Folder: Education
Education (D,E,F)
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Danby, Colin, Swedberg, Richard, & Central American Information Office (Cambridge Mass.). (1984). Honduras Bibliography and Research Guide. Cambridge, MA: Central American Information Office Z1471 .d35 1984 Z1471 .d35 1984 f1503 016.97283
Danes, Sharon M.; And Others. (1987). Level of Living and Participation in the Informal Market Sector among Rural Honduran Women. Journal of Marriage and the Family, v49 n3 p631-39 Aug 1987 Examined factors that affect Honduran women's market sector participation and participation's impact on family level of living. Found differences between Honduran women in informal sector and in the formal sector, with women in the formal sector being younger and more likely to be married. Participation in either sector raised level of living for the household. (Author/NB) EJ362122
Davidson, William V. (1974). Historical Geography of the Bay Islands, Honduras : Anglo-Hispanic Conflict in the Western Caribbean. Birmingham, Ala.: Southern University Press F1509.b3 d38
Defense Pest Management Information Analysis Center (U.S.). Forest Glen Section. (1992). Disease Vector Ecology Profile. Washington, DC: Armed Forces Pest Management Board Defense Pest Management Information Analysis Center Forest Glen Section WRAMC D 1.97/3:2003009168 [more]
DeJong, William S. (1999). Schools for the World's Poor: Honduras. Educational Facility Planner, v35 n2 p1-8 1999 1999 Presents the author's observations in Honduras, their need for better educational facilities, and the involvement of the Council of Educational Facility Planners, International's efforts in building a new school in one rural village. Each phase from planning to dedication is discussed. Concluding comments address the future of continued facility development in Honduras and how one can help in the effort. (GR) EJ585923
Delgado, Gilbert L. (Jul 1995). A Comparative Overview of the Education of Deaf Children in Central America, the Caribbean and Parts of South America. This paper describes the current state of education for deaf children in Central America and the Caribbean (with some mention of parts of South America), focusing on an historical description of events and forces impacting these regions; current educational philosophies; adult associations of deaf people; intra/intercountry networking; educational and medical aspects; and visions for the future. The countries included are: Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Dominican Republic, Jamaica, Antigua, Dominica, and the Bahamas, with mentions of Argentina, Venezuela, Ecuador, and Colombia. The historic importance in deaf education of individual visionary educators or international organizations in particular countries is noted. The role of the International Center on Deafness at Gallaudet University (Washington, D.C.) is also noted. The influence of the "total communication" philosophy and the development of Associations of the Deaf are briefly discussed. The lack of professional training programs in this area is illustrated by a table showing training possibilities across Central America. Effects of the ownership of teacher preparation centers by otolaryngologists are also noted (such as a medical pathology approach to deafness). (DB) ED389108
Donohoe, William Arlington. (1946). A History of British Honduras. Montreal (Canada): Provincial publishing co. ltd. F1446
Donohoe, William Arlington. (1947). A History of British Honduras ( [1st American ] ed.). New York,: Colorite Offset Print. Co. F1446 .d6 1947 F1446 d6 1947 norlin
Douglass, John G. (2002). Hinterland Households : Rural Agrarian Household Diversity in Northwest Honduras. Boulder: University Press of Colorado F1435 .d68 2002 972.83
Dowdeswell, W. H. (Sep '1970). Field Studies in British Honduras. Journal of Biological Education, 4, 3, 177-181 Sep '1970 EJ029398
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Economist Intelligence Unit (Great Britain). (1986). Country Profile ( Vol. 1986-87-1992-93.). London: The Unit Hc144.a1 c68
Economist Intelligence Unit (Great Britain). (1986). Country Report ( Vol. no. 2-1992). London: The Unit Hc144.a1 c7
Economist Intelligence Unit (Great Britain). (1993). Country Profile ( Vol. 1993-94-). London: The Unit Hc141.a1 c683
Economist Intelligence Unit (Great Britain). (1993). Country Report ( Vol. no. 1-). London: The Unit Hc141.a1 c682
Euraque, Dar’o A. (1996). Reinterpreting the Banana Republic : Region and State in Honduras, 1870-1972. Chapel Hill: University of North Carolina Press F1508 .e87 1996
