Folder: Education
Education (Y,Z,Author Unknown)
Page Contents
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___. (1971). Analyses of Some Studies on Knowledge, Attitudes and Practices of Family Planning in Several Latin American Countries. Research dealing with population and family planning in specific Latin American countries is summarized in this collection of demographic studies. Countries for which information is provided include Argentina, Barbados, Bolivia, Brazil, Chile, Colombia, Costa Rica, Guatemala, Haiti, Honduras, Jamaica, Mexico, Nicaragua, and Peru. Each country lists demographic statistics for 1965 and 1970 followed by the name of the specific study or studies; the sample used for the study; the number, sex, location, age, education, economic status, fertility, and religiosity of the sample if available; attitudes on fertility if applicable to the study; and general comments or conclusions drawn from the study. Ample statistical data supplements the narrative information. A bibliography of materials about knowledge, attitudes, and practices of family planning is furnished. (BL) ED052981
___. (Jun 1973). A Survey of A.I.D. Educational Cooperation with Developing Countries. A survey is presented of the scope of the program of the Agency for International Development in the field of educational assistance to certain developing countries. The survey revises and updates previous surveys completed annually since 1966. The regions of the world in which A.I.D. operates--Africa, the Near East and South Asia, Latin America, and East Asia--represent the major divisions of the survey. Information provided about each project include project objectives and description, expenditures, and progress to date. (Author/SW) ED130513
Yde, Jens. (1938). An Archaeological Reconnaissance of Northwestern Honduras; a Report of the Work of the Tulane University-Danish National Museum Expedition to Central America, 1935. Copenhagen,: Levin & Munksgaard F1421
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___. (1970). Bam Social Studies Supplement: Why Do Nations Engage in World Trade? This nongraded resource unit was prepared to give the teacher examples of social studies activities that emphasize economic concepts. It presupposes some knowledge of economics, therefore it is not designed primarily for younger children. The major themes are: producing, distributing, and consuming food, clothing, shelter, and services. Canada, United States, Mexico, Honduras, and Brazil are specifically considered. On the question of world trade, it is assumed that people are interdependent and must help each other in obtaining and providing goods and services. The major question is followed by four subproblems: 1) what evidence of world trade do we find in our homes; 2) what are the productive resouces necessary to provide goods for world trade; 3) how does market determine what products are imported and exported; and, 4) how do governmental policies influence trade among nations? Within each of these problem areas, the format includes: specific questions, related concepts, behavioral objectives, techniques for assessment, and resource materials. For the teachers convenience, alternative or supplementary materials, and two charts are included. (Author/SBE) ED049993
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___. (1990). Cancionero : Honduras, Tiempo De Cantar. [Honduras]: Comunica M1684.h618 M1684.h618 c36 1990 music
___. (1997). Cnn Newsroom Classroom Guides. December 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of December, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Japan hosts the Climate Change Conference, space shuttle is unable to deploy satellite, World AIDS Day, Honduras elects new president, U.S. Attorney General Reno decides not to appoint an independent counsel to investigate Clinton-Gore fundraising practices, historic treaty banning the use of land mines, and Iraq's oil-for-food program (December 1-5); International talks on the future of Korea, Serbia holds elections, Israel strike ends, 8th Summit of the Organization of the Islamic Conference, Swiss banking giants merge, air balloonists plan around the world trip, Latrell Sprewell faces the media, FBI Director Freeh testifies before Congress, Boris Yeltsin is hospitalized, and the Climate Conference ends with some agreement on reducing greenhouse gases (December 8-12); and President Clinton considers options to make Bill Lann Lee the next head of the Justice Department's Civil Rights division, the Pentagon announces plans to inoculate all personnel against anthrax, national debt has decreased while personal debt has increased, Oklahoma bombing jury deliberations resume, new pictures indicate that the sun will die billions of years from now, a form of snail venom may alleviate chronic pain, Kim Dae Jung wins election to the presidency of South Korea, and Clinton wants U.S. troops to remain in Bosnia (December 15-19). No guides for December 22-31. (SWC) ED414885
___. (1998). Cnn Newsroom Classroom Guides. November, 1998. These classroom guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for the month of November, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Iraq refuses to cooperate with United Nations weapons inspectors, expansion of a Jewish settlement threatens to delay implementation of the Wye Accord, voting for House, Senate, and governors' seats in this year's midterm elections, assistance in the wake of Hurricane Mitch, and devastation in Honduras and Nicaragua caused by Hurricane Mitch (November 2-6); House Speaker Newt Gingrich announces his intention to resign, relief workers scramble to get basic necessities to stranded victims of Hurricane Mitch, standoff over weapons inspections in Iraq, the United States sends more military hardware and troops towards Iraq as diplomats