Folder: Education
Education (V,W,X)
Page Contents
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Valle, Rafael Heliodoro. (1947). Semblanza De Honduras. Tegucigalpa,: Impr. Clader—n 917.283
van Leeuwen, Fred, Ed. (2000). Vocational Education and Training. This issue of the quarterly Education International focuses on vocational education and training (VET). The editorial, "Education and the Wealth of Nations" (Fred van Leeuwen), focuses on provision of quality education for all. "Education International's (EI's) First Joint Worldwide Action on Education Issues" (Elie Jouen) describes the Global Campaign for Education. "Beijing: Five Years Later" (Marta Scarpato) puts emphasis on the following two major themes in the context of the upcoming revision of the objectives of the World Conference for Women (4th, Beijing, China, 1995): rights of the girl child and problems encountered by women in Eastern European countries. "After Seattle--What Next?" (Sheena Hanley) addresses the need to pay more attention to building the social dimension of the global economy. "And What About Retirement..." (Peter Dawson) looks at pension plans worldwide and the impact of the growing aging population. The section on VET contains these 10 articles: "At the Heart of the Education Reform Process" (Elie Jouen); "VET Worldwide" (Ulf Fredriksson); "On the Agenda of the 88th International Labour Conference"; "Life-Long Learning" (Bob Harris); "Finding a Dynamic Equilibrium" (Yves Baunay); "Knowledge and Skills Will Fuse" (A. Parsuramen); "The 'Dual' German Model" (Ursula Herdt); "Gabon: Education's Neglected Sector" (Emmanuel Obame Ondo); "Australia: A Case of Educational Convergence" (Rex Hewett); "Honduras: Education System To Get Complete Overhaul" (Gloria Marina Chinchilla); and "Child Labor" (Sheena Hanley). "Sierra Leone: Reconstruction Must Begin in Each Area" (Rosslyn Noonan) addresses the challenges facing the education system in the country. "Structural Adjustment and Education Reforms: Ghana as a Case Study" (John Nyoagbe, Alfred Fumador, Ulf Fredriksson) reports the importance of finding a way to finance education. "Chunkyojo: Transition from Opposition Group to Negotiating Union" (Wouter van der Schaaf) describes advances for the education union in South Korea. "Why a Website Is Not an Online Magazine" (Eric Lee) looks at trade union Web sites as they enter their third generation. "Aimee, the Teacher from Tahiti" (Samuel Grumiau) discusses a day in the life of a teacher. (YLB) ED442929
Verhoeven, Ludo, Ed. (1994). Functional Literacy: Theoretical Issues and Educational Implications. Studies in Written Language and Literacy, Volume 1. Opening up new perspectives in the study of literacy, this book presents 25 essays that bring together current research findings from linguistics, psychology, sociology, and anthropology. Essays in the book discuss theoretical questions related to the definition and modeling of the construct of functional literacy; the notion of literacy development; literacy in developing societies; literacy in industrialized societies; and promotion of functional literacy through education. After an introduction ("Modeling and Promoting Functional Literacy" by Ludo Verhoeven), essays in the book are "Literacy, Myths and Legacies: Lessons from the History of Literacy" (Harvey J. Graff); "The Construct of Oral and Written Language" (Claire Blanche-Benveniste); "Text Processing and Its Relevance for Literacy" (Leo Noordman and Wietske Vonk); "Cross-Cultural Perspectives on Literacy" (Brian Street); "Functional Literacy in a Changing World" (Kenneth Levine); "Literacy and the Making of the Western Mind" (David R. Olson); "The Cognitive Psychology of Literacy: Some Basic Findings" (Paul Bertelson and Beatrice de Gelder); "Socio-Cultural Determinants of Literacy Development" (Paul Leseman); "The Social Impact of Literacy" (David Barton); "Linguistic Diversity and Literacy Development" (Ludo Verhoeven); "Problems and Pseudo-Problems in Literacy Development: Focus on Latin America" (Emilia Ferreiro); "Continua of Biliteracy: Quechua Literacy and Empowerment in Peru" (Nancy Hornberger); "Literacy Education and Gender: The Case of Honduras" (Monique van der Westen); "Literacy and Development in South-East Asia" (Chander J. Daswani); "Literacy and Development in Africa: The Case of Tanzania" (Josephine Yambi); "Writing Systems and Literacy: The Alphabetic