A New Model for Technology Transfer Inguatemala
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Economics Working Paper 99-04. Adoption and Use of Improved
E C O N O M I C S Working Paper 99-04 Adoption and Use of Improved Maize by Small-Scale Farmers in Southeast Guatemala Gustavo Saín and Julio Martínez* * Gustavo Saín is Regional Economist for Central America and the Caribbean with CIMMYT. Julio Martínez is an economist with the Instituto de Ciencias y Tecnologías Agropecuarias (ICTA) de Guatemala. The views represented in this paper are those of the authors and do not represent the official views of CIMMYT. CIMMYT (www.cimmyt.mx or www.cimmyt.cgiar.org) is an internationally funded, nonprofit scientific research and training organization. Headquartered in Mexico, the Center works with agricultural research institutions worldwide to improve the productivity, profitability, and sustainability of maize and wheat systems for poor farmers in developing countries. It is one of 16 similar centers supported by the Consultative Group on International Agricultural Research (CGIAR). The CGIAR comprises over 55 partner countries, international and regional organizations, and private foundations. It is co-sponsored by the Food and Agriculture Organization (FAO) of the United Nations, the International Bank for Reconstruction and Development (World Bank), the United Nations Development Programme (UNDP), and the United Nations Environment Programme (UNEP). Financial support for CIMMYT’s research agenda also comes from many other sources, including foundations, development banks, and public and private agencies. CIMMYT supports Future Harvest, a public awareness campaign that builds understanding about the importance of agricultural issues and international agricultural research. Future Harvest links respected research institutions, influential public figures, and leading agricultural scientists to underscore the wider social benefits of improved agriculture—peace, prosperity, environmental renewal, health, and the alleviation of human suffering (www.futureharvest.org). -
The Vision Team Experience
THE VISION TEAM EXPERIENCE TRAVEL. VOLUNTEER. LEARN. GROW. GUATEMALA ¡BIENVENIDO! WELCOME! So you have decided to come to Guatemala to work hard and open your heart to something new? A few years ago I decided to do the same, as a way to learn more about Guatemala and give back to the country where my children were born. Little did I know that life would eventually lead me to serve thousands of Guatemalan children who struggle in poverty—children just like my own. So, a warning. This could get under your skin and into your heart. It started when I joined a Common Hope Vision Team. We built a house for a single mother of two, who had worked more than 200 hours to earn her new home. We dug ditches and sewed curtains. We packed school supplies with high school kids. And we were invited to visit with families in their homes. The images of those houses with their cornstalk walls and dirt floors stuck with me. It was then that I finally realized the everyday reality of poverty. I came home and suddenly saw all of the abundance around me. I realized how much we have as Americans and gained a new appreciation for daily conveniences like dependable running water. At first I was overwhelmed with the privilege that comes with being born in a rich country. Now I understand it as a blessing because I can use my privilege to help families who are no different than yours or mine except they were born into a life of poverty. -
Maize Genetic Resources of Highland Guatemala in Space and Time
Seeds, hands, and lands Maize genetic resources of highland Guatemala in space and time Promotoren Prof. dr. P. Richards Hoogleraar Technologie en Agrarische Ontwikkeling Wageningen Universiteit Prof. dr. ir. A.K. Bregt Hoogleraar Geo-informatiekunde Wageningen Universiteit Co-promotoren Dr. ir. S. de Bruin Universitair docent, Centrum voor Geo-Informatie Wageningen Universiteit Dr. ir. H. Maat Universitair docent, leerstoelgroep Technologie en Agrarische Ontwikkeling Wageningen Universiteit Promotiecommissie Dr. E.F. Fischer (Vanderbilt University, Nashville, USA) Dr. ir. Th.J.L. van Hintum (Centrum voor Genetische Bronnen Nederland, Wageningen) Prof. dr. L.E. Visser (Wageningen Universiteit) Prof. dr. K.S. Zimmerer (University