 2 (Noviembre 16)

Hoy es el segundo día de la tabula rasa, que se calificará así. Nos vemos en A4-002.

Vengan formales, cafeinados y listos, porque subiremos un poco la presión del evento.

LAIR: Nationalism and Imperialism in Asia (November 15)

Today you will present your sources from yesterday.

GAIC: Corruption Case Studies (November 15)

 Chapter 4, Influence Markets

1. United States
2. United Kingdom
3. Uruguay

 Chapter 5, Elite Cartels

1. Argentina
2. South Korea

 Chapter 6, Oligarchs and Clans

1. Philippines
2. Russia

 Chapter 7, Official Moguls

1. Tunisia
2. Egypt 

 1. "Corruption, Contention, and Reform" by Michael Johnston

2. "Syndromes of Corruption" by Michael Johnston. IMPORTANT: Focus on Page 40.

No hay una geopolítica de la corrupción

"Como ranas que saltan de una olla de agua que se calentó demasiado rápido, distintos gobiernos alrededor del mundo parecen saltar al toparse con escándalos de corrupción y sus implicaciones internacionales.

En Brasil, la operación Lava Jato llevó a la presidenta Dilma Rousseff a un juicio político sin importar que su país se encontrara a semanas de ser el anfitrión de los Juegos Olímpicos en Río de Janeiro. Los Panama Papers han sido nombrados como los responsables de cambios políticos tan diversos como haber hecho renunciar al Primer Ministro de Islandia y haber tocado a los gobernantes de países tan diversos como Argentina, China y el Reino Unido. Si bien estos casos tienen implicaciones internacionales, y un artículo reciente de Foreign Affairs muestra lo fácil que sería declarar que la corrupción es geopolíticamente relevante y el nuevo tema de política exterior, este no es el caso. Lo que se sabe sobre la corrupción no está unificado bajo una misma discusión y mucho menos bajo una misma perspectiva dentro de países individuales. Esta condición tiene implicaciones para los contextos nacionales que impiden que sea un tema relevante para la política exterior de cualquier país."

Escribí esto para Punto Decimal. Pueden ver el resto del artículo aquí y aquí.

LAIR: Japan & China in the 19th Century (November 14)

1. "Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History 34" by John Green

2. "Asian Responses to Imperialism: Crash Course World History 213" by John Green

3. "Shogunate" by Encyclopedia Britannica

4. "Meiji Restoration" by Encyclopedia Britannica

5. "Opium Wars" by Encyclopedia Britannica

6. "The Partitioning of China" by Encyclopedia Britannica

7. "Japan's Rise as a Colonial Power" by Encyclopedia Britannica