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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. -
PORTADA AMARC Feb2
ASOCIACIÓN MUNDIAL DE RADIOS COMUNITARIAS, AMARC, AMÉRICA LATINA Y EL CARIBE. Estudio de validación con grupos de jóvenes, adultos y directivos de radio en América Latina y el Caribe de la producción de la radionovela sobre Preparación y Respuesta de Inuenza (H1N1), OPS Informe de Resultados Estudio de validación con grupos de jóvenes, adultos y directivos de radio en América Latina y el Caribe de la producción de la radionovela sobre Preparación y Respuesta de Inuenza (H1N1), OPS INDICE INFORME DE RESULTADOS Equipo de trabajo 2 Resumen 3 Presentación 4 Diseño Metodológico 5 Universo 5 Grupos focales 5 Entrevistas semi-estructuradas 5 Convocatoria de los grupos focales 6 Guía de entrevista a directores de la radio 6 Listado de directores entrevistados 7 Listado de participantes de grupos focales 8 Resultados Generales 10 Interacción con el programa 10 Reacción positiva hacia el programa 12 Comprensión del mensaje 13 Identicación de los personajes 14 Recursos sonoros 16 Emisión 16 Reacción negativa hacia el programa 19 Idioma y voces de la serie radiofónica 19 Tono del mensaje 20 ¿Qué hay que aprender para mejorar su prevención? 21 MUNDIAL DE RADIOS COMUNITARIAS, ASOCIACIÓN Y EL CARIBE. AMÉRICAAMARC, LATINA Conclusiones 22 AMARC ASOCIACIÓN MUNDIAL DE RADIOS COMUNITARIAS, ASOCIACIÓN Y EL CARIBE. AMÉRICAAMARC, LATINA AMARC Equipo de Investigación: Mónica Valdés Directora Programa de Formación AMARC ALC [email protected] Coordinación General Coordinadores Equipo de Trabajo Argentina: Natalia Albanese Facilitador: Ariel Sandoval Bolivia: -
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. -
Redalyc.Testing the Effectiveness of an Entertainment-Education Health
Investigación & Desarrollo ISSN: 0121-3261 [email protected] Universidad del Norte Colombia Arroyave, Jesús Testing the effectiveness of an entertainment-education health-focused soap opera: exposure and post-discussion in colombian young adults Investigación & Desarrollo, vol. 16, núm. 2, 2008, pp. 232-261 Universidad del Norte Barranquilla, Colombia Available in: http://www.redalyc.org/articulo.oa?id=26816204 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative testing the effectiveness of an entertainment-education health-focused soap opera: exposure and post-discussion in colombian young adults Jesús Arroyave jesús arroyave cabrera ph. d. en comunicaciones, univeristy of miami, usa master in communication and information studies, rutgers university, usa. magíster en educación, universidad javeriana – norte. profesor asistente, universidad del norte. [email protected] investigación y desarrollo vol. 16, n° 2 (2008) - issn 0121-3261 232 abstract Entertainment-Education interventions were evaluated using quantitative and qualitative methodologies to assess what specific variables may make communication strategy more effective. Varia- bles including length of the Entertainment-Education serial dra- ma and the post-viewing discussion sessions in their relation to cognitive, attitudinal and behavioral intentional outcomes were examined using experimental design and focus group discussions. It was concluded that the length of the Education-Entertainment serial drama did not produce significant change in the overall efficacy of the intervention. Overall the goal of this paper is to extend the research on a promising form of health intervention that has the potential to make the difference in our society. -
CAPÍTULO 1 MARCO REFERENCIAL 1.1 Antecedentes De La Telenovela
CAPÍTULO 1 MARCO REFERENCIAL “‘Gutierritos’ despertó el interés masivo y también la interrogante: ¿acaso las telenovelas sólo sirven para provocar el llanto del auditorio” Mauricio Peña. 1.1 Antecedentes de la Telenovela Molina y Carvajal (1999:2), en su artículo “Trayectoria de la telenovela Latinoamericana” nos señalan que el género telenovela tuvo sus antecedentes en 1790 en Francia e Inglaterra con las representaciones populares, tomadas de las formas y modos de los espectáculos de ferias, donde el tema a escenificar dependía de la literatura oral de la región, en los que destacan cuentos de miedo, misterio y relatos de terror. A mediados del siglo XIX, nació un nuevo medio de comunicación dirigido a las masas, el folletín, el cual, sirve de modelo para la realización de telenovelas. Villanueva, M., en su artículo “El melodrama, la telenovela en América y su nacimiento en México” (2000:1), apunta que: “este género literario de origen francés, se inició con la publicación en el diario Le siècle de la traducción —como pliego suelto— de El lazarillo de Tormes. Los principales exponentes de esta forma narrativa fueron, entre otros, Eugene Sue, Dumas (padre), Dickens y Balzac. Las historias rebosaban intriga, romance y suspenso, lo que atrapaba el interés de los lectores, que las seguían diariamente para conocer el final” Lataban (1995:8) en su Tesis Consumo de telenovelas por estudiantes de universidades privadas señala que dentro de sus fases, encontramos la función ideológica, la cual presentaba una novela donde “triunfaban el sentido común, los buenos pensamientos, el orden y la moral”, dejando atrás la constante vigilancia de la sociedad y convirtiéndose en una fantasía de ésta. -
