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Dissertations / Theses on the topic 'Latin America University Rankings'
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McKinlay, Paul. "Neoliberalism and its effect on education in Latin America /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19063.pdf.
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Piscitelli, Stephen V. "The Relationship of United States' Nationalism and Textbook Coverage of Latin America." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/9.
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It was the purpose of this project to determine whether the interests of United States' nationalism had influenced the textbook coverage devoted to Latin America. The review of related literature supported the value of curriculum with a global orientation and the importance of an objective understanding of the Latin American-United States relationship.This study reviewed eight (8) world history textbooks. Seven (7) of the books were on the latest state adopted textbook list for Florida. One (1) text was currently in use in advanced World History classes in Duval County (Florida). The eight books were reviewed using a textbook evaluation form devised for this project. The findings indicated that the world history textbooks followed a traditional western civilization approach. The degree of coverage devoted to Latin America varied from a few pages to more than 100 pages.The shared events with the United States that were described in the texts, were generally non-controversial topics. Textbooks had an encyclopedic approach rather than a generalization orientation. This author concluded that Latin American coverage lacks negative stereotyping. The coverage also lacks topical coverage of current events. Specific recommendations included the inclusion of historical and current events to aid students in critically evaluating the topics while developing their own interpretations of the United States-Latin American relationship. While United States nationalism does not seem to be a factor in negative stereotyping, it may have lead to the avoidance of presenting controversial topics in the Latin American-United States relationship.
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Ruszkowski, Andrés. "BATES, MARGARET (Editor): The Migration of Peoples to Latin America. The Catholic University of America Press, Washington, 1957, p. 114." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/113893.
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Holbrook, Joseph. "Catholic Student Movements in Latin America: Cuba and Brazil, 1920s to 1960s." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1013.
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This dissertation examines the ideological development of the Catholic University Student (JUC) movements in Cuba and Brazil during the Cold War and their organizational predecessors and intellectual influences in interwar Europe. Transnational Catholicism prioritized the attempt to influence youth and in particular, university students, within the context of Catholic nations within Atlantic civilization in the middle of the twentieth century. This dissertation argues that the Catholic university movements achieved a relatively high level of social and political influence in a number of countries in Latin America and that the experience of the Catholic student activists led them to experience ideological conflict and in some cases, rupture, with the conservative ideology of the Catholic hierarchy. Catholic student movements flourished after World War II in the context of an emerging youth culture. The proliferation of student organizations became part of the ideological battlefield of the Cold War. Catholic university students also played key roles in the Cuban Revolution (1957-1959) and in the attempted political and social reforms in Brazil under President João Goulart (1961-1964).
The JUC, under the guidance of the Church hierarchy, attempted to avoid aligning itself with either ideological camp in the Cold War, but rather to chart a Third Way between materialistic capitalism and atheistic socialism. Thousands of students in over 70 nations were intensively trained to think critically about pressing social issues. This paper will to place the Catholic Student movement in Cuba in the larger context of transnational Catholic university movements using archival evidence, newspaper accounts and secondary sources. Despite the hierarchy’s attempt to utilize students as a tool of influence, the actual lived experience of students equipped them to think critically about social issues, and helped lay a foundation for the progressive student politics of the late 1960s and the rise of liberation theology in the1970s.
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Alza, Barco Carlos. "Dargent, Eduardo. 2015. Technocracy and Democracy in Latin America. The Experts Running Government. Cambridge University Press." Politai, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/91793.
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MORO, MARCO. "The project of informal education. A design trajectory of university architectures in postwar Latin America and Italy." Doctoral thesis, Università degli Studi di Cagliari, 2021. http://hdl.handle.net/11584/315903.
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The 21st century has witnessed a growing debate around learning places. A new educational paradigm that favored the spreading of the concept of informality in the renewed pedagogical models has long promised a radical evolution in the design of educational spaces, with the ideal figure of the university campus called to rethink its founding principles to stimulate new alliances between the design of its architectures and the new pedagogical agenda. In contemporary architectural discourse, we are witnessing a paradox: on the one hand, the euphoric rediscovery of the so-called radical pedagogies that in the Seventies had challenged the authoritarianism of the university institution guided by the principle of emancipation from the productive logic of the bureaucratic state; on the other hand, the often artificial revival of an informal use of space instrumentally adapted to the new production logics of a flexible and ever-changing reality. The thesis explores the precedents of this phenomenon in the aftermath of the Second World War in a specific region of Latin America which, despite its peripheral position, has functioned as a laboratory of design experiences on the project of educational space, in dialogue with some Italian architects directly involved in the design of those spaces in which they themselves worked as educators. The research is therefore structured on the critical-design analysis of six university campus projects conceived between Chile and Argentina in the 1950s. The selected episodes are presented as interconnected nodes of an educational project instigated by the same university institutions that intended to favor the relational component in their programs, to transform their internal organization into a flexible structure and to realize the highest level of integration with the outside world, identified both in the immediate context (urban) and in the larger one (regional). What emerges from the trajectory of selected episodes is a complex of architectural and urban solutions that are anything but neutral and univocal with respect to an alleged pedagogical mandate. On the contrary, these are multiple, ambitious and even divergent solutions, identified by specific design themes through which to explore the new educational paradigm within their own specific context. Therefore, the limits of the peripheral condition are turned into the advantages of a privileged territory for architecturally exploring the relationship between university and city around the theme of the monument, the ground, the megastructure, the envelope or the internal atrium. In parallel, the thesis identifies the architect-educator in charge of these experiments as a prototypical figure. In particular, they always participate in the post-war architectural discourse by operating an internal critique mostly supported by design contributions. As part of the institutional apparatus of the university, all the protagonists of the selected episodes interpret and adapt this figure to a specific condition with their contribution that are not only original proposals for educational spaces, but all these proposals are always reinvested in the environment in which each of them already work as teacher or consultant.
