(1964). KIRGHIZ MANUAL. URALIC AND ALTAIC SERIES, VOLUME 33. THIS MANUAL IS INTENDED TO SERVE AS A REFERENCE RATHER THAN A DESCRIPTIVE GRAMMAR FOR ANYONE WISHING TO LEARN TO READ MODERN KIRGHIZ. A TURKIC LANGUAGE, KIRGHIZ IS SPOKEN MAINLY IN THE KIRGHIZ SOVIET SOCIALIST REPUBLIC, AND TO A LESSER EXTENT IN THE SINKIANG-UIGHUR AUTONOMOUS REGION OF THE CHINESE PEOPLE'S REPUBLIC, THE KAZAKH, UZBEK, AND THE TAJIK SOVIET SOCIALIST REPUBLICS, AND THE KINGDOM OF AFGHANISTAN. LESSON ONE OF THE MANUAL PRESENTS THE CONTEMPORARY KIRGHIZ ALPHABET (MODIFIED CYRILLIC SCRIPT), WITH PHONEMIC TRANSCRIPTION AND PHONETIC EXPLANATIONS. LESSONS TWO TO FIFTEEN PRESENT THE MORPHOLOGY AND SYNTAX OF KIRGHIZ IN CYRILLIC SCRIPT, PHONEMIC TRANSCRIPTION, AND ENGLISH EQUIVALENTS. THE 20 GRADED READING SELECTIONS THAT FOLLOW ARE REPRESENTATIVE OF LITERATURE PUBLISHED SINCE THE SOVIET REVOLUTION, AND APPEAR IN CYRILLIC SCRIPT ONLY. A KIRGHIZ-ENGLISH GLOSSARY IS APPENDED. THIS TEXT IS PUBLISHED BY INDIANA UNIVERSITY, AND MAY BE ORDERED FROM THE EDITOR, URALIC AND ALTAIC…
(1977). A Survey of Communication/Journalism Education in South Asian Universities. In South Asia (the land mass that includes Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and the island nation Sri Lanka), college-level programs in journalism and communication, which can help developing nations to promote social change and to improve societal living standards, have not progressed with media growth. The reasons for journalism/communication education's poor progress in South Asian universities are discussed in this paper. Analysis of data from a 1976 survey of the region's universities indicates that the few programs currently offering instruction in journalism and communication are heavily literary, linguistic, and theoretical, that they have no sociological orientation, and that they are of very little practical use for social development. A plea is made for the acceptance of communication as a social science discipline in all colleges and universities in the region, stressing the important role communication can play in social change and national…
(2002). AnthroNotes: Museum of Natural History Publications for Educators, 2002. AnthroNotes, v23 n1-2 Win/Spr-Fall. The journal is intended for anthropologists, archaeologists, teachers, museum and other professionals interested in the wider dissemination of anthropology, particularly in schools. It offers in-depth articles on current anthropological research, teaching activities, and reviews of new resources. The winter/spring issue contains four sections: (1) "The Silk Road: The Making of a Global Cultural Economy" (Richard Kurin); (2) "Teacher's Corner: The Silk Road Big Map" (Betty Belanus, Comp.; Merrill Feather, Comp.); (3) "Selected Web Resources on the Middle East" (Margaret R. Dittemore); and (4) "Afghanistan in the Classroom" (Audrey Shalinsky). The fall issue contains four sections: (1) "Refugees: Worldwide Displacement and International Response" (Stephen C. Lubkemann); (2)"Teacher's Corner: Refugee Internet Resources" (Janet Soller); (3) "In Praise of Robert L. Humphrey October 7, 1939-November 15, 2002"; and (4)… [PDF]
(1982). U.S.-India Relations: The Asia Society. A Media Source Guide, Issues for the '80s. One of a series of guides dealing with diverse topics of concern to the U.S. media, this publication is intended to provide journalists with concise, authoritative background information on India and India-U.S. relations. The guide begins with a series of background papers (by Philip Oldenburg) discussing issues and interests in Indo-U.S. relations, India as a major power, and the political style and personal influence of Indira Gandhi. A fact sheet dealing with Indo-U.S. relations discusses East-West relations, Afghanistan, arms to Pakistan, nuclear power, economic assistance, China, and the Indian Ocean. A partial listing of diplomatic visits between India and the United States and a chronology of major events in the life of Indira Gandhi are provided. A chart of selected indicators of change in India between 1950 and 1980 is provided. The guide concludes with lists of individuals and institutions specializing in India and India-U.S. relations. (RM)… [PDF]