evacuate, and Iraq continues to defy United Nations (UN) inspection demands (November 9-13); the showdown with Iraq is temporarily averted, the Leonid Meteor Shower returns, weapons inspectors are back in Iraq, impeachment hearings of President Clinton begin on Capitol Hill, and impeachment hearing questioning of Independent Counsel Ken Starr (November 16-20); Iraq must officially answer a United Nations request for weapons documents, and the possible AOL/Netscape merger (November 23-24); and widespread hunger continues in Somalia in spite of international aid (November 30). (AEF) ED425739
___. (Oct 1988). Central America: Where Do We Go from Here? Report of the Strategy for Peace, U.S. Foreign Policy Conference (29th, Warrenton, Virginia, October 13-15, 1988). Over the past 8 years, the debate over U.S. policy in Central America has degenerated into an unproductive partisan clash that has obscured the issues and eliminated the possibility of a bipartisan consensus. Conference participants agreed that Central America, for historic, geographic, economic, and political reasons is of vital interest to the United States and that disengagement is not a viable option. U.S. credibility, in the region and at home, requires a clear set of priorities and congruence between stated and real goals, and it also requires a consensus on the nature of U.S. interests in Central America and how they can be protected and advanced. Defining points of intersection between U.S. goals and interests and those of the Central American countries is also necessary. The group was able to agree on a framework for a workable policy, though not on specific recommendations. The main points of consensus were: (1) The United States must look to revitalize the regional diplomatic option as part of its political agenda. (2) The Central America issue demands immediate attention and should be a top priority. The United States must recognize that it has a stake in the positive resolution of the Central American crisis. (3) Policy must be formed from a bipartisan consensus and must not be implemented without backing from the American people. Whatever policy is agreed upon will work if it is consistent and includes realistic means to achieve realistic ends. A list of conference participants and the conference-opening speech are included. (Author/JB) ED315345
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___. (Jul 1980). Development Communication in an Urban Setting. The application of lessons gained from rural experience with development communications to the problems of delivering social services to the poorer segments of the urban areas is described in a report on the squatter upgrading project in Lusaka, the capital of Zambia. A Project Support Communications Unit established to provide communication between the communities and the Housing Project Unit uses such media as videotape, slides, films, audiotape, photographs, posters and leaflets, and street theater and popular music to enhance the flow of information to and from project participants. Also included in this issue are articles describing a program for the social marketing of contraceptives in Mexico; a bilingual program in Austin, Texas, which is based on low-cost program and media production models developed in several Latin American countries; an independent service for pretesting media messages; a rural communication network in Liberia; a curriculum reform project in Honduras; a game for teaching literacy; the Laubach method for producing literacy primers; and a major project now underway to test whether radio can be used effectively to teach English language arts. Book reviews and ERIC resources are also included, as well as a regular feature, Dilemmas in Country X: Candid Discussions about Failures. (BK) ED192760
___. (Sep 1992). Destination: Honduras. Study Guide. This study guide was developed by the Peace Corps' Office of World Wise Schools. The aim of the guide is to promote better understanding of other people on the part of the people of the United States. Teachers can use the book to supplement the study of Central America or the environment. Using the materials, students will learn to: (1) identify similarities and differences between their lives and the lives of young people in another country; (2) apply geographic themes to the country of Honduras; and (3) research the geography and culture of a Peace Corps volunteer's hoist country. A unit for grades 3 through 5 focuses on the geographic themes of location, place, and relationships within places. The latter two themes are also the subject of units for grades 6 through 9 and 10 through 12. Each of the units includes information for teachers and worksheets. Sixty-three references and a list of people and organizations that provided information for the study guide are attached. (LBG) ED354201
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___. (1975). Educational Development--Some Practical Issues. Occasional Paper No. 1. The document presents 11 papers dealing with educational administration in developing nations. It is intended to aid UNESCO staff members and other educational advisors as they collaborate with policy makers in developing nations to improve educational programs. Written by staff members of UNESCO's Division of Educational Finance, the papers reflect concerns expressed by educational authorities in developing nations regarding major policies, plans, and priorities for their national systems. The practical problems and theoretical issues were identified by UNESCO staff members during 74 fact-finding missions to developing nations conducted from 1965 to 1975. Sample topics focus on equity in educational planning, agricultural and vocational training, differences between rural and urban education, training centers for rural development, technical training in the Soviet Union, engineering education, rural education in Honduras, teacher training programs, political influences affecting teachers, and veterinary training. For most of the papers, schematic sketches, tables, charts, and graphs are presented along with case studies representing aspects of educational systems in one or several countries. (DB) ED167438
