Far from transferring resources from the rich to the poor, as intended, the New International Economic Order (NIEO)—if fully implemented—is more likely to transfer them from the poor to the rich. Thus assert the authors, who present their analysis of trade and investment data in support of their conclusions. The NIEO, a program adopted by the United Nations, proposes increased prices of primary products, tariff preferences for exports of less developed countries to the industrial world, a code of conduct for multinational corporations, international monetary reform, debt forgiveness or rescheduling for the third world, plus a number of other provisions designed to help third world countries. But, the authors contend, all these provisions will further enrich the already rich within the third world, while adding to the poverty of the already poor. Higher prices for primary products would benefit the rich producers at the expense of the poor who buy them. Debt rescheduling would help only those rich enough to incur debt in the first place; because aid is available in finite quantities, this help might be at the expense of the poor. Likewise, trade preferences would also help the rich, who are the major exporters. The NIEO has been widely acclaimed in industrialized as well as in third world countries; this book demonstrates how the effects of the NIEO could well be the opposite from what is widely believed.

Academic Writing and Reader Engagement offers a concise linguistic description of the use and functions of questions in English, French and Spanish and discusses their value to the teaching of academic writing. This book: Enables a better understanding of how writers engage readers in academic writing in English, French, and Spanish and where each language behaves similarly or differently; Explains how authors express opinions, organise discourse and create relationships with readers via questions in their academic writing and the various functions questions perform; Brings together research on corpus and contrastive linguistics, highlighting how these two fields can support one another; Offers a thorough investigation of reader engagement markers from a range of linguistic perspectives and considers how knowledge of these markers could be applied to the teaching and learning of academic writing in each language; Employs corpus data totalling approximately 1.2 million words from all three languages to illustrate the varying roles and representations of questions in each language. Providing an invaluable resource for scholars learning to communicate successfully within their academic community, as well as teachers of English, French and/or Spanish for academic purposes, this book is key reading for students and researchers of academic discourse, contrastive linguistics and corpus linguistics.

Contains records describing books, book chapters, articles, and conference papers published in the field of Latin American studies. Coverage includes relevant books as well as over 800 social science and 550 humanities journals and volumes of conference proceedings. Most records include abstracts with evaluations.