of Wisconsin-Madison, USA) Dit onderzoek is uitgevoerd binnen CERES Research School for Resource Studies for Development en C.T. de Wit Graduate School for Production Ecology and Resource Conservation. Seeds, hands, and lands Maize genetic resources of highland Guatemala in space and time Jacob van Etten Proefschrift ter verkrijging van de graad van doctor op gezag van de rector magnificus van Wageningen Universiteit, prof. dr. M.J. Kropff, in het openbaar te verdedigen op woensdag 11 oktober 2006 des namiddags te vier uur in de Aula © Jacob van Etten, except Chapter 2 Keywords: plant genetic resources, Guatemala, maize ISBN: 90-8504-485-5 Cover design: Marisa Rappard For Laura and Hanna Acknowledgments This work was financially supported by Wageningen University and Research Centre through the CERES Research School for Resource Studies for Human Development and through the C.T. de Wit Graduate School for Production Ecology and Resource Conservation. I am grateful for having such good supervisors, who advised me on crucial points but also allowed me much freedom. -
Department of Anthropology Summer 2016 Kaprielian Hall Course Syllabus 3620 S
Department of Anthropology Summer 2016 Kaprielian Hall Course Syllabus 3620 S. Vermont Ave., Ste. 352 University Park Campus University of Southern California Los Angeles, CA 90089 ANTHROPOLOGY 400 – MAYA RESILIENCE: CONSTRUCTING PAST AND PRESENT IDENTITIES Dr. Thomas G. Garrison Phone: (213) 740-1902 Email: [email protected] Office: AHF B40 Class Meeting Pre-trip: MW 5:30-6:30 in April Course Description This Problems Without Passport course studies how the Maya people of Central America have forged a strong cultural identity in both the past and present. Archaeology has played an important role in these processes. On the one hand, data recovered from archaeological investigations teaches about the ancient Maya and their once great city-states. On the other hand, the modern Maya use the reconstructed, "tourist attraction" ruins as symbols of the antiquity of their cultural heritage and their connection to the lands now controlled by modern Guatemala. Through visits to archaeological sites, museums, and Maya communities students will engage with the complexities of issues relating to the frequently conflicting interests of indigenous cultural heritage and national economic development. Recommended Preparation No previous preparation is required for this course, but ANTH 202g, 140g, 310, 314g or another anthropology based archaeology course would be helpful. Introduction, Objectives, and Outcomes Archaeological sites are tourist attractions throughout the world. From the pillared, marble buildings of ancient Greece to the majestic temples of Angkor Wat in Cambodia, consolidated ruins represent a major tourism draw and source of revenue for countries whose borders contain dense numbers of ancient sites. In Latin America, for countries such as Mexico, Guatemala, Belize, Honduras, Peru, and Bolivia archaeological tourism is a centerpiece for advertising campaigns encouraging international visitors. -
World Bank Document
ReportNo. 12313-GU Guatemala An Assessmentof Poverty Public Disclosure Authorized April 17, 1995 Country Department If Human ResourcesOperations Division Latin America and the Caribbean Regional Office U~~~~~ Public Disclosure Authorized #W:~~~~~~~~2;- V Public Disclosure Authorized j -*a I~~~~~~~~~~~~~~~~~~~T~4 Public Disclosure Authorized Currency Equivalents (as of December 14, 1994) Currency Unit = Quetzal (Q) US$ 1.00 = Q 5.78 Fiscal Year January-December GUATEMALA: AN ASSESSMENT OF POVERTY LIST OF ABBREVIATIONS AND ACRONYMS ARI - Acute Respiratory Infections AVANCSO - Association for the Advance of the Social Sciences (Asociaci6npara el Avance de las Ciencias Sociales en Guatemala) BANDESA - National Bank for Agricultural Development (Banco Nacional para el Desarrollo Agriculo) BOG - Bank of Guatemala CACM - Central American Common Market CEPAL - Economic Commissionfor Latin America and the Caribbean (UN) CDUR - Urban and Rural Development Councils (Consejos de Desarrollo Urbano y Rural) CG - Central Government CISMA - Center for Mayan Social Research (Centro de Investigaci6nSocial Maya) DIGEBOS - National Extension Service--Forestry (Direcci6n General de Bosques) DIGEPA - Project Support Office (Ministry of Education) (Direcci6n General de Proyectos de Apoyo) DIGESA - National Extension Service--Agriculture DIGESEPE - National Extension Service--Livestock DTP - Department of Technical Planning ENSD - National Socio-Demographic Household Survey (Encuesta Nacional Sociodemografica) FAFIDESS - National Financial ConsultingFoundation -