___. (1997). Educational Facility Evaluations of Primary Schools in Rural Honduras: Departments of Cortes and Meambar. A team of 11 educational facility planners and architects from the United States and Canada conducted a facility evaluation of schools in the rural areas of Meambar and Cortes, Honduras. Team members were all part of the Council of Educational Facility Planners, International and traveled to Honduras under the auspices of a Christian mission group, Heart to Honduras. The purpose of the visit was threefold: to gain a greater understanding of the existing needs and conditions of primary schools; to develop an inventory of existing facilities; and to gather information that could be used to help develop a prototypical rural school facility. Presented are the observations from each school, including a rating scale evaluation of the site, exterior and interior areas, power and plumbing systems, and facility furniture. Recommendations for improving these schools are included. (GR) ED432884
___. (Mar 1988). Evaluacion De Programas De Alfabetizacion. Consulta Tecnica Regional (Maracaibo, Venezuela, 30 Noviembre-6 Diciembre 1987) Informe Final. (Evaluation of Literacy Programs. Regional Technical Meeting (Maracaibo, Venezuela, November 30-December 6, 1987). The objectives of this seminar were to identify problems in evaluating literacy programs and to design a working strategy to confront them. Four presentations included national case studies from Brazil, Honduras, Nicaragua, and Venezuela. Central questions asked concerned who and what were evaluated and how were the results to be used. In Brazil, the goal of literacy programming was to reach everyone over 15 years of age. These programs would be for grades one through four, and materials would be produced for specific regional needs using the national language and would be designed to reach over 20 million illiterate adults and 30 million semi-literates. Honduras presented an analysis of national progress in attaining literacy and of available human, financial, and material resources. A quantitative evaluation of institutional support and its value, with an analysis of those institutions evaluated, was presented. The institutions included the United Nations Childrens Fund (UNICEF), Central Regional Fundamental Education for Latin America (CREFAL), Agency for International Development (AID), UNESCO, and the Regional Education Network (REPLAD). Nicaragua stated its goal as the elimination of illiteracy by the year 2000. Venezuela desired to guarantee basic education to adults who become literate and planned to accomplish this by means of the National Commission for Literacy, which integrates all national organizations, both official and private, that are linked to the educational process. The goal is to promote, coordinate, and evaluate existing literacy programs. A list of recommendations resulting from the seminar is provided. (NL) ED301488
___. (Mar 1994). Educating the Special Child in the Caribbean and Central America. This paper represents the perspectives of 25 special education teacher scholarship students from 13 Caribbean and Central American countries (Barbados, Belize, Costa Rica, Guatemala, Honduras, Nevis, Nicaragua, El Salvador, Dominica, St. Vincent and the Grenadines, Jamaica, Grenada, and Antigua) on the status of special education in their countries in the areas of funding, legislation, identification, and programming. Specific sections of the report address the following aspects of special education in this geographical area: disability prevalence, legislation, funding, identification and placement, programs, teacher training, services, other factors affecting special education in the Caribbean and Central America, public awareness, attitudes, government barriers, poverty, and new directions for the 21st century. Appendices include a listing of general areas of concern about special education in the Caribbean and Central America, and specific information about St. Christopher and Nevis, Barbados, Belize, and Jamaica. (DB) ED377596
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___. ([1988). Inter-American Foundation Annual Report 1987. This annual report from the Inter-American Foundation (IAF), a federal development agency, includes letters from foundation officials describing the IAF- funded work in poverty areas of Latin America and the Caribbean. The report describes IAF's In-Country Support System (ICS), staffed by local professionals who assist grantees and report their progress. The ICS is described as an intermediary agency for many grassroots groups that have no affiliation to, or assistance from, local private development organizations. School programs in Venezuela and Bolivia are briefly described. There is a section of "1987 Program Highlights" offering general information on various types of grants: agricultural/rural development; education and training; community services; urban enterprises; and cultural expression. Another section discusses the role IAF plays in developing countries and some of the problems overcome by the agency and its grantees. This document contains a series of country reports describing amounts and purposes of 234 grants made to grantee agencies in 1987. Grantee agencies were in the following countries: Argentina, Paraguay, Uruguay, Bolivia, Chile, Brazil, Antigua, Dominica, Dominican Republic, Grenada, Haiti, Jamaica, St. Kitts, St. Vincent, Belize, Costa Rica, Guatemala, Honduras, Panama, Colombia, Venezuela, Mexico, El Salvador, Peru, and Ecuador. Articles focus on rural development projects in Paraguay and Chile, pesticide safety in Ecuador, Brazilian education projects, fishing assistance in Dominica, a Guatemalan program for widowed mothers, a Colombian sanitation program, and a Mexican survey on women's economic roles. This document contains maps, photos, graphs, statistical data, and grant application information. (TES) ED304244
