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Language, Culture, and Society of Peru SFS 2090
Language, Culture, and Society of Peru SFS 2090 Syllabus The School for Field Studies (SFS) Center for Amazon Studies (CAS) Loreto, Peru This syllabus may develop or change over time based on local conditions, learning opportunities, and faculty expertise. Course content may vary from semester to semester. www.fieldstudies.org © 2019 The School for Field Studies Fa19 1 COURSE CONTENT SUBJECT TO CHANGE Please note that this is a copy of a recent syllabus. A final syllabus will be provided to students on the first day of academic programming. SFS programs are different from other travel or study abroad programs. Each iteration of a program is unique and often cannot be implemented exactly as planned for a variety of reasons. There are factors which, although monitored closely, are beyond our control. For example: • Changes in access to or expiration or change in terms of permits to the highly regulated and sensitive environments in which we work; • Changes in social/political conditions or tenuous weather situations/natural disasters may require changes to sites or plans, often with little notice; • Some aspects of programs depend on the current faculty team as well as the goodwill and generosity of individuals, communities, and institutions which lend support. Please be advised that these or other variables may require changes before or during the program. Part of the SFS experience is adapting to changing conditions and overcoming the obstacles that may be present. In other words, the elephants are not always where we want them to be, so be flexible! 2 Course Overview The LANGUAGE, CULTURES AND SOCIETIES OF PERU course is provided in two integrated modules: I. -
EDUCATION in PERU
0E-14104 Bulletin 1964, No. 33 EDUCATION in PERU AgELA R. FREEBURCER Research Assistant, Wettern Hemisphere, collaboration with CHARLES C. HAUCH Acting Director, Comparative Education Branch U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE / Anthony J. Celebreeze, Secretary 4 Office of Education.' Francis Keppel, Commissioner CRO: DEPOSIIORY Contents Part I. BACKGROUND Page General Characteristics of Country and People _ - 1 Educational Development __ Administration anti Wititince _ esPart II.EDUCATIONAL LEVELS Preprimary Education 8 Elementary Education Secondary Education _ 12 Private Education ___. 16 V,Icational Education 17 Teacher-Education _ a 23 Iligher Education 26 Special Schools 36 illiteracy and Adult1:1111Cillii)11Programs 37 Part III. EDUCATIONAL OUTLOOK Problems, Trends, and Developments 41 international Cooperative Assistance " 47 Educational Centers and Services . 49 Glossary _. _ 51 Selected. References Tables Text I'age 1. Total population and school population of Peru :1906-60 _ 10 2., Number of hours a week, per subject,iu the 5-year general secondary schools, by year 15 3. Selected data on elementary and secondary binational- sponsored schools In Peru 18 4. Number of schools and students, by eductitional level and type of school:1956-60 43 5. Ntuuber of teachers, by educational level and- type of schools: 1950-60 44 Appendix A. Selected data on the principtil universities of Peru__ 58 B. Peruvian universities recently founded or in the process of organi- zation C. Degrees or titles awarded by the universities and number ofyears of study required for each, by university and faculty_____ 00 Chart Educational System of Peru, 1963 Map Geographical Regions of Peru Iv to Pacific Ocean Geographical Regions of Peru' States (Deportamentos) coast (COSTA) mountains (SIERRA) jungle (SELVA) SOURCE: Ministerio de Educacio'n PL;blica. -
The Case of Puno, Peru∗
The Effects of a Bilingual Education Program on Attitudes Towards Quechua: The Case of Puno, Peru∗ Michele Back University of Wisconsin–Madison Abstract Since the arrival of the Spaniards in what is now Peru, the Quechua language has been thought to be a stigmatized language, its use mostly confined to the home and rural com- munity. Education until the 1970s was primarily monolingual in Spanish, with little regard for the country’s indigenous languages. In the late 20th century, two programs—the Exper- imental Bilingual Education Project (PEEB) and its successor, the Intercultural Bilingual Education Program (EBI)—were implemented, with a partial objective of restoring pride in indigenous languages. While the stigmatization of Quechua is a topic of controversy, new data does seem to indicate an increase in positive attitudes towards Quechua in the public sphere. This paper reviews the existing literature on attitudes towards Quechua and implements several Fisher Exact tests on data for these attitudes. 1 The Quechua Language and a Brief History of Bilingual Education in Peru Quechua is one of the primary indigenous languages of Peru, as well as that of several other South American countries. Quechua was spoken in the central coast and highlands of Peru as early as 500 A.D., and reached its apogee in the 14th and 15th centuries, when it became the official language of the Inca Empire (Godenzzi 1997). The arrival of the Spanish in the 16th century introduced the Spanish language to the continent, where it quickly assumed dominance over other languages (ibid). In 1993, only 16.5% of the population indicated Quechua as their mother tongue (Cerr´on-Palomino 2003a; INEI 1993). -
