A Growth Diagnostic of Panama Faculty Research Working Paper Series
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Religion in Panama
Religion in Panama Country Summary Although the Republic of Panama, which is about the size of South Carolina, is now considered part of the Central American region, until 1903 the territory was a province of Colombia. The Republic of Panama forms the narrowest part of the isthmus and is located between Costa Rica to the west and Colombia to the east. The Caribbean Sea borders the northern coast of Panama, and the Pacific Ocean borders the southern coast. Panama City is the nation’s capital, which contains about 40 percent of the nation’s population. The country has an area of 30,193 square miles (75,417 square km) and a population of 3.3 million (2008). Racially, the majority of the population is considered mestizo (70 percent, mixed Amerindian and Hispanic), while the rest are West Indian (14 percent, Afro-Caribbean), Amer- indian (8 percent), Caucasian (6 percent) and Asian/other (2 percent). The Amerindian popu- lation (285,230 in 2000) includes eight ethnolinguistic groups: the Guaymí (Ngöbe-Buglé), Kuna, Choco (Emberá-Wounaan), Teribe (Naso), Bokota and Bribri. In 2000, about 80 percent of the population were Spanish-speaking, about 9 percent were speakers of Asian or Middle Eastern languages (Chinese, Japanese, Korean, Hindustani, Hebrew and Arabic), 8.3 percent were Amerindian (speakers of eight languages), and 3.7 percent were English-speaking (mainly West Indian and North American). However, many Panamanians are bilingual, especially in Spanish and English (Standard English and Western Caribbean Creole English). There is also a small population of “Negros Congos” who speak an Afro-Hispanic Creole, especially on the Caribbean coast of Colón province. -
About Panama
Panama The Republic of Panama is located in the center of the Western Hemisphere under the following coordinates: 7º12’07" and 9º38’46" North, 77º09’24" and 83º03’07" West. Its Borders are: to the North, the Caribbean Sea; to the East, the Republic of Colombia; to the South with the Pacific Ocean and to the West with the Republic of Costa Rica. Panama is the link between Central America and South America, constituting an isthmus of 80 km. wide in its narrower section. Official Name: Republic of Panama. Capital: Panama City. Nationality: Panamanian. Area, Population and Density: 75,517 square Km; the total population is 2,839,177, 81 persons/square mi. Age Distribution (%): 0‐14 years 37.0%, 15‐59 years 56.3%, 60+ years 6.7% Political Division: 9 provinces and 5 indigenous communities. Government: constitutional democracy, centralized Republic Legal System: based on the civilian legal system, judicial revision of legislative acts in the Supreme Court. Accepting international tribunal jurisdiction, except in some instances. Language: the official language is Spanish. However, many Panamanians speak English. Literacy Rate: 90% Weather: Panamanian weather is tropical, and uniform throughout the year. The average temperature is 27 degrees C. Religion: there is an absolute freedom of Religion in Panama. Most Panamanians are Roman Catholic. However, due to the diversity in the country, you can find all kinds of temples of worship throughout the country. Time Zone: the time in Panama all year long is the same as the EST (GMT ‐5). We do not observe Daylight Savings Time. Currency: the U. -
Panama: Locking in Success
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized PANAMA: LOCKING IN SUCCESS A SYSTEMATIC COUNTRY DIAGNOSTIC Public Disclosure Authorized JANUARY 16, 2015 ACKNOWLEDGEMENTS We would like to thank the members of the Panama Country Team from all Global Practices and IFC, as well as all the partners and stakeholders in Panama, who have contributed to the preparation of this document in a strong collaborative process. (A full description of this process is found in Annex 1). We are very grateful for the generosity exhibited in providing us with substantive inputs, knowledge and advice, particularly given the time limitations. The team is co-led by Friederike (Fritzi) Koehler-Geib (Sr. Economist) and Kinnon Scott (Sr. Economist). Ayat Soliman (Program