Latin American Studies Program Sheet
Latin American Studies The Latin American Studies minor is a course of study in the liberal arts that provides students with an understanding of the many facets of Latin American literature and history, society and culture, economics and politics, ecology and environment, languages, arts, and humanities. Students are given the opportunity to study the Latino experience in the United States and explore global issues that impact indigenous, Afro-descendants, and ethnically diverse communities of Latin America, i.e., migration, displacement, mobilization, and the pursuit of social justice. Minor Requirements The Latin American Studies minor is Group 1: LAS 201, HIS 260, HIS 261, SPN 289 Students must incorporate a study away available to students in any major. Seven or POL 250 when taught with an emphasis experience with a focus on Latin America, courses are required. Students must take on Latin America in consultation with the LAS director. two Spanish language courses at the 207 Study away may be one of the following: level or higher; one course from Group 1 Group 2: EVS 315, EVS 300, MUS 241, MUS semester-long study abroad, internship (Latin American History); and four additional 341, SPN 371, SPN 311, SPN 420, or SPN 421, away, Mazingira project, short-term study courses from Group 2 or a combination also ENG 255/355, EVS 300 when taught away/service learning project, or JayTerm of Groups 1 and 2. Students must select with an emphasis on Latin America trip. Spanish majors/minors interested in an courses from at least two departments with LAS minor may use up to two 200-, 300-, or When the following courses are taught with no more than three courses from a single 400-level SPN courses towards the minor. -
Teoría Y Evolución De La Telenovela Latinoamericana
TEORÍA Y EVOLUCIÓN DE LA TELENOVELA LATINOAMERICANA Laura Soler Azorín Laura Soler Azorín Soler Laura TEORÍA Y EVOLUCIÓN DE LA TELENOVELA LATINOAMERICANA Laura Soler Azorín Director: José Carlos Rovira Soler Octubre 2015 TEORÍA Y EVOLUCIÓN DE LA TELENOVELA LATINOAMERICANA Laura Soler Azorín Tesis de doctorado Dirigida por José Carlos Rovira Soler Universidad de Alicante Facultad de Filosofía y Letras Departamento de Filología Española, Lingüística General y Teoría de la Literatura Octubre 2015 A Federico, mis “manos” en selectividad. A Liber, por tantas cosas. Y a mis padres, con quienes tanto quiero. AGRADECIMIENTOS. A José Carlos Rovira. Amalia, Ana Antonia, Antonio, Carmen, Carmina, Carolina, Clarisa, Eleonore, Eva, Fernando, Gregorio, Inma, Jaime, Joan, Joana, Jorge, Josefita, Juan Ramón, Lourdes, Mar, Patricia, Rafa, Roberto, Rodolf, Rosario, Víctor, Victoria… Para mis compañeros doctorandos, por lo compartido: Clara, Jordi, María José y Vicent. A todos los que han ESTADO a mi lado. Muy especialmente a Vicente Carrasco. Y a Bernat, mestre. ÍNDICE 1.- INTRODUCCIÓN. 1.1.- Objetivos y metodología (pág. 11) 1.2.- Análisis (pág. 11) 2.- INTRODUCCIÓN. UN ACERCAMIENTO AL “FENÓMENO TELENOVELA” EN ESPAÑA Y EN EL MUNDO 2.1.-Orígenes e impacto social y económico de la telenovela hispanoamericana (pág. 23) 2.1.1.- El incalculable negocio de la telenovela (pág. 26) 2.2.- Antecedentes de la telenovela (pág. 27) 2.2.1.- La novela por entregas o folletín como antecedente de la telenovela actual. (pág. 27) 2.2.2.- La radionovela, predecesora de la novela por entregas y antecesora de la telenovela (pág. 35) 2.2.3.- Elementos comunes con la novela por entregas (pág. -
1 Comunicación Para El Buen Vivir Análisis De La Radionovela
