Ingles conferencias mario weitz 2016
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Mario Weitz is a specialist in economic environment analysis. He is currently the General Manager of Consulta Abierta and works as a consultant for the World Bank. Weitz has extensive experience working for international organizations such as the IMF and OAS. He holds degrees from the University of Buenos Aires and American University, and gives conferences and classes on topics related to the global and Spanish economies.
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Filipino history (spanish colonization)
The document summarizes several instruments of exploitation and control used by Spanish colonizers in the Philippines, including:
1) The encomienda system assigned land and people to Spanish colonizers to collect tribute through forced labor like the polo y servicio system. This led to abuses like increased tribute amounts.
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Chapter 21 second homecoming and the La Liga Filipina
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Education System in Spain
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The three Filipino Catholic priests, Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora (known collectively as Gomburza), were executed by Spanish colonizers in 1872 on charges of subversion related to a mutiny in Cavite. Their martyrdom galvanized nationalist sentiments among Filipinos and inspired the formation of the Propaganda Movement, which advocated for equal rights and representation for Filipinos in the Spanish colonial government.
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The document summarizes several instruments of exploitation and control used by Spanish colonizers in the Philippines, including:
1) The encomienda system assigned land and people to Spanish colonizers to collect tribute through forced labor like the polo y servicio system. This led to abuses like increased tribute amounts.
2) The imposition of direct and indirect taxes on natives, which were often raised. Forced labor like the polo y servicio was also used to collect taxes.
3) The polo y servicio system forced natives to do 40 days of labor per year on infrastructure projects, mining, ship rowing, and more. It led to starvation, family separation, and corruption
Chapter 21 second homecoming and the La Liga Filipina
Dr. Jose Rizal returned to the Philippines on June 26, 1892 for his second homecoming. While there, he helped found the La Liga Filipina organization with other Filipino reformists on July 3, 1892. The organization aimed to unite the Philippines and protect Filipinos from injustice. However, Rizal was soon arrested due to alleged seditious pamphlets and deported to Dapitan on July 15, 1892 where he remained in exile until 1896.
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Spain has a decentralized educational system divided between the state and autonomous communities. Children attend either public, publicly-funded private, or private schools. Education is compulsory between ages 6-16 and includes primary school from 6-12 years old and compulsory secondary education from 12-16 years old. After age 16, students can attend university, vocational training programs, or the two-year baccalaureate program to prepare for university.
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The document summarizes key aspects of Spain's education system. It outlines that Spain has a national education law and four co-official languages besides Spanish. It also describes the main levels of education including pre-primary, compulsory primary and lower secondary education, optional upper-secondary (Bachillerato), and university education. The document provides statistics on student populations and breakdowns of subject areas taught at different education levels.
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The three Filipino Catholic priests, Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora (known collectively as Gomburza), were executed by Spanish colonizers in 1872 on charges of subversion related to a mutiny in Cavite. Their martyrdom galvanized nationalist sentiments among Filipinos and inspired the formation of the Propaganda Movement, which advocated for equal rights and representation for Filipinos in the Spanish colonial government.
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Educational System in the Philippines
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Subject: Politics and Economics of Educational
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Chapter21 second home coming and la liga filipina
Rizal returned to Manila on June 26, 1892 with his sister. He met with Governor General Despujol to discuss pardoning his family. On July 3, Rizal attended a meeting where he established the La Liga Filipina civic league to unite Filipinos and promote reforms. However, on July 6 Despujol had Rizal arrested under accusations of sedition and had him deported to Dapitan without trial, where he began his exile.
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Rizal secretly departed Manila for Spain in 1882 to study, avoiding detection by Spanish authorities. After stops in Singapore, Ceylon, and traveling through the Suez Canal, he arrived in Barcelona and later Madrid to study medicine. He also visited Paris, where he studied ophthalmology under Dr. Louis de Weckert. He then traveled to Germany, living and studying in Heidelberg, Leipzig, Dresden, and Berlin. While in Berlin, he published his first novel Noli Me Tangere with help from friend Maximo Viola, though he had issues with local police over his lack of passport.