International Business Guide to Peru Mark Kingsmore
University of South Carolina Scholar Commons Senior Theses Honors College 5-5-2017 International Business Guide to Peru Mark Kingsmore Follow this and additional works at: https://scholarcommons.sc.edu/senior_theses Part of the International Business Commons Recommended Citation Kingsmore, Mark, "International Business Guide to Peru" (2017). Senior Theses. 180. https://scholarcommons.sc.edu/senior_theses/180 This Thesis is brought to you by the Honors College at Scholar Commons. It has been accepted for inclusion in Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. University of South Carolina International Business Guide to Peru SCHC Senior Thesis Mark Kingsmore 5-2-2017 Table of Contents About the Author…………………………………………………………………..…3 Introduction……………………………………………………………………………..4 Being a Student in Lima……………………………………………….……………5 Pontificia Universidad Católica del Peru……………………...……5 Semester Calendar……………………………………………………………6 Compañero PUCP……………………………………………………..………8 Campus Area – Safety and Dining…………………………..…………8 Transportation to Campus……………………………………..…………9 Class Registration and Information…………………………………11 Extracurricular Activities…………………………………………………14 Living in Lima………………………………………………………………….………15 Host Family vs. Apartment……..….………………………..…………15 Neighborhoods of Lima………………………………………..…………17 Money, Money, Money………………………………………….………19 Cell Phone………………………………………………………………………20 WhatsApp………………………………………………………………………21 Food……………………………………………………………………….………21 Attractions……………………………………………………..………………23 -
World Heritage Patrimoine Mondial 41
World Heritage 41 COM Patrimoine mondial Paris, June 2017 Original: English UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION ORGANISATION DES NATIONS UNIES POUR L'EDUCATION, LA SCIENCE ET LA CULTURE CONVENTION CONCERNING THE PROTECTION OF THE WORLD CULTURAL AND NATURAL HERITAGE CONVENTION CONCERNANT LA PROTECTION DU PATRIMOINE MONDIAL, CULTUREL ET NATUREL WORLD HERITAGE COMMITTEE / COMITE DU PATRIMOINE MONDIAL Forty-first session / Quarante-et-unième session Krakow, Poland / Cracovie, Pologne 2-12 July 2017 / 2-12 juillet 2017 Item 7 of the Provisional Agenda: State of conservation of properties inscribed on the World Heritage List and/or on the List of World Heritage in Danger Point 7 de l’Ordre du jour provisoire: Etat de conservation de biens inscrits sur la Liste du patrimoine mondial et/ou sur la Liste du patrimoine mondial en péril MISSION REPORT / RAPPORT DE MISSION Historic Sanctuary of Machu Picchu (Peru) (274) Sanctuaire historique de Machu Picchu (Pérou) (274) 22 - 25 February 2017 WHC-ICOMOS-IUCN-ICCROM Reactive Monitoring Mission to “Historic Sanctuary of Machu Picchu” (Peru) MISSION REPORT 22-25 February 2017 June 2017 Acknowledgements The mission would like to acknowledge the Ministry of Culture of Peru and the authorities and professionals of each institution participating in the presentations, meetings, fieldwork visits and events held during the visit to the property. This mission would also like to express acknowledgement to the following government entities, agencies, departments, divisions and organizations: National authorities Mr. Salvador del Solar Labarthe, Minister of Culture Mr William Fernando León Morales, Vice-Minister of Strategic Development of Natural Resources and representative of the Ministry of Environment Mr. -
Jamaica in the Tourism Global Value Chain
Jamaica in the Tourism Global Value Chain April 2018 Prepared by Karina Fernandez-Stark and Penny Bamber Contributing researcher: Vivian Couto, Jack Daly and Danny Hamrick Duke Global Value Chains Center, Duke University Global Value Chains Center This research was prepared by the Duke University Global Value Chains Center on behalf of the Organization of American States (OAS). This study is part of the establishment of Small Business Development Centers in the Caribbean. The report is based on both primary and secondary information sources. In addition to interviews with firms operating in the sector and supporting institutions, the report draws on secondary research and information sources. The project report is available at www.gvcc.duke.edu. Acknowledgements The Duke University Global Value Chains Center would like to thank all of the interviewees, who gave generously of their time and expertise, as well as Renee Penco of the Organization of American States (OAS) for her extensive support. The Duke University Global Value Chain Center undertakes client-sponsored research that addresses economic and social development issues for governments, foundations and international organizations. We do this principally by utilizing the global value chain (GVC) framework, created by Founding Director Gary Gereffi, and supplemented by other analytical tools. As a university- based research center, we address clients’ real-world questions with transparency and rigor. www.gvcc.duke.edu. Duke Global Value Chain Center, Duke University © April 2018 -
