(1976). Manual Labor or Educational/Intellectual Requirements as Determinants of Occupational Prestige in Afghanistan: A Critical Investigation. Journal of Vocational Behavior, 8, 3, 275-283, Jun 76. This study aims to test whether the amount of manual labor or the educational/intellectual requirements determines prestige in more traditional developing countries. Data from Afghan subjects were used for a critical decision between the two positions. Results show in nonindustrialized countries and industrialized countries, prestige covaries only with educational/intellectual requirements. (Author)…
(1973). Situation Reports–Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, Yemen Arab Republic. Data relating to population and family planning in 17 foreign countries are presented in these situation reports. Countries included are Afghanistan, Bahrein, Brazil, Ecuador, Indonesia, Iraq, Morocco, Paraguay, People's Democratic Republic of Yemen, Peru, Qatar, Saudi Arabia, Sri Lanka, St. Christopher/Nevis, Sudan, United Arab Emirates, and Yemen Arab Republic. Information is provided under two topics, general background and family planning situation, where appropriate and if if 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… [PDF]
(1994). Development of Literacy Follow-up Materials on Agricultural Vocational Training (Horticulture and Animal Raising) for Adults in Rural Areas. Final Report. Regional Workshop on the Preparation of Literacy Follow-up Materials in Asia and the Pacific (11th, Ho Chi Minh City, Vietnam, November 22-December 3, 1993). This final report contains the proceedings and other materials from a workshop to provide training experience in literacy follow-up materials development to participants from UNESCO member states in the Asia and Pacific region. Focus is on practical agricultural training for adults. The proceedings discuss the objectives of the workshop and summarize the following: opening addresses, orientation to the workshop, paper presentations and discussions, group work, planning of national follow-up activities, and closing. Recommendations of the workshop are listed. Chapter I consists of six presentations: "Horticulture and Animal Raising in Vietnam: Problems and Needs" (Tuyen); "Training in Vocational Agriculture: Experiences of the Department of Non-Formal Education, Thailand" (Choomnoom); "Development and Production of Literacy Follow-up Materials in the Field of Agricultural Vocational Training" (Hoang); "How To Develop Effective and Attractive… [PDF]
(1976). Final Report of Environmental Education Mission to South Asia in 1975 – Overview. The purpose of this report is to provide the emerging UNESCO-UNEP International Environmental Education Programme with useful firsthand knowledge about some of the current and potential environmental education programs, personnel, materials, organizations, constraints, and strategies within UNESCO's South Asian region. The report is organized into six summaries covering the following areas: (1) South Asian Environmental Education Program Materials; (2) South Asian Environmental Education Program Personnel; (3) South Asian Environmental Education Related Organizations; (4) South Asian Environmental Education Related Programs; (5) Major South Asian Environmental Education Program Constraints; and (6) Major South Asian Environmental Education Program Strategies. For the purpose of this report South Asia is defined as Sri Lanka, Nepal, Bangladesh, Pakistan, Afghanistan, and Iran. (Author/RH)… [PDF]
(2006). 9/11 to the Iraq War: Using Books to Help Children Understand Troubled Times. Childhood Education, v82 n3 p145 Spr. Four years after the 9/11 attack on the United States, the country continues to be in considerable turmoil. Children have lived through the devastation of the September 11th attacks, the panic over the anthrax mailings, the hunt for terrorists in Afghanistan, elevated homeland security threat levels, the war in Iraq, the tsunami disaster, and Hurricanes Katrina and Rita. Not surprisingly, many children feel anxious and afraid, and some have personally experienced the death of a loved one due to these events. In her 1977 book, Bernstein stated that reading books as a form of therapy (bibliotherapy) gives children the opportunity to identify with others undergoing the same problems, helps them realize that they are not alone, provides catharsis, and facilitates the process of sharing their problems with others. In this article, which gives detailed descriptions of books written about the September 11th attacks, the Iraq War, and other disastrous events, the author shows how children's…
(1977). Master Plan of Operation for Preparing a Programme of Inter-Related Services for Children in Afghanistan, 1977-1978. Part I: The Framework; Part II: The Programme. This Master Plan of Operation has two parts: The Framework and the Program. Part I (the Framework) sets out the articles of agreement between the Government of Afghanistan and the United Nations Children's Fund (UNICEF) concerning a 1-year program for the improvement of social services for children and mothers regarded as the most disadvantaged groups in rural areas. Part II (the Program) describes each project in the program and specifies the responsibilities of the relevant Government Ministries and Departments for their implementation. The Program consists of six components: (1) integrated rural development, centering on safe drinking water, women's activities and nutrition services; (2) delivery of health services and training of health personnel and village health workers; (3) rural water supply; (4) development of primary school curriculum and preservice and inservice teacher education to prepare teachers to use new textbooks; (5) support activities; and (6) development…
(1996). Getting It Published: The Pleasures and Pitfalls of Self-Publishing. Although many methods of publishing scholarly work are available to the author, self-publishing is sometimes the most appropriate avenue to provide the work to the intended audience particularly if the scope of the material is of interest to a limited number of scholars. Topics include: copyright issues; cataloging data; factors influencing the decision to self-publish; compiling the bibliography and selecting software to compile the bibliography; selecting and working with a publisher; determining the target audience; marketing and advertising the book; and accounting procedures. These phases of the process are described for the publication of the "Arthur Paul Afghanistan Collection Bibliography, Volume 1: Pashto and Dari Titles," a title self-published by the University of Nebraska at Omaha. (Author/AEF)… [PDF]