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The document summarizes the social structure and government under Spanish colonial rule in the Philippines. It describes a highly centralized government with the King of Spain and Governor-General at the top, and various local governments like provincial, municipal and barrio levels below. Socially it was stratified with Peninsulares and Insulares at the top as Spanish citizens, followed by mestizos, principales and masses. A new Ilustrado class emerged in the 19th century of educated professionals.
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The document summarizes the aims and history of La Liga Filipina, a nationalist society established in the Philippines in 1892. It lists the society's officers and aims, which included uniting the archipelago, mutual protection, defense against injustice, and encouraging education, agriculture, and commerce. The society sought to adapt reforms to the needs of the people. The Propaganda Movement established the newspaper La Solidaridad to help achieve its goals of educating Filipinos and developing nationalism.
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The document summarizes the educational system established during the Spanish colonial period in the Philippines. It established separate primary and secondary schools for boys and girls run by the Catholic religious orders, with a focus on Christian doctrines. Higher education was provided by universities also established and controlled by the religious orders like the Dominicans and Jesuits. The system initially only served Spanish students but later allowed wealthy Filipinos in the late 19th century, though it largely withheld other bodies of knowledge from Filipinos.
Economic life under spain
Under Spanish colonial rule:
- The Spanish focused on Catholicism and expanding their Asian empire rather than practical economic development. As a result, the Philippines saw slow economic progress.
- Some economic changes introduced by Spain included a new land ownership system, tribute and forced labor policies, abolition of slavery, introduction of new crops and industries, and establishment of banks and trade networks.
- However, many Filipinos remained unhappy with Spanish taxation practices and oppression, which stunted greater economic growth and development under colonial rule.
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The document describes the social hierarchy that existed in the Philippines during the Spanish colonial period. At the top were the Peninsulares, Spaniards born in Spain who held the highest social status and political power. Below them were the Insulares, Spaniards born in the Philippines who faced some discrimination. The Ilustrados constituted an educated Filipino middle class influenced by Spanish liberal ideals. Mestizos and Indios comprised the mixed-race and native Filipino populations at the lower levels of society.
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The document summarizes the key events and organizations of the Philippine Reform Movement from the 1880s to 1896. It discusses the unjust execution of three priests that sparked the movement. Major reformists like Rizal, del Pilar, and Lopez Jaena are profiled who sought political reforms like representation in the Spanish Cortes and assimilation of the Philippines as a province of Spain with equal rights. Societies like La Liga Filipina and Masonic lodges supported these aims and promoted unity, education, and economic development among Filipinos.
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The document discusses the Philippine educational system. It provides details on:
1) The key government agencies that manage education in the Philippines at different levels, including DepEd, CHED, and TESDA.
2) Issues facing the Philippine educational system including the declining quality of education, lack of affordability and large disparities across socioeconomic groups, and mismatch between training and jobs.
3) Comparisons between the Philippine system and those of neighboring countries in areas like curriculum aims, progression policies, structure and design, teacher ratios, and assessment methods.
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Magellan arrived in the Philippines in 1521 as part of a Spanish expedition searching for the Spice Islands. He claimed the Philippines for Spain but was killed in 1521 during a battle with Lapu-Lapu and his warriors on Mactan Island. In 1565, Spain began colonizing the Philippines under Miguel Lopez de Legazpi and sought to spread Catholicism. The Spanish established central and local governments, but the church exercised significant influence, leading the government to be called "Frailocracia."
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The Spanish established a centralized colonial government in the Philippines from 1565-1898. The political structure consisted of a national government ruled by a Governor General appointed by the King of Spain. Local governments administered provinces, cities, towns, and municipalities. This included alcaldias governed by Alcalde Mayors, corregimientos led by Corregidors, and municipal governments or ayuntamientos with cabildos. Barrios were governed by Cabezas de Barangay at the lowest level. This system aimed to maintain control over the islands and collect taxes for Spain.
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Under Spanish rule, the Philippines' economy was centered around an encomienda land ownership system where Spanish soldiers were given land and indigenous people living on it. Several taxes were also imposed on Filipinos to support the Spanish colony, including the tithe, tribute, and forced labor system of polo y servicio. The Manila-Acapulco galleon trade brought silver and silk through Manila for over two hundred years, though it neglected local industry development. The Royal Society of Friends of the Country and tobacco monopoly helped agricultural advancement, but overall the Philippines remained economically undeveloped and a burden on Spain.