Advancedaudioblogs3#1 Peruviancuisine:Lacomida Peruana
LESSON NOTES Advanced Audio Blog S3 #1 Peruvian Cuisine: La Comida Peruana CONTENTS 2 Dialogue - Spanish 4 Vocabulary 4 Sample Sentences 5 Cultural Insight # 1 COPYRIGHT © 2020 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. DIALOGUE - SPANISH MAIN 1. Hola a todos! 2. Alguno ya tuvo la oportunidad de degustar algún plato típico peruano? 3. La comida peruana es una de las cocinas más diversas del mundo, incluso han llegado a decir que la cocina peruana compite con cocinas de alto nivel como la francesa y china. 4. La comida peruana es de gran diversidad gracias al aporte de diversas culturas como la española, italiana, francesa, china, japonesa, entre otras, originando de esta manera una fusión exquisita de distintos ingredientes y sabores que dieron lugar a distintos platos de comida peruana. 5. A este aporte multicultural a la cocina peruana, se suman la diversidad geográfica del país (el Perú posee 84 de las 104 zonas climáticas de la tierra) permitiendo el cultivo de gran variedad de frutas y verduras durante todo el año. 6. Asimismo el Perú tiene la bendición de limitar con el Océano Pacífico, permitiendo a los peruanos el consumo de diversos platos basados en pescados y mariscos. 7. La comida peruana ha venido obteniendo un reconocimiento internacional principalmente a partir de los años 90 gracias al trabajo de muchos chefs que se encargaron de difundir la comida peruana en el mundo y desde entonces cada vez más gente se rinde ante la exquisita cocina peruana. 8. En el año 2006, Lima, la capital del Perú, fue declarada capital gastronómica de América durante la Cuarta Cumbre Internacional de Gastronomía Madrid Fusión 2006. -
Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne Mcconnell-Farmer, Pamela R
Forum on Public Policy Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne McConnell-Farmer, Pamela R. Cook, and M. W. Farmer. Judith Lynne McConnell-Farmer, Professor, Department of Education, Washburn University Pamela R. Cook, Professor, School of Educational Leadership, Indiana Wesleyan University M. W. Farmer, J.D., Business Consultant & Writer “Children have a right, as expressed in the Universal Declaration of Human Rights and the UN Convention on the Rights of the Child, to receive education, and early childhood education (ECE) must be considered part of this right.” A Global Scenario (June 9, 2012) Introduction Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. Chavez and McConnell (2000) stated, “Early childhood education in Latin America has been fragmented, and in some places nonexistent. In general, those that are able to afford it place their children in private preschool programs or hire a staff person, servant, or babysitter to provide the daily custodial care for the child”. (p. 159) In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. -
[Thesis Title]
¡SI TE ATREVES! COMPOSING MUSIC AND BLACK IDENTITY IN PERU, 1958-1974 Andrew A. Reinel A thesis submitted in partial fulfillment of the requirements for the degree of BACHELOR OF ARTS WITH HONORS DEPARTMENT OF HISTORY UNIVERSITY OF MICHIGAN March 30, 2008 Advised by Professors: Jesse Hofnung-Garskof & Paulina Alberto For Mom, Dad, Lucy, Maria, and Dianne (familia). TABLE OF CONTENTS Figures .............................................................................................................................. ii Acknowledgements ........................................................................................................ iii Introduction ...................................................................................................................... 1 Chapter One: Nicomedes Santa Cruz .......................................................................... 10 Chapter Two: Victoria Santa Cruz .............................................................................. 23 Chapter Three: Peru Negro .......................................................................................... 33 Conclusion ...................................................................................................................... 42 Bibliography ................................................................................................................... 46 FIGURES Figure 1. “Cumanana” 3rd Ed. (1970)……………………………………………………18 Figure 2. “…Con Victoria Santa Cruz” (1972)………………………………………….26 Figure 3. “Peru Negro” (1974)………………………………………………...................39 -
ICAHM Final Program