In conclusion, the selected episodes and the work of the South American and Italian architects operating in this particular context become the pretext for discussing a design trajectory enriched by other experiences and theoretical contributions that are previous, contemporary or subsequent to the selected cases, rather instrumental for repositioning the architectural and urban themes analysed in this thesis at the center of a critical reflection on the design of contemporary educational spaces, especially on the gradual shift from the extended dimension of the campus to the inner content of its architectures.
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Martinez, Novack Maria Claudia, Ortiz Maria Teresa Ortiz, Bruno Castañeda-Carbajal, and German F. Alvarado. "Comments on Hynes et al. Prevalence of Marijuana Use among University Students in Bolivia, Colombia, Ecuador and Peru." MDPI, 2015. http://hdl.handle.net/10757/579608.
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We have read and analyzed the article entitled “Prevalence of marijuana use
among university students in Bolivia, Colombia, Ecuador and Peru”. We propose some
objective points which could enhance the internal validity of the study (i.e., we suggest to
report participation proportions).
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Contreras, Carranza Carlos. "Soifer, Hillel David. State Building in Latin America. Nueva York: Cambridge University Press, 2015, xvi + 307 pp., ilust." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122019.
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Quintanilla, Bedregal Pablo A. "Reorganizing popular politics: Participation and the new interest regime in Latin America. Collier, R. y Handlin, S. (eds) University Park, PA: Pennsylvania State University Press." Politai, 2011. http://repositorio.pucp.edu.pe/index/handle/123456789/91902.
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Gruber, Narváez Stephan. "Drinot, Paulo y Alan Knight (eds.). The Great Depression in Latin America. Durham y Londres: Duke University Press, 2014. 362 pp." Economía, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/118241.
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Sakata, Marici Cristine Gramacho. "Globalização e educação: a formação do comunicador social na América Latina." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-31052008-232449/.
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O estudo das relações entre a globalização e a educação superior possibilita compreender as questões locais no contexto das discussões e teorias sociais globais. Com isso, o objetivo desta tese é analisar os efeitos da globalização na formação do comunicador, pela análise dos cursos de graduação em Comunicação Social em universidades latino-americanas. Esta pesquisa tem como base o referencial teórico dos Estudos Culturais. Quanto ao tratamento metodológico combinaram-se a pesquisa bibliográfica e a pesquisa qualitativa. Em primeiro lugar buscamos as teorias e modelos de globalização existentes na literatura para compreender a natureza, o objeto, a estrutura e a dinâmica deste fenômeno. Pesquisamos a estrutura e os sistemas de ensino superior de cada país da amostra, as características dos cursos de Comunicação Social, e as mudanças ocorridas no \"mercado educacional\" da década de 1980 até 2007. Na pesquisa qualitativa, foram analisados os conteúdos das missões e objetivos declarados pelas Instituições de Ensino, aplicou-se um questionário e foram feitas entrevistas com professores. Além das universidades latino-americanas, analisamos Instituições norte-americanas, francesas e espanholas como base de comparação. Algumas instituições francesas e espanholas da amostra foram visitadas. Os relatos foram analisados a partir do referencial teórico e os resultados deste estudo foram de grande valia para melhor compreensão da influência exercida pela globalização sobre os processos educacionais, e onde podemos atuar frente a esse fenômeno como agentes ativos diante das mudanças globais. Outro resultado importante é a constatação de que a Instituição de Ensino é um espaço importante para a reflexão sobre identidade e cultura e, por isso, os cursos de comunicação não podem visar apenas à prática do mercado, o que se verificou ser uma tendência.<br>The investigation on the relationship between globalization and higher education sponsors a better understanding of local issues within the context of global discussions and social theories. With that in mind, the objective of this thesis was to analyze the effects of globalization on the educational background of Communicators by examining undergraduate Social Communications courses in Latin-American Universities. The present research is based on Cultural Studies theory. As for methodology, literature and qualitative research material were combined. At a first moment globalization theories and models currently available in the literature served as the basis for a better understanding of the nature, the object, the structure, and the dynamics of globalization. The system and structure of High Education of each country in the sample were investigated, as well as Social Communication courses content and the changes that have taken place in the \"educational market\" from the 1980s until 2007. Missions and objectives stated by each of the Institutions were analyzed through qualitative research. A questionnaire was sent out, and interviews with teaching staff were carried out. North-American, French, and Spanish universities besides Latin American universities were analyzed for the sake of comparison. Some French and Spanish Institutions in the sample were visited. Results were compared with the literature, and they were invaluable for a deeper understanding of how globalization influences educational processes as well as where action can be taken - as active agents facing global changes - in regard to that phenomenon. Another major result was the evidence that educational institutions are a key space for reflection on identity and culture - therefore, Communication Courses should not only focus what was shown to be a trend - market practices.