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- Father Jose Burgos was one of the three Gomburza priests executed by Spanish authorities in the Philippines in 1872 after being accused of treason.
- He was born in 1837 in Vigan, Ilocos Sur and was educated at San Juan de Letran, where he excelled. He went on to earn multiple advanced degrees from the University of Santo Tomas.
- As a champion of reforms and the rights of Filipino clergy, Burgos incurred the hatred of Spanish friars. After the Cavite Mutiny of 1872, he and two other priests were falsely accused of instigating the revolt and, after a sham trial, were executed.
Educational System in the Philippines
Topic: KINDERGARTEN AND ELEMENTARY
Discussant: EMILY R. MARUNDAN
Subject: Politics and Economics of Educational
Professor: MARLO FIEL P. SULTAN, Ed.D
Bicol University Graduate School
Chapter21 second home coming and la liga filipina
Rizal returned to Manila on June 26, 1892 with his sister. He met with Governor General Despujol to discuss pardoning his family. On July 3, Rizal attended a meeting where he established the La Liga Filipina civic league to unite Filipinos and promote reforms. However, on July 6 Despujol had Rizal arrested under accusations of sedition and had him deported to Dapitan without trial, where he began his exile.
The Immigrants of Singapore
1) Immigrants came to Singapore for both "pull" and "push" factors, with the former including business opportunities and the latter including unfavorable conditions in their homelands.
2) Immigrants made major contributions such as building the settlement through labor, promoting trade as traders and businessmen, working in the government, and serving the community by establishing hospitals, schools and other facilities.
3) However, the large influx of immigrants also led to social problems like disease, crime and vice in the early settlement.
Hist2 9 the reform movement and the revolution
The document discusses the reform movement in the Philippines during the late 19th century. It covers the role of the middle class in starting reforms, the nature of the reform movement which initially aimed for assimilation not independence, and the key reformists. It also summarizes the propaganda movement, the failure of reforms to create change, and the significance of raising awareness. Finally, it outlines the underlying factors, role of organizations like Masonry and La Liga Filipina, and immediate causes that led to the Philippine Revolution, including economic issues and the unifying role of the Katipunan secret society.
Departure for spain
Rizal secretly departed Manila for Spain in 1882 to study, avoiding detection by Spanish authorities. After stops in Singapore, Ceylon, and traveling through the Suez Canal, he arrived in Barcelona and later Madrid to study medicine. He also visited Paris, where he studied ophthalmology under Dr. Louis de Weckert. He then traveled to Germany, living and studying in Heidelberg, Leipzig, Dresden, and Berlin. While in Berlin, he published his first novel Noli Me Tangere with help from friend Maximo Viola, though he had issues with local police over his lack of passport.
Spanish colonial government part iii
This is the last part of the lesson on the Spanish Colonial Government focusing on the Spanish Imposed Institutions and Economic Policies
Social structure of Spanish to Pilipinos
The document summarizes the social structure and government under Spanish colonial rule in the Philippines. It describes a highly centralized government with the King of Spain and Governor-General at the top, and various local governments like provincial, municipal and barrio levels below. Socially it was stratified with Peninsulares and Insulares at the top as Spanish citizens, followed by mestizos, principales and masses. A new Ilustrado class emerged in the 19th century of educated professionals.
Comparative Study between Indian and Western Education
This document compares the educational systems of India and Western countries like the United States. It outlines the key stages and features of each system such as governance, curriculum, and assessments. According to a survey conducted by the authors, respondents felt that the US system places more emphasis on critical thinking and individual skills while the Indian system focuses more on memorization. However, the Indian system was seen as providing a well-rounded education. Suggestions for improving the Indian system included increasing research, teacher pay, and flexibility in course choices.
La liga filipina
The document summarizes the aims and history of La Liga Filipina, a nationalist society established in the Philippines in 1892. It lists the society's officers and aims, which included uniting the archipelago, mutual protection, defense against injustice, and encouraging education, agriculture, and commerce. The society sought to adapt reforms to the needs of the people. The Propaganda Movement established the newspaper La Solidaridad to help achieve its goals of educating Filipinos and developing nationalism.
