When Did Latin America Fall Behind?
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North America Other Continents
Arctic Ocean Europe North Asia America Atlantic Ocean Pacific Ocean Africa Pacific Ocean South Indian America Ocean Oceania Southern Ocean Antarctica LAND & WATER • The surface of the Earth is covered by approximately 71% water and 29% land. • It contains 7 continents and 5 oceans. Land Water EARTH’S HEMISPHERES • The planet Earth can be divided into four different sections or hemispheres. The Equator is an imaginary horizontal line (latitude) that divides the earth into the Northern and Southern hemispheres, while the Prime Meridian is the imaginary vertical line (longitude) that divides the earth into the Eastern and Western hemispheres. • North America, Earth’s 3rd largest continent, includes 23 countries. It contains Bermuda, Canada, Mexico, the United States of America, all Caribbean and Central America countries, as well as Greenland, which is the world’s largest island. North West East LOCATION South • The continent of North America is located in both the Northern and Western hemispheres. It is surrounded by the Arctic Ocean in the north, by the Atlantic Ocean in the east, and by the Pacific Ocean in the west. • It measures 24,256,000 sq. km and takes up a little more than 16% of the land on Earth. North America 16% Other Continents 84% • North America has an approximate population of almost 529 million people, which is about 8% of the World’s total population. 92% 8% North America Other Continents • The Atlantic Ocean is the second largest of Earth’s Oceans. It covers about 15% of the Earth’s total surface area and approximately 21% of its water surface area. -
Brown, M. D. (2015). the Global History of Latin America. Journal of Global History, 10(3), 365-386
Brown, M. D. (2015). The global history of Latin America. Journal of Global History, 10(3), 365-386. https://doi.org/10.1017/S1740022815000182 Peer reviewed version Link to published version (if available): 10.1017/S1740022815000182 Link to publication record in Explore Bristol Research PDF-document University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ The Global History of Latin America Submission to Journal of Global History, 30 October 2014, revised 1 June 2015 [12,500 words] Dr. Matthew Brown Reader in Latin American Studies, University of Bristol 15 Woodland Road, Bristol, BS8 1TE [email protected] Abstract [164 words] The global history of Latin America This article explains why historians of Latin America have been disinclined to engage with global history, and how global history has yet to successfully integrate Latin America into its debates. It analyses research patterns and identifies instances of parallel developments in the two fields, which have operated until recently in relative isolation from one another, shrouded and disconnected. It outlines a framework for engagement between Latin American history and global history, focusing particularly on the significant transformations of the understudied nineteenth-century. It suggests that both global history and Latin American history will benefit from recognition of the existing work that has pioneered a path between the two, and from enhanced and sustained dialogue. -
Latin American Studies Transfer Degree
LATIN AMERICAN STUDIES TRANSFER DEGREE www.clcillinois.edu/programs/lat PROGRAM OVERVIEW FOURTH SEMESTER 14 TYPICAL JOBS Area of Concentration/ • Government Agencies Elective Requirements 8 Communication Arts, Humanities and Fine • International banking Social Science Recommended Arts Division, Room B213, (847) 543-2040 • International business (i.e. Courses 6 International health service) Degree: Associate in Arts • Peace Corps Plan 13AB SOCIAL SCIENCES RECOMMENDED COURSES — CHOOSE 9 CREDITS • Travel Consultant ANT 221 • Non-governmental The following courses are recommended Cultural Anthropology 3 ANT 228 organizations that do business for students who have not decided upon a Cross Cultural Relationships 3 GEG 122 in Latin America specific four-year college or university. Once Cultural Geography** 3 GEG 123 • International Companies a transfer school is selected, students are World Regional Geography ** 3 PSY 121 (in Latin America) strongly encouraged to meet with a Student Introduction to Psychology 3 PSY 225 • World Bank and International Development Counselor or advisor to determine Social Psychology 3 SOC 121 Organizations courses at CLC which will also meet the transfer Introduction to Sociology 3 SOC 225 Class, Race and Gender • International Programs (Profit requirements. To complete any transfer degree, and Non-Profit Organizations) students should select from the general HUMANITIES AND FINE ARTS • Internships education requirements outlined on RECOMMENDED COURSES • Interpreter and Translator page 28 of the 2020-21 catalog at -
Revisiting Bi-Regional Relations: the EU-Latin American Dialogue and Diversification of Interregional Cooperation