Euraque, Dar’o A., & NetLibrary Inc. (1996). Reinterpreting the Banana Republic Region and State in Honduras, 1870-1972. Chapel Hill, N.C.: University of North Carolina Press F1508 .E87 1996eb 972.8305 [more]
Evans, Thomas J. (1997). Evaluation Report of a Detention-Based Student Disciplinary Program in a Honduran/International Primary School. The Escuela Internacional Sampedrana (EIS) in Honduras implemented a new discipline program in its Primary School during the 1996-97 school year. This paper contains findings from three evaluations of the program--an initial analysis, a midyear report, and a year-end report. The first report analyzed the number of suspensions and detentions, as well as the number of total accumulated violations. The midyear and end-year reports looked at the total number of minor infractions cited by teachers since the beginning of the school year grouped by grade levels and cumulatively, the average number of detention letters typically given to students of each grade level, and the cumulative total of such suspensions across each grade level separately and combined. The studies found that minor infractions did not accumulate at an alarming rate; nor was there evidence of widespread discipline problems. Few students were repeat offenders. The following recommendations were made: (1) Make the minor-infraction discipline codes more specific; (2) offer some type of new teacher training or induction program; and (3) create a discipline committee to address unresolved issues. Appendices contain the rationale for the Primary School discipline program and policy statements that define the consequences for minor, serious, and very serious infractions. Ten tables were included. (LMI) ED410644
Evans, Thomas J. (1998). An Introduction to Educational Research: Disciplined Inquiry and Literature Reviews. This paper presents an introduction to basic concepts of educational research for preschool, elementary, and secondary teachers at the Escuela Internacional Sampedrana (EIS) in Honduras who expressed interest in pursuing graduate education in the United States. EIS is a private bilingual (Spanish-English) K-12 school in Honduras. In the first part of the paper, teachers are introduced to the characteristics of qualitative and quantitative research methods, and later to a blending of the two methods into an approach known as "disciplined inquiry." The second part of the paper presents an active introduction (including sample worksheets) to reviewing research and synthesizing findings from pertinent research studies into an integrative overview. Specific techniques for constructing such a literature review are noted, including the basic rules of the Publication Manual of the American Psychological Association (APA). Three appendixes provide a profile of EIS, the EIS professional development seminar series schedule, and a brief guide for APA writing style. (Contains 11 references.) (MDM) ED418664 This document is available from the ERIC Document Reproduction Service.
Evans, Thomas J. (1998). Standard Setting Models for High School Graduation Competency Tests. This paper explores common concerns about competency testing as they relate to the certification of high school graduates seeking a diploma in the United States. Competency testing is widespread in the United States, with 40 states engaged in competency testing in at least one grade. In general, and particularly for graduation requirements, the certification of minimum competency is the objective, as fears that the minimum levels defined would become the accepted standards for all students have been discredited. A number of standard setting methods exist to determine standards for minimum competency. Numerous test-centered continuum models have been proposed for competency testing programs, and the most common of these are reviewed. Two examinee-centered continuum models are also described. Several authors have compared standard setting methods, as it is apparent that the standard setting procedures used to arrive at justifiable standards for competency tests vary in method and results. Careful consideration should be given to the choice of any single standard setting method, and the wisest course of action may be to use several procedures to attempt to reach convergence at an appropriate cut score. (Contains 20 references.) (SLD) ED420700 This document is available from the ERIC Document Reproduction Service.