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Monsalve, Zanatti Martín. "Schneider, Ben Ross. Hierarchical Capitalism in Latin America. Business, Labor and the Challenges of Equitable Development. New York: Cambridge University Press, 2013, 237 pp." Economía, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/118301.
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Rosa, Gilnei da. "Pluriversidad amawtay wasi : caminhos para a universidade na América Latina." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/148596.
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O presente estudo pretende ser um contributo à reflexão em torno da identidade da universidade latino-americana na contemporaneidade, sua função e responsabilidade social. Problematiza e questiona perspectivas epistemológicas e racionalidades vigentes no meio acadêmico a partir de autores como Boaventura Santos, Pedro Goergen, Almeida Filho e outros. Apresenta o caso da Pluriversidad Amawtay Wasi, instituição indígena situada no Equador, como objeto de estudo empírico a partir do qual faz a reflexão sobre essas perspectivas. A metodologia incluiu uma análise qualitativa do universo das evidências possíveis. Foram elegidas para o estudo as seguintes fontes de dados: documentos, bibliografias, teses, entrevistas online, palestras, sites e notícias de periódicos e revistas. A análise documental privilegiou quatro caminhos discursivos: (1) idéia de pluriversidade e epistemologias do sul; (2) decolonização universitária; (3) interculturalidade; (4) diálogo entre saberes e intercientificidade. Como conclusões, o estudo critica processos avaliativos padronizadores que não reconhecem universidades emergentes; questiona a monocultura do saber científico produzido nas instituições de educação superior; propõe a criação de espaços plurais de construção de conhecimento, desde uma perspectiva intercultural e descolonizada, como alternativa para superar a conjuntura de crises vivenciada pela universidade. A partir do caso Amawtay Wasi procura visibilizar a luta dos movimentos e comunidades indígenas por uma educação superior própria, que tenha como ponto de partida os conhecimentos, os valores, a cultura e a cosmovisão dos povos ancestrais da América Latina, caminhos também possíveis a serem trilhados por outras instituições de educação superior na busca de conhecimentos plurais, tanto mais efetivos para a sociedade quanto mais humanizados e impregnados de “buen vivir”.<br>This study intends to contribute to the debate on the contemporary identity, the social responsibility and mission of the Latin American university. This work problematizes and questions current rationalities and epistemological perspectives in academia, based upon authors such as Boaventura de Sousa Santos, Pedro Goergen and Naomar de Almeida Filho. It presents the case of Pluriversidad Amawtay Wasi, an indigenous institution from Ecuador, as an empirical study from which to discuss university perspectives. The methodology included qualitative analysis of the universe of available evidence. The following data sources were selected for the study: documents, bibliographies, dissertations, online interviews, lectures, websites and news from journals and magazines. The documental analysis highlighted four discursive paths: (1) idea of pluriversity and Southern epistemologies; (2) university decolonization; (3) interculturality; (4) dialogue among knowledges and interscientificity. In conclusion, the study criticizes the standardizing evaluative processes that do not recognize the emerging universities; questions the monoculture of scientific knowledge produced at institutions of higher education; proposes the creation of plural spaces of knowledge construction from an intercultural and decolonized perspective, as an alternative to overcome the context of crisis experienced by university. From the case of Amawtay Wasi, this study seeks to evidence the indigenous communities and movements’ struggle for their own higher education, taking as its starting point Latin American ancestral peoples’ knowledges, values, culture and cosmovision. These paths can also be taken by other higher education institutions in search for plural knowledges, the more effective for society the more humanized and impregnated by “buen vivir” they are.
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Espinoza, Antonio. "Forment, Carlos A. Democracy in Latin America. 1760-1900. Volume I, Civic Selfhood and Public Life in Mexico and Peru. Chicago and London: The University of Chicago Press, 2003, 454 pp." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/121661.
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Morrison, Kevin M. "An exploration of onsite study abroad support services in Latin America for gay and lesbian students with emphasis on identity development and identity negotiation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/665.