(1966). [Selected Reports from the Technical Seminar on Educational Wastage and School Drop-Outs, with Summary Review of Country Reports.]. As a part of a study of educational wastage in Asian countries by the United Nations Educational, Scientific, and Cultural Organization, this summary review reports the incidence of dropout and retardation in public elementary schools in the countries included in the study (mainly Afghanistan, Malaysia, Nepal, and the Philippines). It is noted that the majority of Asian countries had a high incidence of dropouts during the first three to four grades. It is also noted that most countries reported more incidence of dropouts in rural areas than in urban areas and that more dropouts were attributable to girls than to boys. The report lists factors which are contributory to the high rate of dropout and retardation, and 14 suggested remedial measures to minimize the wastage are listed. Tables and graphs are interspersed throughout the document to point out data pertinent to the study. A related document is RC 004 292. [Not available in hard copy due to marginal legibility of original… [PDF]
(1964). A Guide to Asian Collections in American Museums. Asian art collections held in twenty-one states and in Canadian museums and galleries, representing a cross-section of study material available to the public, are listed in this guide. Some of the collections listed are broad in scope while others are confined to a special country. Asia as represented in the publication is defined as including all countries from Afghanistan to Japan. Information given includes name, address, hours, and director of the museum. Brief descriptions, written by directors, contain information concerning the history, scope, and size of collections. Museums and galleries are listed alphabetically by state. In addition to a brief introduction, the publication includes: 1) an outline of historic periods in China, India, and Japan (to serve as a study aid); 2)indices of countries represented and museums and galleries listed; 3) a glossary of foreign or unfamiliar terms; and 4) a selected bibliography of significant books for additional information (SJM)… [PDF]
(1971). [Catalogues of Third Country Training Resources in East, Near East, and South Asia. Volumes 1 and 2.]. Both of these catalogs are part of a series of four official AID publications covering both academic and non-academic training opportunities. These two in particular were developed to encourage increased use by Asians of the regional training resources designed to assist them in the economic and social development of their countries. The catalogues are intended for use as a working tool by both American and host government training officers and technical advisors in determining where to train participants, when to train, and to provide information about technical programs, fees, prerequisites, resource addresses, housing, language of instruction, and the United States involvement with the training resource. There are programs described for: 1) agriculture, 2) industry and mining, 3) transportation, 4) labor, 5) health and sanitation, 6) education, 7) public safety and administration, 8) community development, and 9) communications media. India, Lebanon, Pakistan, Turkey, Iran,… [PDF]
(2007). When Promoting Democracy Is Counterproductive. Chronicle of Higher Education, v54 n8 pB7 Oct. The United States has begun a $75-million program to promote democracy by supporting Iranian nongovernmental organizations (NGOs). That program, coupled with loose talk about regime change from members of Congress, commentators close to the administration, and individuals within the administration, has fed a sense of vulnerability and paranoia among elements of Iran's ruling regime. Those elements believe that the United States, entangled in Iraq and Afghanistan, is no longer capable of a military intervention in Iran. Rather, they believe, it is seeking to overthrow the regime through a "velvet revolution," similar to the peaceful revolutions that brought about regime change in Ukraine, Georgia, and other former republics of the Soviet Union. The Iranian Intelligence Ministry is dedicated to uncovering a comparable "plot" for "soft" revolution in Iran and producing evidence of it for both senior government officials and the larger public. In the… [Direct]