Bi-regional Relations EU-LAC EU-LAC Foundation Revisiting bi-regional relations: The EU-Latin American dialogue and diversification of interregional cooperation Coordinated by Wolfgang Haider and Isabel Clemente Batalla his collective book presents the papers submitted to discussion at the panel “The Euro-Latin American Tdialogue and diversification of interregional coopera- tion” during the 9th Congress of CEISAL that took place in Bucharest in July 2019. The focus was on discussion of the evolution, state-of-the art and paradigmatic changes in EU-Latin American (and, to some extent, Carib- bean) relations, and the identification of pathways for strengthening these collaboration efforts in the frame- work of the Sustainable Development Goals. The contri- butions approach these topics of EU-Latin American dialogue and cooperation from different perspectives, including the overarching bi-regional, multilateral framework, traditional bi-lateral cooperation, as well as alternative, sub-regional or even local (city-driven) networks. Many current bi-regional processes are analysed and reflected throughout the book. For instance, the role of the social dimension in EU-Latin American and Carib- bean cooperation and dialogue; general perspectives of EU-LAC cooperation and its evolution during a period of 30 years; the two Scandinavian countries, Sweden, an EU member state, and Norway, a member of the European Free Trade Area (EFTA), and their respec- tive approaches to cooperation with Latin America; the contribution of the EUROsociAL and Socieux programmes as examples of EU-initiated develop- ment cooperation with Latin American and Caribbean countries; the role of subnational units in interregional cooperation; and some perspectives on Euro-Latin American dialogue and international cooperation about the necessary changes to jointly achieve the SDGs. -
The Challenges of Cultural Relations Between the European Union and Latin America and the Caribbean
The challenges of cultural relations between the European Union and Latin America and the Caribbean Lluís Bonet and Héctor Schargorodsky (Eds.) The challenges of cultural relations between the European Union and Latin America and the Caribbean Lluís Bonet and Héctor Schargorodsky (Eds.) Title: The Challenges of Cultural Relations between the European Union and Latin America and the Caribbean Editors: Lluís Bonet and Héctor Schargorodsky Publisher: Quaderns Gescènic. Col·lecció Quaderns de Cultura n. 5 1st Edition: August 2019 ISBN: 978-84-938519-4-1 Editorial coordination: Giada Calvano and Anna Villarroya Design and editing: Sistemes d’Edició Printing: Rey center Translations: María Fernanda Rosales, Alba Sala Bellfort, Debbie Smirthwaite Pictures by Lluís Bonet (pages 12, 22, 50, 132, 258, 282, 320 and 338), by Shutterstock.com, acquired by OEI, original photos by A. Horulko, Delpixel, V. Cvorovic, Ch. Wollertz, G. C. Tognoni, LucVi and J. Lund (pages 84, 114, 134, 162, 196, 208, 232 and 364) and by www.pixnio.com, original photo by pics_pd (page 386). Front cover: Watercolor by Lluís Bonet EULAC Focus has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693781. Giving focus to the Cultural, Scientific and Social Dimension of EU - CELAC relations (EULAC Focus) is a research project, funded under the EU’s Horizon 2020 programme, coordinated by the University of Barcelona and integrated by 18 research centers from Europe and Latin America and the Caribbean. Its main objective is that of «giving focus» to the Cultural, Scientific and Social dimension of EU- CELAC relations, with a view to determining synergies and cross-fertilization, as well as identifying asymmetries in bi-lateral and bi-regional relations. -
Struggle for North America Prepare to Read
0120_wh09MODte_ch03s3_s.fm Page 120 Monday, June 4, 2007 10:26WH09MOD_se_CH03_S03_s.fm AM Page 120 Monday, April 9, 2007 10:44 AM Step-by-Step WITNESS HISTORY AUDIO SECTION 3 Instruction 3 A Piece of the Past In 1867, a Canadian farmer of English Objectives descent was cutting logs on his property As you teach this section, keep students with his fourteen-year-old son. As they focused on the following objectives to help used their oxen to pull away a large log, a them answer the Section Focus Question piece of turf came up to reveal a round, and master core content. 3 yellow object. The elaborately engraved 3 object they found, dated 1603, was an ■ Explain why the colony of New France astrolabe that had belonged to French grew slowly. explorer Samuel de Champlain. This ■ Analyze the establishment and growth astrolabe was a piece of the story of the of the English colonies. European exploration of Canada and the A statue of Samuel de Champlain French-British rivalry that followed. ■ Understand why Europeans competed holding up an astrolabe overlooks Focus Question How did European for power in North America and how the Ottawa River in Canada (right). their struggle affected Native Ameri- Champlain’s astrolabe appears struggles for power shape the North cans. above. American continent? Struggle for North America Prepare to Read Objectives In the 1600s, France, the Netherlands, England, and Sweden Build Background Knowledge L3 • Explain why the colony of New France grew joined Spain in settling North America. North America did not Given what they know about the ancient slowly. -
Countries and Continents of the World: a Visual Model