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This study focuses on the challenges faced by U.S. college students who identify as gay or lesbian and choose to study abroad in Latin American countries. The focus is on the challenges to the formation and negotiation of a gay or lesbian identity in a new cultural construct. The study incorporates information from identity development and identity negotiation perspectives in an effort to explain the problems that these students face. There is also an emphasis placed on how these students receive support while on site, and how these supports help students continue a successful negotiation of a gay or lesbian identity while in a new cultural environment. Recommendations for providing effective support to gay and lesbian students are included.
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Zanotto, Juliana Miranda. "Beyond the Walls: A Comparative Analysis of Gated Communities in the Metropolitan Region of Curitiba, Brazil." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1243342152.
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Thesis (Master of Community Planning)--University of Cincinnati, 2009.<br>Advisor: Johanna Looye. Title from electronic thesis title page (viewed Aug. 26, 2009). Includes abstract. Keywords: gated communities; privatization; fragmentation; segregation; suburbanization; latin america; brazil; curitiba. Includes bibliographical references.
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de, Toro Alfonso. "El futuro de las ciencias de las humanidades y de las ciencias sociales." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-159122.
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El tema de una posible configuración de los Estudios Latinoamericanos es algo que hoy se debe tratar –por el contrario del pasado – dentro de un marco mucho más amplio, dentro de la cuestión del futuro de las humanidades y de las ciencias sociales y su función en la sociedad actual y así como también dentro del marco de la reforma educacional como base de una sociedad del conocimiento que funciona como garantía del bienestar de la misma.
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Beranová, Marie. "The Student Movement in Chile: Origins, trajectory and impact." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192713.
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Latin America cannot be conceived without acknowledging the social movements, which are often the engines of political and social changes on the continent. Until recently, Chile appeared to be the country where the social order was perceived as the most accomplished in relation to its politically unstable neighbouring countries, as well as in relation to its proper history. The 2011 student movement, which is the most significant social movement within the last twenty years of the Chilean history, can be completely understood only from a broader perspective of the 20th century. In order to understand the recent changes, the thesis deals with the phenomenon of the Chilean student movement studying its origins, historical trajectory and impact. The aim of the thesis is to explore the continuities and changes of the student movement and question why the 2011 protests are treated as a separate collective action in relation to the cycles of contention experienced in the 20th century.
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Nickl, Andre. ""Urban sustainability in the Global South and the role of integrated transport solutions : experiences from Latin America with a focus on Chile's TranSantiago" : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1141.
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de, Toro Alfonso. "El futuro de las ciencias de las humanidades y de las ciencias sociales: el imperativo de una reforma." Olms, 2009. https://ul.qucosa.de/id/qucosa%3A13087.
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El tema de una posible configuración de los Estudios Latinoamericanos es algo que hoy se debe tratar –por el contrario del pasado – dentro de un marco mucho más amplio, dentro de la cuestión del futuro de las humanidades y de las ciencias sociales y su función en la sociedad actual y así como también dentro del marco de la reforma educacional como base de una sociedad del conocimiento que funciona como garantía del bienestar de la misma.:Observaciones preliminares: el estado de la cuestión, la situación precaria de las humanidades y de las ciencias sociales. - Conclusiones y estrategias. - Reorganización de la institución Universidad. - Redefinición de la disciplina en las humanidades. - Saber y conocimiento de la literatura
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Santos, Margareth Guerra dos. "As redes de agências de avaliação da qualidade e acreditação da educação superior na América Latina : RANA e RIACES." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/21857.