___. (Jan 1975). Innovative Programs in Adult Education: Foreign. The six descriptive position papers were prepared after selection for the Multi- National Workshop on Basic and Functional Education for Adults. Those selected are significant innovative programs of adult education in other countries that may have direct applicability to improving program practices in various parts of the world. The six programs described are: Adult Education in Tanzania; A National Movement; The Functional Literacy and Family Life Planning Project (Thailand); Accion Cultural Popular (Colombia); Concorde--Honduras; Functional Education for Family Life Planning Project (Neuva Ecija, Philippines); and Village Polytechnics--Kenya. Each paper describes in detail the program's setting, organization and administration, program and activities, educational strategy, and future activities and projections. (BP) ED110668
___. (May 1979). International Perspectives on Nonformal Education. Conference Proceedings of the New England Meeting of the Comparative and International Society (Amherst, Massachusetts, May 3, 1979). This document contains the papers delivered at the New England Regional Meeting which focused on the theme of International Perspectives on Nonformal Education. The keynote address provides a state of the art of nonformal education and discusses its successes, limitations, and future challenges. The first group of papers presents philosophical and programmatic concerns of nonformal education. One paper discusses the ideological presumptions of nonformal education. The collaborative process in international nonformal education programs is examined in another paper. A third paper discusses the instructional staff for out of school education and a look at voluntarism. The second group of papers examines nonformal education in various countries and presents case studies of specific nonformal education projects. For example, one paper describes the Village Polytechnic in the rural areas of Kenya as a potential solution to the problem of skyrocketing unemployment of thousands of primary school graduates who are unable to continue their formal education. Another paper discusses the Haiku and the tea ceremony of Japan. Other papers look at nonformal education in Turkey, West Germany, Honduras, Chile, Ghana, Poland, Africa, and Mexico. (Author/RM) ED186296
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___. (1998). Lectura Y Vida: Revista Latinoamericana De Lectura. (Reading and Life: Latin American Reading Magazine). 1998. The four 1998 issues of the journal on literacy education, entirely in Spanish, include these articles: "The Inevitable Radical Weakness of Language: Some Reflections about Forming Readers and Citizens" (Daniel Goldin); "Relationships among Reading and Writing, Thematic Units, Learning Through Research...In Search of Effective Instruction for Whole Language" (Timothy Shanahan); Comprehension and Textual Production in the Second Cycle of E.G.B.: Strategic Methodology" (Maria Isabel Lopez); "Games and Their Educational Implications in the Teaching of Literacy" (Ignacio Dalton and James F. Christie); "Reading Quickly, Thinking Carefully" (Graciela Perriconi); "Full Text: A New Challenge for Reading-Writing Instruction" (Octavio Henao Alvarez); "Using the Library, Reading, and Working with Street Children in Honduras" (Luis Mendez); "Diversity and Continuity in Writing and Editing Situations in Kindergarten" (Maria Claudia Molinari); "The Evaluation of Writing in a School Context: Implications for Practical Pedagogy" (Stella Serrano and Josefina Pena); "Mezquital, Malintzi and Chichimecas Mission: Language Awareness in the Development of Bilingual Literacy" (Norbert Francis); "Latin American Identity in Caribbean Children's Literature" (Gerardo Torres); "Construction of Face: Experience of a Reading/Writing Workshop in Greater Buenos Aires" (Carolina Espinosa); "An Unsuspected Dichotomy: The Boundary between Spelling and Writing in the Beginning Literacy Period" (Celia Diaz and Emilia Ferreiro); "Phonological Awareness and Reading: Theory and Research on a Complex Relationship" (Angela Signorini); "Whole Language in Multicultural Bilingual Education: Implications for Bilingual Teacher Training in Ecuador" (Annelies Merkx and Rolando Pichun Seguel); "Writing in First and Second Languages: A Two- Language Process" (Amparo Clavijo and Esperanza Torres); "Phonological Awareness in Preschool Children: The Possibility of Omitting the First Section" (Monica Alvarado); "Commentary on the Thesis of Monica Alvarado" (Sofia Vernon); "Literacy and Discrimination" (Mirta A. Mosches de Kosiner); "Adriana and Independent Retelling of Her Favorite Stories" (Angeles Molina Iturrondo); "University Students as Producers of Texts: A Team-Teaching Experience" (Adriana Bono and Sonia de la Barrera); "Reading Together: A Project with Children Repeating First Grade in a Public School in Brazil" (Mercedes Cupolillo, Regiana Souza Silva, Shamia Socorro and Keith Topping); "Reading and Life 93-97: A Social and Library Study" (Ana Sola Villazon, Pedro G. Enriquez and Fabricio Penna). Book reviews and professional notes are also included in each issue. (MSE) ED434507