Myth Revisited" (Florian Coulmas); "Assessment of Adult Literacy Levels: The Dutch Case" (Cees Doets); "Emergent Literacy and Education" (Clotilde Pontecorvo); "Towards a Taxonomy of Early Literacy Difficulties" (Aryan van der Leij); "Dialogue Systems and Interactive Literacy Instruction" (Don Bouwhuis and Harry Bunt); "A Comparative Perspective on Functional Literacy Levels" (William Loxley); "Towards a Socio-Cultural Model of Literacy Education" (Leo Dubbeldam); "The Question of Functionality in Literacy: A Systematic Approach" (Jennifer Hammond and Peter Freebody); "Literacy for Work Programs" (Jan Ooijens); and "Literacy in a Global Perspective: The Year 2000 and Beyond" (Daniel Wagner). (RS) ED377475
Villanueva T, Benjamin. (1968). The Role of Institutional Innovations in the Economic Development of Honduras. [Madison, Wis.,: Land Tenure Center University of Wisconsin] Hd107
Von Hagen, Victor Wolfgang. (1980). The Jicaque (Torrupan) Indians of Honduras ( 1st AMS ed.). New York: AMS Press F1505.2.x5 v66 1980
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Waddell, D. A. G. (1961). British Honduras, a Historical and Contemporary Survey. London, New York,: Oxford University Press F1443
Waggoner, Barbara Ashton; Waggoner, George R. (1986). Universities of the Caribbean Region--Struggles to Democratize. An Annotated Bibliography. An annotated bibliography on universities in the Caribbean region for the period since World War II is presented. The focus is on access to universities. For book citations, each annotation contains the author's name, publication title, place of publication, publisher, date, and number of pages. Journal references consist of author, title of article, name of journal, volume number, date, and page numbers. Newspapers, monographs, and other periodicals are also included. The first section, which covers 329 publications, is a general coverage on universities. Annotations are also provided on 172 publications on the University of West Indies. The remainder of the bibliography covers countries/areas. The countries/areas and number of publications for each are as follows: Colombia (83), Costa Rica (90), Cuba (166), Dominican Republic (96), French Antilles (59), Guyana (55), Haiti (16), Honduras (25), Mexico (38), Netherlands Antilles (21), Nicaragua (74), Panama (75), Puerto Rico (83), U.S. Virgin Islands (7), and Venezuela (213). Appended are a list of foreign periodicals and an author index. (SW) ED270011
Wallace, David Rains. (1995). Adventuring in Central America : Guatemala, Belize, Honduras, El Salvador, Nicaragua, Costa Rica, Panama. San Francisco: Sierra Club Books Qh108.a1 w35 1995 508.72
Wallrafen, Hannes, Escoto, Julio, & Anderson, Guillermo. (2002). Del Tiempo Y El Tr—pico : Honduras = of Time and the Tropics : Honduras [127 p.]. San Pedro Sula, Honduras Amsterdam: Centro Editorial ; KIT Pub. F1503
Walter, Lynn, & Lind, Amy. (2003). The Greenwood Encyclopedia of Women's Issues Worldwide. Westport, Conn.: Greenwood Press Hq1467 .g74 2003
Ward, Victoria M.; And Others. (1991). The Comparability of Focus Group and Survey Results: Three Case Studies. Evaluation Review, v15 n2 p266-83 Apr 1991 Focus group findings were compared with survey findings for three studies in which both methods were used. Studies conducted on voluntary sterilization in Guatemala, Honduras, and Zaire with over 2,000 subjects confirm that focus groups yield information similar to that obtained from surveys and are useful in program planning. (SLD) EJ440423
Webster, David L. (1989). The House of the Bacabs, Cop‡n, Honduras. Washington, D.C.: Dumbarton Oaks Research Library and Collection E51 .S85 no. 29
Whittington, Stephen L. (1989). Characteristics of Demography and Disease in Low Status Maya from Classic Period Copan, Honduras., F1435.3.m58