Lesson Plan – the Geography of Guatemala
LESSON 1 LHM— LUTHERAN HOUR GUATEMALA MINISTRIES Curriculum LHM – GUATEMALA Lesson 1 – The Geography of Guatemala The Land of Guatemala God has given the people of Guatemala a very beautiful and unique country. It is the westernmost country of the seven countries that make up Central America. Central America is an isthmus—a narrow strip of land which connects two larger bodies of land—and it connects North America to South America. Guatemala covers 42,042 square mile and is approximately the size of Tennessee. Though Guatemala lies close to the equator, the climate varies across the country due to extreme variations in elevation. Its nickname, “Land of Eternal Spring,” was given to the area around Guatemala City (the capital) because of the comfortably warm days and cool nights. About two-thirds of the total land area of Guatemala is covered by mountains. The main range is the Sierra Madre, which runs east to west across the country and is parallel to the Pacific Ocean in the south. Some of the mountains are active volcanoes. Earthquakes also occur. In 1976 an earthquake was responsible for more than 20,000 deaths and left millions homeless. The area of land between the mountains and the southern coast is the Pacific Lowland. This stretch of land measures about 50 miles wide and is home to sugar and cotton plantations, ranches, and farms. The Northern Plain has the fewest inhabitants and is the least developed part of the country. Much of the land is covered with tropical forests. Woods such as mahogany are found in abundance, but rough terrain makes travel and living conditions in this area difficult. -
Visitor's Guide: NPH Guatemala
® Country Overview 2 Visitor’s Guide: The NPH Home 3 Travel Tips 5 Suggested Packing List 7 NPH guatemala Contact Information 9 Country Overview Google Guide Sources: The CIA World Factbook, Fodor’s Travel, Lonely Planet.com, UNICEF Guatemala is the most populous of the Central A Brief History American countries. The From the 4th to the 10th century, the 36-year long guerrilla war. During those majority of its population Mayan civilization flourished in decades, with changing governments, is formed by Indigenas, Guatemala. By the 1500s with the the country remained largely in the direct descendants of arrival of the Spanish, the Maya, hands of the powerful elite composed Mayan tribes, who are although their golden age had long mainly of big landowners, the military still deeply rooted in their since ended, still lived simply and and industrialists. The oppression of a traditional culture. peacefully in villages throughout large part of the population persisted Guatemala. In 1524, the conquistador through acts of terror and killing sprees Area: 42,042 square miles Pedro de Alvarado entered the nation aimed to eliminate support for any – about the size of in search of wealth. opposition towards the elite. In 1996, a Tennessee peace treaty was finally signed, but The Spanish effectively enslaved the tragically it is estimated more than Population: 15,460,732 indigenous population, as was done 200,000 individuals were killed and (July 2017 estimate) throughout Latin America, until finally another one million were displaced. Languages: Spanish in 1821, there was a revolt strong enough to win Guatemala its Since the peace accords, Guatemala 60%, Amerindian independence. -
Eradicating Poverty and Unifying Guyana
