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THE COLUMBIAN EXCHANGE AND THE REVERSAL OF FORTUNE

2007· article· en· W2114498331 sur OpenAlex

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Notice bibliographique

RevueCato Journal · 2007
Typearticle
Langueen
DomaineAgricultural and Biological Sciences
ThématiqueOrganic Food and Agriculture
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésAgricultureLivestockGeographyOld WorldEthnologyAgricultural economicsHistoryBiologyArchaeologyEconomicsEcologyForestry
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

It is difficult to think about modern American food without including hamburgers and hotdogs. It is also difficult to think about popular American history without cowboys mounted on horseback tending herds of cattle. However, before the arrival of Columbus in 1492 there were no cattle or pigs in America to provide beef and pork for hamburgers and hotdogs. There was no wheat to make hamburger and hotdog buns. There were no horses for cowboys or Indians to ride. The European settlers brought with them cattle, pigs, horses, wheat, and many other plants and animals that became the foundation for modern food and agriculture in the Western Hemisphere. It is also difficult to think about modern Mexican food without including rice, tacos filled with meat, ferried beans in animal fat, cheese in enchiladas, and sugar, cinnamon, and milk in chocolate. However, Mexico in 1492 had none of these ingredients. The massive transplantation of plants and animals across the Atlantic Ocean in both directions has been called the Columbian Exchange (Crosby 1972). It has been described as the greatest human intervention in nature since the invention of agriculture (Fernandez-Armesto 2002: 165), and it has had an enormous effect on the Americas and the entire world. The Columbian Exchange altered the kind of food Americans and Mexicans eat, the kind of agricultural products produced in both countries, and the entire pattern of world economic growth. This article will concentrate on the effects of the Columbian Exchange, but the exchange of plants and animals was part of a broader process of trade, migration, investment, colonization, and exchange of ideas that followed the voyages of discovery by Columbus and others. The same Old World plants and animals were introduced to the two regions that would become the United States and Mexico, but the effects in the two countries were substantially different. (1) The United States was the poorer neighbor in 1492, but it became relatively richer. The purpose of this article is to show how differences in institutional development affected responses to the same opportunities. I shall concentrate on developments in the United States and Mexico, but the Canadian experience was similar to the U.S. response, and the response in the rest of Latin America was similar to the Mexican response (Cole et al. 2005). What Products Were Exchanged? Columbus's discovery favored all naval powers located on the Atlantic Coast of Europe, but England took greater advantage of the opportunity than Spain, Portugal, France, and other Atlantic nations. Both New and Old Worlds gained from the Columbian Exchange, but the New World gained more because its plant and animal species had been less diverse. The number of cultivable plants in America doubled or tripled as a result of the Columbian Exchange (Crosby 1972: 107). Europe and the Americas were once connected, but after separation their plants and animals evolved separately. Large animals that once roamed the Americas had become extinct centuries earlier, and by 1492 dogs and llamas were the largest domesticated animals. In addition to cattle, pigs, and wheat, the New World received chickens, sheep, donkeys, rice, oats, barley, rye, onions, garlic, lettuce, cabbage, bananas, and more (Crosby 1972). Before Columbus there was no coffee, cream, or sugar in America. Coffee was transplanted from the Canary Islands to Martinique and later to Latin America. In addition to bringing new crops and animals, Europeans brought technology that included iron tools and wheels. They also increased agricultural productivity by planting native American crops, such as cotton, tobacco, and potatoes, in more favorable locations in the New World. Potatoes were native to the Andes in South America, but they were slow in moving to North America. The slow movement of potatoes to North America is an example of Diamond's proposition that agricultural innovations move East-West faster than North-South. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,614
Score d'incertitude au seuil0,343

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,009
Tête enseignante GPT0,189
Écart entre enseignants0,180 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle