(1995). The Carrot Highway [Videotape]. \The Carrot Highway\ is a 40-minute award-winning videotape that takes viewers on a whirlwind tour around the world to tell the story of the carrot. This videotape reveals the carrot in all its glory by cleverly integrating live-action, music, animation, videotape footage, and games. Viewers travel with a troupe of animated carrot characters to Afghanistan, where the carrot originated a thousand years ago. The highway continues through Middle Eastern countries to Holland, then to France where the first three varieties of carrot were developed, and finally to the United States where topics such as root selection, hybrid seed development, planting, harvesting, processing and shipping are presented. Viewers visit a nutritionist's lab in Texas and a commercial seed production facility in Idaho. These locations are shown on maps which clearly demonstrate the route of the carrot's worldwide highway. This film interweaves history, geography, science, math, and agribusiness. The Companion…
(2002). Dossier: Open and Distance Learning. Education International, v8 n2 Jun. This magazine addresses diverse educational issues in different parts of the world. Articles in this issue are: "Education for All: Governments Must Do Much More to Make Schooling Accessible for All Children" (G. Machel and N. Mandela); "Afghanistan: Education Opens Up New Perspective"; "South Korea: Behind the Facade" (W. van der Schaaf); "Kyrgyzstan: Providing Quality Education in Miserable Conditions" (S. N. Pyakuryal); and "Child Labour: ILO Global Report on Child Labour Cites 'Alarming' Extent of Its Worst Forms" (J. Somavia). The"Open and Distance Learning" section contains: "Introduction" (A. C. Armstrong); "Open and Distance Learning: Unlocking the Potential" (J. Daniel); "The Francophone Educational Channel: A Major 'Agence de la Francophonie' Program"; "National Situations: Chile (J. P. Urrutia) and Russia (N. Kolobashkin)"; "ICDE, International Council for Open and… [PDF]
(1988). Teaching about Religion in the Social Studies. ERIC Digest. Recently, there has been a movement to put religion and its influence on history back into the social studies curriculum. This ERIC Digest discusses: (1) reasons for including religion in the curriculum; (2) how religion is currently treated in the school curriculum; (3) guidelines for teaching religion in the classroom; and (4) resources available to implement in the curriculum. Religion is an active force in today's world, and for students to understand U.S. history and culture and the schisms in Ireland, the Middle East, and Afghanistan, for example, a thorough comprehension of religion is necessary. Citing the Supreme Court decisions written on Engle v. Vitale (1962) and Abington v. Schempp (1963) to support religion as an integral part of the curriculum, teachers, administrators, and schoolboards are cited as barriers in their efforts to avoid controversy within the community. However, if guidelines are established, teaching religion can be included in the curriculum without… [PDF]
(1962). PASHTO BASIC COURSE. THIS STUDENT TEXT AND THE ACCOMPANYING "INSTRUCTOR'S HANDBOOK" WERE DEVELOPED FOR USE IN A ONE-YEAR, SEMI-INTENSIVE COURSE FOR NATIVE SPEAKERS OF ENGLISH. THESE MATERIALS ARE NOT DESIGNED FOR SELF INSTRUCTION, BUT ARE FOR CLASSROOM USE WITH A NATIVE SPEAKER OF PASHTO AND AN INSTRUCTOR WITH SOME KNOWLEDGE OF LINGUISTICS. THE DIALECT OF PASHTO REPRESENTED HERE IS THAT OF EASTERN AFGHANISTAN. SINCE THIS COURSE IS INTENDED TO PRESENT BASIC CONCEPTS OF PRONUNCIATION AND STRUCTURE, IT PROVIDES INTENSIVE PRACTICE IN RECOGNIZING AND PRODUCING THE PHONEMES OF THE LANGUAGE BEFORE PRESENTING POINTS OF STRUCTURE. THE ARTICULATION OF EACH SOUND IS FIRST DESCRIBED AND THEN THE INSTRUCTOR DRILLS THE STUDENTS IN RECOGNIZING AND REPEATING THE SOUND. THE LESSONS IN STRUCTURE WHICH FOLLOW THE PRONUNCIATION SECTION ARE COMPOSED OF–(1) SENTENCES WHICH PRESENT NEW FORMS, (2) NOTES ON GRAMMAR AND ALTERNATE FORMS (TO BE READ AS HOMEWORK OR COVERED IN CLASS), (3) ORAL DRILLS, AND (4) THE NEW…
(1981). Trends Developments. ASPBAE Courier Service, n21 Apr. This issue contains extracts from twenty-one country reports and case studies presented to the Unesco Regional Seminar on Adult Education and Development in Bangkok, November 24-December 4, 1980. The excerpts have an emphasis on innovations in adult education in the region. Countries and programs discussed include (1) community education/apprenticeship in Indonesia; (2) Accreditation and Equivalency Program in the Philippines; (3) Technical Education Units Program in Sri Lanka; (4) training development, continuing education, broadcasting liaison, and adult reading assistance in New Zealand; (5) social change and adult education in Japan; (6) literacy and complementary education in Laos; (7) government support in Hong Kong; (8) Functional Literacy and Family Life Planning in Thailand; (9) literacy and adult education in Pakistan; (10) non-formal education and community development programs in Malaysia; (11) Yavu Buli Rural Youth Movement in Fiji; (12) literacy education in Nepal;… [PDF]