Leader) provided overall coordination. In addition, the following people provided substantive inputs and guidance: Humberto Lopez (Country Director), Frank Sader (Principal Strategy Officer), Louise J. Cord (Practice Manager), Auguste Tano Kouame (Practice Manager), Maryanne Sharp (Country Operations Adviser), Oscar Calvo- Gonzalez (Program Leader), and Kathy A. Lindert (Program Leader). Peer reviewers are: Pablo Fajnzylber, Practice Manager; David Gould, Lead Economist; and Jennifer J. Sara, Director. The table below identifies the full list of team members that have contributed their time, effort and expertise, and their affiliations. CMU/Global Practice/Cross Team Member Cutting Solution Area/IFC Agriculture Irina I. Klytchnikova, Norman Bentley Piccioni Caribbean CMU Francisco Galrao Carneiro Central America CMU Jovana Stojanovic, Kathy A. Lindert, Mary Rose Parrish, Maria del Camino Hurtado, Oscar Calvo-Gonzalez, Anabela Abreu, Sara Paredes Ponce, Meilyn Gem, Michelle Mccue, Sonia Molina, Desiree Gonzales Climate Change Luiz T. -
Spring 2020 Connections
Pandemic QCC Respiratory Students Give Brings Wyvern Care Grads Help Legislators Nation Top Medical Insight Into Together Professionals Their QCC Lives Page 6 Page 20 Page 22 Volume 12, Issue 1 QCC THE PUBLICATION FOR FRIENDS AND ALUMNI OF QUINSIGAMOND COMMUNITY COLLEGE The Power of Perseverance — Page 9 Expanded content available at www.QCC.edu/connections-sp20 Volume 12, Issue 1 2020 in this issue Managing Director Featured Josh Martin Editor Pandemic Brings Wyvern Nation Together . 6 Karen Hutner Ultimate Golf Raffle Takes a Swing at Raising Funds for Students in Need . 8 Photographers Hillarie Jason QCC’s the Right Prescription for Alumna John Solaperto Laurence Fankep . 9 Leon Granados Governor Baker Launches Multi-Million Career Technical Initiative . 12 Design & Layout Shannon Whitters QCC Student Honored with Inaugural Mechanics Hall Collegiate Apprentice Award . 14 Office of Community Connections/Advancement QCC Mentoring Program Delivers the Perfect Match . 15 Viviana Abreu-Hernandez, Ph .D . New QCC Dental Materials Lab Up and Running . 16 Shirley Dempsey Nicole Heldenbergh QCC’s Food Pantry and Resource Center Still Barry Metayer Available for Students . 18 Déborah González, Ph .D . June Vo QCC Respiratory Care Grads Help Top Medical Professionals . .20 This issue is sponsored by Students Give Legislators Insight Into their the QCC Foundation Lives at QCC . 22 QCC Foundation Officers News Briefs . 24 Linda Maykel, D .D .S ., President David Ojerholm, Treasurer New Associate Vice President of External Jeannie Hebert, Clerk/Secretary Affairs – Viviana Abreu-Hernandez . 28 Luis Pedraja, Ph .D ., Ex Officio QCC’s New Vice President of Academic Affairs – James Keane . .29 QCC Connections is a publication of Quinsigamond Community College 2 Letter from our President A Future of Hope.. -
Panamanian Higher Education System
PANAMANIAN HIGHER EDUCATION SYSTEM NATIONAL REPORT MAY 2019 "The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein." Principal investigators Mgter. Maribel Gómez- Universidad de Panama Mgter. Yajaira Castillo- Universidad de Panama Mgter. Eduardo Villarreal- Ministry of Education Technical Advisory Team – Universidad de Panama Mgter. Irene de Rodríguez Dr. Arturo Coley Graham Mgter. Elizabeth German Mgter. Román Gordón 2 Contents Introduction ................................................................................................................... 5 OVERVIEW OF PANAMA'S EDUCATION SYSTEM .......................................................... 7 1.1. Descriptions of the educational levels of regular education ................................. 7 1.1.1. First education level ........................................................................................... 9 1.1.2. Second education level ....................................................................................... 9 1.1.3. Third education level ........................................................................................ 10 1.1.3.1. Non-university higher education ................................................................... 10 1.1.3.2. TERTIARY UNIVERSITY EDUCATION .............................................................. -
