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civilizations (Harris, 1977; Meggers, 1972; Nemecek, 2000). The second lecture discusses how these civilizations used metals (Abbott and Wolfe, 2003; Hosler, 1988; Hosler and Macfarlane, 1996). The third lecture discusses how a small but technologically advanced group of Spanish invaders were able to defeat muchlargerAztecandIncanarmies(HyamsandOrish, 1963; Prescott, 1843), and how important metals - the search for gold and silver and use of iron and steel - were to the conquistadores. The fourth lecture discusses where and how silver was extracted in colonial Latin America, and using the bonanzas of Potosi in Peru (Cunningham et al., 1996a; Cunningham et al., 1996b; García-Guinea, 1995) and Guanajuato in Mexico (Heylum, 1999; Querol et al., 1991) as examples. Technological improvements for extracting silver from the ores is emphasized in this lecture. The fifth lecture focuses on mining and development after independence from Spain. We use the natural resources of Chile as an example, especially nitrates and copper, and discuss how this attracted foreign investors, contributed to an increasing sense of dispossession by Chileans and led to nationalization of the copper mines, and ultimately contributed to the downfall of President Salvador Allende (Cloos, 2002; Finn, 1998; Garza et al., 2001; Ossandón et al., 2001). The third module "Energy and Natural Hazards" consists of three lectures on energy resources and two on earthquakes and volcanic hazards. Petroleum geology basics (Hyne, 2001; Selley, 1997) and the prognosis for world oil are presented in the first lecture (British Petroleum, 2003; Campbell, 2005). The second lecture presents the distribution of oil and gas resources in Latin America and how they are exploited. This lecture also considers the tension between the need for foreign investment and the sense of the local people that once again the foreigners are exploiting Latin American resources (Bolio, 1982; Brown, 1985; Grayson, 1979). The third lecture discusses geothermal energy, including the association of geothermal energy with volcanoes, the technology used to extract hot water and steam and convert this to electricity, and where in Latin America geothermal energy is and could be exploited (I.G.A., 2005). Because El Salvador, Costa Rica, and Nicaragua produce large proportions of their electricity by this means, this lecture gives us a chance to focus on Central America.Thislecturealsoallowsustoreviewbasicplate tectonic concepts, especially the association of Latin American volcanoes with subduction zones and also provides a smooth transition to the fourth lecture, on volcanic hazards. This lecture focuses on the very different styles of devastation associated with the two deadliest Latin American eruptions: 1902 Mt. Pelée, Martinique (29,000 killed as a result of pyroclastic flows) and 1985 Nevado del Ruiz, Colombian (>23,000 killed by mudflows; Bruce, 2001; Schmincke, 2004). The final lecture in the third module concerns Latin American earthquakes. This allows us to further review and expand on the nature of subduction zones, the significance of shallowly-dipping or 'flat' slabs (Gutscher et al., 2000), how earthquake energy is measured, and the nature of the seismogenic zone. We use as examples the magnitude 9.5 1960 Chile earthquake and associated tsunamis (Atwater et al., 1999) and the 1746 Lima, Peru earthquake (Walker, 2003). The fourth and final module focuses on issues related to ESSE, including the atmosphere, hydrosphere, cryosphere, and biosphere. Latin America provides special perspectives on the Earth System, specifically El Niño, glaciers, the Amazon and its rain forest, and coral reefs. This module also allows us to discuss global features of atmospheric circulation. The first lecture presents El Niño - Southern Oscillation (ENSO), in the context of the Hadley and Walker circulations and the trade winds, and its effects on ocean circulation (especially upwelling off the Pacific coast of South America) and thus on fisheries. We discuss how El Niños affect rainfall today (Curtis and Adler, 2003), and how they affected Pre-Columbian civilizations (Keefer et al., 2003; Sandweiss et al., 2001). This material is difficult to present well in a single lecture; it probably should be expanded into two lectures. The second lecture is entitled "Latin American Glaciers and Climate Change". This is also a challenging lecture, which explains what glaciers and the cryosphere are and then shows where the glaciers of Latin America are found today (White, 2002; Williams and Ferrigno, 1998). We present the Patagonian ice sheets in this lecture (Rignot et al., 2003). We also explain how oxygen isotopes are used to infer paleoclimatic conditions, using ice-cores from Quelccaya and Huascaran, Peru and Sajama, Bolivia (Thompson et al., 2000) as examples. The third lecture focuses on the Amazon and why this is by far the largest river in the world (Goulding et al., 2003). We emphasize that this superlative river exists is because it drains the world's second tallest mountain range and drains a basin beneath the Intertropical Convergence Zone, the seasonally migrating zone of atmospheric upwelling and intense rainfall that marks rising limbs of the Hadley circulation. The fourth lecture concerns the Amazon rain forest, particularly how fragile this ecosystem is (Amazon- Alliance, 2003; Chiras, 1989; Smith, 1990). The fifth lecture focuses on coral reefs of Latin America, which are overwhelmingly concentrated in the Caribbean (Spalding et al., 2001; Wells, 1988). The reasons that Latin American reefs are concentrated well to the north of the equator, on one side of the continent, are discussed (corals need warm, clear water to thrive. Seawater is too cold on the Pacific coast and too muddy on the Atlantic coast of South America; water is warm and clear in the Caribbean). The final two lectures in the course focus on resource and environmental issues of direct concern to residents of Texas, New Mexico, Arizona, and California: water resources along the US-Mexico border. The Colorado River and Rio Grande systems are the natural foci of these lectures; at UTD we naturally concentrate on the Rio Grande. We build on earlier discussions of Hadley cell circulation to discuss why water is scarce in the region around 30°N (this is where the Hadley cells descend). We then present the geography of the Rio Grande drainage basin and talk about the challenges of allocating scarce water among nations sharing a 'transboundary river'. This discussion also allows us to summarize the historical basis for tension between US and Mexico on this and other issues, including the Mexican-American War. We discuss how this war, which started over a minor dispute about which river the US-Mexico border lay along the south side of Texas (Rio Grande or Nueces River), grew into a conflict which allowed the US to annex half of Mexico. We discuss the treaties between the US and Mexico about how to share Colorado and Rio Grande waters and how explosive population growth along especially the Texas-Mexico border is challenging these agreements. 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