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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. -
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 -
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. -
[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 -
Report on the Security Sector in Latin America and the Caribbean 363.1098 Report on the Security Sector in Latin America and the Caribbean
Report on the Security Sector in Latin America and the Caribbean 363.1098 Report on the Security Sector in Latin America and the Caribbean. R425 / Coordinated by Lucia Dammert. Santiago, Chile: FLACSO, 2007. 204p. ISBN: 978-956-205-217-7 Security; Public Safety; Defence; Intelligence Services; Security Forces; Armed Services; Latin America Cover Design: Claudio Doñas Text editing: Paulina Matta Correction of proofs: Jaime Gabarró Layout: Sylvio Alarcón Translation: Katty Hutter Printing: ALFABETA ARTES GRÁFICAS Editorial coordination: Carolina Contreras All rights reserved. This publication cannot be reproduced, partially or completely, nor registered or sent through any kind of information recovery system by any means, including mechanical, photochemical, electronic, magnetic, electro-visual, photocopy, or by any other means, without prior written permission from the editors. First edition: August 2007 I.S.B.N.: 978-956-205-217-7 Intellectual property registration number 164281 © Facultad Latinoamericana de Ciencias Sociales, FLACSO-Chile, 2007 Av. Dag Hammarskjöld 3269, Vitacura, Santiago, Chile [email protected] www.flacso.cl FLACSO TEAM RESPONSIBLE FOR THE PREPARATION OF THE REPORT ON THE SECURITY SECTOR Lucia Dammert Director of the Security and Citizenship Program Researchers: David Álvarez Patricia Arias Felipe Ajenjo Sebastián Briones Javiera Díaz Claudia Fuentes Felipe Ruz Felipe Salazar Liza Zúñiga ADVISORY COUNCIL Alejandro Álvarez (UNDP SURF LAC) Priscila Antunes (Universidad Federal de Minas Gerais – Brazil) Felipe -
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. -
Ollan- Taytambo
Contact: Martin Harbaum Office: (511) 215-6000 - Ext: 2405 Cell: +51 998033553 Email: [email protected] domiruthperutravel.com peru4x4adventures.com General information based on wikipedia files All pictures Copyright © Martin Harbaum Ollan- taytambo Ollantaytambo is a town and an Inca It is located at an altitude of 2,792 meters (9,160 feet) above sea archaeological site in southern Peru level in the district of Ollantaytambo, province of Urubamba, some 60 kilometers northwest of the Cusco region. During the Inca Empire, Ollantaytambo was the city of Cusco.. royal estate of Emperor Pachacuti who conquered the region, built the town and a ceremonial center. At the time of the Spanish conquest of Peru it served as a stronghold for Manco Inca Yupanqui, leader of the Inca resistance. Nowadays it is an important tourist attraction on account of its Inca buildings and as one of the most common starting points for the three- day, four-night hike known as the Inca Trail. History: Around the mid-15th century, the Inca emperor Pachacuti conquered and razed Ollantaytambo; the town and the nearby region were incorporated into his personal estate.[2] The emperor rebuilt the town with sumptuous constructions and undertook extensive works of terracing and irrigation in the Urubamba Valley; the town provided lodging for the Inca nobility while the terraces were farmed by yanaconas, retainers of the emperor.[3] After Pachacuti’s death, the estate came under the administration of his panaqa, his family clan.[4] During the Spanish conquest of Peru Ollantaytambo served as a temporary capital for Manco Inca, leader of the native resistance against the conquistadors. -
Travel Guide to Machu Picchu
THE ULTIMATE TRAVEL GUIDE TO MACHU PICCHU Free step-by-step guide to planning and organising your Machu Picchu adventure! Publisher: Best of Peru Travel Guides (First Edition - April 2016) For general enquiries, listings, distribution and advertising information please contact us at: [email protected] Copyright notice: All contents copyright © Best of Peru Travel 2016 Text & Maps: © Best of Peru Travel 2016 Photos: © Best of Peru Travel 2016 & © Marcos Garcia/MGP Images All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any Best of Peru Travel is an online travel means, electronic, mechanical, photocopying, reading or otherwise, without the written permission of the publisher and copyright guide for independent travellers who are owner. looking for the best Lima, Cusco, Machu Every effort has been made to ensure that the information in this document is accurate at the time of going to press. Some details, Picchu and the Sacred Valley in Peru have however, such as prices, telephone numbers, opening hours, to offer. Want to know where to get the travel information and website addresses are liable to change. Best of Peru Travel accept no responsibility for any loss, injury or best Pisco sour in Cusco, the best lunch in inconvenience sustained by anyone using this information. Lima or which is the best hotel in Machu Editor’s note: Prices are in Peruvian Soles (S/.) unless otherwise stated in US$. All Picchu? Look no further... Visit us here! prices are guide prices only and are based on an exchange rate of 3.42 Peruvian Soles (PEN) to the US Dollar at the time of publication. -
Level 2 Lesson 10 Visit to Peru