(1980). Jimmy Carter's National Security Policy: A World Order Critique. This essay evaluates the Carter administration's behavior on national security questions and appraises the extent to which it meets Carter's initial professed national security goals. These goals include the intention to reduce military expenditures, to halt the nuclear arms buildup of the United States and U.S.S.R., to prevent the spread of nuclear weapons technology to additional countries, to cut U.S. arms exports, and to curtail overt and covert U.S. intervention in Third World countries. The analysis demonstrates that the Carter administration has violated its own professed goals and the security interests of the U.S. public. Carter's foreign policy, like that of preceding administrations, has been deficient because it has rigidly adhered to national interests too narrowly defined, and has not promoted structural solutions to problems that are structural in origin. To be successful, an alternative policy approach must decrease the prospects for war and inequity in the short run…
(1984). AID and Education: A Sector Report on Lessons Learned. A.I.D. Program Evaluation Report No. 12. Twelve United States Agency for International Development (AID) education projects were evaluated between 1980 and 1981. Four were in Asia (Philippines, Nepal, Thailand, Korea), two in Africa (Kenya, Nigeria), four in Latin America (Colombia, Brazil, Paraguay, Ecuador), and two in the Near East (Jordan, Afghanistan). The evaluations measured the extent to which selected, completed, AID-funded projects achieved their goals, and the extent to which these projects left a lasting imprint on the countries in which they were implemented. Descriptions of the AID-funded programs in the 12 countries are provided. The findings and analyses presented are suggestive, but not conclusive or definitive. They are presented under the following categories: (1) who benefited; (2) impact on institutions and institutional practices; (3) curriculum reform; (4) spread effects; (5) unanticipated impact; and (6) factors explaining effectiveness and impact (political/social strife; culture and commitment;… [PDF]
(1986). In the Name of Peace. United States President Ronald Reagan and Soviet leader Mikhail Gorbachev have strongly emphasized in several speeches that their ultimate goal is peace between their respective nations. However, this apparent shared goal has not come about, largely because they lack a common understanding of the meaning of peace. Both have stated that they wish for the elimination of all nuclear weapons some day, but Gorbachev contends that the United States disrupts chances for "fairness and equality" with plans for developing the Strategic Defense Initiative, or Star Wars defense system. Reagan believes that the Soviets interfere with peace initiatives by "interfering in regional conflicts," such as Afghanistan. Hence, their opinions of what will bring about peace are entirely different. More importantly, when Reagan discusses peace, he uses words such as honor, human dignity, faith, courage, and love–essentially, freedom from control. Gorbachev discusses peace as freedom to…
(2004). Democratization or Neocolonialism? The Education of Muslims under US Military Occupation, 1903-20. History of Education, v33 n4 p451-467 Jul. Recent events in Afghanistan and Iraq appear to mark the beginning of a new and challenging relationship between the United States and the Muslim world. As the US embarks upon its self-appointed task of helping to bring about the development of peaceful, democratic civil societies in Islamic nations wracked by decades of war, ethnic strife and political oppression, it may prove instructive to reflect on earlier US efforts to foster democratic social development through education of Muslim communities under US military and civilian occupation. This essay proposes to examine the use and consequences of educational policy to foster development and democratic self-governance of Muslims under US rule in the southern Philippines between 1903 and 1920. This case, which occurred precisely one century ago, offers important insights into the ways in which culturally and historically constructed discursive lenses shape both the construction and interpretation of development policies and thus… [Direct]
(1988). US/USSR Textbook Study Project: Methodological Aspects. This paper describes the joint cooperation between the United States and the USSR for a bilateral textbook review project that was begun in the 1970s. The US/USSR Textbook Study Project, suspended in 1980 when President Jimmy Carter ended U.S. cultural exchanges with the Soviet Union after the Afghanistan invasion, resumed in 1986 with different expert participants and has yet to be completed. Twenty-five U.S. textbooks and eight Soviet textbooks were chosen, translated, and exchanged for review. Four guidelines were established to guide the project: (1) only history and geography textbooks would be studied; (2) textbook coverage would be restricted to US-USSR relations; (3) the reviews would have a limited distribution; and (4) criticisms would be freely provided and would be used as recommendations for textbook updates. The advantages of bilateral textbook study, while fewer than the disadvantages, are considered more powerful and include: (1) the active involvement of a… [PDF]