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___. (1967). New Educational Media in Action--Case Studies for Planners--Iii. THIS IS A COLLECTION OF CASE STUDIES ON THE USE OF TELEVISION, RADIO, FILMSTRIPS, AND CORRESPONDENCE STUDY--ALONE, OR IN COMBINATION--FOR INSTRUCTION, EDUCATIONAL EXTENSION, AND ADULT EDUCATION IN SIX COUNTRIES--ITALY (ETV), NIGER (RADIO AND RADIO PLUS FILMSTRIPS), NEW ZEALAND (RADIO PLUS CORRESPONDENCE), HONDURAS (RADIO), NIGERIA (ETV), AND USA (MPATI--AIRBORNE ITV). EACH STUDY RECOUNTS THE PROJECT'S HISTORY, ORGANIZATION, OPERATION, COSTS, AND EVIDENCE OF EFFECTIVENESS. THIS EVIDENCE IS BY AND LARGE FAVORABLE, THOUGH WITH THE EXCEPTION OF THE MPATI, LARGELY INCORRECT--BASED ON ATTITUDES OF PARTICIPATING TEACHERS AND RADIO CLUB LEADERS, IMPRESSIONS OF VISITORS, OR PROPORTIONS OF STUDENTS WHO PASSED LITERACY EXAMINATIONS OR WHO TRANSFERRED WITH NO DIFFICULTIES TO REGULAR SCHOOLS. THE COST ANALYSES REFLECT THE HIGH AND VARIABLE COSTS OF INTRODUCING AND MAINTAINING THE NEW MEDIA AND INCLUDE EXTRAPOLATIONS OF PRESENT COSTS TO THE OPTIMUM SITUATION WHERE THE ECONOMIES OF SCALE ARE EXPLOITED TO THE FULL. A RECURRENT THEME IN THE CASE STUDIES ON THE DEVELOPING COUNTRIES IS THE NEED TO INTERGRATE THE NEW MEDIA WITHIN THE EDUCATIONAL SYSTEM. MOST OF THE DIFFICULTIES NOTED SEEM TO STEM FROM THE SYSTEM'S INABILITY TO PROVIDE THE NECESSARY RESOURCE BASE. THIS DOCUMENT IS AVAILABLE FROM UNESCO, PLACE DE FONTENOY, 75 PARIS-7E, FRANCE, FOR $4.50. (GG) ED018986
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___. (1982). Profiles of Central America. Interracial Books for Children Bulletin, v13 n2-3 p13-18 1982 In order to provide information missing from elementary and secondary educational materials, briefly reviews the history, geography, and current political, economic, demographic, and social characteristics of El Salvador, Guatemala, Honduras, and Nicaragua. Some information is also given about Costa Rica, Panama, and Belize. EJ266579
___. (Dec 1972). Publicaciones Periodicas De Educacion De America Latina Y El Caribe (Educational Publications of Latin America and the Caribbean). The periodicals listed in this bibliography are those published in Latin America and the Caribbean that deal exclusively with educational themes. Information for each entry, when available, includes the title, subtitle, name and address of publisher, frequency of publication, year the publication began and/or terminated, any previous title, and whether or not supplements are available. Publications are included from the following countries: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Cuba, Chile, Ecuador, El Salvador; Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, the Dominican Republic, Trinidad and Tobago, Uruguay, and Venezuela. Regional as well as national publications are also cited. (CK) ED098782
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___. (1988). Repertorio De Servicios De Documentacion E Informacion Educativa Iberamericanos = Repertorio De Servicos De Documentacao E Informacao Educativa Ibero-Americanos (Directory of Portuguese and Spanish Educational Documentation and Information Services). 4th Edition. This directory is designed to provide an introduction to educational information and documentation services for specialists in information and educational documentation as well as educational administrators, planners, and researchers, and teachers. Its basic objective is to promote cooperation between such services, thereby increasing the transfer of information and improving their functioning through the use of new information technologies. The directory provides information about the activities of 189 services, of which 171 correspond to national institutions and 18 to regional, subregional, and international organizations. National programs are described for 22 Spanish- or Portuguese-speaking countries: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Cuba, Chile, Dominican Republic, Ecuador, El Salvador, Spain, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Portugal, Puerto Rico, Uruguay, and Venezuela. Four appendixes provide information about the current activities of national, regional, and international organizations in the Iberoamerican Community, including: (1) systems for computerized treatment of information and documentation; (2) networks and systems of educational information; (3) INFOLAC, a regional program intended to strengthen cooperation between national networks and systems for information for the development of Latin America and the Caribbean; and (4) Spanish and Portuguese versions of the questionnaire that was used to collect the data for this directory. The second appendix includes descriptions of the U.S. educational network, ERIC; two Unesco regional networks (CARNEID and the Central American Network of Socio-Educational and Cultural Information and Documentation); two European community networks (EURYDICE and EURYCLEE); and INED (International Network of Information in Education), which is sponsored by the Organization of Ibero-American States for Education, Science and Culture and Unesco. Entries for Brazil and Portugal are in Portuguese; the remaining entries are in Spanish. An index is provided. (BBM) ED315069