Countries and Continents of the World http://geology.com/world/world-map-clickable.gif By STF Members at The Crossroads School Africa Second largest continent on earth (30,065,000 Sq. Km) Most countries of any other continent Home to The Sahara, the largest desert in the world and The Nile, the longest river in the world The Sahara: covers 4,619,260 km2 The Nile: 6695 kilometers long There are over 1000 languages spoken in Africa http://www.ecdc-cari.org/countries/Africa_Map.gif North America Third largest continent on earth (24,256,000 Sq. Km) Composed of 23 countries Most North Americans speak French, Spanish, and English Only continent that has every kind of climate http://www.freeusandworldmaps.com/html/WorldRegions/WorldRegions.html Asia Largest continent in size and population (44,579,000 Sq. Km) Contains 47 countries Contains the world’s largest country, Russia, and the most populous country, China The Great Wall of China is the only man made structure that can be seen from space Home to Mt. Everest (on the border of Tibet and Nepal), the highest point on earth Mt. Everest is 29,028 ft. (8,848 m) tall http://craigwsmall.wordpress.com/2008/11/10/asia/ Europe Second smallest continent in the world (9,938,000 Sq. Km) Home to the smallest country (Vatican City State) There are no deserts in Europe Contains mineral resources: coal, petroleum, natural gas, copper, lead, and tin http://www.knowledgerush.com/wiki_image/b/bf/Europe-large.png Oceania/Australia Smallest continent on earth (7,687,000 Sq. -
The Centrality of Telenovelas in Latin America's
The centrality of telenovelas in Latin America’s everyday life: Past tendencies, current knowledge, and future research Antonio C. La Pastina Texas A&M University [email protected] Cacilda M. Rego University of Kansas [email protected] Joseph D. Straubhaar University of Texas at Austin [email protected] Every evening, millions of viewers throughout Latin America tune in their television sets to watch telenovelas. For more than thirty years now telenovelas have dominated primetime programming on most of the region’s television. And here Latin America refers to more than a geographic area: it covers a culturally constructed region that goes from the southern tip of South America to the United States, where one can watch daily telenovelas on the two Hispanic networks, Univision and Telemundo,[i] and Canada. In the last few decades Brazilian and Mexican telenovelas, and to a lesser extent Venezuelan, Colombian, Argentineans and others, have been exported to more than a hundred nations around the world (Melo, 1988). In this increasingly international scenario, Latin American telenovelas have been aired in other Portuguese and Spanish speaking markets, and in dubbed and sometimes edited versions in many different national contexts (Allen, 1995; McAnany, 1984; Melo, 1988; Sinclair, 1996; Straubhaar, 1996). This international presence has challenged the traditional debate of cultural imperialism and North-South flow of media products (Sinclair, 1996; Wilkinson, 1995). Telenovelas’ popularity has lead to its increased scrutiny among scholars and the media industry, and yet it seems that not everyone is talking about the same thing. A number of arguments start with the contention that Latin American telenovela is a mere showcase for “bourgeois society” with the pernicious effect of mitigating – through the illusion of abundance – the unfulfilled material aspirations of its audience, all the while legitimating a way of life that takes consumerism to the extreme (Oliveira, 1993). -
Regional Fact Sheet – North and Central America
SIXTH ASSESSMENT REPORT Working Group I – The Physical Science Basis Regional fact sheet – North and Central America Common regional changes • North and Central America (and the Caribbean) are projected to experience climate changes across all regions, with some common changes and others showing distinctive regional patterns that lead to unique combinations of adaptation and risk-management challenges. These shifts in North and Central American climate become more prominent with increasing greenhouse gas emissions and higher global warming levels. • Temperate change (mean and extremes) in observations in most regions is larger than the global mean and is attributed to human influence. Under all future scenarios and global warming levels, temperatures and extreme high temperatures are expected to continue to increase (virtually certain) with larger warming in northern subregions. • Relative sea level rise is projected to increase along most coasts (high confidence), and are associated with increased coastal flooding and erosion (also in observations). Exceptions include regions with strong coastal land uplift along the south coast of Alaska and Hudson Bay. • Ocean acidification (along coasts) and marine heatwaves (intensity and duration) are projected to increase (virtually certain and high confidence, respectively). • Strong declines in glaciers, permafrost, snow cover are observed and will continue in a warming world (high confidence), with the exception of snow in northern Arctic (see overleaf). • Tropical cyclones (with higher precipitation), severe storms, and dust storms are expected to become more extreme (Caribbean, US Gulf Coast, East Coast, Northern and Southern Central America) (medium confidence). Projected changes in seasonal (Dec–Feb, DJF, and Jun–Aug, JJA) mean temperature and precipitation at 1.5°C, 2°C, and 4°C (in rows) global warming relative to 1850–1900. -
