This article analyzes whether public investment has crowded out private investment in Bolivia during the 1988–2010 period. The evidence demonstrates that this is generally the case, as public investment has been shown to consistently run counterclockwise to private investment. Interestingly, the quality of the institutional setting and the openness of the economy to trade with other nations do not seem to matter to the relation between public investment and private investment. The findings suggest, however, that increases in domestic credit to the private sector lessen the crowding-out effect, which calls attention to the importance of a stable and healthy financial system as a way to encourage private investment.

Although Latin America is home to 8 percent of the world's population, only 1.7 percent of scholarly knowledge about Latin America is produced there. The limited voice of Latin American scholars in Latin American studies constitutes the loss of a valuable and unique cultural perspective. To address this issue, we interviewed Latin American studies scholars residing in Latin America as well as those residing in the United States and United Kingdom to reveal how and to what extent these scholars participate in the international academic community. Our findings show that the two groups were markedly different. Latin American scholars identify themselves as agents of change, motivated by a desire to solve problems and fulfill social needs in the region, whereas US/UK-based scholars see themselves mainly as experts in the field, driven by a desire to impact the knowledge about the region.

O objetivo do texto é estudar deforma comparativa a programação e a identidade político-institucional das emissoras de rádio do poder legislativo brasileiro (Rádio Senado e Rádio Câmara), sob a perspectiva da comunicação política em interface com a cultura e a democracia. A hipótese que orienta o estudo é de que, apesar de terem sido criadas em 1998, essas emissoras são herdeiras da tradição de rádio educativo no Brasil, projeto iniciado na década de 1920. Conclui que tal herança persiste, mas com uma nova abordagem, cujo foco é a educação para a democracia e a cidadania. Permanece, porém, o modelo tradicional de comunicação política, baseado no poder unilateral do Estado de decidir o que o cidadão deve saber e de que forma a educação e a cultura devem ser tratadas.