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O presente estudo enfoca o papel das redes de agências de avaliação da qualidade e Acreditação da Educação Superior na América Latina a partir das redes RANA E RIACES. O tema da Acreditação tem alcançado ressonância nas sociedades científicas internacionais, em especial na União Europeia, USA, e atualmente Caribe e América Latina. A temática de Redes de Avaliação da qualidade e Acreditação da Educação Superior na América Latina ainda é pouco explorada, do ponto de vista da pesquisa, mas é tema de discussões diversas em muitos países. O estudo traz o cenário que propiciou o surgimento das redes de cooperação e intercâmbio para o desenvolvimento de conhecimentos em matéria de Acreditação e Avaliação da qualidade da Educação Superior. Considerações sobre as reformas da Educação Superior na América Latina são discutidas, além dos “apelos” da globalização à Universidade Latina do século XXI. Apresentam-se evidências de um cenário da Educação Superior na América Latina marcado por desigualdades de desenvolvimento e de características em seus sistemas de Educação Superior. No âmbito das reformas da Educação Superior há a preocupação de marcar o momento da inserção de processo de formação de sistemas de asseguramento da qualidade da Educação Superior. Duas redes da América Latina são estudadas a RANA e a RIACES. O método escolhido foi o estudo de caso, que propiciou conhecer a dinâmica de uma política de cooperação e integração no contexto de Redes. O estudo baseia-se em várias fontes, como a pesquisa documental, coleta de dados em fontes primárias e secundárias, entrevistas e visita às sedes das redes de agências.<br>The present study focuses on the role played by Quality Evaluation Agencies and Accreditation in Higher Education Agencies in Latin America from RANA and RIACES point of view. Accreditation is a theme that has, lately, reached great propagation in International Scientific Societies, mainly in the European Union, USA and more recently in the Caribbean and Latin America. The idea of Quality Evaluation and Accreditation Networks in Higher Education in Latin America is not very explored from a research point of view, but is a theme of great discussion in many countries. This study brings the scenario that made possible the upcoming cooperation and exchange networks to the development of knowledge in terms of Accreditation and Quality Evaluation in Higher Education. Considerations about the reforms in Higher Education in Latin America are discussed as well as the “calls” for globalization that the Latin University has received in the 21st century. Evidences of a scenario of inequalities in development in Higher Education in Latin America are presented as well as the characteristics of Higher Education systems. As for the reforms scope, there seems to be a certain concern about emphasizing the exact moment in which the process of formation of quality reassurance in Higher Education is inserted. Two Latin American agencies are studied: RANA and RIACES. The method chosen was case study, which enabled the acknowledgement of a cooperation and integration policy in these networks context. The study is based in many different resources such as documental research, data collection in primary and secondary sources, interviews and onsite visits to the agencies headquarters.<br>En esta investigación se enfoca el rol de las Redes de Agencias de Evaluación de la Calidad y de las Redes de Acreditación de la Educación Superior en América Latina, a partir del estudio de RANA y RIACES. El tema de la Acreditación ha alcanzado resonancia internacional en las sociedades científicas, en especial en la Unión Europea, América Latina y el Caribe. El temático de redes de la evaluación de la calidad y de la acreditación de la educación superior en América Latina todavía poco se explora del punto de vista de la investigación, pero es tema de controversias en muchos países. El estudio trae a la escena el brote de las redes de la cooperación y del intercambio para desarrollo del conocimiento en la acreditación y la evaluación de la calidad de la educación superior. Consideraciones sobre las reformas de la educación superior en América Latina son discutidas, en el encuadre de las reformas de la educación superior en el siglo XX, más allá de los “llamados” de la globalización a la universidad latina del siglo XXI. Evidencias de una escena de la educación superior enmarcada por la desigualdad y características diversificadas de desarrollo en sus sistemas de la educación superior, se superponen a los requisitos del mercado en líneas de dirección para su eficacia. Es en el momento de las reformas de la educación superior que se tiene la preocupación para enmarcar la inserción del proceso de la formación de sistemas de aseguramiento de la calidad de la educación superior. Dos agencias latinoamericanas son estudiadas: RANA y RIACES. El método elegido fue el estudio de caso, para comprehender la dinámica de una política de cooperación e integración en el contexto de redes. El estudio se basa en investigación documental, fuentes primarias y secundarias, recoge datos en entrevistas y visitas a las sedes de las redes de agencias.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.
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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti.
Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica.
La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson.
The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age.
As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations.
The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.
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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti.
Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica.
La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson.
The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age.
As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations.
The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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"Imitation and preservation in Latin-America: 1880--1930." Tulane University, 2007.
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This study explores architectural imitation in relation to preservation, using Mexico City and Buenos Aires as case studies, emphasizing the period 1880-1930, which carried on the first important architectural and urban transformation after independence in Latin America. By using architectural forms being employed in Europe at the time and whose focus was located in Paris, Mexico city and especially Buenos Aires made extensive use of eclectic forms. This eclecticism and its cosmopolitanism was a truly architecture international style located in several continents besides Europe and America in Asia and Africa. Architects and urban planners proclaimed the dictum of Paris' architectural schools in cities like Washington, Mexico City and Buenos Aires that shared the same spirit of time. This period can be considered modern despite the use of forms and elements from styles of the past because its attitudes and feelings were cosmopolitan, embracing new construction technologies together with new materials like cement, steel and glass and their application to new buildings. Artistic and architectural forms of colonial and pre-Hispanic origin were found together with art deco, modernism and avant-garde'. It is within this period that preservation was introduced as a nationalistic attitude and together with it was also fostered the use of baroque, indigenous and colonial forms; alas, the demolition of traditional fabrics to raise modern buildings was accepted by most as a necessary condition to reach the modernization sponsored by the elite. However the centralism expressed through the intervention of the capital cities allowed to preserve intact the greater part of colonial cities since progress did not arrive there, and those cities were the majority<br>acase@tulane.edu
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"Wage differentials, microenterprises, and the household evidence from Latin America." Tulane University, 1998.