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INCLUSIVE EDUCATION: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Public Disclosure Authorized SUSAN J. PETERS, PH.D.* PREPARED FOR THE DISABILITY GROUP THE WORLD BANK April 30, 2003 Public Disclosure Authorized The findings, interpretations and conclusions expressed in this report are entirely those of the author and should not be attributed in any manner to the World Bank, to its affiliated organizations, to members of its Board of Executive Directors, or to the countries they represent. The report has gone through an external peer review process, and the author thanks those individuals for their feedback. Public Disclosure Authorized *Susan J. Peters is an Associate Professor in the College of Education, Michigan State University, East Lansing, Michigan, USA. She has been an educator and disability scholar for the past 20 years and has published in various international journals. She is the co-author and editor of two books: Education and Disability in Cross-Cultural Perspective (NY: Garland Publishing. 1993) and Disability and Special Needs Education in an African Context (Harare: College Press. 2001). She may be contacted at [email protected] Public Disclosure Authorized TABLE OF CONTENTS INCLUSIVE EDUCAITON: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Glossary of Terms Executive Summary 1 I. Introduction 9 Background II. Inclusive Education Practice: Lessons from the North 18 Background Best Practice in Canada and the United States Best Practice in Europe and other OECD Countries Special Issues: Accountability Special Issues: Parental Involvement Special Issues: Gender Summary III. Inclusive Education Practice: Lessons from the South 26 Introduction IE: The Experience of “Southern Hemisphere School System Inclusive Education Framework Challenges and Responses to IE in the South Barriers Gaps in the Literature Considerations for Future Study Zambia Honduras Vietnam India Summary IV. -
Panama Breached Its Obligations Under the International Covenant on Civil and Political Rights to Protect the Rights of Its Indigenous People
Panama Breached its Obligations under the International Covenant on Civil and Political Rights to Protect the Rights of Its Indigenous People Respectfully submitted to the United Nations Human Rights Committee on the occasion of its consideration of the Third Periodic Report of Panama pursuant to Article 40 of the International Covenant on Civil and Political Rights Hearings of the United Nations Human Rights Committee New York City, United States of America 24 - 25 March 2008 Prepared and submitted by the Program in International Human Rights Law of Indiana University School of Law at Indianapolis, Indiana, and the International Human Rights Law Society of Indiana University School of Law at Indianapolis, Indiana. Principal Authors, Editors and Researchers: Ms. Megan Alvarez, J.D. candidate, Indiana University School of Law at Indianapolis Ms. Carmen Brown, J.D. candidate, Indiana University School of Law at Indianapolis Ms. Susana Mellisa Alicia Cotera Benites, LL.M International Human Rights Law (Indiana University School of Law at Indianapolis), Bachelor’s in Law (University of Lima, Law School) Ms. Vanessa Campos, Bachelor Degree in Law and Political Science (University of Panama) Ms. Monica C. Magnusson, J.D. candidate, Indiana University School of Law at Indianapolis Mr. David A. Rothenberg, J.D. candidate, Indiana University School of Law at Indianapolis Mr. Jhon Sanchez, LL.B, MFA, LL.M (International Human Rights Law), J.D. candidate, Indiana University School of Law at Indianapolis Mr. Nelson Taku, LL.B, LL.M candidate in International Human Rights Law, Indiana University School of Law at Indianapolis Ms. Eva F. Wailes, J.D. candidate, Indiana University School of Law at Indianapolis Program in International Human Rights Law Director: George E. -
World Bank Document
