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A comparative examination of international capital movements in Latin America and their influence on democracy and development.

Particularly timely in light of the recent Mexican peso crisis, Mobile Capital and Latin American Development examines the causes, consequences, and implications of the ...

A comparative examination of international capital movements in Latin America and their influence on democracy and development.

Particularly timely in light of the recent Mexican peso crisis, Mobile Capital and Latin American Development examines the causes, consequences, and implications of the Latin American capital flight of the 1980s. It addresses the increasingly mobile and privatized nature of international capital and its power to shape economic policy in those countries.

Through a comparison of the policy experiences of Argentina, Brazil, Chile, Colombia, Mexico, and Venezuela, James E. Mahon finds that those countries that suffered the most capital flight had previously faced fewer structural trade problems and had not reoriented their exchange policies to diversify exports and deal with exchange-market instability. Since the countries that stumbled worst into capital flight before the debt crisis were later among the most aggressive neoliberal reformers, Mahon discusses the ways in which overseas capital served as a kind of pressure for free-market reform. Finally, the idea that internationally mobile capital now can operate as a kind of senate -- an arm of the wealthy few, guarding the established order against the arbitrary, dangerous tendencies of the executive and popular chamber -- is examined with relation to theories of dependency and the institutionalization of democracy.

This book examines policy responses to the economic crises faced by most African countries in the 1980s, focusing on the contentious issue of whether the poor are hurt by economic policies designed to restore macroeconomic stability, reinvigorate markets, and rationalize resource allocation. The ...

This book examines policy responses to the economic crises faced by most African countries in the 1980s, focusing on the contentious issue of whether the poor are hurt by economic policies designed to restore macroeconomic stability, reinvigorate markets, and rationalize resource allocation. The contributors to this volume employ empirical methods to separate the effects of the economic crises that induced countries to begin to adjust from the impact of the eoconomic reforms themselves. With these models, they examine the impact of specific policy reforms--under the broad headings of trade and exchange rate policy, fiscal poliocy, and agricultural sector policy--in specific country concepts. The countries covered are Cameroon, The Gambia, Ghana, Guinea, Madagascar, Malawi, Mozambique, Niger, Tanzania, and Zaire.

Laubscher explores how students use their out-of-class time to enhance their learning about cultural differences while enrolled in a formal academic program abroad. Taxonomic analysis of the interview data using the means/end semantic relationship postulated by James Spradley supports the hypothesis ...

Laubscher explores how students use their out-of-class time to enhance their learning about cultural differences while enrolled in a formal academic program abroad. Taxonomic analysis of the interview data using the means/end semantic relationship postulated by James Spradley supports the hypothesis that, when left to their own devices, students abroad naturally employ ethnographic methods to learn about the host culture. This suggests that students abroad will gain more from the out-of-class domain if that domain includes programmed opportunities for participant observation and personal interaction and if the students have the skills and guidance to capitalize upon those opportunities fully. The students' detailed discussions of their activities and experiences provide insights upon which educators can base their development of a programmatic approach to making the noncurricular dimension of education abroad a more integral part of the overall learning process. By combining ethnographic method with the principles of experiential learning, students abroad can reconceptualize the world around them and gain a greater appreciation of the existence of cultural differences in a multicultural world.