___. (1992). Repertorio De Servicios Iberoamericanos De Documentacion E Informacion Educativas = Repertorio De Servicos Ibero-Americanos De Documentacao E Informacao Educativas (Directory of Ibero-American Services for Educational Documentation and Information). This directory provides information on the location and functioning of educational documentation and information services in Spain and Portugal in Europe, and in the 18 Spanish-speaking countries (Argentina, Bolivia, Colombia, Costa Rica, Cuba, Chile, Ecuador, El Salvader, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Uruguay, and Venezuela) and the Portughese-speaking country (Brazil) of Latin America. Information about each service agency is presented (with headings in the language of the country in which the agency is located) in the following areas: (1) including address; (2) objectives; (3) human resources; (4) financial resources; (5) documentary (bibliographic) resources including holdings and collection processing; (6) activities; (7) users; and (8) interinstitutional cooperation at national, regional, and international levels. Additional descriptive data is given when available. Information is provided on 257 services, of which 238 represent national institutions in member countries and 19 represent subregional, regional, and international institutions. Appendices list ongoing studies by these services; CD-ROM databases; European educational databases; and networks and information systems, among which the ERIC system is described. Indexes to institutions assist the user in finding particular services. The preface, introduction, and headings/sub-headings of the appendices are written in both Spanish and Portuguese. (SLD) ED405797
___. (1995). Review of the Present Situation in Special Needs Education. This review of special education worldwide is based on questionnaire replies of appropriate ministries in 63 United Nations member states during 1993-94. Part 1 provides a summary and analysis of the information received and highlights trends, comparing situations reported in the previous survey (1986-87) with the present survey. This section discusses global trends in eight areas: special education policy, legislation, administration and organization, special education provision, role of parents, teacher training, finance, and research and development. Part 2 consists of country summaries presented in a uniform format covering the same eight areas. National summaries are provided for the following countries: Algeria, Australia, Austria, Bahrain, Barbados, Bolivia, Botswana, Brazil, Bulgaria, Cameroon, Canada, Chile, China, Costa Rica, Cote d'Ivoire, Croatia, Cyprus, Czech Republic, Denmark, Ecuador, Egypt, El Salvador, Ethiopia, Finland, France, Ghana, Greece, Honduras, Iceland, Indonesia, Ireland, Israel, Italy, Jamaica, Jordan, Kenya, Lesotho, Malawi, Mali, Malta, Mexico, Netherlands, New Zealand, Nicaragua, Norway, Papua New Guinea, Peru, Philippines, Poland, Republic of Korea, Romania, Saudi Arabia, Spain, Sri Lanka, Sweden, Syrian Arab Republic, Thailand, Uganda, United Arab Emirates, United Republic of Tanzania, Venezuela, Zambia, and Zimbabwe. Appended are the questionnaire used and country population figures. (Contains 14 references.) (DB) ED393246
___. (Sep 1986). Regional Education Profile: Central America. Profiles of the educational systems in the seven Central American countries are presented, along with an introductory essay by Rene Greenwald, "Higher Education in Central America: Trends and Developments: 1985-86." Country profiles are provided for Belize, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama. For each country, an overview of the elementary/secondary and postsecondary system is presented, along with descriptions of specific colleges and universities and information on student placement in the U.S. university system. Teacher training and sources of financial aid for overseas study are also briefly reviewed in the profiles. Sources of information on U.S. education in each country are also identified, and glossaries of terms are included. The essay identifies 18 trends developing in Central America and indicates how U.S. institutions can begin to respond to regional development needs. Trends include: emphasis on the development of in-country, graduate-level programs; continuing demand for university and technical-level training; increased tuition fees at public universities; and the prospect that financial aid for study abroad will focus on fields that are not offered domestically and are a priority for national development, especially at the graduate level. (SW) ED276374
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___. (1985). Scientific and Technological Information for Development. Proceedings of the Ad- Hoc Panel of Experts on Information Systems for Science and Technology for Development (Rome, Italy, January 21-25, 1985). The report of the ad-hoc panel and the 25 papers in these proceedings cover a wide spectrum of issues and perspectives relating to information systems, services, and networks at both the national and international levels. The first part of this six-part volume presents the panel's report, which reviews the history of the panel and its purpose and summarizes its considerations of concepts and issues; the existing situation and needs of national information systems; the impact of trends in information collection, processing, and dissemination; the nature of information requirements; and international linkages and the establishment of a global information network. The second part includes three papers on concepts and issues, terminology definitions, and an overview of issues relating to a United Nations global referral network. The 11 papers in the third section provide a broad view of the status of scientific and technical information activities in developing countries and descriptions of national and regional experiences in Egypt, Jamaica, India, Hungary, Honduras, the Socialist Republic of Romania, Kuwait, Ghana, Mexico, and Africa. Part 4 includes four papers which examine problems and trends, including constraints on the flow of scientific and technological information, availability of U.S. public and private databases and services in developing countries, development of an information infrastructure, and low-cost satellite communications. The fifth part includes two papers: one on priorities in a global network and the other on problems and prospects of networking in technological information in Asia and the Pacific. The final part provides five descriptions of experiences of the organizations of the United Nations system and other institutions. Lists of panel participants and abbreviations are appended. (THC) ED272158