(2005). Enemy Combatants and the Courts. Social Education, v69 n2 p103 Mar. In some ways America's response to the murderous surprise attacks of September 11, 200l, resembled that of previous wars. The nation was mobilized and its military directed to hit back as soon as possible. Unlike past wars, however, the enemy proved to be a shadowy terrorist organization with a religious identity, a long-term strategy, and no fixed address. The Al Qaeda network did have fighters, however, and–in Taliban-ruled Afghanistan–a safe harbor. When the U.S. armed forces invaded that country to overthrow the Taliban regime, it captured thousands of prisoners, many of whom were thought to belong to Al Qaeda. Other suspected Al Qaeda operatives were captured elsewhere around the world, and in time, the immediate concern for disarming suspected hostile fighters and rendering them harmless gave rise to unprecedented questions: What are we to do with prisoners who are captured in a war that is unlikely to have any formal end? When, if ever, must these prisoners be released? What…
(2005). A Girl Sues the Military over Recruiter Tricks. Education Digest: Essential Readings Condensed for Quick Review, v71 n3 p14-20 Nov. This paper highlights the misunderstanding between recruiters and enlistees–as well as accusations of outright deception–which are common as an all-volunteer military struggles to keep up with the personnel demands of the conflicts in Iraq and Afghanistan. What makes these disputes a school concern is that many young people are being recruited from the halls of high schools across America. Such is the case of Jessica Faustner, who joined the National Guard at age 17, a few months after graduation. Faustner was told the guard would pay for nursing school before she was deployed overseas, says John Roberts, her attorney. But a subsequent meeting of recruits, a commander says her unit had a \90% chance of going to Iraq\ after basic training. In effect, Faustner, now 18, went AWOL, and her 2,000 member brigade went to war. This is the right guaranteed to the military by the No Child Left Behind Act which requires districts to give recruiters access to schools and student information,… [Direct]
(1981). Moral Education in Asia. Report of a Joint Study on Moral Education in Asian Countries. This report presents findings from a regional study by 16 Asian nations on the status of moral education in the Asian region. The objectives of the study were to compile a state of the art report on moral education and to suggest ways in which moral development can keep pace with technological development. The document is presented in four sections. Section one introduces the scope of the study; states general objectives of moral education (to help children become responsible citizens, develop humanistic understandings, realize their maximum possible development potential, and to cope with rapid social change); and suggests why there is such an urgent need for moral education in Asia's developing nations. Section two presents a synthesis of reports on moral education in the 16 nations which participated in the project. Information is presented on objectives, socio-cultural and historical background, curriculum, instructional materials and media, teaching methods, teacher education,…
(1975). Naming and Address in Afghan Society. Forms of address in Afghan society reflect the relationships between the speakers as well as the society's structure. In Afghan Persian, or Dari, first, second, and last names have different semantic dimensions. Boys' first names usually consist of two parts or morphemes, of which one may be part of the father's name. Girls' names usually consist of only one part, but sometimes two. Where the actual first name is considered to consist of a subordinate, or common, name plus a proper given name, the proper name is used. In cases where both parts are considered important, both must be used. Ox-names or nicknames may also be used in place of the given name. In some cases an honorific or a patronymic name may be used. A teknonymous name (a kinship name plus the relative's first name) is used when the addressee is older than the addressor. Married parents address each other with the eldest child's name; childless couple uses /o:/ ("hey!") or a kinship pattern. Younger family…
(2007). Bad Language in the Raj: The "Frightful Encumbrance" of Gottlieb Leitner, 1865-1888. Paedagogica Historica: International Journal of the History of Education, v43 n3 p383-403 Jun. This article traces the exceptional career of Gottlieb Leitner, one of the most significant European educators in north India in the second half of the nineteenth century. Leitner's career is important because he was responsible for changing government attitudes about teaching in the local languages and he was pivotal in the foundation of the Punjab University. The article is also part of a move since the mid 1990s to rediscover the European educator in India. This has been necessary because postcolonial research has neglected such men and women and subalternist approaches have concentrated, instead, on using European-constructed text to decipher the histories of mostly marginalised and oppressed indigenous groupings on the subcontinent. Leitner's appointment as Principal of Lahore Government College in 1865 was a deliberate step on the part of authorities in Calcutta and London to see a language expert and educator take up the position. The Punjab, the province where the college was… [Direct]