(1976). Curriculum for Development: Analysis and Review of Processes, Products and Outcomes. Final Report: Sub-Regional Curriculum Workshop (Colombo, Sri Lanka, October 1-30, 1976). Presenting proceedings and materials covered at an Asian curriculum workshop involving 15 participants from 7 countries (Afghanistan, Bangladesh, Indonesia, Malaysia, the Philippines, India, and Sri Lanka), this document includes: a discussion of criteria for curriculum analysis re: health education and nutrition instruction for grades 6-10; a description of field visits by workshop participants to innovative projects; and a discussion re: the coordination of curriculum and rural transformation. Included in the section on criteria are discussions re: goals, aims, and objectives; content; teaching strategies; resources; evaluation; and criteria development, feasibility, relevancy, comprehensiveness, and use. The section on national criteria addresses: content (health/nutrition); employable skills; rural transformation; teaching strategies and resources; and evaluation. Presenting guidelines for possible innovative curriculum development, five field visits are discussed in terms of… [PDF]
(1971). Polyvalent Adult Education Centres. Final Report of the Asian Regional Seminar on Polyvalent Adult Education Centres. The Asian Regional Seminar on Polyvalent Adult Education Centers, held during September, 1971 in Bombay, was attended by individuals representing United Nations agencies, Afghanistan, Cambodia, India, Indonesia, Iran, Japan, Republic of Korea, Laos, Malaysia, Nepal, Phillippines, Singapore, South Vietnam, and Thailand. Seminar objectives included evaluating the Bombay Polyvalent Adult Education Center and examining the possibilities of using the Bombay experience in other Asian countries. A general report provides conference information and presents synopses of two papers regarding adult education centers in Yugoslavia and France: agenda paper number one, Polyvalent Adult Education Center: Structure and Organization–Indian Experience and its Evaluation; and agenda paper number two, Concept of Polyvalent Adult Education. Main seminar conclusions and recommendations are outlined by objective. Taking up over half of the document, appended material lists participants and presents… [PDF]
(1986). UNESCO in Asia and the Pacific: 40 Years On. Bibliographical Supplement. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific, n27 Nov. This bibliography of approximately 1,850 published and unpublished materials concerning all aspects of education in Asian and Pacific countries updates a 1979 bibliography by the same organization. Types of materials listed include conference papers, research reports, books, statistical compilations, government/international organization publications, journal articles, and directories. Entries occur alphabetically by author in 35 sections: Asia and the Pacific, Afghanistan, Australia, Bangladesh, Bhutan, Burma, People's Republic of China, Kampuchea, Democratic People's Republic of Korea, Fiji, Hong Kong, India, Indonesia, Iran, Japan, Kiribati, Laos, Malaysia, Maldives, Mongolia, Nepal, New Zealand, Pacific Islands, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Samoa, Socialist Republic of Viet Nam, Singapore, Sri Lanka, Thailand, Tonga, Turkey, and the USSR. Publication dates for entries range from the mid-1970s to the mid-1980s with the majority of items published…