___. (Aug 1972). Science Education Newsletter Number 19, August 1972. British science and mathematics education activities are described. Brief accounts are given of developments in the following Schools Council projects: Integrated Science (grades nine through eleven), Science 5/13 (grades one through eight), Environmental Studies (grades one through eight), and Mathematics for the Majority (grades seven through eleven). Books, films, and instructional kits for science, and an information service provided by a computer firm are also described. The educational implications of conversion to the metric system, the development of the Open University, and reports prepared by the Scottish Consultative Committee on the Curriculum and by Schools Council working parties are discussed. Nineteen books, or series of books, are viewed. These publications include texts for student use, notes on evaluation techniques, and reviews of science and mathematics education in Australia and Africa. Abstracts of selected articles in the British educational press are provided. Summaries of recent developments in British Honduras, Israel, Nigeria, Tanzania, Thailand, and Uganda, and accounts of three international conferences and details of a competition for science and mathematics teachers conclude the news articles. An index for newsletters 13-18 is appended. (AL) ED065355
___. (Aug 1987). Seminario Regional Para El Desarrollo De Materiales Educativos Para La Paz (San Jose, Costa Rica, 27-31 De Octubre De 1986). Informe Final (Regional Seminar for the Development of Educational Materials on the Theme of Peace--San Jose, Costa Rica, October 27-31, 1986. Final Report). In conjunction with United Nations Educational, Scientific, and Cultural Organization's 40th anniversary, 1986 was named the International Year of Peace. During 1986, UNESCO selected the theme "peace" as an education project to be undertaken in Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guatemala, Honduras, Mexico, and Venezuela. The development of educational materials that would seek to emphasize new methods of teaching about peace, while emphasizing each country's economic, social, political, and cultural uniqueness, was stressed. Materials were produced by each country and a conference was convened to: (1) investigate, develop, apply, and evaluate the suggested materials and teaching methods; (2) improve teachers' knowledge and skills in relation to peace activities; and (3) stimulate peace awareness through specific daily activities. Results of the peace projects indicate an increased awareness of and interest in peace education and a desire to exchange materials, ideas, and teaching methods. Recommendations for future activities are described, and appendices include the conference program, a participant list, and welcoming speeches. (JHP) ED289782
___. (May 1973). Situation Report--Antigua, Dominican Republic, Grenada, Guatemala, Honduras, Philippines, Ryukyu Islands, St. Lucia, and St. Vincent. Data relating to population and family planning in nine foreign countries are presented in these situation reports. Countries included are: Antigua, Dominican Republic, Grenada, Guatemala, Honduras, Philippines, Ryukyu Islands (Okinawa), St. Lucia, and St. Vincent. Information is provided under two topics, general background and family planning situation, where appropriate and if it is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting organizations. Bibliographic sources are given. (BL) ED079142
___. (Nov 1971). Situation Report--Bulgaria, Czechoslovakia, Denmark, Greece, Honduras, Irish Republic, Malta, Romania, Spain, U.S.S.R. Data relating to population and family planning in ten foreign countries are presented in these situation reports. Countries included are Bulgaria, Czechoslovakia, Denmark, Greece, Honduras, Irish Republic, Malta, Romania, Spain, and the U.S.S.R. Information is provided, where appropriate and available, under two topics, general background and family planning situation. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, sex education, training opportunities for individuals, families, and medical personnel, program plans, government plans, and related supporting organizations. Bibliographic sources are given. (BL) ED061086
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___. (1981). The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part I). Information on the educational systems of 52 foreign countries is presented, and recommendations for student placement into U.S. graduate programs are given in this first of a two-part handbook. For each country a diagram illustrates the demarcation between primary, secondary, and tertiary levels, and explanations are provided on grading systems, levels, secondary school certificates, teacher's certificates, and various types of degrees. Variations among different schools, states, or territories regarding certificates/degrees and grading methods are indicated. The following countries are covered: Afghanistan, Algeria, Australia, Bangladesh, Belgium, Brazil, Canada (and the provinces), China, Colombia, Cyprus, Egypt, Ethiopia, Finland, Germany, Ghana, Greece, Honduras, Hong Kong, Hungary, Iceland, India, Indonesia, Iran, Iraq, Ireland, Israel, Japan, Jordan, Kenya, Korea, Kuwait, Laos, Liberia, Malaysia, Morocco, Nepal, Netherlands, New Zealand, Nigeria, Norway, Pakistan, Panama, Philippines, Saudi Arabia, Singapore, Sri Lanka, Sweden, Switzerland, Tunisia, Turkey, and Venezuela. (SW) ED206241