NATIONAL DEVELOPMENT STRATEGY Eradicating Poverty and Unifying Guyana A Civil Society Document - AN OVERVIEW - I GUYANA - BASIC INFORMATION • Guyana, with an area of 83,000 square miles or 215,000 square kilometres, is located on the northern coast of South America, and is the only English-speaking country on that continent. It is bounded on the north by the Atlantic Ocean, on the east by Surinam, on the south and south-west by Brazil, and on the west and north-west by Venezuela. • Guyana is physically divided into four types of landforms: (i) a flat coastal, clayey belt which is about 4.5 feet below sea level, and in which most of its agricultural activity occurs; (ii) a sand belt, to the south of the coastal belt, which includes the Intermediate Savannas; (iii) an undulating, central peneplain which comprises more than half of the country’s area, and in which are located lush, almost pristine, tropical forests, and extensive mineral deposits. This landform stretches from the sand belt to the country’s southern boundary and encompasses, also, the Rupununi Savannas which border Brazil; and (iv) the highlands which are to be found in the midwestern area. This portion of the Guiana Highlands includes the Pakaraima mountain range. • Guyana has a plentitude of natural resources: fertile agricultural lands on the coastal plain and in the riverain areas; vast areas of tropical hardwood forests of various ecosystems and with a multitude of plant and animal species; abundant fish and shrimping grounds, both in its numerous rivers and in the Atlantic Ocean to its north; and a wide variety of minerals, including gold, diamonds, a range of semi-precious stones, bauxite and manganese. -
Notes on a Map of the 1961–2010 Eruptions of Volcán De Pacaya, Guatemala
The Geological Society of America Digital Map and Chart Series 10 2012 Notes on a Map of the 1961–2010 Eruptions of Volcán de Pacaya, Guatemala Ruben Otoniel Matías Gomez William I. Rose José Luis Palma* Rüdiger Escobar-Wolf Michigan Technological University, Houghton, Michigan 49931, USA ABSTRACT A database of geologic units emplaced during the eruptions of the Volcán de Pacaya, Guatemala, from 1961 to 2010, has been compiled in a geographic information system (GIS). The mapping of the units is based on integrating information from aerial photo- graphs, satellite images, and detailed fi eld observations. The information consists of a total of 249 lava fl ow units, six pyroclastic fl ow units, two scoria-fall units, two undivided pyroclastic units (proximal and distal), one aeolian sediments unit, and one alluvium unit, all of which are defi ned as polygons in the GIS. A total of 349 eruptive vents associ- ated with fl ow units were also identifi ed and defi ned as points in the GIS. Volumes were calculated for all lava fl ows, yielding a cumulative volume of 0.078 km3 (not corrected for density). The volumes of four tephra deposits related to explosive events during this period were also calculated, and yielded values of the order of 106 to >107 m3 each. Geo- chemical data of 69 samples of lava show that the composition of erupted products did not change systematically, with SiO2 ranging from 50 to 52.5 wt%. The GIS information is organized in geologic units, coded by date of emplacement between 1961 and 2010, and is presented in eight geologic maps, showing the units exposed at the surface at different intervals of time. -
Weaving the Tapestry of Life: Exploring Guatemalan Culture Through Traditional Clothing and Designs
Weaving the Tapestry of Life: Exploring Guatemalan Culture through Traditional Clothing and Designs the alma project Denver Public Schools Cultural Curriculum Infusion Model A In partnership with Metropolitan State College of Denver the alma project A Cultural Curriculum Infusion Model Weaving the Tapestry of Life: Exploring Guatemalan Culture through Traditional Clothing and Designs by Elise Edwards Grades 3–4 Implementation Time: 2–3 Weeks Published 2005 Denver Public Schools, Denver, Colorado The Alma Curriculum and Teacher Training Project Loyola A. Martinez, Project Director Unit Overview Weaving the Tapestry of Life: Exploring Guatemalan Culture through Traditional Clothing and Designs Unit Concepts • Guatemalan Culture • Guatemalan Clothing • Weaving • Family Standards Addressed by This Unit Reading and Writing • Students read and understand a variety of materials. (RW1) • Students will write and speak for a variety of purposes and audiences. (RW2) • Students write and speak using formal grammar, usage, sentence structure, punctuation, capi- talization, and spelling. (RW3) • Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) • Students read and locate, select, evaluate, and make use of relevant information from a vari- ety of media, reference, and technological sources. (RW5) • Students read and recognize literature as a record of human experience. (RW6) Visual Art • Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. (A2) Geography • Students know how to use and construct maps and other geographic tools to locate and derive information about people, places, and environments. (G1) History • Students understand that societies are diverse and have changed over time. (H3) Math • Students develop number sense and use numbers and number relationships in problem- solving situations and communicate the reasoning used in solving these problems. -