(1981). Bilingual and Bidialectical Language Play. Writing teachers should consider cultural pluralism as a rich resource in their classrooms, rather than as a distraction with which to cope. Because speakers of nonstandard English have important language skills in at least two different dialects, teachers should not only teach the standard dialect but also invite nonstandard English speaking students to share their language differences. Exploring both bidialectalism and bilingualism can bring humor into a composition classroom. Numerous examples from Spanish, French, Italian, German, Yiddish, and Dari (the language of Afghanistan) demonstrate the possibilities of bilingual language play with English. Bilingual and bidialectal language mergers should be appreciated as a kind of folk-poetry that can pique students' curiosity and lead them to a fascination with language study. (AEA)…
(1968). Academic Librarianship in the International Milieu, Proceedings of a Conference for Academic Librarians (Manhattan, Kansas, October 14, 1967). This collection of papers provides a kind of handbook for academic librarians who are preparing to serve as library consultants in foreign countries. The papers describe challenges facing the American librarian working with and adjusting to foreign cultures. The papers include (1) \On Getting Ready for an Overseas Library Assignment\ by Thomas R. Buckman, (2) \Afghanistan: Libraries and Librarianship\ by Neva L. White, (3) \The Literary Tradition\ by James A. McCain, (4) \Land-Grant College Libraries in the Moslem World\ by Wayne R. Collings, (5) \Pressures on the Consultant\ by G.A. Rudolph, and (6) \International Dimensions of Librarianship Influencing Libraries in the United States\ by Marietta Daniels Shepard. A list of participants in the conference is provided. (CC)… [PDF]
(1968). ASIA A Guide to Paperbacks. Revised Edition. The guide includes in-print titles which were listed in the original guide and the supplement, new titles which appeared between December 1965 and December 1967, books published in 1968 provided by some publishers, and a few titles omitted from earlier editions. All the books are listed alphabetically by author within five subject areas: Asia-General; South Asia –Afghanistan, Bhutan, Nepal, Sikkim, Tibet, Ceylon, India, Pakistan; Southeast Asia –Burma, Cambodia, Indonesia, Laos, Malaysia, Philippines, Thailand, Vietnam; East Asia –China, Japan, Korea; and, Oceania. The largest sections are: Asian and specifically Indian, Chinese and Japanese history, culture, religion and philosophy, literature and the arts, modern social, political and economic developments, and miscellaneous including geography. Two additional indexes are appended: the addresses of publishers and author-title index. (SBE)…
(1972). International Studies at Teachers College. Annual Report, September 1, 1971 to August 31, 1972. The annual report of the Institute of International Studies at Teachers College, Columbia University, is introduced by comments on closing the educational gap around the world and a description of recent organizational changes in the Center for International Education. Reports from the Institute of International Studies come from the directors of the Centers for Education in Africa, Asia, Latin America, Industrial Nations, and Special Projects. The last include instructional materials for population study and a project on schizophrenia. The Office of International Programs and Services reports on foreign students services, AID program participants, and on other international educational programs. The Office of Overseas Projects reports activities, staff and organizational changes in relation to teacher education projects in Afghanistan and East Africa. (KSM)… [PDF]
(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…
(1990). Beginning Pashto: Textbook Tapescript. This textbook tapescript is a component of \Beginning Pashto,\ a set of materials (including a textbook, student workbook, and glossary) that teaches the Pashto language. The textbook tapescript consists of the dialogues, readings, example sentences, and vocabulary contained in the units of the Textbook, recast in tapescript form. The tapescript is designed to be of use to would-be learners of Pashto who do not have regular access to a Pashto teacher, but who want to learn something of the oral language. To make tapes from this tapescript, it is first necessary to find a native Pashto speaker who has had enough education in Afghanistan or Pakistan to read Pashto script easily. When a native speaker has been found, the contents of the tapescript can be taped for use as listening exercises. (GLR)…
(1980). National Strategies for Curriculum Development. Officials responsible for designing and introducing curriculum innovation in countries participating in the Asian Programme of Education Innovation for Development (APEID) met in Australia in September 1979 to exchange experiences and explore problems and issues of common interest. Conference participants, representing educational ministries or departments in Afghanistan, Australia, India, Indonesia, Japan, Malaysia, Nepal, Pakistan, Papua New Guinea, the Philippines, the Republic of Korea, Singapore, Sri Lanka, and Thailand, presented two papers apiece to the meeting. The first of these papers was an institutional profile outlining the structure and working methods of the national agencies responsible for curriculum development, and the second was a position paper describing the national position on issues being addressed by these agencies. These papers are presented in edited, condensed versions in this document. A profile of APEID is also included. (PGD)…
(1968). Asia: A Guide to Paperbacks. Revised Edition. The guide includes in-print titles which were listed in the original guide and the supplement, new titles which appeared between December 1965 and December 1967, books published in 1968 provided by some publishers, and a few titles omitted from earlier editions. All the books are listed alphabetically by author within five subject areas: Asia-General; South Asia –Afghanistan, Bhutan, Nepal, Sikkim, Tibet, Ceylon, India, Pakistan; Southeast Asia –Burma, Cambodia, Indonesia, Laos, Malaysia, Philippines, Thailand, Vietnam; East Asia –China, Japan, Korea; and, Oceania. The largest sections are: Asian and specifically Indian, Chinese and Japanese history, culture, religion and philosophy, literature and the arts, modern social, political and economic developments, and miscellaneous including geography. Two additional indexes are appended: the addresses of publishers and author-title index. This document previously announced as ED 045 517. (SBE)… [PDF]