Wickremasinghe, Walter, Ed. (1991). Handbook of World Education. A Comparative Guide to Higher Education & Educational Systems of the World. This handbook presents individual overviews of the major aspects of the educational systems of about 100 countries with an emphasis on higher education. Each chapter, written by a scholar from that country, gives a descriptive, overall view of that country's education system and organizes the information into four sections: background, primary and secondary education, higher education, and issues and trends. The background sections provide a historical perspective on the country's educational development. Primary and secondary education sections include information on educational administration, curriculum, examinations, funding, and policy. The sections on higher education describe institutions, governance, undergraduate study programs, advanced study programs, research, fields of study, admission policies, duration of studies, student facilities, costs, funding, faculty, and other important aspects. The countries included are as follows: Afghanistan, Algeria, Argentina, Australia, Austria, Bahamas, Bahrain, Bangladesh, Barbados, Belgium, Belize, Benin, Botswana, Brazil, Bulgaria, Burkina Faso, Burundi, Canada, Central African Republic, Chile, China (People's Republic), China (Taiwan), Columbia, Cook Islands, Costa Rica, Cuba, Denmark, Egypt, Ethiopia, Fiji and the Islands of British Oceania, Finland, France, Gabon, Germany (Federal Republic), Germany (East), Ghana, Greece, Grenada, Guatemala, Guyana, Haiti, Honduras, Hong Kong, Hungary, Iceland, India, Iraq, Ireland, Israel, Italy, Ivory Coast, Japan, Jordan, Korea, Kuwait, Lesotho, Liberia, Madagascar, Malawi, Malaysia, Mali, Malta, Mauritius, Mexico, Mongolia, Morocco, Mozambique, Nepal, Netherlands, New Zealand, Norway, Pakistan, Panama, Peru, Philippines, Poland, Portugal, Puerto Rico, Qatar, Senegal, Sierra Leone, South Africa, Spain, Sri Lanka, Swaziland, Sweden, Switzerland, Tanzania, Thailand, Togo, Trinidad and Tobago, Tunisia, Turkey, Uganda, Union of Soviet Socialist Republics, United Arab Emirates, United Kingdom, United States of America, Venezuela, Vietnam, Western Samoa, Zaire, Zimbabwe. Most chapters contain references. There is also a section describing the contributors. (JB) ED342291
Wiedman, Dennis, Ed. (Mar 1986). Ethnohistory: A Researcher's Guide. Studies in Third World Societies Publication Number Thirty Five. This guide contains 15 articles that discuss materials to be used for ethnohistorical research; the guide also serves as a textbook for courses on ethnohistory and related subjects. The articles are: "The Anthropological Use of Historic Documents" (D. Wiedman); "Public Documents as Primary Sources for Ethnohistorical Research: The Mattamuskeet Model" (P. H. Garrow); "Using Missionary Documents in Ethnohistorical Research" (D. Whiteman); "Using Census Manuscripts in Ethnohistoric Reconstruction: An Example from South Carolina" (M. H. Morgan); "Methods for Evaluating the Accuracy of Census Reports as Ethnohistorical Demographic Data: A Brief Assessment of Pima and Maricopa Populations" (G. W. Meister); "Plantation Maps as Sources for the Study of West Indian Ethnohistory" (B. W. Higman); "Visual Ethnohistory: Photographs in the Study of Culture History" (M. B. Blackman); "Dating Photographs" (A. R. Pilling); "The Unrealized Potential of Remote Sensing in Ethnohistorical Research" (L. Kruckman); "Oral History Interviews: Some History and Practical Suggestions" (M. E. Willson); "The Use of Reminiscences and Oral Tradition in the Study of Ethnohistory" (J. B. Page); "Artifactual Documents: Ethnological Museum Collections as an Ethnohistorical Resource" (B. Reynolds); "Doing Ethnohistory with Old Newspapers: The Study of an Andean Peasant Movement of 1885" (W. W. Stein); "The Judicial Records of Colonial Louisiana: Sources of Ethnohistory" (J. D. Castle); and "Black Carib Settlement Patterns in Early 19th Century Honduras: The Search for a Livelihood" (C. D. Cheek and N. L. Gonzalez). (DJC) ED301519
Wilcox, Lee, Ed. (May 1969). The Admission and Placement of Students from Latin America: A Workshop Report. Brazil, Central America, (Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama), Colombia, Venezuela. Information about the educational systems of Brazil, Colombia, Venezuela, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama that may be helpful to the U.S. college admission officers is presented. Background information about the countries and the current primary, secondary, and postsecondary educational systems are considered. For Brazil, information is presented about quality factors and curricula, and a list of universities and a glossary of educational terms are included. For Venezuela, information is also presented on the grading system, quality factors, and the North American Association of Venezuela. For Columbia, attention is directed to the academic bachillerato program, technical secondary education, commercial