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This dissertation contains three independent essays on labor market issues that are most relevant for Latin American countries from a development economics standpoint. The first essay is about microenterprises' informality. Our research question is whether access to physical and human capital play a role in the decision of a microentrepreneur to become formal. Results show that human and physical capital are essential in explaining institutional participation. Thus, the transition towards formality would only be natural for firms with access to credit, education, and training The second essay studies the relationship between women's bargaining power in the household and female labor supply in Chile and Nicaragua. Most cooperative and non-cooperative bargaining models incorporate bargaining power as an exogenous factor in the determination of female labor force participation and number of hours worked. The objective of this essay is to establish whether bargaining power is an exogenous or endogenous determinant of labor force participation and labor supply in a specific theoretical and empirical context. Our findings indicate that appropriate treatment of simultaneous causality is essential to study the relationship among bargaining power, labor force participation, and labor supply The purpose of the last essay is to study the impact of occupational choice on measures of inter-sectoral wage differentials in the context of urban Mexico, employing individual survey data. The existence of wide inter-sectoral wage differentials unexplained by human capital characteristics has important implications both for labor economics theory and labor markets policy. One weakness of current estimations of inter-sectoral wage differentials is the lack of appropriate consideration of occupational choice. We propose to use a model of earnings and occupational choice, which employs a multinomial logit specification to predict the probabilities of having selected an occupation for workers who are already in the labor force. We estimate inter-sectoral wage differentials using the traditional least squares regression with dummies as a benchmark. In general the interval of wage variation explained by inter-sectoral wage gaps is reduced when using selectivity corrected log-wage regressions for each occupation<br>acase@tulane.edu
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"University and society in nineteenth-century Latin America: The University of San Carlos, Guatemala, 1821-1885." Tulane University, 1996.
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A central element in Guatemala's socioeconomic and political changes during the nineteenth century was the nation's principle institution of higher education, the University of San Carlos. After independence, like other universities throughout Latin America, San Carlos became a pawn in the battle between pro-church conservatives and anti-clerical liberals. Mariano Galvez viewed San Carlos as a bastion of conservative values and replaced it with the liberal-oriented Academy of Sciences from 1832 to 1840. With the ascendancy of Rafael Carrera, conservatives resurrected the University Despite the rhetoric of both liberals and conservatives, however, in the thirty years following independence each failed to provide the political and financial stability that would have enabled the University to prosper. Not until Rafael Carrera solidified power in the 1850s and the government promulgated the 1855 University Reform Law did San Carlos finally encounter some semblance of fiscal security. This in turn led to a surge in enrollment, new building projects, and institutional respectability Indeed, the changes initiated in the mid-1850s marked a new era in the University's history. San Carlos thereafter solidified and strengthened its position as a principal force in Guatemalan political and socioeconomic affairs. A new generation of liberals restructured and secularized the institution from 1875 to 1885, emphasizing professional and technical training over philosophy and the humanities. After that point, the University fully entered the twentieth century, and the subsequent period merits another treatment altogether<br>acase@tulane.edu
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"Dependency, revolution and industrial development in Guatemala, 1821-1986 (Central America)." Tulane University, 1987.
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For over 150 years, Guatemalans have pursued industrialization as a panacea for their social and economic problems. The aim of this dissertation is to describe and evaluate the history of Guatemalan industry. Throughout the study, industrialization is treated as a dynamic process that requires analysis of the political, economic, and social factors that have conditioned its development. More precisely, then, this study is an historical analysis of Guatemalan political economy This dissertation draws upon untapped primary sources of information in Guatemala and the United States to develop a two-tracked analysis. On one level, the political-economic context in which industrialists operated is examined. On another level, the development of certain industrial sectors and selected industrial firms is examined. One firm, the cement company of the Novella family, is repeatedly used to illuminate the dynamics of the industrialization process Guatemalan industrial development is traced through three main chronological periods. The development of the consumer goods industry, or the period of 'easy industrialization', begins with the Liberal Revolution of 1871. The October Revolution of 1944 and the ten year period of socio-economic reform that followed it, dismantled Liberalism and accelerated industrial development. The third and final period, 1954 to the present, the period of 'hard industrialization' is characterized by the development of some heavy industry Despite the recent industrial boom, Guatemala remains an impoverished, dependent country with a highly stratified social system. Industrialization has neither redistributed wealth nor reduced Guatemala's economic dependency. Still, Guatemalans look to industrialization to reduce their dependency and avoid revolution. While industrialization offers some hope, the dreams of prosperity can not be fulfilled without structural political and economic reform. This dissertation expresses a concern for the injustices that still plague Guatemala and hopefully contributes to our understanding of the nature of and prospects for historical change<br>acase@tulane.edu
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"The land of Oz: Case studies in political mythology in modern Latin America." Tulane University, 1993.