Education in Spanish Era
The document summarizes the educational system established during the Spanish colonial period in the Philippines. It established separate primary and secondary schools for boys and girls run by the Catholic religious orders, with a focus on Christian doctrines. Higher education was provided by universities also established and controlled by the religious orders like the Dominicans and Jesuits. The system initially only served Spanish students but later allowed wealthy Filipinos in the late 19th century, though it largely withheld other bodies of knowledge from Filipinos.
Economic life under spain
Under Spanish colonial rule:
- The Spanish focused on Catholicism and expanding their Asian empire rather than practical economic development. As a result, the Philippines saw slow economic progress.
- Some economic changes introduced by Spain included a new land ownership system, tribute and forced labor policies, abolition of slavery, introduction of new crops and industries, and establishment of banks and trade networks.
- However, many Filipinos remained unhappy with Spanish taxation practices and oppression, which stunted greater economic growth and development under colonial rule.
Social classes
The document describes the social hierarchy that existed in the Philippines during the Spanish colonial period. At the top were the Peninsulares, Spaniards born in Spain who held the highest social status and political power. Below them were the Insulares, Spaniards born in the Philippines who faced some discrimination. The Ilustrados constituted an educated Filipino middle class influenced by Spanish liberal ideals. Mestizos and Indios comprised the mixed-race and native Filipino populations at the lower levels of society.
The Reform and its movement
The document summarizes the key events and organizations of the Philippine Reform Movement from the 1880s to 1896. It discusses the unjust execution of three priests that sparked the movement. Major reformists like Rizal, del Pilar, and Lopez Jaena are profiled who sought political reforms like representation in the Spanish Cortes and assimilation of the Philippines as a province of Spain with equal rights. Societies like La Liga Filipina and Masonic lodges supported these aims and promoted unity, education, and economic development among Filipinos.
Philippines educational system analysis and weaknesses
The document discusses the Philippine educational system. It provides details on:
1) The key government agencies that manage education in the Philippines at different levels, including DepEd, CHED, and TESDA.
2) Issues facing the Philippine educational system including the declining quality of education, lack of affordability and large disparities across socioeconomic groups, and mismatch between training and jobs.
3) Comparisons between the Philippine system and those of neighboring countries in areas like curriculum aims, progression policies, structure and design, teacher ratios, and assessment methods.
Spanish Colonization
Magellan arrived in the Philippines in 1521 as part of a Spanish expedition searching for the Spice Islands. He claimed the Philippines for Spain but was killed in 1521 during a battle with Lapu-Lapu and his warriors on Mactan Island. In 1565, Spain began colonizing the Philippines under Miguel Lopez de Legazpi and sought to spread Catholicism. The Spanish established central and local governments, but the church exercised significant influence, leading the government to be called "Frailocracia."
Socio-Political Environment of the Philippines during the Spanish Regime
Spain invaded and ruled the Philippines for 333 years from 1565 to 1898. Their rule changed Philippine history in three key ways: 1) the Philippines became Catholic, 2) the country was exposed to European and Mexican culture, and 3) the Philippines lost its independence for the first time. Spain established a centralized government and unified the country's independent barangays as the nation of Filipinas. The Spanish colonial government established hierarchical national and local governments that ruled the Philippines until independence.
Spanish Colonial Government
The Spanish established a centralized colonial government in the Philippines from 1565-1898. The political structure consisted of a national government ruled by a Governor General appointed by the King of Spain. Local governments administered provinces, cities, towns, and municipalities. This included alcaldias governed by Alcalde Mayors, corregimientos led by Corregidors, and municipal governments or ayuntamientos with cabildos. Barrios were governed by Cabezas de Barangay at the lowest level. This system aimed to maintain control over the islands and collect taxes for Spain.