Comunicación para el Buen Vivir Análisis de la radionovela Killaricocha, la maldición de la abundancia como un referente de la lucha comunitaria. Andrés Ramos Rozo Universidad Santo Tomás División de Ciencias Sociales Facultad de Comunicación Social Bogotá, Colombia 2019 1 Comunicación para el buen vivir La radionovela Killaricocha, la maldición de la abundancia como un referente de la lucha comunitaria. Trabajo de investigación presentado como requisito para optar al título de: Comunicador Social Tutora Clara Victoria Meza Maya Universidad Santo Tomás División de Ciencias Sociales Facultad de Comunicación Social Bogotá, Colombia 2019 2 Contenido Agradecimientos ........................................................................................................................ 5 1. Introducción ..................................................................................................................... 6 2. Justificación ...................................................................................................................... 8 3. Estado de arte ................................................................................................................... 9 4. Problema de investigación ............................................................................................. 14 4.1. Pregunta de investigación ....................................................................................... 16 4.2. Objetivos de investigación ..................................................................................... -
Telenovela, Reception and Social Debate1 Telenovela, Recepción Y Debate Social
AMIGO, B., BRAVO, M. y OSORIO, F. Soap operas, reception and social debate CUADERNOS.INFO Nº 35 ISSN 0719-3661 Versión electrónica: ISSN 0719-367x http://www.cuadernos.info doi: 10.7764/cdi.35.654 Received: 10-15-2014 / Accepted: 11-25-2014 Telenovela, reception and social debate1 Telenovela, recepción y debate social BERNARDO AMIGO, Universidad de Chile, Santiago, Chile ([email protected]) MARÍA CECILIA BRAVO, Universidad de Chile, Santiago, Chile ([email protected]) FRANCISCO OSORIO, Universidad de Chile, Santiago, Chile ([email protected]) ABSTRACT RESUMEN The essay summarises qualitative empirical research El artículo sintetiza un conjunto de investigaciones on Chilean television carried out between 2007 and empíricas cualitativas sobre la ficción televisiva en 2014. The article focuses on the interactive mecha- Chile, realizadas entre 2007 y 2014. Específicamente, nism that mutually influences television and viewers se centra en los mecanismos de interacción que se through fiction (telenovela). It concludes that the configuran entre la televisión y los telespectadores a dynamic of social debate can influence the symbo- través del género televisivo de la telenovela. Concluye lic conditions for the production of television dis- que las dinámicas del debate social pueden influir course, argument that opposes the classic thesis of en las condiciones simbólicas para la producción de television direct effects on society. discursos en la televisión, argumento que es contrario a la tesis clásica de los efectos directos de la televisión en la sociedad. Keywords: Telenovela, identification, media representa- Palabras clave: Telenovela, identificación, representación tion, social uses, gender. mediática, usos sociales, género. •How to cite: Amigo,CUADERNOS.INFO B., Bravo, M. -
Latin American Studies BA
QUEENS COLLEGE Latin American Studies BA FOUR YEAR ACADEMIC PLAN 12 Required Core Credits 18 Flexible Core Credits 12 College Option Credits 30 Major Credits 48 Elective Credits 120 Total This 4-year academic plan is designed to help freshmen entering Queens College in Fall 2020 plan their academic career and ensure that they complete all requirements for graduation in a timely fashion. All other students should consult their academic and depart- ment advisors to chart their own 4-year academic plans. Students should note that course pre-requisite/s and co-requisite/s are strictly enforced and they should regularly meet with their department advisors to identify their specific major/minor requirements and entrance and maintenance criteria (if applicable) for successful completion of their degree. QUEENS COLLEGE Latin American Studies BA FOUR YEAR ACADEMIC PLAN Freshman FALL SPRING English Composition I (EC1) 3 credits English Composition II (EC2) 3 credits HIST 105 3 credits SPAN 45 (WCGI) 3 credits History of Latin American to 1825 Hispanic Civilization or HIST106 or SPAN 312 History of Latin American 1825 to Present The Culture and Civilization of Life and Physical Science (LPS) 4 credits Latin America Creative Expression (CE) 3 credits Math & Quantitative Reasoning (MQR) 3 credits Individual & Society (IS) 3 credits U. S. Experience in Its Diversity (USED) 3 credits Scientific World (SW) 3 credits Fall Total Credits 16 credits Spring Total Credits 15 credits Sophomore FALL SPRING ANTH 205 3 credits ECON 212 3 credits People of Mexico