ICR Review Report Number ::: ICRRICRR1154311543 Operations Evaluation Department Public Disclosure Authorized 1. Project Data: Date Posted ::: 09/29/2003 PROJ IDID:::: P007832 Appraisal Actual Project Name ::: Pa Basic Education Project Project Costs 58 59.3 (((US$M(US$MUS$M)))) Country::: Panama LoanLoan////CreditCredit (((US$M(US$MUS$M)))) 35 35 SectorSector((((ssss):):):): Board: ED - Primary Cofinancing education (37%), (((US$M(US$MUS$M)))) Secondary education (35%), Central government administration (14%), Pre-primary education (10%), Tertiary education (4%) LLL/L///CC Number::: L3994 Board Approval 97 (((FY(FYFYFY)))) Public Disclosure Authorized Partners involved ::: Closing Date 12/31/2001 10/31/2002 Prepared by ::: Reviewed by ::: Group Manager ::: GroupGroup:::: Helen Abadzi Howard Nial White Alain A. Barbu OEDST 2. Project Objectives and Components aaa.a... Objectives The Basic Education Project was to: (a) improve the quality of basic education in Panama; (b) improve equity of access to pre-school education and basic education for children in rural and poor urban areas; (c) expand the coverage of pre-school education through community operated nonformal administrative models; and (d) strengthen the planning, financial, supervision and policy-making capacity of the Ministry of Education (MOE). bbb.b... Components These were: ( a) Improvement of quality of, and expansion of access to, primary and lower secondary education (US$44.41m 77% of costs), which included: (i) in-service teacher training; (ii) provision of textbooks and -
The Linguistic Matrix of Panama with Special Focus on Anglophone Creoles
The Linguistic Matrix of Panama with Special Focus on Anglophone Creoles Michael Aceto East Carolina University Introduction In Central America, it is a kind of unofficial secret, often unknown even to residents of the individual countries, that there are hundreds of thousands of first language English-derived Creole speakers all along the eastern Caribbean shore. Local varieties of Spanish are the official languages of all the Central American countries except Belize, but English-derived Creole varieties as well as a host of Amerindian languages (e.g. Sumu, Rama, Guaymi, Kuna) can be heard up and down the Caribbean coast of Central America. On the Miskito Coast of Nicaragua, there are approximately 100,000 Creole speakers, with 25,000 speaking Creole English as a first language. More than 10,000 speak a creolized English along the Caribbean coast of Honduras and on that country's Bay Islands. In Costa Rica, English-derived Creole is also spoken by nearly 50,000 Afro-Caribbeans mostly around the port-city of Limon on the eastern coast. Even Guatemala has English-derived Creole speakers on its Caribbean shores, which towns with names such as Livingston suggest (though there has been no research on this variety). In Panama, the focus of this paper, there are more than 100,000 Creole speakers in three general locations: the Caribbean province of Bocas del Toro near the Costa Rican border, Panama City, and Colon. It must be pointed out that there is relatively little research documenting these communities (for two exceptions, see Holm 1983; Aceto 1995, 1996, 1998, 1999). -
Panama 2018 International Religious Freedom Report
PANAMA 2018 INTERNATIONAL RELIGIOUS FREEDOM REPORT Executive Summary The constitution, laws, and executive decrees provide for freedom of religion and worship and prohibit discrimination based on religion. The constitution recognizes Roman Catholicism as the religion of the majority of citizens but not as the state religion. In March the Ministry of Education issued a resolution allowing girls attending public schools in the provinces of Panama City and Herrera to wear the hijab. Public schools continued to teach Catholicism, but parents could exempt their children from religion classes. Some non-Catholic groups continued to state the government provided preferential distribution of subsidies to small Catholic- run private schools for salaries and operating expenses and cited the level of government support given to the Catholic Church in preparation for the January 2019 World Youth Day. Local Catholic organizers continued to invite members of other religious denominations to participate. Some social media commentators criticized the use of public funds for the religious event. On August 16, the Interreligious Institute of Panama, an interfaith organization, held a public gathering entitled, “Interfaith Coexistence