Urban Green Fabric Analysis Promoting Sustainable Planning in Guatemala City
land Article Urban Green Fabric Analysis Promoting Sustainable Planning in Guatemala City Fernando Castillo-Cabrera 1,2,*, Thilo Wellmann 1,3 and Dagmar Haase 1,3 1 Landscape Ecology Lab, Department of Geography, Humboldt-Universität zu Berlin, 10099 Berlin, Germany; [email protected] (T.W.); [email protected] (D.H.) 2 Centro de Estudios Conservacionistas-CECON-, Facultad de Ciencias Químicas y Farmacia, Universidad de San Carlos de Guatemala, 01010 Ciudad de Guatemala, Guatemala 3 Department of Computational Landscape Ecology, Helmholtz Centre for Environmental Research—UFZ-, 04318 Leipzig, Germany * Correspondence: [email protected] Abstract: Urbanization rate in Central America is the second fastest worldwide and its major cities face challenges regarding urban sustainability. Urban Green Fabric (UGF) is an important material condition for the urban quality of life and, therefore, key to planning processes. We performed an analysis of the UGF of Guatemala City including the identification and classification of UGF, their spatial pattern analysis, construction of ensembles of districts (zones) and revealing citizen’s interactions with UGF. We used remote sensing and land use mapping techniques, spatial metrics and a questionnaire survey. Main results are the UGF map of Guatemala City and six ensembles of zones based on a set of indicators. We further revealed citizens’ recognition of green spaces, their perceptions about green space amount and availability as well as their support for UGF future interventions. Finally, we discuss the implications for planning promoted by our results and suggest three actions for UGF sustainability: Creation of new green spaces, protecting existing green spaces and enhancing the mosaic with different green spaces types. -
Cocaine from South America to the United States
Cocaine from South America to the United States What is the nature of this market? limited to refueling. After 2000, and especially after 2006, law enforcement increased the risks of shipping directly to The history of cocaine trafficking from South America to Mexico. Consequently, Central America took on new the United States has been well documented. The flow importance as a transit and storage area, and parts of the peaked in the 1980s. During most of this time, Colombian Caribbean were reactivated. traffickers dominated the market, and they often preferred to use the Caribbean as a transit area. Due to vigorous law This can be seen in the seizure figures. In the mid-1980s, enforcement, the Colombian groups were weakened in the over 75% of the cocaine seized between South America and 1990s, and Mexican groups progressively assumed control the United States was taken in the Caribbean, and very of most of the trafficking chain. little was seized in Central America. By 2010, the opposite was true: over 80% was seized in Central America, with less As a product of this shift, an ever-increasing share of the than 10% being taken in the Caribbean. The bulk of the cocaine entering the United States did so over the south- cocaine seized in recent years in the Caribbean has been western land border. Initially, direct shipments to Mexico taken by the Dominican Republic, which is also a transit were favoured, with stopovers in Central America largely country for the European market.30 Figure 22: Number of primary cocaine move- How is the trafficking conducted? ments destined for, or interdicted in, Central America, the Caribbean, and Despite reductions in production, the latest cocaine signa- Mexico, 2000-2011 ture data indicates that most of the cocaine consumed in 800 the United States comes from Colombia.31 The Colombian 700 government has been extremely successful in disassembling 600 the larger drug trafficking organizations, and this has changed the nature of the market in the country.