FINAL CONFERENCE PROGRAM EL PROGRAMA FINAL DEL CONGRESO WITH PAPER ABTRACTS/CON LOS RESUMENES 27-30 NOVEMBER/NOVIEMBRE, 2012 CUZCO, PERU THANK YOU TO OUR HOSTS GRACIAS A NUESTROS ANFITRIONES UNIVERSIDAD NACIONAL SAN ANTONIO ABAD DEL CUSCO 1 Monday, November 26 Inauguración en la Municipalidad del Cuzco Words from: Mayor of Cuzco: Economista Luis Florez García Rector of the National University of Cuzco: Dr. Germán Zecenarro Madueño Drs. Douglas Comer and Willem Willems, Co-Presidents of ICAHM Dr. Alberto Martorell, President of ICOMOS-PERU Musical performance: Sylvia Falcón Welcome Cocktail Party in the Museo Machu Picchu, Casa Concha Words from: Dr. Jean-Jacques Decoster, Director of the Museo Machu Picchu Tuesday, November 27 9:00-10:30 Participants pick up their registration materials at Municipalidad del Cuzco 10:30-12:30 KEYNOTE TALKS LOCATION: MUNICIPALIDAD DEL CUZCO MODERATOR: WILLEM WILLEMS 10:30 Doug Comer (Co-President, ICAHM) 11:00 Fritz Lüth (President, European Association of Archaeologists) 11:30 Ruth Shady (Former President, ICOMOS-Peru) 12:00 Nuria Sanz (UNESCO) (read by Willem Willems) 12:30 -2:30 LUNCH BREAK 2:30-5:15 Management and Policy LOCATION: MUNICIPALIDAD DEL CUZCO MODERATOR: HELAINE SILVERMAN 2:30-2:45 Neale Draper: “Managing Archaeological Heritage in the Pilbara Resources Boom” 2:45-3:00 Elin Dalen: “Cultural and Natural Heritage-A New Policy for World Heritage in Norway” 3:00-3:15 Alejandro Camino Diez Canseco: “Making Heritage sites conservation sustainable: the experience of the Global Heritage Fund” 3:15-3:30 -
Language, Culture, and Society of Peru SFS 2090
Language, Culture, and Society of Peru SFS 2090 Laura V. Morales, Ph.D. Resident Lecturer Rafael Mendoza, Ph.D. Resident Lecturer The School for Field Studies (SFS) Center for Amazon Studies (CAS) Iquitos, Peru This syllabus may develop or change over time based on local conditions, learning opportunities, and faculty expertise. Course content may vary from semester to semester. 1 www.fieldstudies.org © 2018 The School for Field Studies F18 Course Overview The LANGUAGE, CULTURES AND SOCIETIES OF PERU course is provided in two integrated modules: I. PERU: HISTORY, CULTURE AND SOCIETY, Prof. Rafael Mendoza/Prof. Laura Morales I. SPANISH, Cuttin Language Center Instructors The Spanish module is taught by language instructors from Cuttin Language School and is designed to provide students with working knowledge of the Spanish language for communication, according to their initial level of competence. The Society and Culture module aims to provide students with an initial national and local historical and cultural context for understanding the cultural and political complexities of contemporary Peru. The Spanish module comprises 20 hours and the Society ad Culture module comprises 10 hours, for a total of 30 instructional hours, equivalent to 2 credits. Instructional parts of the course will be complemented by opportunities for participation in community and cultural activities. The course does not provide cultural immersion, rather it aims to provide students with initial tools they can build on outside class time during their time in Peru. We encourage students to take advantage of these opportunities! Module I: Culture & Society of Peru This module seeks to introduce the students to the cultural diversity of Peru and provide a broader historical and social context for their semester in Peru through a combination of lectures, classroom discussions, site visits and cultural experiences. -
Innova Schools in Peru: the Economic and Social Context, Privatization, and the Educational Context in Peru
Directorate for Education and Skills Innovative Learning Environments (ILE) System Note PERU Innova Schools- Colegios Peruanos 1. Aims Innova Schools (IS) has under its vision to offer quality education at a reasonable cost to the children in Peru. The targeted children are those that pertain to lower B, and C, SES. Our aim is to offer an alternative that is excellent, scalable and affordable, in order to narrow the gap regarding the problem of quality education in Peru. As a private educational system, we are resolved to overcome the learning gap, with initiatives and interventions that have innovation at the core. IS is implementing a paradigm shift: from teacher centred schools, to schools that are student centred. In this paradigm shift, technology is regarded as an important tool in the learning process. Our learning process promotes that students use technology to learn efficiently, and that teachers facilitate this process accordingly. To perform its vision, IS started as a full-fledged company in 2010 with a carefully designed business plan including the construction of a nationwide network of 70 schools that will serve over 70,000 students by 2020. Up to the moment, we have 18 schools, 16 in the peripheral areas of the capital city of Lima, and 2 in the provinces. IS is currently attending a population of approximately 620 teachers, and 9 100 students. 2. Leadership and Partners At the educational system level, Jorge Yzusqui our CEO is a member of the National Council of Education [Consejo Nacional de Eduación-CNE]. There is also a close connection between our CEO and Martín Vegas who is the vice-minister of pedagogic management at the Ministry of Education in Peru.