Evans, Thomas J. (Nov 1996). Deming's System of Profound Knowledge: An Overview for International Educators. W. Edwards Deming called for the transformation to a new style of organizational management based on greater cooperation between managers and employees. This transformation could be achieved by introducing "profound knowledge" into the system. This paper is a presentation outline that was used to introduce the basics of Deming's theory of organizational improvement to a group of teachers and administrators associated with the Association of Bilingual Schools of Honduras. Because Deming's Fourteen Points for Management embody the components of profound knowledge, application of the points is necessary for achieving system transformation and more effective management. The aim of transformation is to change the prevailing style of management. Profound knowledge is composed of four interrelated concepts: (1) organization members' appreciation for systems thinking; (2) knowledge about variation within systems; (3) a conceptualized theory of knowledge; and (4) an understanding of psychology. Five figures that were used as overhead transparencies to highlight key concepts are included. Appendices summarize Deming's theoretical perspective. (Contains 6 references and a list of 32 related readings.) (LMI) ED401635
Evans, Thomas J.; Traylor, Stacy L. (Jul 1997). A Developmentally Appropriate Honduran/International Primary School Computer Curriculum. Students and teachers need to develop skills in using available technological capacities. The curriculum described here is designed to familiarize students and teachers with equipment and software available at the Escuela Internacional Sampedrana's Primary School (EIS) in Honduras. Key features of the curriculum include the use of the Internet and e-mail; grade level developmental activities including word processing, typing, painting/drawing, and spreadsheet/database programs; teacher training suggestions; and an overview on web page construction. This document begins by describing EIS administration, educational philosophy, teachers, primary school academic program, and educational goals, as well as the history of the computer laboratory. It then presents a general overview of the computer curriculum objectives for grades 1 through 6 and student evaluation methods. For each grade level, specific learning objectives, instructional strategies, and evaluation methods are described. Sample lesson plans are also included. Contains 9 references. (KB) ED409989
Evans, Thomas; And Others. (13 Mar 1993). An Inexpensive School/Home Intervention Program to Raise Student Achievement. A comprehensive strategy targeted to raise student achievement is arguably one of the most important components of any school's vision for improvement. This paper describes a comprehensive intervention program at The San Alejo American School, Honduras (student enrollment: <100). This program was aimed toward raising students' achievement levels while simultaneously preventing their early or continued failure at school. The intervention program had five components: (1) a family-centered study skills workshop; (2) a family-centered reading activities workshop; (3) a school-wide reading campaign; (4) a behavioral modification strategies workshop; and (5) regularly scheduled enrichment sessions between teachers and students in need of additional assistance. Parents were integrally involved in program implementation, and their involvement served as an inexpensive substitute for a high priced intervention program. Additionally, their participation in the program tended to increase parents' sense of ownership for their children's' education, thus providing the program developers with a valuable source of support. This program also led to an improvement in parent- teacher relationships and greater collaboration between teachers. (TS) ED394080
Everitt, John. (Apr 1982). Changing Patterns of Cultural Imperialism in a Developing Country. Using Belize, Central America, as an example, this paper illustrates some of the changing patterns of cultural imperialism that can presently be viewed in the emerging nations of the world. Cultural imperialism is defined as the process whereby the culture of a weaker nation is dominated by that of a stronger nation. In September 1981, Belize, formerly British Honduras, gained its political independence from the United Kingdom. In the past the major force influencing the Belizean culture came from the British Isles. The trend now is toward an increasing pattern of Americanization and a corresponding decrease in British influence. The paper examines current imperialist patterns which reflect this trend: economic imperialism and socio-political imperialism. The