Level 2 Lesson 10 Visit to Peru Topics Prepare Before Class Describing traditions & life events Print copies of the student Activity Sheet. Expressing hopes & wishes Collect travel advertisements about different Musical traditions countries or print pages from the internet telling about cultural traditions in different countries for the writing activity. Learning Strategy Goals Use Sounds Wish & hope clauses Day 1 Introduce the Lesson Explain, “In Lesson 10, Anna is writing a story about the culture of Peru. She does not have time to travel, but her friend Bruna says she can learn about Peru in one short visit.” Ask, “Can you guess where Anna can learn about Peru?” Answers may include: at a library, in a museum, or at a festival. Teach Key Words Have students repeat the new words for this lesson after you say them. The list of words can be found in the Resources section. Choose a vocabulary practice activity from the How-To Guide to help students learn the new words. As the topic of this lesson is learning about cultural traditions and events, ask students to tell you about their hometown’s traditions, festivals or cultural events. Keep a list of key words related to the events. Write the words on the board and practice the pronunciation of any that may cause difficulty for your students. Let’s Learn English Level 2 Lesson 10 1 Day 2 Present the Conversation Tell students that the video will show Anna and her coworker Bruna at a museum. Play the video or audio of the conversation or hand out copies of the text from the Resources section. -
Survey for Review of Chemical Management Regulatory Systems Worldwide
Survey for Review of Chemical Management Regulatory Systems Worldwide Committee on Trade and Investment (CTI) Chemical Dialogue 2018 APEC Project: CD 02 2017S Produced by Ministry of Industry and Trade of the Russian Federation Сhemical-technological and Forestry Complex Department 7 Kitaigorodsky Proyezd 109074, Moscow, the Russian Federation Tel: +7-495-632-81-05 Email: [email protected] Website: www.minpromtorg.gov.ru Coordinating Informational Center of CIS member states on approximation of regulatory practices (CIS Center) 36/1 Liusinovskaya street 115093, Moscow, the Russian Federation Tel: +7- 495-745-38-00 Email: [email protected] Website: www.ciscenter.org Australian Government Department of Industry and Science Industry House 10 Binara Street Canberra City ACT 2601 GPO Box 9839, Canberra ACT 2601 Tel: 61-2-6213-7821 Email: [email protected] Website: www.industry.gov.au For Asia Pacific Economic Cooperation Secretariat 35 Heng Mui Keng Terrace Singapore 119616 Tel: (65) 68919 600 Fax: (65) 68919 690 Email: [email protected] Website: www.apec.org 2018 APEC Secretariat CD 02 2018S ISBN/ISSN ___-__-____-_____-__ 2 CONTENT INTRODUCTION ............................................................................................................................8 International regulatory framework for safe handling of chemical products ........................11 1.1. Safe management of chemicals in the globalization context............................................12 1.2. Basic principles of the global agenda on safe management of chemicals .......................13 1.3. International policies for the technical regulation of chemical products .......................17 1.4. International agreements and conventions that form the bedrock of the modern system of safe management of chemicals ..................................................................................................21 1.5. International statutory regulation of chemicals in various industrial sectors ...............24 1.6. -
Political Constitution of Peru
(*) Political Constitution of Peru Enacted on the 29th of December, 1993 Published by the CONGRESS OF THE REPUBLIC September – 2009 (*) N.T.: Translated from Spanish into English by Juan Gotelli, Esther Velarde and Pilar Zuazo, members of the staff of the Translation Bureau of the Congress of the Republic of Peru. Revised by Mr. Jonathan Potts and Mr. Joe Northover. 1 1993 POLITICAL CONSTITUTION OF PERU The President of the Democratic Constituent Congress Whereas: As this constitutional draft has been approved by the Democratic Constituent Congress and ratified by a referendum on the 31st of October, 1993, The Democratic Constituent Congress Does establish the following Political Constitution of Peru: 2 PREAMBLE The Democratic Constituent Congress invoking Almighty God, obeying the mandate of the Peruvian people, and remembering the sacrifice of all the preceding generations of our land, has resolved to enact the following Constitution: 3 POLITICAL CONSTITUTION OF PERU TITLE I THE PERSON AND THE SOCIETY CHAPTER I FUNDAMENTAL RIGHTS OF THE PERSON Article 1 The defense of the human person and respect for his dignity are the supreme purpose of the society and the State. Article 2 Every person has the right: 1. To life, his identity, his moral, psychical, and physical integrity, and his free development and well-being. The unborn child is a rights-bearing subject in all cases that benefit him. 2. To equality before the law. No person shall be discriminated against on the basis of origin, race, sex, language, religion, opinion, economic status, or any other distinguishing feature. 3. To freedom of conscience and religion, in an individual or collective manner.