US Historians of Latin America and the Colonial Question
UC Santa Barbara Journal of Transnational American Studies Title Imperial Revisionism: US Historians of Latin America and the Spanish Colonial Empire (ca. 1915–1945) Permalink https://escholarship.org/uc/item/30m769ph Journal Journal of Transnational American Studies, 5(1) Author Salvatore, Ricardo D. Publication Date 2013 DOI 10.5070/T851011618 Supplemental Material https://escholarship.org/uc/item/30m769ph#supplemental Peer reviewed eScholarship.org Powered by the California Digital Library University of California Imperial Revisionism: US Historians of Latin America and the Spanish Colonial Empire (ca. 1915–1945) RICARDO D. SALVATORE Since its inception, the discipline of Hispanic American history has been overshadowed by a dominant curiosity about the Spanish colonial empire and its legacy in Latin America. Carrying a tradition established in the mid-nineteenth century, the pioneers of the field (Bernard Moses and Edward G. Bourne) wrote mainly about the experience of Spanish colonialism in the Americas. The generation that followed continued with this line of inquiry, generating an increasing number of publications about the colonial period.1 The duration, organization, and principal institutions of the Spanish empire have drawn the attention of many historians who did their archival work during the early twentieth century and joined history departments of major US universities after the outbreak of World War I. The histories they wrote contributed to consolidating the field of Hispanic American history in the United States, producing important findings in a variety of themes related to the Spanish empire. It is my contention that this historiography was greatly influenced by the need to understand the role of the United States’ policies in the hemisphere. -
North America and the Caribbean
6 - 223540 - Americas 06/11/02 1:53 Side 272 North America and the Caribbean Recent Developments North America remains an important region of asylum and of resettlement for refugees. In Canada, the number of asylum-seekers dropped in the first eight months of 2002 by 29 per cent compared Antigua and Barbuda with 2001 (partly as a consequence of new visa Bahamas requirements). However, it is expected that the Barbados number of refugees who find a durable solution in Canada Canada will remain roughly the same in 2002 as in Cuba 2001. This figure will include those who gain Dominica recognition as refugees within Canada’s asylum Dominican Republic procedure, those selected for resettlement from Grenada abroad, and close relatives of refugees (admitted Haiti for family reunification). In the United States, the Jamaica average number of asylum-seekers submitting St. Kitts and Nevis asylum claims will also remain the same in 2002 as St. Vincent and the Grenadines in 2001. St. Lucia Trinidad and Tobago The events of 11 September 2001 continued to United States of America have a wide range of impacts on North America’s 6 - 223540 - Americas 06/11/02 1:53 Side 273 immigration and refugee policies. In October 2001, In Canada, immigration and refugee policies have the US Congress passed anti-terrorism legislation long been intertwined. A new Immigration and (USA PATRIOT Act), which included several provi- Refugee Protection Act entered into force at the sions affecting asylum-seekers and refugees in the end of June 2002 to respond to heightened secu- United States, including an expansion of the rity concerns. -
North American Deserts Chihuahuan - Great Basin Desert - Sonoran – Mojave
North American Deserts Chihuahuan - Great Basin Desert - Sonoran – Mojave http://www.desertusa.com/desert.html In most modern classifications, the deserts of the United States and northern Mexico are grouped into four distinct categories. These distinctions are made on the basis of floristic composition and distribution -- the species of plants growing in a particular desert region. Plant communities, in turn, are determined by the geologic history of a region, the soil and mineral conditions, the elevation and the patterns of precipitation. Three of these deserts -- the Chihuahuan, the Sonoran and the Mojave -- are called "hot deserts," because of their high temperatures during the long summer and because the evolutionary affinities of their plant life are largely with the subtropical plant communities to the south. The Great Basin Desert is called a "cold desert" because it is generally cooler and its dominant plant life is not subtropical in origin. Chihuahuan Desert: A small area of southeastern New Mexico and extreme western Texas, extending south into a vast area of Mexico. Great Basin Desert: The northern three-quarters of Nevada, western and southern Utah, to the southern third of Idaho and the southeastern corner of Oregon. According to some, it also includes small portions of western Colorado and southwestern Wyoming. Bordered on the south by the Mojave and Sonoran Deserts. Mojave Desert: A portion of southern Nevada, extreme southwestern Utah and of eastern California, north of the Sonoran Desert. Sonoran Desert: A relatively small region of extreme south-central California and most of the southern half of Arizona, east to almost the New Mexico line.