private land in Belize is now largely owned by U.S. interests. In the worlds of finance and trade, there is also a growing North American orientation. The unit of currency in Belize is now the dollar. Many of Belize's exports such as sugar and seafood come to the United States. The U.S. influence can also be seen in the production process. The Hershey foods ship cacao to Pennsylvania and an American born doctor grows and sells mangoes to the United States. The U.S. socio-political imperialism can be seen in communications, migrations, and the military. For example, most vehicles in Belize are now American; one of the major sources of immigrants is North America and this is also the most important destination for emigrants; and the United States has recently agreed to provide training for the Belize Defense Force. (RM) ED219318
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Federaci—n Unitaria de Trabajadores de Honduras., & Federaci—n Unitaria de Trabajadores de Honduras. ComitŽ Ejecutivo Nacional. (1991). La Nueva Estrategia De La Contrataci—n Colectiva ( 1. ed.). Tegucigalpa, Honduras: Federaci—n Unitaria de Trabajadores de Honduras (FUTH) Hd6552
Ferguson, William M., & Adams, Richard E. W. (2001). Mesoamerica's Ancient Cities : Aerial Views of Pre-Columbian Ruins in Mexico, Guatemala, Belize, and Honduras ( Rev. ed.). Albuquerque: University of New Mexico Press F1219 .f35 2001
Ferguson, William M., Rohn, Arthur H., & Royce, John Q. (1990). Mesoamerica's Ancient Cities : Aerial Views of Precolumbian Ruins in Mexico, Guatemala, Belize, and Honduras ( 1st ed.). Niwot, Colo.: University Press of Colorado F1219 .f35 1990 917.2/0022/2 F1219 .F35 1990 c.2 NORLIN Fisher, Steffen. Indiansk Arkitektur : Den Praecolombianske Bygningskunst I Mexico, Guatemala Og Honduras.
Flores Fonseca, Manuel, & Bidegain, Gabriel. (1990). La Mortalidad Infantil En Honduras : Perspectivas Y Pol’ticas ( 1. ed.). Tegucigalpa, Honduras: Facultad de Ciencias Econ—micas Unidad de Docencia e Investigaci—n en Poblaci—n Hb1323.i42 Hb1323.i42 h85 1989
Francis, Greg; Inoue, Keiko; Orrick, Stefanie. (2001). Examining Human Rights in a Global Context. The United Nations' founding in 1945 and the 1948 adoption of the Universal Declaration of Human Rights reflected the international community's growing commitment to the protection and recognition of what is now referred to as human rights. Despite increased international attention, human rights violations continue to occur at the local, regional, national, and global levels. This unit introduces students to the concept of human rights and adds issues to that concept to heighten their awareness of the complexities of protecting human rights. Students are encouraged to consider multiple perspectives when discussing case studies from around the world. The unit introduction contains a rationale and introduction to lessons; unit goals; connections to curriculum standards; materials needed; time required; subjects and suggested grade levels; simulation overview; and icons. Lesson 1, "What Are Human Rights?" considers an appropriate definition of human rights. Lesson 2, "Minorities, Minority Rights, and Genocide," asks students to consider their personal experiences with discrimination and to develop a working definition of minorities and minority rights and then looks at genocide. Lesson 3, "Civil/Political Rights," asks students to identify civil/political rights issues and uses six real case studies to delve deeper into these issues. Lesson 4, "Women and Human Rights," asks students to reflect on gender stereotypes they may hold and to think about the origins of such assumptions. The lesson focuses on biological and socially constructed differences between males and females to examine why women may be more impacted by certain human rights violations than males. It uses case studies from Brazil, Nicaragua, and Honduras to discuss the feminization of poverty. The unit concludes with a "Unit Debriefing" that highlights contemporary controversies surrounding the protection of human rights. Appendices contain additional resources. (BT) ED470402
Franck, Harry Alverson. (1916). Tramping through Mexico, Guatemala and Honduras; Being the Random Notes of an Incurable Vagabond. New York,: The Century Co. 917.2 917.2 F84 c.2 NORLIN
Froehlich, Jeffery W., Schwerin, Karl H., & University of New Mexico. Latin American Institute. (1983). Conservation and Indigenous Human Land Use in the R’o Pl‡tano Watershed, Northeast Honduras. Albuquerque: University of New Mexico Latin American Institute S934.h8 S934.h8 c65 1983 scienc
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ERICSON ANNA STINA. Labor Law and Practice in Honduras (1961).
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