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Political mythology, the glorification of past deeds and national ideals, is exploited to legitimize political groups and to stabilize the political system. The contemporary histories of politically stable Costa Rica and Mexico provide excellent examples of the use of the Myth of Revolution The motivations of the groups which created the myths of Revolution in each country are unveiled through an interdisciplinary study based on Kenneth Burke's theory of dramatism and on Roland Barthes' semiological analysis of myth. The literature which has served as the basis for the revolutionary mythology is studied for this purpose. Further analysis is carried out through the examination of the educational system and the media as natural propagators of this mythology A comparison of both myths reveals that the Mexican myth is much more encompassing than the Costa Rican, reflecting the nature of both revolutions. The conflict which took place in Costa Rica in 1948 is best categorized as a civil war where factions struggled over power dividing the country in two distinct factions, the Liberacionistas and the Calderonistas. These divisions still subsist. The revolutionary mythology has been used by the Partido Liberacion Nacional to justify the actions of its leaders in light of the non-violent, anti-militaristic and democratic nature of Costa Rican political culture. In Mexico, the Revolution of 1910 displaced the reigning political elite replacing it with the revolutionary elite. The movement had widespread support and fostered the unification of a culturally diverse nation. The revolutionary political mythology is used to maintain the movement at the center of the political system to prolong the need for the revolutionary elite These findings reveal that the political mythology has had an influence on stability. The Mexican revolutionary elite has remained in power through the constant revival of their movement adapting their policies in function of popular demands. The Costa Rican mythology has strengthened the appreciation of democratic values but its emphasis on the actors has weakened the myth's ability to maintain the preponderance of the Partido Liberacion Nacional in the political system giving way to a bi-polar system with two major parties<br>acase@tulane.edu
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"La historia como misterio: Novela policiaca de America central y Cuba." Tulane University, 2003.
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My dissertation explores detective fiction written in Central America and Cuba in the last two decades of the XX Century. Since the late eighties and early nineties, events such as the fall of the Berlin Wall an the collapse of the USSR, the end of the Sandinista era, the economic and ideological crisis in Cuba, and the emergence of post-war and post-dictatorial governments in Central America, have demanded a new approach to the concepts of truth and nation. The need of a new historical discourse has emerged as well. Central American and Cuban detective fiction writers have been offering responses to these questions through novels in which official history is deconstructed, and alternative historical narratives surface My research draws on Michel Foucault's work about power and truth; Pierre Bourdieu's analysis of the relationships between social behavior and non-economic forms of capital; Marx and Josefina Ludmer's theses on crime as a productive phenomenon; as well as Georg Lukacs and Hayden White's work on history and language. Based on this theoretical framework, I propose the following hypothesis: In contemporary detective fiction from Central America and Cuba, history could be considered as an alibi voiced by the State with the purpose of hiding its own criminal actions Six novels are analyzed in this project: Castigo divino (1988), by Nicaraguan writer Sergio Ramirez; El ano del laberinto (2000), by Costa Rican writer Tatiana Lobo; Pasado perfecto (1991), Vientos de cuaresma (1994), Mascaras (1997) and Paisaie de otono (1998), by Cuban author Leonardo Padura. In Chapter One, my research examines the relationship between the nation-building project, the rise of the Somoza regime in Nicaragua, and the discourses of law in Castigo. In the same chapter, my search also focuses in the contradictions between violence, repression and the Costa Rican liberal discourse of peace and progress in El ano. Finally, in chapter two, my project explores Padura's work as an example of the current trends in Cuban detective fiction. Known as the best example of revolutionary literature in the seventies, Cuban detective fiction has been evolved into a discourse of resistance against Fidel Castro's regime in the nineties<br>acase@tulane.edu
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"Testerian codices: hieroglyphic catechisms for native conversion in New Spain (Latin America, Catholic Church, Indians, missionaries, Mexico)." Tulane University, 1985.
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Among the earliest attempts of converting the Middle American Indians to Christianity was through the use of pictorial catechisms called Testerian manuscripts. The early Spanish Mendicant friars used the pictorial prayer books to teach the prayers of the Roman Catholic Church considered essential for conversion. The Testerian catechisms are named after Fray Jacobo de Testera, the Franciscan friar who is thought to have developed the hieroglyphic catechisms for the conversion process. The manuscripts combined Christian iconography and symbols from the pre-conquest native codices, and were drawn with small mnemonic and rebus figures representing a syllable, word or phrase of the Christian text The research undertaken in this study is the first comprehensive analysis of a group of manuscripts that were based on the pre-Columbian native codices and created for the religious education and conversion of the Indians of New Spain. Thirty-two documents are considered in this study. An analysis of style, content and form allowed us to define eleven types of Testerian catechisms represented by five groups and six individual examples. We have also determined that only nineteen of the extant manuscripts called Testerian catechisms are actual working catechisms, and that these were created over a time period of approximately three hundred years. The survival of the Testerian method into the nineteenth century reveals the prolonged success of the oldest teaching instruments of the New World, long after the native languages were transcribed into European letters, and three centuries following the merging of the two distinct and powerful New World and European cultures<br>acase@tulane.edu
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"To insure domestic tranquility: Jose de Bustamante and the preservation of empire in Central America, 1811--1818." Tulane University, 1999.