and agricultural schools and other offerings. Some common characteristics of the Central American countries are described. The percentage who attend secondary school in Central America varies from as low as 4 percent to as high as 15 percent. All Central American state universities are autonomous; however, the tradition of autonomy is not firmly established in all countries. All of these Central American countries are bringing into their curricula the concept of general education, or general studies, but the concept of general studies is meeting with varied reactions from students as well as faculties. The English requirement in Central American, Brazilian, Colombian, and Venezuelan schools is addressed. Recommendations and a bibliography are also presented for the Central American countries as a whole and for Brazil, Colombia, and Venezuela. (SW) ED214449
Williams, R. M. C. (1965). Termite Infestation of Pines in British Honduras; Termite Research in British Honduras under Research Scheme R.1048. London,: H. M. Stationery Off. Sb795.t4
Wilson, Larry David, & Meyer, John R. (1982). The Snakes of Honduras. Milwaukee, Wis.: Milwaukee Public Museum 597.96/097283 Ql666.o6
Winzerling, E. O. (1946). The Beginning of British Honduras, 1506-1765. New York, N. Y.,: The North river press F1446 .w6 972.82 F1446 .w6 norlin
Wodon, Quentin T. (2000). Poverty and Policy in Latin America and the Caribbean. World Bank Technical Paper No. 467. Although the progress toward poverty reduction remains sluggish, other dimensions of social welfare in the Latin American and Caribbean (LAC) region show signs of improvement. Adult literacy and school enrollment rates, life expectancy at birth, access to safe water, and nutrition indicators are improving. However, other factors demonstrate that many problems persist, especially the inequality between rich and poor. This report analyzes the evolution of poverty and inequality in the LAC region from 1986 to 1996 with projections to 1998. It reviews the policies which have been advocated or implemented to reduce poverty. The report combines: (1) the results of new empirical work using household surveys from 12 countries (Argentina, Bolivia, Brazil, Chile, Colombia, Dominican Republic, Ecuador, Honduras, Mexico, Paraguay, Uruguay, and Republica Bolivariana de Venezuela); (2) short theoretical developments, some of which introduce new research techniques; and (3) a review of the literature on issues related to poverty, inequality, and social policy in LAC. Chapters three through six follow the framework proposed in the forthcoming World Development Report 2000-2001. The framework identifies three essential elements for poverty reduction: (1) opportunities for the poor and investments in the human capital of the poor; (2) security through social safety nets; and (3) empowerment. Contains extensive tables and figures and 213 references. (BT) ED449067
Wolff, Laurence; Schiefelbein, Ernesto; Schiefelbein, Paulina. (2002). Primary Education in Latin America: The Unfinished Agenda. Sustainable Development Department Technical Papers Series. This paper assesses progress made in elementary education in Latin America from 1990-2000. Besides examining completion rates, it looks at four critical indicators: the extent to which repetition rates have declined over the decade; the extent of timely access and on-time ages of elementary school students; the level or elementary school students' learning achievement; and changes in expenditures and other inputs into elementary education. The paper focuses on four countries (Brazil, Chile, Costa Rica, and Honduras), which represent a wide spectrum of education conditions in the region. It uses data collected from a variety of sources, with the main criterion being reliable observations from 1999-2000. Results indicate that overall, the region has made progress in elementary education. More children complete their elementary schooling. They are also more likely to begin their schooling at appropriate ages, and they are less likely to repeat a grade. Most countries have increased their investments in education. However, 18 percent of children in the region do not complete 6 years of elementary education, and 16 percent repeat a grade. Progress in terms of learning has been slow or nonexistent. (Contains 29 bibliographic references.) (SM) ED475275
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