Philippine Economy Under the Spanish Occuption
Under Spanish rule, the Philippines' economy was centered around an encomienda land ownership system where Spanish soldiers were given land and indigenous people living on it. Several taxes were also imposed on Filipinos to support the Spanish colony, including the tithe, tribute, and forced labor system of polo y servicio. The Manila-Acapulco galleon trade brought silver and silk through Manila for over two hundred years, though it neglected local industry development. The Royal Society of Friends of the Country and tobacco monopoly helped agricultural advancement, but overall the Philippines remained economically undeveloped and a burden on Spain.
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Spain has a population of 46 million people and its capital is Madrid. It has a parliamentary government under a constitutional monarchy. Spain borders France, Andorra, the Mediterranean Sea, and the Atlantic Ocean. Its official language is Spanish. Spain has a diversified modern financial system that is integrated with international markets. It has a well-developed banking system and stock market.
Cv lrs january_2012_a
This document provides a summary of Liliana Rojas-Suarez's education and professional experience. She has a PhD in Economics from the University of Western Ontario and has held various positions at institutions like the Inter-American Development Bank, Deutsche Bank, and the International Monetary Fund. Currently she is a Senior Fellow at the Center for Global Development and President of the Latin American Shadow Financial Regulatory Committee. She has published extensively on issues related to Latin American economics and financial systems.
Antonio Paraiso Speaker + Consultant
Antonio worked as International Market Manager and Sales Director in the Export Market during more than 19 years. Nowadays, Antonio runs his own business in consulting, executive training and conference speaking in congresses and company events, in topics related to marketing, luxury, innovation, sales and internationalization.
Please visit www.antonioparaiso.com to learn more and to get in touch. Thank you!
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专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
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三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供圣芭芭拉分校圣芭芭拉分校毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满了一地的大石块摘走二三只爷爷是断然发现不了的即便发现爷爷也不恼反而教山娃辨认孰熟孰嫩孰甜孰淡名义上是护瓜往往在瓜棚里坐上一刻饱吃一顿后山娃就领着阿黑漫山遍野地跑阿黑是一条黑色的大猎狗挺机灵的是山室
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Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
What's a worker’s market? Job quality and labour market tightness
What's a worker’s market? Job quality and labour market tightnessLabour Market Information Council | Conseil de l’information sur le marché du travail
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
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Independent Study - College of Wooster Research (2023-2024)
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Ingles conferencias mario weitz 2016
- 1. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT Consultant for the World Bank General Manager of Consulta Abierta Specialist and Lecturer in Economic Environment Analysis. Professional Excellence awards Conferences and counseler for managers and businessmen. MARIO WEITZ
- 2. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT Conferencias y Clases en Español e Inglés 2 Buenos Aires (1956) Currently: − General Manager of Consulta Abierta − Consultant for the World Bank − Instructor of international managers In the Past: − Member of the board in the IMF − Chief Economist in the Organization of American States − Degree in Economics (University of Buenos Aires) Master and PhD Candidate (American University, Washington D.C) Classes and Conferences in English and Spanish
- 3. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT Classes and Conferences in English and Spanish 3 The future of the World's economy in 2016. -Risks and oportunities -Could we have another world recession? -Effects on spanish Businesses and banks. The spanish economy in 2016 -Different scenarios. Risks and oportunities. -Effects on banks and businesses. The Chinese crisis -Different scenarios. -How does it affect the World's and Spain's economies. The future of Energy -Oil prices....what will happen in 2016? -Impact on the World and on Spain. Different scenarios. Emerging markets, from success to failure? -The cases of India, Brazil, Argentina, regional analysis. Spanish foreign trade in 2016. -Why can exports represent the lifeboat of Spain's economy? -Risks and opportunities Factors that affect the World economy's productivity. -Energy, education, technology and innovation -A new focus
- 4. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT Conferencias y Clases en Español e Inglés 4 marioweitz@gmail.com +34- 689 696 189 Videos of some of my conferences A sample of my personal and professional life Classes and Conferences in English and Spanish
- 5. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT 5 Conferencias y Clases en Español e Inglés Classes and Conferences in English and Spanish
- 6. MARIO WEITZ SPAIN 2016 CONSULTA ABIERTA SPECIALIST IN ECONOMIC ENVIRONMENT 5 Conferencias y Clases en Español e Inglés Classes and Conferences in English and Spanish