___. (1981). The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part Ii). Information on the educational systems of 52 foreign countries and recommendations for student placement into U.S. graduate programs are presented. For each country a diagram is presented to illustrate the demarcations between primary, secondary, and tertiary levels, and explanations are provided on grading systems, secondary school certificates, teacher's certificates, and various types of degrees. Variations among different schools, states, or territories regarding certificates/degrees and grading methods are indicated. The following countries are covered: Afghanistan, Algeria, Australia, Bangladesh, Belgium, Brazil, Canada (and the provinces), China, Colombia, Cyprus, Egypt, Ethiopia, Finland, Germany, Ghana, Greece, Honduras, Hong Kong, Hungary, Iceland, India, Indonesia, Iran, Iraq, Ireland, Israel, Japan, Jordan, Kenya, Korea, Kuwait, Laos, Liberia, Malaysia, Morocco, Nepal, Netherlands, New Zealand, Nigeria, Norway, Pakistan, Panama, Philipines, Saudi Arabia, Singapore, Sri Lanka, Sweden, Switzerland, Tunisia, Turkey, and Venezuela. (SW) ED206212
___. (Aug 1988). The Major Project in the Field of Education in Latin America and the Caribbean Region. Bulletin 16. This bulletin is concerned with the efficiency and effectiveness of educational systems in Latin America and the Caribbean. "Adult Education between Two Models" (H. R. Lovisolo) investigates the concept of popular emancipatory education in Brazil and the transformation of MOBRAL (Brazilian Movement of Literacy) into the Fundacion EDUCAR. Conceptual and operational levels of popular education are discussed. A bibliography is included, "Seven Strategies for Improving the Quality and Efficiency of the Educational System" (E. Schiefelbein) lists the early primary grades (e.g., cultural clash between school and home environments, especially in regard to language). Drastic changes in educational and financial policies are called for. Sixteen tables of data point to the reduced quality of education in Latin America. "Teaching Adults for Oral Proficiency" (J. Morris) explains how a new foreign language program was developed in Trinidad and Tobago. An eight-step program was followed to establish an appropriate syllabus. An oral proficiency examination is the main instrument of evaluation. The bulletin concludes with listings of OREALC (Regional Office for Education in Latin America and the Caribbean) activities and publications. (PPB) ED310970
___. The Black Caribs of Honduras. Mp1684 .h5 ___. Folkways 04237. Music of the Miskito Indians of Honduras and Nicaragua [1 Custom Audio Compact Disc, List 19.95]. ___. Folkways 04435. The Black Caribs of Honduras [1 Custom Audio Compact Disc, List 19.95]. ___. Folkways 06834. Songs and Dances of Honduras [1 Custom Audio Compact Disc, List 19.95]. ___. Honduras En Cifras. Tegucigalpa, D.C.: Banco Central de Honduras Departamento de Estudios Econ—micos Hc145.a1 h68 ___. Pegaso. Tegucigalpa, Honduras: Imp. Libertad Pq7084 ___. Songs and Dances of Honduras disc 775
___. The West Indies and Caribbean Year Book. Anuario Comercial De Las Antillas Y Paises Del Caribe ( Vol. [1st]-47th year). Toronto [etc.] F2131 .w47
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Young, Michael. (1977). Note on the Honduras Radio Schools (Acph--Accion Cultural Popular Hondureno). Iec Discussion Paper. Appendix 4. This report on the radio schools in Honduras, Central America, includes (1) an account of an afternoon session of the radio school's Primary Equivalence Programme (PEPA), including a testimonial of a student and a statement regarding the importance of the monitors; (2) information on the social background of Honduras; (3) an historical account of the growth of Accion Cultural Popular Hondureno (ACPH); (4) a description of the agricultural program of ACPH; (5) a commentary on the significant elements of the present situation; and (6) an account of the curriculum for the PEPA. (CHC) ED192768
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Zachlod, Michelle, Ed. (2001). Meso-America and the Andes. Grade 7 Model Lesson for Standard 7.7. World History and Geography: Medieval and Early Modern Times. California History-Social Science Course Models. California State Standard 7.7 is delineated in the following manner: "Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations." Seventh-grade students study the locations, landforms, and climates of Mexico and Central and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies; study the roles of people in each society; explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish; describe the artistic and oral traditions and architecture in the three civilizations; and describe Meso-American achievements in astronomy and mathematics. The Mayan civilization occupied the area of what is now Honduras, Guatemala, and the Yucatan Peninsula. The Inca Empire, which reached its height around 1438-1532, was centered in what is now northern Chile, Peru, and Ecuador, with its center at Cuzco. The Aztec Empire was centered in the Valley of Mexico. This lesson discusses the uses and significance of the topic ("Beginning the Topic"; "Developing the Topic"; "Culminating the Topic"); activities for other topics; extended and correlated activities; resources for the sample topic; general resources; visual and performing arts resources . Includes appendices: "Hello, Columbus" and "Geographic Background and Concepts: The Americas". (BT) ED470490
Zald’var Guzm‡n, Raœl, & El Pueblo Tegucigalpa. (1964). Liberalismo En Honduras ( [1. ] ed.). Tegucigalpa,: Asociaci—n Liberal de Profesionales F1506 .z3 329.97283 F1506 .z3 norlin
Zuniga, M. A. (1979). The Physics Laboratory in Honduras. Physics Education, v14 n6 p343-44,358 Sep 1979 This paper, presented at the conference on the role of the laboratory in physics education, which was held in Oxford, England in July 1978, describes the role of the laboratory in school and university physics in Honduras. (HM) EJ213226
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