(1963). THE CONCEPT OF COMMUNITY DEVELOPMENT WITH SPECIAL REFERENCE TO ITS PRESENT AND FUTURE APPLICATIONS IN PAKISTAN. COMMUNITY DEVELOPMENT PROGRAMS ARE ANALYZED IN THIS STUDY TO CLARIFY THEIR DEMOCRATIC PHILOSOPHICAL ORIENTATION, TO IDENTIFY PROGRAMS IN INDIA, EGYPT, IRAN, AFGHANISTAN, THE PHILIPPINES, AND BURMA HAVING POTENTIAL SIGNIFICANCE FOR PAKISTAN, AND TO SUGGEST SOCIAL SERVICE AND COMMUNITY DEVELOPMENT ACTIVITIES THAT SHOULD BE EXPANDED OR INAUGURATED IN PAKISTAN. THE PRESENT PROGRAMS IN PAKISTAN CAN BE STRENGTHENED THROUGH CLARIFICATION OF THEIR THEORETICAL BASES TO ELIMINATE PATCH-WORK ACTIVITIES. THE RESOURCES AND EFFORTS OF THE ADMINISTRATORS, THE COMMUNITY ORGANIZERS, AND THE COMMUNITY LEADERS SHOULD BE COORDINATED THROUGH A MINISTRY OF COMMUNITY DEVELOPMENT. THE UNION COUNCILS SHOULD BE EMPOWERED TO PLAN AND APPROVE COMMUNITY PROJECTS, BUT NOT TO REGULATE THEIR DAY-TO-DAY EXECUTION. ADMINISTRATIVE PERSONNEL SHOULD BE REQUIRED TO HAVE SPECIALIZED TECHNICAL TRAINING AND FIELD EXPERIENCE IN SOCIAL WELFARE AND COMMUNITY DEVELOPMENT. IMPROVEMENTS ARE NEEDED IN RECORD KEEPING AND…
(1993). The Meaning of International Experience for Schools. This collection of case studies looks at international education in a broad context. These studies illustrate how persons with international experience, including teachers who have lived abroad, returned Peace Corps volunteers, and immigrant and international students contribute to the curriculum in their schools. Looking at an affluent suburban elementary school, a rural middle school, and a poor inner-city magnet high school, the author examines how school systems, teacher education, and communities can cooperate to give education a global perspective. Chapters 1 and 2 examine the impact of international experience. Chapters 3 through 8 are the case studies of the following groups or persons: (1) teachers with international experience; (2) returned Peace Corps volunteers; (3) a sixth-grade immigrant from Afghanistan; (4) a multicultural school; (5) international student visitors at school; and (6) the International Studies Academy at an urban magnet school. Chapter 9 offers…
(1985). Towards Equality of Educational Opportunity: Inter-Country Exchange of Experiences. Report of the Visits of the Panel on the Education of Girls (9th, Bangkok, Thailand, May 27-June 10, 1985). The develoment of specific programs to promote the education of girls in countries in which low female enrollment is a major obstacle to the universalization of primary education is the focus of this document. National statistics are presented for seven countries that still have low gross enrollment rates: Afghanistan (14%), Bangladesh (38%), Bhutan (10%), India (70%), Nepal (43%), Pakistan (33%), and Papua New Guinea (58%). The document predicts that the proportion of girls of primary school age not in school would be even higher if age specific rates were available. This document presents several activities to promote a continuing program for the education of girls in these countries. Bangladesh, India, Nepal, Pakistan, and Papua New Guinea have established national steering committees of high level educators and others committed to the cause of women's education to promote programs that will contribute to universalizing educational opportunities for girls. These committees have… [PDF]
(1982). Population Education in Asia and the Pacific. Bulletin of the Unesco Regional Office for Education in Asia and the Pacific. Number 23, June, 1982. The necessity of successfully managing population and development to ensure the quality of life in Asia in the coming decade is emphasized in this bulletin, which is arranged into four sections. Section one contains an article dealing with change and development of population education in Asia and the Pacific and a demographic analysis. Section two consists of country reports prepared by the directors of national population education projects and updated papers presented at workshops held in Bangkok in 1981 and in Suva in 1979. Countries reported on are Afghanistan, Bangladesh, China, India, Indonesia, Malaysia, Nepal, Pakistan, the Philippines, Korea, Viet Nam, Sri Lanka, Thailand, Turkey, Fiji, Papua New Guinea, Solomon Islands, Tonga, and the Trust Territory of the Pacific Islands. A synthesis of innovative experiences in population education concludes the second section. Section three deals with quality of life themes as related to population, including agriculture and food,… [PDF]