towards a Culture of Peace.” Approximately 100 individuals attended. The institute’s objectives included providing a coordination mechanism for interfaith activities and promoting mutual respect and appreciation among various religious groups. On August 29, the Panama Chapter of the Soka Gakkai International Buddhist Cultural Center hosted its Second Interreligious Dialogue with panelists from the Baha’i Spiritual Community, Kol-Shearith Jewish Congregation, Krishna-Hindu community, and Catholic Church. Embassy officials met on several occasions with government officials and raised questions about fairness in distribution of education subsidies for religious schools and the need for equal treatment of all religious groups before the law. -
Panama's Dollarized Economy Mainly Depends on a Well-Developed Services Sector That Accounts for 80 Percent of GDP
LATIN AMERICAN SOCIO-RELIGIOUS STUDIES PROGRAM - PROGRAMA LATINOAMERICANO DE ESTUDIOS SOCIORRELIGIOSOS (PROLADES) ENCYCLOPEDIA OF RELIGIOUS GROUPS IN LATIN AMERICA AND THE CARIBBEAN: RELIGION IN PANAMA SECOND EDITION By Clifton L. Holland, Director of PROLADES Last revised on 3 November 2020 PROLADES Apartado 86-5000, Liberia, Guanacaste, Costa Rica Telephone (506) 8820-7023; E-Mail: [email protected] Internet: http://www.prolades.com/ ©2020 Clifton L. Holland, PROLADES 2 CONTENTS Country Summary 5 Status of Religious Affiliation 6 Overview of Panama’s Social and Political Development 7 The Roman Catholic Church 12 The Protestant Movement 17 Other Religions 67 Non-Religious Population 79 Sources 81 3 4 Religion in Panama Country Summary Although the Republic of Panama, which is about the size of South Carolina, is now considered part of the Central American region, until 1903 the territory was a province of Colombia. The Republic of Panama forms the narrowest part of the isthmus and is located between Costa Rica to the west and Colombia to the east. The Caribbean Sea borders the northern coast of Panama, and the Pacific Ocean borders the southern coast. Panama City is the nation’s capital and its largest city with an urban population of 880,691 in 2010, with over 1.5 million in the metropolitan area. The city is located at the Pacific entrance of the Panama Canal , and is the political and administrative center of the country, as well as a hub for banking and commerce. The country has an area of 30,193 square miles (75,417 sq km) and a population of 3,661,868 (2013 census) distributed among 10 provinces (see map below). -
The Amenity Migrants of Cotacachi THESIS Presented in Partial
The Amenity Migrants of Cotacachi THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Anisa Kline, B.A., M.A. Graduate Program in Latin American Studies The Ohio State University 2013 Master's Examination Committee: Amy Shuman, Laura Podalsky, Ana Del-Sarto, advisor Copyright by Anisa Kline 2013 Abstract This paper addresses amenity migration in Cotacachi, Ecuador. Amenity migration refers to the increasingly popular trend of North Americans (and occasionally Europeans), who are generally retirees, moving to countries such as Panama, Costa Rica and Ecuador in order to enjoy a higher standard of living at a lower cost. For retirees, a fixed income that would barely provide a comfortable middle-class lifestyle in the United States goes much further in countries such as Ecuador or Panama. The rising cost of health care in the United States is also an important factor, since health services are usually much more affordable in these places. These factors (housing, domestic help and health care) plus the overall lower cost of most goods and services in the host countries make this kind of migration increasingly attractive to many older North Americans. Using qualitative fieldwork and textual analysis, this paper examines why amenity migrants chose Cotacachi, Ecuador, how they perceive the town and how they perceive themselves in relation to the town. It also explores how Ecuadorians perceive their new neighbors and the effects the migrants have had on the local community. Applying the idea of the coloniality of power, the paper explores the similarities between amenity migration as it is currently practiced and colonial attitudes of centuries past.