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For the past 150 years, the history of the Central American Independence Period has been written, like that of the greater Spanish American movements, within the context of the 'struggle for independence.' By emphasizing the emergence of modern Central America from the crucible of social, political, and economic unrest which characterized the late colonial period, such an approach provided a viable sense of national identity for the new states of the former Kingdom of Guatemala. This interpretation, however, is problematic in Central America, a region which in fact displayed only limited interest in independence before achieving it in 1821. As a result, lacking a true national liberator or emancipation movement, historians have tended to stereotype the person and administration of Captain General Jose de Bustamante (1811--1818), casting him in the role of arch-villain, at once the inhibitor and the precipitator of independence. Remembered only as a tyrant, the personification of 300 years of Spanish oppression, Bustamante has faded into myth This dissertation is the first modern, comprehensive account of the Bustamante years in Central America. In contrast to previous studies, this work examines Bustamante within the context of the 'preservation of empire,' the fundamental effort by colonial officials and partisans to maintain the integrity of the Spanish Empire. As an analysis of colonial administration in the midst of revolution, it addresses the creation of a counterinsurgency state in Guatemala as part of a viceregal response to rebellion which was developed in Mexico and applied by Bustamante among a mostly loyal populace. While Central America experienced some localized unrest during this period, most of the population either actively supported the traditional order or did nothing to oppose it, with independence sentiment existing only among a radical minority. Instead of an isolated and perverse case of Spanish repression, the Bustamante administration should be seen both as an example of a relatively successful, if short-lived campaign by a colonial official to preserve the old order and an illustration of the strength of loyalism during the Latin American independence wars<br>acase@tulane.edu
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"Family, business, and politics in Bourbon Central America: The rise of Juan Fermin de Aycinena, 1750-1796." Tulane University, 1993.
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Juan Fermin de Aycinena became the wealthiest, the most prominent, and probably the most powerful individual in late colonial Central America. A mid-eighteenth century immigrant from Navarre (via New Spain), Aycinena adroitly manipulated Spanish colonial institutions (family, state and church) in amassing unrivalled wealth, status, and power. To be sure, Aycinena displayed remarkable business acumen. But he also had the great fortune to arrive in Central America at the time of its greatest economic expansion, based largely on indigo. Numerous entrepreneurs took advantage of the opportunities presented by the dramatic economic growth, but Aycinena's success dwarfed all others. Staked to great wealth through his first marriage, he became the region's leading exporter, importer, and lender. At the same time, he became an important buttress of Spanish power in Central America. Aycinena contributed to commercial expansion, isthmian defense, and the church. A decisive moment in his ascent came in the aftermath of the 1773 destruction of Santiago de Guatemala, capital of colonial Central America. The physical transfer and construction of a new Central American capital was largely his responsibility. For his numerous services to the Spanish Crown, Aycinena received a Castilian title, the only title in late colonial Central America. The acquisition of the title in itself illustrates an important phenomenon, the dual operation of prestige and profit motives. A further indication of such combined motives was his establishment, in the year of his death, of an entailed estate. Aycinena was able to place his family in such a position that it would continue to dominate Central America politics, commerce, and society for much of the nineteenth century, and in some ways, even to the present. Although Aycinena was the Kingdom of Guatemala's most successful businessman, and thus an exceptional one, his career nevertheless tells us much about business, politics, and society in Bourbon Central America<br>acase@tulane.edu
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Trapani, James. "A pretext for power : the United States, anti-communism and the democrats of Latin America, 1933-1965." Thesis, 2015. http://hdl.handle.net/1959.7/uws:36427.
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This thesis offers a revisionist interpretation of the anti-communist pretext that justified US interference in Latin America to the detriment of social democratic leaders between 1933 and 1965. It posits that the Latin American social democratic ideology of ‘nationalism, socialism and anti‐imperialism’, adopted in Mexico, Venezuela, Peru, Cuba, Colombia, Guatemala and Costa Rica, posed a systematic threat to the established Latin American oligarchies and their North American supporters. This ideology sought to transform the political and economic structures of those individual Latin American nations in order to increase the quality of life for the majority of the population. Yet the social democrats emerged during the transition between World War II and the Cold War, when progressive politics were viewed with caution. This placed their nationalist movements within the broader context of the global Cold War. While the Latin American social democrats distanced themselves from the small Latin American communist movement, Washington characterised their economic policies as within ‘the communist line’. Despite their lack of evidence, US policy makers directly contributed to the downfall of several social democratic governments between 1948 and 1965 under the pretext of anti-communism. This pretext effectively ended the movement for Latin American social democracy. Significant ‘blowback’ then occurred in the form of the radicalisation of the democratic left, the implantation of a communist regime in Cuba and the destabilisation of the region in its aftermath. By revising the contextual and ideological origins of the anti-communist pretext as a mechanism to thwart social democracy in Latin America, this thesis will contribute to the literature regarding the political, military and economic machinations of the US in Latin America during the Cold War.